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ERIC Number: EJ1170977
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0749-4025
EISSN: EISSN-2376-6670
Promoting "Quality" Feedback: First-Year Teachers' Self-Reports on Their Development as Classroom Managers
Kwok, Andrew
Journal of Classroom Interaction, v53 n1 p22-36 2018
Through a program wide survey (n = 87) and qualitative data of five case participants, this mixed methods study explores how teachers develop as urban classroom managers throughout their first year. Results indicate teachers learned from programmatic training and personnel, school personnel, and classroom experience. Specifically, personnel who frequently observed teachers as well as provided specific feedback and alternative methods of classroom management were most helpful. Relatedly, opportunities to learn through "trial and error" were also helpful. These findings suggest methods for teacher educators to prepare and support beginning teachers in classroom management.
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A