Search results for: Kaufman Douglas K.
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A New Look at Preservice Teachers' Conceptions of Classroom Management and Organization: Uncovering Complexity and Dissonance
This study examines preservice teachers' conceptions of classroom organization and management in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions through an open-ended questionnaire. Respondents exhibited a preoccupation with behavior management previously recognized in other studies; however, findings also revealed underlying conflicts between respondents' theoretical orientations and conceptions of management, a lack of attention to developing student independence, and a conceptual schism between organization and management.
Updated: Jun. 22, 2010
This study examines the effect of the author’s modeling processes as evidenced by education students’ assessments of his courses. The author addresses the particular question, what benefits do his students perceive receiving from his personal literacy practices in class? He collected data from 75 pre-service and in-service teachers enrolled in four different courses. Responses revealed perceptions of five primary benefits, underscoring both academic and affective components.
Updated: Oct. 20, 2009