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ERIC Number: EJ958600
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1045-988X
A Study of Preservice Educators' Dispositions to Change Behavior Management Strategies
Shook, Alison C.
Preventing School Failure, v56 n2 p129-136 2012
Student behavior problems contribute to poor academic achievement and poor teacher retention. This study investigated preservice teachers' dispositions to implement positive and proactive strategies for managing behavior in the general education elementary urban classroom. The author interviewed 19 preservice teachers in a large urban school system in the Southeast. Qualitative methods were used to analyze data from interviews and preservice teacher supervisors' observation reports. Findings indicate that participants planned and used rules and routines for general classroom management but relied on reactive strategies for problem behavior. They did not demonstrate a disposition to alter classroom management strategies to prevent behavior problems. Reliance on reactive or negative strategies for behavior management can increase problem behavior and decrease academic achievement. Positive and proactive strategies are suggested. (Contains 1 figure and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A