Different Approaches to Classroom Environments Based on Teacher Experience and Effectiveness

Autor/inn/en	Pressley, Tim; Croyle, Hannah; Edgar, Madison
Titel	Different Approaches to Classroom Environments Based on Teacher Experience and Effectiveness
Quelle	In: Psychology in the Schools, 57 (2020) 4, S.606-626 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pressley, Tim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22341
Schlagwörter	Case Studies; Classroom Environment; Risk; Metacognition; Teacher Attitudes; Classroom Techniques; Teacher Student Relationship; Student Motivation; Mentors; Student Behavior; Teacher Effectiveness; Teacher Education Programs; Teaching Experience; Preservice Teachers + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Risiko; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerverhalten; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulische Motivation; Student behaviour; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The purpose of this qualitative instrumental case study was to continue looking at the differences in classroom environments for different levels of teachers. Specifically, we wanted to focus on teacher perspectives of classroom management, relationships with students, motivating students, student risk-taking within the classroom, and student self-regulation. The three levels we looked at for this study included highly effective teachers, proficient teachers who have taught for more than 3 years, and new/developing teachers. The results found three major themes with differences in how teachers at each level approached classroom management, relationships with students, and student behaviors within the classroom. The student behaviors within the classroom included self-regulation and risk-taking. The results of this study provide researchers more information regarding the different stages of teaching, information to schools on ways to mentor teachers at each level of teaching, and information to teacher preparation programs on ways to help preservice teachers prepare for the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01