Dissertations / Theses on the topic 'Classroom discipline'
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Evanshen, Pamela. "Positive Discipline in the Classroom." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4400.
Full textSerakwane, Jane Mathukhwane. "Establishing discipline in the contemporary classroom." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-07222008-115350/.
Full textPack, Elaine. "Proactive measures for elementary classroom discipline." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ54739.pdf.
Full textEvanshen, Pamela. "Positive Discipline." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/4423.
Full textLai, Tak-wah John. "Effectiveness of classroom management procedures involving behavioural approach : perceptions of prevocational schools' teachers and students /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602130.
Full textSnodgrass, Ronald E. "School violence policy initiatives : a study of the effectiveness of a zero-tolerance threats policy /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115592.
Full textSuping, P. P. "The Management of Discipline by Educators In Secondary Schools." Thesis, (Welkom): Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/219.
Full textThe purpose of this research is to assess the management of discipline by educators in selected secondary schools. There are three major objectives in this study. Firstly, the study sought to examine the major causes of lack of discipline in secondary schools. Secondly, the study sought to determine the extent to which educators are affected by lack of discipline in the classrooms. Thirdly, possible strategies and alternatives to be used by educators were investigated. Data was collected from educators in different schools situated in the Lejweleputswa district of the Free State province. The study employed both the qualitative and quantitative research approaches to gain primary data and a literature review for secondary data. Mostly qualitative data was supplemented by quantitative data and a literature review. The results have revealed that many educators struggle to manage discipline in secondary schools. Part of the problem is the lack of alternative disciplinary measures to corporal punishment as a discipline tool. Educators aim to put measures in place to manage discipline, without resorting to punitive measures (such as corporal punishment). There is a need to implement developmental workshops at schools to assist educators in managing discipline. It is therefore recommended by this study that educators should not only be introduced to alternative measures of keeping discipline, but a continuous mentoring and support programme to assist educators with these alternatives should be implemented at schools.
Mohapi, Soane Joyce. "The influence of educators' life experiences on classroom discipline practices." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-184034.
Full textCarneiro, Carolina Marques. "Coperative learning in the classroom: systematization for discipline of chemistry." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11014.
Full textO presente estudo teve o propÃsito de utilizar atravÃs da sistematizaÃÃo de aulas, a metodologia de ensino conhecida como Aprendizagem Cooperativa com estudantes do segundo semestre do Curso de Licenciatura em QuÃmica da Universidade Federal do CearÃ. Visou avaliar atravÃs das experiÃncias dos alunos, essa alternativa de ensino como metodologia possÃvel nas aulas, alÃm do interesse e a satisfaÃÃo desses alunos por esse mÃtodo de estudo em grupo. A utilizaÃÃo dessa metodologia teve Ãnfase na importÃncia da aprendizagem dos estudantes nÃo somente no Ãmbito cognitivo, mas, sobretudo no reconhecimento pelo estudo de grupo e melhoria das relaÃÃes sociais, como instrumento de aprendizagem. AtravÃs da elaboraÃÃo de planos de aula e com o auxÃlio das tÃcnicas conhecidas como Jigsaw, verificaÃÃo em pares e aprendendo juntos foi possÃvel adequar essa metodologia no ensino da disciplina, sem comprometer em momento algum o conteÃdo do programa. O reconhecimento positivo dos alunos em detrimento a essa sistemÃtica de ensino, proporcionou à essa pesquisa um atestado de que à possÃvel trabalhar conteÃdos de quÃmica utilizando essa metodologia. Por fim, elucidar como essa metodologia pode trazer contribuiÃÃes positivas nesse processo de aprendizagem.
The present study aimed to use through the systematization of lessons , teaching methodology known as Cooperative Learning with students from the second semester of the Bachelor of Chemistry , Federal University of Cearà . Aimed to evaluate through the experiences of the students , this alternative teaching methodology as possible in class , plus the interest and satisfaction of these students by this method of study group. The use of this methodology was emphasis on the importance of student learning not only in cognitive , but especially in recognition for group study and improvement of social relations , as a learning tool . Through the preparation of lesson plans and with the aid of techniques known as Jigsaw , check in pairs and learning together was possible to adapt this methodology in the teaching discipline , without compromising at any moment the program content . The positive recognition of students over to this system of education provided to this research a certificate that you can work using chemical contents of this methodology. Finally, to elucidate how this methodology can bring positive contributions in this learning process.
Watkins, Megan. "Discipline and learn : theorising the pedagogic body /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031001.154138/index.html.
Full text"A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 314-323.
Widmer, Vern. "Managing disruptive behavior in the classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003widmerv.pdf.
Full textDayton, Jennifer. "Student perception of behavior management systems /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
Full textFleming, Miri 1947. "First year of discipline-based art education implementation by classroom teachers." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276746.
Full textWard, R. Dionne. "A Study of Two Urban Middle Schools: Discipline Practices Used to Control Disruptive Behavior of Students." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29293.
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Mancini, Joseph A. "Student Discipline Strategies| Practitioner Perspectives." Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637843.
Full textThis applied dissertation presented a mixed method design to gain a broader perspective of the perceptions of classroom management practitioners within a particular school district. Many teachers, or practitioners, experience issues with classroom management because of their understanding of strategies they use. Because of the researcher’s position within the education system, it was recognized practitioners are mandated to utilize specific classroom management strategies. As such, the study was designed to glean the perceptions of these practitioners in relation to the misunderstandings and mandates related to the strategies dealt with on a daily basis.
The perspectives gleaned afforded opportunities to generate statistical data. The last question presented to the study participants allowed each participant to express his or her ideas, related to the questionnaire or otherwise, in any way they saw fit. The analysis of the study took into consideration the open response comments as they pertained to the statistical data generated.
Findings revealed the most favorable, as well as most effective, strategies as perceived by actual practitioners. Practitioners also expressed their opinions indicating their displeasure regarding mandated classroom management strategies commonly referred to as Office Referrals. Practitioners indicated they perceived revoking student privileges, placing students in time-out areas, and utilizing counseling services as more effective when choosing strategies relative to managing their classrooms.
Strauss, Bradley Stead. "School discipline and collaboration rule-making : pupil perception." Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1926.
Full textTeachers often complain of a lack of discipline in the school environment. In addition, these breakdowns in discipline become, on occasion, media headlines when violence, bullying, vandalism and intimidation flare up into major incidents. This, coupled with the desire of the national Department of Education (DOE) to encourage teachers to use more co-operative disciplinary methods, has led to this investigation. This dissertation explores the perceptions of senior secondary pupils around school discipline, with a particular focus on collaborative rule-making. Pupil perceptions were ascertained through a structured interview process. A framework of understanding was established by examining the pupils' interpretation of the meaning of discipline; the state of discipline in their school and recommendations to address problem areas; authority; corporal punishment; power and prefectship; power and non-prefect matrics; prefect versus nonprefect views on discipline; the prefect system; the fairness of school rules; and pupil input into school rules. The understanding gleaned from the pupils' perceptions of these notions established a solid base from which an investigation into collaborative rule-making was launched. Thereafter, the notion of collaborative rule-making, the viability of collaborative rule-making, the advantages and disadvantages of collaborative rule-making and the implementation of collaborative rule-making were examined. The pupils came out strongly in support of collaborative rule-making and were keen to have an input into the school's disciplinary structures. The potential advantages far outweighed any possible disadvantages. These findings support both Bernstein's (1996) principle of pupil participation and the premise of pupil input into Codes of Conduct as detailed by the South African Schools Act (No. 84 of 1996).
Damonse, Selwyn. "Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1553_1360926110.
Full textSouth Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo
learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo
responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.
Jacoby, Rhonda L. Edwards Linda L. "The effectiveness of a proactive school-wide approach to discipline at the middle school level." Diss., UMK access, 2008.
Find full text"A dissertation in urban leadership and policy studies in education and education." Advisor: Linda L. Edwards. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 6, 2009. Includes bibliographical references (leaves 84-91). Online version of the print edition.
Smith, Brittany Wilkinson. "EXAMINING ADMINITRATORS' DISCIPLINARY PHILOSOPHIES: A CONCEPTUAL MODEL." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/111.
Full textSloane, Alwyn M., and n/a. "Influences on teachers' discipline in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.162433.
Full textAustin, Patricia B. "The relationship between failure rates, discipline referrals, and teacher attitudes toward classroom management." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/2087.
Full textJackman, Lori A. "The effects of applied comprehensive behavior management training on novice teachers' classroom discipline." Available to US Hopkins community, 2003. http://wwwlib.umi.com/dissertations/dlnow/3080686.
Full textAbe, Daudi J. "Effects of non-traditional instruction on the classroom discipline of African American students /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7669.
Full textMak, Tak-cheung. "A study of teachers' perception of school discipline and management." [Hong Kong : University of Hong Kong], 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B15967852.
Full textCowan-Stanley, Randi Lynn. "The effectiveness of a behavior checklist on classroom management with freshman students in a business and information technology course at Elk Mound High School." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006stanleyr.pdf.
Full textMcKinne, Mike. "A quantitative and a qualitative inquiry into classroom incivility in higher education." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5521.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 9, 2009) Vita. Includes bibliographical references.
Adams, Anthony PC. "An investigation into learner discipline at Silverlea Primary school." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1654.
Full textCorporal punishment was abolished in schools in June 1995 (Benson:1995). The suspension was sudden, and the Education Department provided very Little guidance with regard to alternative means of maintaining discipline. Teachers, who for years had the option of resorting to corporal punishment as a final means of instilling and maintaining leaner discipline, now had very little to fall back on to. An upsurge in disciplinary problems seemed to follow the suspension, and many schools struggled to maintain effective learner discipline. As with many other schools, Silverlea Primary School battled to come to grips with learner discipline in the post-corporal punishment era. Educators had little or no training in alternative methods of maintaining discipline, but still had to deal with the same, or worsening, levels of learner discipline. It is because of this perceived erosion of learner discipline that this study was undertaken. It is grounded in the belief that a positive, disciplined ~environment is essential for effective teaching and learning to happen consistently, and moves from the premise that the system of discipline and, to a large extent its effectiveness, is the creation of the staff of that school. This system, though, should operate within a supportive framework of the Department of Education. Discipline impacts strongly on the quality of education offered and received. It also affects the ability of educators to maintain consistently high standards. Although the environment from which the learners come affect their behaviour and discipline, the management of this discipline at school is dependent on the management skills and systems present at the school. Four concepts - effective discipline, curriculum, management styles, and the abolition of corporal punishment - are identified as being central to the study of discipline. They affect the running of the school, and thus the discipline adhered to at the school. This discipline in turn impacts on the educators who have to constantly be dealing with disciplinary problems rather than teaching. A descriptive research method was used
Gusterman, Elin. "Kulturen i fokus : en mikroetnografisk studie om mötet mellan musiklärare och elevgrupper." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2461.
Full textDenna mikroetnografiska studie handlar om möten mellan olika kulturer i musikklassrummet, samt hur dessa kan gestalta sig. Vad som sker i mötet mellan musiklärare och elevgrupper med utgångspunkt i att musikläraren inte har så mycket undervisningstid med eleverna i relation till andra skolämnen. Syftet med studien är att skapa medvetenhet kring ledarskap i musikklassrummet. Studien innefattar sex olika musiklektioner i tre olika musikklassrum. Observationer har dokumenterats genom fältanteckningar samt ljudupptagningar. Även informella samtal med undervisande musiklärare har förts för att uppnå en så bred empiri som möjligt. Studiens resultat belyser olika förhållningssätt kring ordning och ledarskap i musikklassrummet samt hur detta kan tänkas forma olika klasskulturer och vad för konsekvenser detta medför.
Reine, Gena Patrice. "Parenting style and classroom behavior : exploring the connection in kindergartners and first graders /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Full textEloff, Cecile Henriette. "Die hantering van leerderwangedrag in sekondêre skole / Cecile Eloff." Thesis, North-West University, 2009. http://hdl.handle.net/10394/2876.
Full textThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
Benson, Karen L. 1958. "Simulation-game enactment for heightened motivation and enhanced retention in the discipline-based classroom." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277232.
Full textRamos, Gabriela. "Overlooked Cost behind Teacher Retention| Does Student Discipline Push Educators out of the Classroom?" Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750068.
Full textThe purpose of this study was to update the analysis of the traditional viewpoints associated with increasing national and local teacher turnover rates by exploring alternative contributors to this challenge. Numerous studies have demonstrated the national focus on this topic consistently and predictably attributes to the growing attrition phenomenon primarily to financial considerations. This study considered the possibility that other more humanistic contributors, often overlooked in the literature, could be playing a more significant role in discouraging permanency in the classroom than is commonly realized. More specifically, it sought to examine the extent to which feelings tied to a positive, safe, and orderly learning environment contributed to teacher intentions to stay, and how teachers, parents and administrators perceived school efforts to ensure peaceful classrooms.
To carry out this study, the researcher collaborated with an urban inner-city school district, and obtained descriptive information from teachers, parents, and administrators all focused on their perceptions surrounding teacher attrition, classroom climate as affected by student behavior, and the possible link between concerns in both areas. The researcher analyzed inputs from members of each group and found that a large number of the teaching staff identified the classroom, and more humanistic considerations, as being of greater significance in deciding whether to stay in their position than did other participants who were more aligned with the literature. The researcher also became aware that teachers, individually, often expressed greater concern for the system as a whole, more than behaviors in their own classroom.
Finally, realizing that the target school system for this study operates within a state known by its financial struggles regarding educator’s compensation, the researcher also concluded that there is a great possibility about the staff responding to this study having already come to terms with a meager compensation, as compared to other teachers across the nation. As such, it is believed that this study brings up a solid perspective that does give heavier weight to more humanistic factors playing a greater role in teacher decisions to leave their work. However, realistically teacher priorities, be they humanistic or financial, might be different in locations where there is more dynamic activity surrounding educator compensation.
Coetzer, Zanie. "The impact of classroom management duties on the discipline of grade two learners / Zanie Coetzer." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8520.
Full textThesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011
Chow, Kam-ming, and 周鑑明. "A comparison of the strategies adopted by experienced and novice teachers in handling discipline problems in a secondary school in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957134.
Full textSnyder, Troy Ernest. "The influence of Equine Essentials on teacher holonomy." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-10122009-152050/unrestricted/Snyder.pdf.
Full textPlaatjies, Bernadictus O'Brian. "Effektiewe klaskamerbestuur by 'n arm landelike skool." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1930.
Full textIn this mini-thesis data has been collected and processed to detennine which factors inf1uence effectiv'e classroom management in the intermediate and senior phases at poor rural schools, A Comprehensive review of relevant National and International literature were conducted and farmed the basis for the construction of a questionnaire. The questionnaire was formulated to determine the extent, complexity and reality to which educators at poor rural schools are exposed to on a daily basis. External and internal factors contributing to poor classroom management were identified. External factors include home circumstances and the environment in which learners live. The lack of stimulation at home, low literacy levels of parents, the absence of good early childhood programmes and the shortage of food have a huge impact on learners performance in the classroom. Negative role models in the community and home as well as proper supervision, lead to discipline problems and unmotivated learners. Internal factors refer to the role of the teacher, the curriculum and discipline in the classroom. It is clear that educators play a central role in the provision of quality education. It is not an easy task. Working conditions are difficult and lead to weak motivation and low morale among teachers. It is impossible to implement outcomes based education in large classes. Dejected teachers try to survive by using traditional teaching and classroom approaches. There is however a big group of professional and motivated teachers. This teachers do everything to support and motivate learners. It is clear that poverty in the community is the main reason for the problems in rural schools. It is also clear that this problems need to be addressed. Long-term political solutions are needed to combat poverty. Short-term solutions might include better cooperation between the school and the community. The key to success is sustainable coaching and mentoring of teachers. The excessive emphasis on teaching and demonstration of outcomes are not beneficial for both learners and teachers. A solution to the problem is: ..... adapt the system in the child's best interest rather than the child having to adapt to the education system." Human Rights Commission (2006: 16)
Cummings, Rebekah Aine Ruth. "Navigating the River: Preservice Teachers Negotiate Constructive Guidance." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/28261.
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Wilson, Omega W. "The Relationship between Student Discipline Disproportionality and High School Dropout Rate." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28959.
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Nigrini, Chevonne. "Promotion and practice of discipline in the Foundation Phase : creating a culturally responsive learning environment." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60969.
Full textDissertation (MEd)--University of Pretoria, 2016.
Early Childhood Education
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Root, Monica Rose. "The Effect of Teacher-Identified Classroom Management." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1544.
Full textPane, Debra Mayes. "The Relationship between Classroom Interactions and Exclusionary Discipline as a Social Practice: A Critical Microethnography." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/109.
Full textKing, Joseph Dain. "The effects using positive statements in a discipline code on sixth grade students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1998. http://www.kutztown.edu/library/services/remote_access.asp.
Full textKoontz, Kendall Dawn. "Effect of responsive classroom approach on caring and respectful behaviors of children /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/koontzk/kendallkoontz.pdf.
Full textShort, Selena Gutierrez. "An Analysis of EC-4 Pre-Service Teacher Perceptions of Knowledge and Use of Classroom Discipline Techniques." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5212/.
Full textPedraza, Antonio M. (Antonio Morales). "Effects of Citizenship Curriculum Training on Ninth-Grade Discipline-Problem Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331956/.
Full textErasmus, Julian Malcolm. "An exploration of disciplinary approaches to classroom management in selected northern area schools in Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/950.
Full textFröding, Jenne Iris. "Factores que influyen en la disciplina del aula y algunas estrategias de los profesores para mantener el orden y un buen ambiente de enseñanza. : Un estudio comparativo entre alumnos y profesores de octavo grado en Nicaragua y Suecia." Thesis, Karlstads universitet, Avdelningen för språk, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-29080.
Full textEl presente trabajo estudia las estrategias que utilizan los profesores para mantener el orden y la disciplina en el aula de clase. También analiza algunos factores que influyen en la disciplina del salón de clase. Para ello se ha elaborado encuestas a dos grupos octavos, uno en Managua, Nicaragua y el otro en Karlstad, Suecia. También hemos entrevistado a sus respectivas profesoras. En total se entrevistaron a siete profesores en ambos países. Una conclusión de este estudio es que las estrategias utilizadas por los profesores muchas veces no corresponden con las que piden los estudiantes, quienes requieren una presencia activa del profesor o profesora cuando surge el desorden en salón de clase. Por su parte, los profesores, muchas veces optan por callar y así llamar su atención. Este contraste se debe a las diferentes perspectivas y papeles que tanto profesores como alumnos tienen sobre cómo establecer el orden en el aula de clase. Por otro lado, el estrés en los alumnos es un factor importante en la disciplina del grupo pues la mayoría de los estudiantes al sentirse estresados optan por hablar entre sí sobre temas ajenos a la lección. Según los entrevistados, otro factor que afecta la armonía en el aula es la cantidad de alumnos, el horario, el plan de clase, entre otros. También se observó una diferencia en cuanto a las apreciaciones de los profesores respecto a la relación entre la disciplina de los alumnos y sus calificaciones. Los profesores de Suecia apuntaron que sí existía una relación, puesto que los alumnos indisciplinados tenían malas calificaciones. Mientras que en Nicaragua los profesores señalaron que el mal comportamiento o indisciplina no tenía una relación directa con las calificaciones. Por el contrario, en muchos casos los estudiantes indisciplinados tenían buenas calificaciones.
Jeffrey, Jennifer L. "Evaluation of a cafeteria social skills program on student behavior and peer-to-peer interactions in a non-classroom setting within an urban school /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181105.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 142-147). Also available for download via the World Wide Web; free to University of Oregon users.
Gibson, Kyle. "Teachers' Perceptions of School Training on Positive Behavior Supports for Behavior Intervention and Discipline." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5865.
Full textMak, Tak-cheung, and 麥德彰. "A study of teachers' perception of school discipline and management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958126.
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