Abstract/Details

Behavior management techniques in a middle school learning resource classroom


2007 2007

Other formats: Order a copy

Abstract (summary)

The purpose of this case study was to explore and determine the most effective classroom management techniques and practices in "the worst" (the words of my mentor teacher) Learning Resource Math classroom with students with various disabilities. By using research and literature associated with classroom discipline and ongoing management, I observed students' overall progress. Data was collected through informal observations of various behavior management practices that showed classroom and student improvement and those that didn't. The participants consisted of 14 students, 5 females and 9 males. The findings suggest that students needed constant repetition of rules and classroom routines that they helped to form in order to build a more cohesive classroom. With the help of my students in forming a classroom community with minimal behavioral issues, this classroom ended up being "the best".

Indexing (details)


Subject
Mathematics education;
Special education;
Secondary education
Classification
0280: Mathematics education
0529: Special education
0533: Secondary education
Identifier / keyword
Education
Title
Behavior management techniques in a middle school learning resource classroom
Author
McGinnis, Courtney
Number of pages
66
Publication year
2007
Degree date
2007
School code
6200
Source
MAI 46/02M, Masters Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549192923
Advisor
Nelson, Paul
University/institution
Pacific Lutheran University
University location
United States -- Washington
Degree
M.A.E.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
1447844
ProQuest document ID
304712021
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304712021
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.