Search results for: Discipline
Page 2/2 15 items
The moral judgment of sanction in teaching and disciplinary practices was studied in a group of 222 teachers to determine the factors that affect sanction in the classroom. Factors studied included pupils' intent, consequences, recidivism, pupils' academic level, and family stability in two contexts: discipline and schoolwork. Results showed the significant effects of these factors for each context. Age of teachers, gender and teaching level (primary or secondary school) were also investigated in the judgment of sanction. Results showed a significant main effect of age, and specific differences in the moral algebra of teachers according to gender and teaching level.
Updated: Jan. 05, 2009
Preservice Teachers' Perceptions of Characteristics of an Effective Teacher as a Function of Discipline Orientation: A Mixed Methods Investigation
This mixed methods study investigated the extent to which preservice teachers' discipline orientations are consistent with their perceptions of what makes an effective teacher. A phenomenological analysis revealed seven characteristics that many preservice teachers considered to reflect effective teaching: student-centered, effective classroom and behavior manager, competent instructor, ethical, enthusiastic about teaching, knowledgeable about subject, and professional. A canonical correlation analysis revealed that the degree of discipline orientation was a predictor of some of these characteristics. Implications are discussed.
Updated: Nov. 10, 2008
The present article examines the influence of teacher preparation on responses to classroom aggression. A sample of 121 teachers employed in 11 public schools across Southwest Virginia completed measures of teaching characteristics and responded to vignettes depicting student aggression. Results confirmed the importance of prior training in supporting classroom management.
Updated: Jul. 27, 2008
The article examines beliefs regarding teaching in student teachers. A sample of 339 participants took part in the study and following a factor analysis, three principle factors emerged: classroom management/discipline efficacy, personal teaching efficacy and general teaching efficacy. Classroom management and discipline efficacy scored higher among working teachers, with other differences relating to the number of inservice years.
Updated: May. 21, 2008
Incorporating Character Education into the Early Childhood Degree Program: The Need, and One Department's Response.
The article describes early childhood education goals which help children develop a character that will assist them in interacting with one another and form relationships with peers and others. The author describes several techniques for integrating character development, including developmental discipline and positive guidance, individualized planning, play-based learning, successful experiences, making choices, setting boundaries, cooperative environments, and modeling.
Updated: Jan. 22, 2008