The effect of classroom management training and active or information-based follow -up on inexperienced teachers' perceived classroom behavior management effectiveness
Date of Award
Doctor of Education (Ded)
Dr. Peter J. Smith
Dr. John W. Hill
Dr. Neal F. Grandgenett
Dr. Larry L. Dlugosh
Inexperienced teachers' perceived classroom effectiveness of their planning and preparation, classroom environment, instruction, and professional responsibilities domains were analyzed to determine the effects of active follow-up compared to information-based follow-up of classroom management training ( N = 50). Inexperienced teachers enrolled in I Can Do It Classroom Management Training were randomly assigned to active follow-up to the training (n = 24) or information-based follow-up to the training ( n = 26). As reflected by the pretest and posttest evaluation form measuring their perceived effectiveness in the domains of planning and preparation, classroom environment, instruction, and professional responsibilities, teachers participating in active follow-up of the training demonstrated statistically significant growth in each of the domains. Teachers participating in the information-based follow-up demonstrated little or no growth in each of the domains. Posttest-posttest analysis of perceptions of teachers engaged in active follow-up demonstrated significantly higher classroom effectiveness scores than teachers engaged in information-based follow-up. The study's results should encourage district officials to look at professional development and the type of follow-up included in staff development initiatives.
Casey, Diana L., "The effect of classroom management training and active or information-based follow -up on inexperienced teachers' perceived classroom behavior management effectiveness" (2009). Student Work. 3455.
A Dissertation Presented to the Faculty of the Graduate College at the University of Nebraska In Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2009 Diana L. Casey