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Just rewards: How preservice teacher...

Fries, Mary Kim.

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Just rewards: How preservice teachers make sense of classroom discipline.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Just rewards: How preservice teachers make sense of classroom discipline./
作者:	Fries, Mary Kim.
面頁冊數:	366 p.
附註:	Adviser: Marilyn Cochran-Smith.
Contained By:	Dissertation Abstracts International63-02A
標題:	Education, Curriculum and Instruction -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3043414
ISBN:	0493571973

Just rewards: How preservice teachers make sense of classroom discipline.
Fries, Mary Kim.

Just rewards: How preservice teachers make sense of classroom discipline. - 366 p.

Adviser: Marilyn Cochran-Smith.

Thesis (Ph.D.)--Boston College, 2002.

Issues surrounding classroom management and more specifically classroom discipline are of great concern to the general public, to experienced and novice teachers, and to school administrators. This study examines the assumptions, beliefs, and experiences of one of those groups of people: preservice teachers.

ISBN: 0493571973Subjects--Topical Terms:

1260268
Education, Curriculum and Instruction

Just rewards: How preservice teachers make sense of classroom discipline.
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520 $a Issues surrounding classroom management and more specifically classroom discipline are of great concern to the general public, to experienced and novice teachers, and to school administrators. This study examines the assumptions, beliefs, and experiences of one of those groups of people: preservice teachers.
520 $a Seven preservice teachers from one university in the northeastern United States were studied in an attempt to understand how they made sense of classroom discipline. This study, which employs a qualitative research methodology known as constructivist grounded theory, makes two major contributions.
520 $a First, the study provides a conceptual framework, or lens from which to examine the notion of meaning making for these preservice teachers relative to classroom discipline. This framework, grounded in the data gathered, illuminates the dynamic complexities in classrooms relative to individual learners as well as groups of learners. Three distinctly different findings provide the basis for this framework: (1) these preservice teachers' assumptions and beliefs about children, teachers, and classrooms relative to discipline; (2) these preservice teachers' observations, actions, and reactions relative to classroom disciplinary events; and (3) seven tensions that existed for these preservice teachers relative to negotiating classroom discipline. Second, these three findings, when viewed as dynamic, interconnected, and interrelated parts to a lens or framework, provides a way of seeing the complex topic of discipline. This multi-layered framework indicates that classroom discipline cannot be dealt with in schools with recipes, zero tolerance policies, or prescriptive rules and regulations
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