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ERIC Number: ED527502
Record Type: Non-Journal
Publication Date: 2008
Pages: 219
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-0432-4
ISSN: N/A
An Investigation of the Life Experiences and Beliefs of Teachers Exhibiting Effective Classroom Management Behaviors in Diverse Rural Schools
Holt, William Charles
ProQuest LLC, Ed.D. Dissertation, Lamar University - Beaumont
The purpose of this qualitative study was to investigate the life experiences and beliefs of highly effective teachers regarding classroom management in diverse rural school populations. The research for this phenomenological study utilized the narrative inquiry method of data collection. This study explores the beliefs, background and experiences of exemplary teachers in the area of classroom management. It was also focused on teachers who face the challenges inherent in a diverse rural school population. The goal of this study was to develop a deeper understanding of how individuals become the highly effective teachers and classroom managers needed in our classrooms today. The study indicated a correlation between effective teachers and these factors: the ability to build relationships with students; high expectations; well-developed classroom procedures and a belief in the relational care of students. School experiences, family relationships and spiritual background were factors identified in the development of these teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A