東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Preservice teachers' knowledge and p...

Nields, Allison N.

Linked to FindBook

Google Book

Amazon

博客來

Preservice teachers' knowledge and perceptions of effective behavior management strategies.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Preservice teachers' knowledge and perceptions of effective behavior management strategies./
Author:	Nields, Allison N.
Description:	38 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3558752
ISBN:	9781303032929

Preservice teachers' knowledge and perceptions of effective behavior management strategies.
Nields, Allison N.

Preservice teachers' knowledge and perceptions of effective behavior management strategies. - 38 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ed.S.)--University of Nebraska at Omaha, 2014.

This study examined student teachers' perceptions and knowledge of behavior management strategies. A questionnaire that included questions about broad behavior management techniques, behavioral learning theory, and behavior management strategies related to behavioral learning theory was given to sixty-one student teacher candidates at a large Midwestern university. Results indicated those students surveyed had a moderate level of knowledge about behavioral learning theory and common management practices. No significant differences in special education student teachers' versus general education student teachers' knowledge of behavior management strategies were found, nor were there significant differences between secondary and elementary education majors' knowledge of behavior management. Student teachers felt confident in handling most misbehaviors, but felt less confident in handling aggression and violence. Field experiences such as student teaching experiences were cited as the main source of behavior management strategies. Implications of these results for training and practice are discussed.

ISBN: 9781303032929Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Preservice teachers' knowledge and perceptions of effective behavior management strategies.
LDR:02047nam a2200289 4500 001 1959649
005 20140520124452.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303032929
035 $a (MiAaPQ)AAI3558752
035 $a AAI3558752
040 $a MiAaPQ $c MiAaPQ
100 1 $a Nields, Allison N. $3 2095129
245 1 0 $a Preservice teachers' knowledge and perceptions of effective behavior management strategies.
300 $a 38 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Advisers: Brian McKevitt; Lisa Kelly-Vance.
502 $a Thesis (Ed.S.)--University of Nebraska at Omaha, 2014.
520 $a This study examined student teachers' perceptions and knowledge of behavior management strategies. A questionnaire that included questions about broad behavior management techniques, behavioral learning theory, and behavior management strategies related to behavioral learning theory was given to sixty-one student teacher candidates at a large Midwestern university. Results indicated those students surveyed had a moderate level of knowledge about behavioral learning theory and common management practices. No significant differences in special education student teachers' versus general education student teachers' knowledge of behavior management strategies were found, nor were there significant differences between secondary and elementary education majors' knowledge of behavior management. Student teachers felt confident in handling most misbehaviors, but felt less confident in handling aggression and violence. Field experiences such as student teaching experiences were cited as the main source of behavior management strategies. Implications of these results for training and practice are discussed.
590 $a School code: 1060.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, General. $3 1019158
690 $a 0525
690 $a 0530
690 $a 0515
710 2 $a University of Nebraska at Omaha. $b Psychology. $3 1263887
773 0 $t Dissertation Abstracts International $g 74-08A(E).
790 $a 1060
791 $a Ed.S.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3558752