Guidance/classroom management strategies of choice and teachers' perceptions of effectiveness in early childhood classrooms

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dc.contributor.authorHarper, Melissa Dawnen_US
dc.contributor.committeeChairRose, Katherine K.
dc.contributor.committeeMemberPetty, Karen
dc.contributor.committeeMemberMuro, Joel
dc.date.accessioned2014-12-10T19:19:01Z
dc.date.available2014-12-10T19:19:01Z
dc.date.issued2014-05en_US
dc.description.abstractThe purpose of this research study was to examine the guidance/classroom management strategies being used in early childhood classrooms. In addition to examining these strategies, the researcher looked at whether or not the strategies were developmentally appropriate, how effective teachers believed these strategies to be, where the strategies were learned, and whether or not the strategies were mandated to the teachers. The findings suggest that teachers are using both developmentally appropriate and non-developmentally appropriate strategies in the classroom and that most teachers feel they are effective at using guidance/classroom management strategies. In addition, teachers with more professional development courses in classroom management used more developmentally appropriate strategies. Finally, approximately one-third of the teachers in this study were using at least one strategy mandated to them by someone outside of their classrooms. This information is important for teacher education programs as they prepare classroom management curriculum for beginning teachers and for schools as they identify professional development opportunities for their teachers.en_US
dc.identifier.urihttp://hdl.handle.net/11274/3649
dc.language.isoen_USen_US
dc.subjectEarly childhood educationen_US
dc.subjectChildrenen_US
dc.subjectClassroom managementen_US
dc.subjectDevelopmentally appropriate practiceen_US
dc.subjectGuidanceen_US
dc.subjectSelf-efficacyen_US
dc.subjectCurriculum development
dc.titleGuidance/classroom management strategies of choice and teachers' perceptions of effectiveness in early childhood classroomsen_US
dc.typeDissertationen_US
thesis.degree.collegeCollege of Professional Education
thesis.degree.departmentFamily Sciences
thesis.degree.disciplineChild Development
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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