An Investigation into the Life Experiences and Beliefs of Teachers Exhibiting Highly Effective Classroom Management Behaviors

Autor/inn/en	Holt, Chuck; Hargrove, Pauline; Harris, Sandra
Titel	An Investigation into the Life Experiences and Beliefs of Teachers Exhibiting Highly Effective Classroom Management Behaviors
Quelle	In: Teacher Education and Practice, 24 (2011) 1, S.96-113 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Classroom Techniques; Teacher Effectiveness; Teacher Attitudes; Beliefs; Teacher Student Relationship; Teaching Methods; Altruism; Family Relationship; Religion; Experience; Inquiry; Hispanic Americans; Questionnaires; Interviews; Interpersonal Relationship; Classroom Communication; Moral Values; Spiritual Development; Family Influence; Role Models; Texas + Suchen Sie Ihr Suchwort? Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Belief; Glaube; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Altruistic behavior; Altruismus; Erfahrung; Hispanic; Hispanoamerikaner; Fragebogen; Interviewing; Interviewtechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klassengespräch; Moral value; Ethischer Wert; Identifikationsfigur
Abstract	The purpose of this study was to investigate the life experiences and beliefs of highly effective teachers exhibiting effective classroom management. This study explores the beliefs, background, and experiences of exemplary teachers in the area of classroom management. The goal of this study was to develop a deeper understanding of how individuals become highly effective teachers and classroom managers. Findings from the study suggested that teachers with effective classroom management skills have the ability to build relationships with students and implement well-developed classroom procedures. They also exhibit a belief in the relational care of students. School experiences, family relationships, and spiritual background were factors identified in the development of these teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10