Document Type

Thesis

Abstract

@font-face { font-family: "Cambria Math"; }@font-face { font-family: "Calibri"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 10pt; line-height: 115%; font-size: 11pt; font-family: Calibri; }.MsoChpDefault { font-size: 11pt; font-family: Calibri; }.MsoPapDefault { margin-bottom: 10pt; line-height: 115%; }div.WordSection1 { page: WordSection1; }

The current study was designed to determine the most effective and/or preferable methods in which middle level pre-service teachers learn classroom management skills. Literature review points to no method being anymore effective and/or preferable. This is due to the many different methods of teaching classroom management skills. In this study 42 middle level pre-service teachers were surveyed. These pre-service teachers were surveyed while they were in the middle of their student teaching semester. After tabulating the results of the surveys it was found that no particular method of teaching classroom management to pre-service teachers was more effective and/or preferable than the other.

Advisor(s) or Committee Chair

Dr. John Moore

Disciplines

Education

Included in

Education Commons

Share

COinS