1. The second research study that I analyzed is Investigating Pre-service Teachers’ Beliefs about Classroom Management by Soner Polat, Sibel Kaya, and Murat Akdag. The copyright to the article is by Educational Sciences: Theory and Practice and it was published in 2013. 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 included a large group of participants from 2nd, 3rd, and 4th year pre-service teachers, a time that any practicing teacher can relate to. The variable in the study was if the pre-service teachers took two courses: Classroom Management and Student Teaching. When I was in the
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To collect data, teachers took a Beliefs and Discipline Inventory developed by Glickman and Tamashiro. The test claims good item discrimination and high reliability. The three subscales that pre-service teachers fell under were: relationship-listening, confronting-contracting, and rules and consequences. 6. For the Beliefs and Discipline Inventory, participants were presented with 12 choices between two statements representing one of the three discipline models – relationship-listening, confronting – contracting, and rules and consequences. Subscale scores for each of the discipline models were obtained by tallying response scores in three sets. There were four items and eight responses under each subscale. The scores ranged from 0 to 8, the highest score indicating the preferred discipline model. (Akdag, Pg. …show more content…
According to Van den Berg (2002), classrooms have many variables, including providing effective instruction to students, maintaining classrooms, meeting the needs of students, parents, and school management. This can be overwhelming for the teacher and create stressful conditions. This and other factors may be why some teachers prefer a more authoritarian discipline model because of conditions in the classroom. (Akdag, Pg. 888) A strong community is necessary in a school for teachers to be supported and be able to provide the best education possible to all students. From the study, it is recommended that “student teachers are provided with a variety of discipline styles available so that they can interact effectively with students and manage their own discipline problems.” (Akdag, Pg.
To collect data, teachers took a Beliefs and Discipline Inventory developed by Glickman and Tamashiro. The test claims good item discrimination and high reliability. The three subscales that pre-service teachers fell under were: relationship-listening, confronting-contracting, and rules and consequences. 6. For the Beliefs and Discipline Inventory, participants were presented with 12 choices between two statements representing one of the three discipline models – relationship-listening, confronting – contracting, and rules and consequences. Subscale scores for each of the discipline models were obtained by tallying response scores in three sets. There were four items and eight responses under each subscale. The scores ranged from 0 to 8, the highest score indicating the preferred discipline model. (Akdag, Pg. …show more content…
According to Van den Berg (2002), classrooms have many variables, including providing effective instruction to students, maintaining classrooms, meeting the needs of students, parents, and school management. This can be overwhelming for the teacher and create stressful conditions. This and other factors may be why some teachers prefer a more authoritarian discipline model because of conditions in the classroom. (Akdag, Pg. 888) A strong community is necessary in a school for teachers to be supported and be able to provide the best education possible to all students. From the study, it is recommended that “student teachers are provided with a variety of discipline styles available so that they can interact effectively with students and manage their own discipline problems.” (Akdag, Pg.