ERIC Number: ED331817
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
The Influence of Context on Teachers' Classroom Management Decisions.
This study investigated the influence of context on teachers' classroom management decisions represented by the interactive classroom management task of handling student misbehavior. A review of pertinent teacher cognition research suggests that the key to understanding classroom management involves investigation of teachers' cognitions in classroom contexts. A complex teacher decision-making model is synthesized from the literature suggesting important cognitive variables which appear to influence teachers' classroom management interactive decisions in context. An ecocultural theory and model are described and used to explain the classroom context in which these teacher cognitions take place. Elementary school teachers (N=96) answered questions designed to assess their general theories and beliefs about causes of student misbehavior. Mediating cognitions, represented by causal attributes, were then assessed using a vignette design. Results of the study suggest a tendency for teachers to focus on broader contextual frames of reference rather than individual students when making planning decisions. Findings did not provide strong, positive evidence that teachers' higher level cognitions influence their interactive decisions. Assessment instruments used in the study are included in the appendices. (IAH)
Publication Type: Speeches/Meeting Papers; Tests/Questionnaires; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teacher Thinking
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).