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Author Tsou, Meng-Ling
Title The classroom management strategies for addressing discipline problems from expert junior high school teachers in Taiwan
book jacket
Descript 284 p
Note Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1612
Adviser: Frederick Dembowski
Thesis (Ph.D.)--Lynn University, 2005
This study explores effective classroom management strategies in Taiwan for decreasing problem behaviors of junior high school students, an area of frustration for most junior high school teachers in that country (Chiou, 2002). Poulou and Norwich (2000) found that poor classroom management is one of the primary causes of student behavior problems. Several other studies indicate there is a strong relationship between student behavior and academic achievement (Hester, Gable & Manning, 2003). Successful classroom management can improve student behavior and enhance effective learning
This study gathered many effective classroom management strategies from the U.S. literature and from expert homeroom teachers in Taiwan. It intended to help non-expert teachers improve student behavior and classroom management in the future. A three-round Delphi Technique was used to determine the most frequent problem behaviors and the most effective strategies as identified by expert teachers
This study is modeled partly on Bowman's (2002) work surveying discipline strategies from successful African-American teachers, but this survey focuses on Taiwanese junior high school homeroom teachers. Surveys of other groups are recommended as the focus for future research
School code: 1381
DDC
Host Item Dissertation Abstracts International 67-05A
Subject Education, Administration
Education, Secondary
Education, Curriculum and Instruction
0514
0533
0727
Alt Author Lynn University
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