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|Title:||Strategies for classroom discipline: A study of two early childhood teachers in two countries|
|Author(s):||Chen, Robert Shiow-Tsai|
|Doctoral Committee Chair(s):||Spodek, Bernard|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Early Childhood Education
|Abstract:||The purpose of this study is to investigate the discipline strategies of two early childhood teachers in America and Taiwan and to examine the beliefs, strategies and variables involved in their methods. There were three research questions raised: (a) What beliefs do the two teachers have about classroom discipline and what factors lead to these beliefs? (b) What strategies for classroom discipline are used by the two teachers? (c) What are the variables involved in their classroom discipline?
A naturalistic methodology was employed in this study. From interviews with the two teachers and observations in their class, I learned that both Mary's and Teacher Chen's beliefs about classroom discipline were influenced by the local cultural context. Each of them also had their different strategies for classroom discipline. In their strategies, at least six variables were involved. If the variables changed, their strategies may be influenced or changed.
The findings suggest that there are many variables involved in strategies teachers use for classroom discipline. Some of them, for example a teacher's education, alone simply cannot enable a teacher to have a good strategy. Some are determined by the context of school or community. Others are dependent on teachers themselves. Educators should not ignore the power of local culture. In-service training could include information about local culture to help teachers learn to adjust to the context of teaching.
|Rights Information:||Copyright 1996 Chen, Robert Shiow-Tsai|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9712226|