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ERIC Number: ED444941
Record Type: Non-Journal
Publication Date: 2000-Apr-28
Pages: 8
Abstractor: N/A
Preservice Teachers' Knowledge of Effective Classroom Management Strategies: Defiant Behavior.
Kher, Neelam; Lacina-Gifford, Lorna J.; Yandell, Sonya
This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies for defiant behavior. Data in the form of extended written responses were obtained from student teachers in a rural, southern teacher education program at the end of their student teaching experience in the spring semester. Participants were asked to generate classroom management strategies in response to hypothetical problems that occurred in the classroom, discussing strategies they would use in handling two hypothetical vignettes of defiant behavior and specific strategies that might not work. Data analysis indicated that student teachers' reported strategies for both vignettes were more similar than different. They most frequently reported that they would send the student to the office, give verbal directives to stop the behavior, lecture or reprimand, talk to both students separately, and involve the principal or parents. Strategies they typically considered ineffective included yelling or screaming at the students or threatening punishment. What was absent from the student teachers' responses were proactive measures to prevent such behavior or attempts to socialize the students to cooperate with learning goals. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A