Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Martha Ward
Committee Member
Patricia Heiselberg
Committee Member
Maryellen Maher
Keywords
achievement, acceptable behaviors, classroom behavior, classroom disruptions, classroom management, classroom management skills, conducive learning environment, discipline, James Madison Career Alternative School, learning environment, middle school classrooms, middle schools, peer observation, positive learning environments, positive student behaviors, positive teacher behaviors, professional development, professional development training, staff development, student achievement, teacher expectations, teacher referrals, teacher training, Teacher Expectation Student Achievement, teachers
Abstract
This applied dissertation was designed to improve classroom management skills of teachers at James Madison Career Alternative School by providing continued teacher professional staff development. Teachers in the target group were experiencing difficulty establishing classroom behaviors that were acceptable and considered conducive to the learning environment. This study continued for 9 months beginning October 2002 and ending June 2003.
To help improve student achievement and create positive learning environments, the Teacher Expectation Student Achievement (Good & Brophy, 1978) staff development model was implemented as an intervention strategy in 8 middle school classrooms to reduce teacher referrals and classroom disruptions.
The targeted teachers participated in 5 professional development-training sessions. Each teacher also attended 5 training sessions on the peer observation process. The findings were to demonstrate the effectiveness of teacher training and the impact on increasing positive student and teacher behaviors.