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ERIC Number: EJ1400395
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
EISSN: EISSN-1940-4476
Effective Classroom Management in Middle Level Schools: A Qualitative Study of Teacher Perceptions
Gunersel, Adalet B.; Mason, Benjamin A.; Wills, Howard P.; Caldarella, Paul; Williams, Leslie; Henley, Vanessa M.
RMLE Online: Research in Middle Level Education, v46 n8 2023
Disruptive student behavior is a significant challenge in schools and a predictor of student failure. Effective classroom management is a crucial skill that middle level teachers must acquire to foster student engagement and learning. This qualitative study explored the experiences and perceptions of 35 middle level teachers in both general education and special education settings regarding effective classroom management techniques. Eight focus group interviews were conducted with 25 general education teachers and 10 special education teachers at one of five middle schools in Kansas, Missouri, or Utah. Focus group transcripts were analyzed using iterative qualitative content analysis to identify themes and subthemes. Findings revealed that effective classroom management includes teachers' use of appropriate positive and negative reinforcement, student buy-in to reward systems, positive immediate feedback to students, teachers' consistent follow-through with consequences, and positive teacher-student relationships. We also report similarities and differences between middle level general education and special education teachers' perceptions. Limitations and areas for future research are addressed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Kansas; Missouri; Utah
IES Funded: Yes
Grant or Contract Numbers: R324A160279