This study aims to evaluate classroom management from teachers’ perspectives and the effects on classroom management for diverse learners. Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in preventative measures, with implications for teacher education. Preventive, system-based approaches to management provide a basis for shifting negative dispositions and assisting teachers to plan and organize classroom activities to decrease behavior referrals. Studies of teacher dispositions and affect provide additional perspective on teacher development and on factors that influence management, which effect student outcomes. Utilization of and collaboration with occupational therapists in the area of classroom management is highlighted as a means to assist with systemic change in the academic environment.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/45046 |
| Date | 25 August 2022 |
| Creators | Means-Williams, Shayla |
| Contributors | Perkins, Natalie |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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