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Management Training: An Assessment of Undergraduate Education Programs in Preparing Teachers for Classroom Management

By Matthew Jenkins

Abstract

@font-face { font-family: \u22Cambria Math\u22; }@font-face { font-family: \u22Calibri\u22; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 10pt; line-height: 115%; font-size: 11pt; font-family: Calibri; }.MsoChpDefault { font-size: 11pt; font-family: Calibri; }.MsoPapDefault { margin-bottom: 10pt; line-height: 115%; }div.WordSection1 { page: WordSection1; } The current study was designed to determine the most effective and/or preferable methods in which middle level pre-service teachers learn classroom management skills. Literature review points to no method being anymore effective and/or preferable. This is due to the many different methods of teaching classroom management skills. In this study 42 middle level pre-service teachers were surveyed. These pre-service teachers were surveyed while they were in the middle of their student teaching semester. After tabulating the results of the surveys it was found that no particular method of teaching classroom management to pre-service teachers was more effective and/or preferable than the other

Topics: Classroom management, pre-service teacher, middle level learning, teacher preparedness., Education
Publisher: TopSCHOLAR®
Year: 2010
OAI identifier: oai:digitalcommons.wku.edu:stu_hon_theses-1295
Provided by: TopSCHOLAR

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