This quantitative research study was designed and conducted to determine if the situational leadership model could be used successfully for teacher classroom management. This study drew from Hersey and Blanchard's (1982) Situational Leadership Model and Babkie's (2006) outline for proactive management of classroom behavior. The study was conducted with sixteen teachers employed at six public schools serving grades 6-8 in traditional regular education classrooms within Region #30 in the State of Illinois. Three data collection instruments were utilized in this study. Subjects' mean scores from the Leadership Style Assessment for Classroom Teachers - Self (Hayden, 1982) and Other were compared with mean scores attained on the Classroom Behavior Management Checklist. Findings revealed that a positive correlation was achieved between the Leadership Style Assessment for Classroom Teachers and the Classroom Behavior Management Checklist beyond the predetermined level of significance (Olds, 1938 and Fisher & Yates, 1963).

Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2006. / The aim of this study was to pursue an investigation into educators' perceptions of discipline in senior primary schools. From the literature study it became clear that discipline cannot be considered as an object or event in itself but that it has to be seen in terms of factors in and outside the school, and that its maintenance is essentia! for overall class control, without which effective learning is impossible. One of the prerequisites for all children is that they should learn how to behave at home, in school and in the community. Children have to adhere to the family's and the school's codes of conduct. This study has found, however, that discipline remains the most significant problem in senior primary schools, as many schools experience a break¬down of discipline resulting in disruptive behaviour in the classroom. A code of conduct for learners contains school and classroom rules which regulate the day to-day relationship between educators and learners. The adoption of a code of conduct and the effective implementation thereof is the responsibility of the school governing body. It should be reviewed annually by the stakeholders and any amendments should be agreed upon by ail the members. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators, was utilised. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: Good behaviour must be inculcated in learners by means of positive and constructive discipline. A code of conduct for learners must be enforced to regulate the learners' behaviour.

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The purpose of this investigation was to observe the effect of supplemental art activities on classroom management. Supplemental art activities are assignments designed to replace "busy work" with meaningful, interesting learning projects for students. The supplemental activities allowed students who completed their regular work to direct free time to developing appropriate work habits and creative thinking. The investigation showed that additional prepared learning activities help to reduce classroom discipline problems. Students were required to continue the normal learning routine without surpassing the slower members of the class. Planned activities did not solve all classroom problems but did serve to educationally involve the faster students.

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 116-125). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 116-125). Also available on the Internet.