1. The first research study that I analyzed is The Effect of a Professional Development Classroom Management Model on At-Risk Elementary Students’ Misbehaviors by Dr. Gary Reglin, Dr. Joretta Akpo-Sanni, and Dr. Nonofo Losike-Sedimo. The copyright to the article is by Project Innovation and it was published in Fall 2012. I found the study through a search on ERIC (Educational Reform Information Center) by using the search terms ‘Classroom Management’ and ‘Discipline’. The reason that I chose this study is because it focused on elementary students and a strategy that the participants used to decrease misbehavior in their classroom. Although the study describes the students as ‘at-risk’, those students may be in any classroom to a varying
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Project Innovation, Inc. Accessed from: http://eds.a.ebscohost.com.dax.lib.unf.edu/ehost/pdfviewer/pdfviewer?sid=8e14f946-8102-4e36-87a9-8ef88a3b0ba1%40sessionmgr4004&vid=5&hid=4113
2. Before conducting the study, the authors conducted a literature review for what had already been completed on the topic and in the education field. “The Locus of Control Theory served as the theoretical framework for the research study.” (Graffeo and Silvestri (2006) as cited in Akpo-Sanni, Pg. 4) The Locus of Control deals with a student’s personal attribution of success and failure in regards to internal and external factors. According to the theory, at-risk elementary students “generally appeared to have an external Locus of Control orientation and did not perceive themselves as being fully in charge and responsible for their …show more content…
Implications for practice from the conclusions of the study would be for teachers to use a classroom management plan that involves positive reinforcement and not public shame. When students are coming from different backgrounds, whether it be SES, race, culture, or something else, it is necessary for the teacher to be sensitive to that. The major focus of PDCMM was to “train and encourage teachers to treat students with respect and try to maintain a warm and supportive relationship with all students.” (Akpo-Sanni, Pg. 13) Proactive and preventative intervention was helpful in the research study to decreasing discipline problems and suspensions. In order to create the positive classroom environment necessary for student success, there is a “need for schools’ leadership teams to prepare a school-wide discipline plan, and to focus on classroom management professional development on developing a positive and warm classroom climate and classroom culture.” (Apko-Sanni, Pg. 13) It is also important to acknowledge that by suspending students, they often get even further behind in their academics. Lack of proper supervision during their time at home may also contribute to mischief. (Akpo-Sanni, Pg.
Project Innovation, Inc. Accessed from: http://eds.a.ebscohost.com.dax.lib.unf.edu/ehost/pdfviewer/pdfviewer?sid=8e14f946-8102-4e36-87a9-8ef88a3b0ba1%40sessionmgr4004&vid=5&hid=4113
2. Before conducting the study, the authors conducted a literature review for what had already been completed on the topic and in the education field. “The Locus of Control Theory served as the theoretical framework for the research study.” (Graffeo and Silvestri (2006) as cited in Akpo-Sanni, Pg. 4) The Locus of Control deals with a student’s personal attribution of success and failure in regards to internal and external factors. According to the theory, at-risk elementary students “generally appeared to have an external Locus of Control orientation and did not perceive themselves as being fully in charge and responsible for their …show more content…
Implications for practice from the conclusions of the study would be for teachers to use a classroom management plan that involves positive reinforcement and not public shame. When students are coming from different backgrounds, whether it be SES, race, culture, or something else, it is necessary for the teacher to be sensitive to that. The major focus of PDCMM was to “train and encourage teachers to treat students with respect and try to maintain a warm and supportive relationship with all students.” (Akpo-Sanni, Pg. 13) Proactive and preventative intervention was helpful in the research study to decreasing discipline problems and suspensions. In order to create the positive classroom environment necessary for student success, there is a “need for schools’ leadership teams to prepare a school-wide discipline plan, and to focus on classroom management professional development on developing a positive and warm classroom climate and classroom culture.” (Apko-Sanni, Pg. 13) It is also important to acknowledge that by suspending students, they often get even further behind in their academics. Lack of proper supervision during their time at home may also contribute to mischief. (Akpo-Sanni, Pg.