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An Analysis of Classroom Management Procedures Utilized by Teachers of Emotionally Disturbed Students

The teacher of the emotionally disturbed student must provide an educational setting for pupils unable, or unwilling, to appropriately interact within the regular educational setting. The teacher, ultimately, decides classroom scheduling, academic experiences, social interactions and order of the room. In short, teaching style and the teaching personality shape the learning environment. Style of teaching is evidenced by the management techniques utilized within the classroom. The purpose of this study is to determine if differences exist in the classroom management techniques employed by educators of emotionally disturbed children and youth assigned to (a) resource rooms in the public school setting, (b) self-contained classrooms in the public school setting, and (c) residential treatment centers as determined by the Classroom Management Profile (Bullock & Zagar, 1980).

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc330796
Date05 1900
CreatorsDonahue, Catherine A. (Catherine Ann)
ContributorsBullock, Lyndal M., Hoot, James L., Brookshire, William K.
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formativ, 77 leaves, Text
RightsPublic, Donahue, Catherine A. (Catherine Ann), Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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