National New Teacher Study: Beginning Teachers' Concerns

Meister, Denise G.; Melnick, Steven A.

doi:10.1080/01626620.2003.10463283

Cited by 112 publications

(92 citation statements)

References 4 publications

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“…Previous research has concluded that there is a problem for novice educators in the area of behavior management, but is short of an in-depth description of the problem (Hertzog, 2002;Meister & Melnick, 2003). The present study also resorts to classroom observation and document review to triangulate teachers' self-reported interview data, which offers richer descriptions of school teachers' classroom management practice.…”

Section: Significance Of Studymentioning

confidence: 95%

“…They must learn within the classroom how to deliver instruction, monitor student progress, and select and implement classroom management strategies (Woolfolk, 2004). Among these discreet challenges, first-year teachers regularly cite difficulties related to classroom management as the most trying aspect of teaching (Hertzog, 2002;Meister & Melnick, 2003).…”

Section: Problem Statementmentioning

confidence: 99%

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A Comparative Study Between Primary and Secondary Teachers in Their Perception, Strategies of and Self-efficacy in Classroom Management

Bu¹

2017

dtssehs

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Abstract:The purpose of the study is to examine primary and secondary school teachers' perception and plausible strategies of effective classroom management, investigate their self-efficacy in classroom management and explore their difference in how they perceive and manage classroom. Following a comparative case study design, the study interviewed one primary and one secondary school teacher in two public schools in Stockton, California. This study also adopted in-class observation, photograph and document review for sake of triangulation. The results revealed that both teachers held relatively high self-efficacy in classroom management and credited their efficacy to their teaching experience and professional development; both agreed that classroom management is challenging and tough for student teachers and first-year teachers. Regarding difference, the primary school teacher regarded classroom management as synonymous with student behavior control, while the secondary school teacher focused more on academic instruction and student engagement, hence their different strategies in managing classroom.

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Section: Significance Of Studymentioning

confidence: 95%

Section: Problem Statementmentioning

confidence: 99%

A Comparative Study Between Primary and Secondary Teachers in Their Perception, Strategies of and Self-efficacy in Classroom Management

Bu¹

2017

dtssehs

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“…Although pre-service teachers are generally taught simple concepts of positive and negative reinforcement throughout their course of study (Tillery, Varhas, Meyers & Collins, 2010), some teacher preparation programs fall short when providing students with classroom management techniques and when teaching extensive skill sets to be able to solve behavioral problems (Meister & Melnick, 2003). This often remains a persistent area of concern for preservice teachers once they enter the teaching field (Garrahy, Cothran, & Kulinna, 2005).…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teacher Knowledge of Behavior Function: Implications within the Classroom

Youngblom

Filter²

2017

EJREP

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“…Novice teachers report low confidence in their abilities to effectively manage student behavior (Hertzog, 2002;Meister & Melnick, 2003;Smart & Igo, 2010). This is not an issue unique to the United States of America: The Australian Education Union (n.d.) national survey of 1,200 beginning teachers identified behavior management as the second most significant concern for new teachers.…”

Section: Significance Of the Research Problemmentioning

confidence: 99%

A Brief Intervention to Increase the use of Precorrection and Praise by Elementary School Teachers

Bindreiff¹

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There is an evidence base supporting the use of positive behavior supports in schools; however effectively and efficiently transferring these interventions into classroom settings remains a challenge. Precorrection is a highly-regarded behavior support strategy that relies on antecedent prompting to reduce problem behavior and teach socially appropriate skills. This study examined how a brief training in precorrection and praise paired with regular feedback impacted the behavior of four Title I elementary school teachers and students. As a result of the intervention, the four teachers increased use of precorrection and praise, while concomitantly reducing their use of reprimands.Limitations and suggestions for future research are provided.

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National New Teacher Study: Beginning Teachers' Concerns

Cited by 112 publications

References 4 publications

A Comparative Study Between Primary and Secondary Teachers in Their Perception, Strategies of and Self-efficacy in Classroom Management

A Comparative Study Between Primary and Secondary Teachers in Their Perception, Strategies of and Self-efficacy in Classroom Management

Pre-Service Teacher Knowledge of Behavior Function: Implications within the Classroom

A Brief Intervention to Increase the use of Precorrection and Praise by Elementary School Teachers

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