NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1155785
Record Type: Journal
Publication Date: 2017-Oct
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0013-189X
Relationships between Instructional Quality and Classroom Management for Beginning Urban Teachers
Kwok, Andrew
Educational Researcher, v46 n7 p355-365 Oct 2017
This mixed-methods study explores the differences in 1st-year urban teachers' classroom management beliefs and actions. The teachers in this study were in their first year of teaching in an urban context concurrent with their participation in a teacher education program offered at a large public university. Using program-wide surveys of 89 elementary and secondary teachers and qualitative data from five case participants, this study explores teachers' behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. Specifically, the participants focused on both student behavior and academics when managing classrooms and did not singularly consider enforcing behavioral systems for obtaining teacher authority. Even with this focus, some of the participants were more relational in their classroom management approach and actively searched for ways to build relationships with students. More relational classroom managers were associated with higher ratings of instructional quality. These findings speak to the need for future large-scale studies on the use of relational classroom management approaches and how those approaches relate to instructional quality.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A