Types of Classroom Management Beliefs and Actions on Instructional Quality

• In Event: 42.061 - Managing Classrooms: Beginning Teachers' Developing Emotions, Attitudes, and Beliefs and How They Translate Into Practice

Abstract

In this quantitative study, findings indicate that beginning urban teachers who were shared relational beliefs and actions were rated significantly higher on observational evaluations than teachers who only shared non-relational beliefs and actions. 87 teachers were surveyed about their thoughts on classroom management and an action that they considered effective classroom management. HLM analyses were used to test teacher responses with corresponding field instructor evaluations to indicate whether teachers’ reported beliefs and actions were correlated with instructional quality. This study has implications on presenting a more relational perspective throughout classroom management preparation and support.

Authors

• Andrew Kwok, California State University, San Bernardino

• Jason Patrick Moore, University of Michigan

• Ryan McKenzie, University of Michigan

• Adam Hengen, University of Michigan