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From beliefs to practice: An examination of students' and teachers' views about effective classroom management

Egeberg, Helen (2018) From beliefs to practice: An examination of students' and teachers' views about effective classroom management. PhD thesis, Murdoch University.

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Abstract

The purpose of this study is to examine the views of teachers and students about effective classroom management. In studying the convergences between teachers’ and students’ beliefs, the study clarifies extant research on effective classroom management and broadens the perspective with which it is viewed.

Within a mixed-methods design, the research comprised four complimentary sequences of data collection and analysis. Through surveys and focus groups, students explained they were more likely to behave well for teachers they respect and believe show genuine concern for student welfare and learning. In contrast, students tended to misbehave for teachers who tried to dominate, or who did not seem to care about students or their learning. Further, students appreciated teachers who held them accountable and yet offered them responsibility with support and structure. Students enjoyed and benefited from learning experiences that were varied, engaging and clearly articulated.

Through surveys and interviews, teachers suggested that responsibility and care were fundamental to building effective learning contexts. Both teachers and students indicated that trust and encouragement were fundamental aspects of developing productive teaching and learning relationships, in addition to high expectations. Moreover, this research revealed that both students and the teachers have well articulated views on what constitutes effective classroom management. It shows quite clearly that whilst students’ actions and interactions are quite purposeful, they can also be productively managed by caring, commanding and compelling teachers. These findings are discussed in the context of current approaches to classroom management for prospective teachers, and national professional standards of practice for graduate and experienced teachers.

Item Type: Thesis (PhD)
Murdoch Affiliation: School of Education
United Nations SDGs: Goal 4: Quality Education
Supervisor(s): McConney, Andrew and Price, Anne
URI: http://researchrepository.murdoch.edu.au/id/eprint/43192
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