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ABSTRACT
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related to classroom management. The rationale for researching this topic is based on
the role of teachers in the special education referral process, the poor success rate for
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inclusion for children with disabilities who demonstrate problematic classroom
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behaviors, and the data on expulsion rates for preschool students.
A multiple case study design was used to explore the following questions: (a)
What are the components of classroom management in preschool? (b) What is the
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role of the preschool teacher in classroom management? (c) What are the sources of
their careers? (e) How are preschool teachers beliefs and knowledge about classroom
beliefs?
summaries of each classroom and participant, a descriptive analysis of the setting, and
themes from a cross-case analysis outlined in the context of the research questions.
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from accumulated classroom experience was the strongest influence. There was
practices, and their practices were consistent with their stated beliefs. Findings are
model of human development, and for their potential relevance to preschool children
by
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Dissertation submitted to the Faculty of the Graduate School of the
University of Maryland, College Park, in partial fulfillment
of the requirement for the degree of
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Doctor of Philosophy
2011
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Advisory Committee:
Dr. Joan Lieber, Chair
Dr. Paula Beckman
Dr. Brenda Jones Harden
Dr. Margaret McLaughlin
Dr. Debra Neubert
UMI Number: 3495557
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
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UMI 3495557
Copyright 2012 by ProQuest LLC.
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All rights reserved. This edition of the work is protected against
unauthorized copying under Title 17, United States Code.
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ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, MI 48106 - 1346
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Copyright by
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Debra Michal Drang
2011
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Dedication
This dissertation is dedicated to my husband Daniel, for your endless love and
And to our beautiful children: Malka, Yosef, and Ezra. I am so lucky to be your
Mommy.
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Acknowledgements
To my advisor, Dr. Joan Lieber, thank you for your constant professionalism,
and sharing many years of accumulated experiences and expertise with me.
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The Journey
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though the wind pried
with its stiff fingers
at the very foundations,
though their melancholy
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It was already late
enough, and a wild night,
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and the road full of fallen
branches and stones.
But little by little,
as you left their voices behind,
the stars began to burn
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~ Mary Oliver ~
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TABLE OF CONTENTS
Table of Contents .............................................................................................................................v
List of Tables ...................................................................................................................................x
List of Figures ................................................................................................................................ xi
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Chapter 2: Literature Review .........................................................................................................17
Literature Search ............................................................................................................................20
Teachers Orientations to Management and
Self-Efficacy/Perception of Control ..............................................................................................21
Summary: Teachers Orientations to Management and
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Self-Efficacy/Perception of Control ..........................................................................................31
Preservice Teachers Orientations to Management .......................................................................32
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Summary: Preservice Teachers Orientations to Management ..................................................40
Causal Attributions ........................................................................................................................41
Summary: Causal Attributions...................................................................................................53
The Development of Teachers Management Knowledge ............................................................53
Preschool Teachers Classroom Management Practices................................................................57
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Interviews .............................................................................................................................95
Observations ........................................................................................................................97
Document Review ................................................................................................................99
Data Analysis ..........................................................................................................................99
Credibility Measures .............................................................................................................101
Ethical Considerations ..........................................................................................................103
Researcher Role and Biases ..................................................................................................104
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Debbies Story ......................................................................................................................116
Debbies Approach to Classroom Management ...................................................................119
It doesnt change from day to day......................................................................................119
Im in charge of my own behavior .....................................................................................120
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We try to give them the tools .............................................................................................121
A Day in Janet and Debbies Room ..........................................................................................123
Physical Space ......................................................................................................................123
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Students .................................................................................................................................125
Weekly Schedule ..................................................................................................................125
Daily Routine ........................................................................................................................127
Arrival ................................................................................................................................128
Self-Directed Activities .....................................................................................................128
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Students .................................................................................................................................153
Weekly Schedule ..................................................................................................................153
Daily Routine ........................................................................................................................155
Arrival ................................................................................................................................156
Opening Activities .............................................................................................................156
Split Groups .......................................................................................................................158
Specials ..............................................................................................................................159
Snack and Story .................................................................................................................160
Free Play ............................................................................................................................161
Theme Based Activity........................................................................................................161
Closing Activities...............................................................................................................162
Case Summary: Becca and Michelles Class ............................................................................162
Beccas Story ........................................................................................................................162
Beccas Approach to Classroom Management .....................................................................164
I am a role model first and foremost ..................................................................................164
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Sometimes disciplinarian and sometimes mother figure ...................................................165
Part of it is judging the situation ........................................................................................167
Document Review ..............................................................................................................167
Michelles Story ....................................................................................................................168
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Michelles Approach to Classroom Management.................................................................170
Its all setting the tone ........................................................................................................170
A solid in their life .............................................................................................................172
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Teach them fundamental problem solving skills ...............................................................173
A Day in Becca and Michelles Room .....................................................................................174
Physical Space ......................................................................................................................174
Students .................................................................................................................................175
Weekly Schedule ..................................................................................................................175
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Language is the Tool .............................................................................................................208
Structured Language ..........................................................................................................208
Unstructured Language ......................................................................................................209
When Language Does Not Work .......................................................................................210
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Research Question 6: Consistency between Beliefs and Practices ...........................................210
Consistency is a Pattern Over Time ......................................................................................210
Some Beliefs and Practices Require Balance .......................................................................213
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Appendix A ...............................................................................................................................235
Appendix B ...............................................................................................................................237
Appendix C ...............................................................................................................................239
Appendix D ...............................................................................................................................240
Appendix E ...............................................................................................................................242
Appendix F................................................................................................................................244
Appendix G ...............................................................................................................................245
Appendix H ...............................................................................................................................246
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Appendix I ................................................................................................................................258
References .................................................................................................................................259
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x
List of Tables
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Table 7. Weekly schedule: Becca and Michelles class.176
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xi
List of Figures
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CHAPTER I: INTRODUCTION
very young age. In 2005, 43% of three-year-olds and 69% of four-year-olds attended
have been in a classroom setting for one or two years prior (U.S. Department of
Education, 2006). At the same time, preschool children are expelled at a higher rate
than students in grades K-12 (Gilliam, 2005; Gilliam & Shahar, 2006). This alarming
problem relates directly to the ways in which early childhood teachers conceptualize
and practice classroom management, however there is limited research in this area.
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Furthermore, teacher-child relationships in the early years of school have been
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significantly correlated with a number of student outcomes including adjustment to
school, academic success and social competence (Birch & Ladd, 1997; Hamre &
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Pianta, 2001; Pianta & Stuhlman, 2004).
are also uniquely salient to the field of special education. Abidin and Robinson
always the ones who initiate the referral process and their opinions regarding student
understanding of the role that they play in determining educational placement, and
Chazan (1994) found that general education teachers are less likely to tolerate
difficult student behavior than special education teachers. This could be a function of
education teacher preparation programs. While the former focuses on large group
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directly to teacher understanding and practice of classroom management and the
curriculum, principal, school, district, public policy, and cultural beliefs are just some
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of the structures that interact with one another on a multitude of levels to create the
framework in which children are educated. The resulting challenge for educational
accounting for the multidimensional nature of the context. The body of literature on
literature on classroom management, outline a single trajectory for how this area of
2006). Although there are particular methodological and theoretical orientations that
distinguish one area of study from another, there is consensus among many
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broadly has resulted in a more expansive definition of the term to include a variety of
Weinstein, 2006; Woolfolk Hoy & Weinstein, 2006). See Appendix A for a glossary
of terms.
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irrespective of which conceptual model one adopts, is the centrality of the teacher in
all classroom procedures. In the late 1960s and early 1970s, researchers were
examining observable teacher behavior and the ways in which it correlated with
student performance. Over time this paradigm shifted as researchers became more
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interested in teacher cognition, the mental processes that drive teachers thinking,
knowledge, beliefs, planning, and decision-making. The models that have emerged
dynamic in the classroom. Teachers plan and execute instruction based on thought
cognition studies. Pajares (1992) details the effort on the part of some scholars to
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operationally define and distinguish between knowledge and beliefs. Although there
believed and that beliefs and knowledge [are] generally overlapping constructs
(Woolfolk Hoy, Davis, & Pape, 2006, p. 716). Just the term beliefs has been used
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1992). Semantics aside, teachers beliefs and knowledge are a vital component to
concluded that teachers beliefs affect their actions, which in turn impacts student
learning (Fang, 1996; Pajares, 1992). Finally, there is an important feature of teacher
beliefs to bear in mind when examining this area of research. Preservice teachers
the time they reach college. They tend to have well developed beliefs about an array
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of educational issues, which impacts their training and teaching experience (Pajares,
Woolfolk Hoy and Weinstein (2006) outline some of the central themes that
have emerged from the literature on teacher beliefs and knowledge about classroom
management, referring to their philosophical outlook toward the nature of the teacher-
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controlling or custodial to democratic or humanistic. The body of literature on
Beliefs about discipline have been conceptualized using categories that are meant to
category changes from one study to the next, there are considerable similarities in the
discipline as perception of control, meaning how teachers view their level of control
over their own classrooms. The second construct is teachers causal attributions, or
the reasons given to explain students problem behaviors. Studies that have examined
one or more of the abovementioned themes will be reviewed in the following chapter.
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that influence teachers practices. Carter and Doyle (2006) outline key features of
and monitoring student tasks and classroom events. Emphasizing these processes is
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the work of Kounin and Gump (see Carter & Doyle). This perspective stresses that
teacher and student behaviors are contextual; one needs a thorough understanding of
the setting, or habitat to understand what is happening in it. Doyle (2006) outlines six
things happen simultaneously in the classroom, events are unpredictable, and teachers
do not have time to reflect but must react immediately to ever changing
circumstances. Finally, the classroom is a public arena where students and teachers