The Resource Empirically derived profiles of classroom management strategies and related student outcomes : a latent profile analysis, by Ann G. Clare

Empirically derived profiles of classroom management strategies and related student outcomes : a latent profile analysis, by Ann G. Clare

Label
Empirically derived profiles of classroom management strategies and related student outcomes : a latent profile analysis
Title
Empirically derived profiles of classroom management strategies and related student outcomes
Title remainder
a latent profile analysis
Statement of responsibility
by Ann G. Clare
Creator
Contributor
Author
Thesis advisor
Subject
Language
eng
Summary
Disruptive behavior in the classroom can interrupt the development of academic and social behavior competence (Sutherland & Oswald, 2005). Problem behavior in the classroom often causes teachers to interrupt instruction and may influence others to engage in misbehavior. Therefore, effective classroom management strategies are essential for teachers to utilize. The purpose of this study was to investigate the multiple classroom management strategies which teachers use and the effects those strategies have on their students' behavior and the teachers' level of burnout. Participants included 68 K-3rd grade teachers and the students in their classrooms. Latent profile analysis was conducted to develop profiles of multiple classroom management strategies used by teachers. The model solution resulted in three profiles of multiple classroom management strategies, indicating the use of variable rates of praise, behavioral expectations and instructional management. An Ineffective profile used low rates of specific and general praise, moderate rates of reprimands and low amounts of behavioral expectations and instructional management. A Typical profile used higher rates of behavioral expectations and instructional management than the Ineffective profile. A Proficient profile used higher rates of specific and general praise than the other two profiles. Further, teacher levels of self-efficacy in classroom management, prior training and experience were added to the model as covariates. Using the Mplus Auxiliary function (Muthén & Muthén, 2007), differences among student variables and teachers' level of burnout were compared. Significantly lower rates of aggression and a higher percent of time on task were found in classrooms in which teachers used a proficient profile of classroom management strategies. Implications of these findings are discussed for school-based school psychological practice
Cataloging source
MUU
http://library.link/vocab/creatorDate
1982-
http://library.link/vocab/creatorName
Clare, Ann
Degree
Ph. D.
Dissertation year
2013.
Government publication
government publication of a state province territory dependency etc
Granting institution
University of Missouri--Columbia
Illustrations
charts
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • theses
  • bibliography
http://library.link/vocab/relatedWorkOrContributorName
Reinke, Wendy M.
http://library.link/vocab/subjectName
  • Classroom management
  • Primary school teachers
Label
Empirically derived profiles of classroom management strategies and related student outcomes : a latent profile analysis, by Ann G. Clare
Instantiates
Publication
Note
  • The entire dissertation text is included in the research.pdf file; an abstract appears in the short.pdf file and in the research.pdf; background information appears in the public.pdf file
  • Dissertation Supervisor: Dr. Wendy Reinke
  • Vita
Bibliography note
Includes bibliographical references (pages 99-115)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Control code
863709381
Extent
1 online resource (ix, 121 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Other physical details
charts.
Specific material designation
remote
System control number
(OCoLC)863709381
Label
Empirically derived profiles of classroom management strategies and related student outcomes : a latent profile analysis, by Ann G. Clare
Publication
Note
  • The entire dissertation text is included in the research.pdf file; an abstract appears in the short.pdf file and in the research.pdf; background information appears in the public.pdf file
  • Dissertation Supervisor: Dr. Wendy Reinke
  • Vita
Bibliography note
Includes bibliographical references (pages 99-115)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Control code
863709381
Extent
1 online resource (ix, 121 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Other physical details
charts.
Specific material designation
remote
System control number
(OCoLC)863709381

Library Locations

  • St. Louis Mercantile LibraryBorrow it
    1 University Blvd, St. Louis, MO, 63121, US
    38.710138 -90.311107
  • Thomas Jefferson LibraryBorrow it
    1 University Blvd, St. Louis, MO, 63121, US
    38.710138 -90.311107
  • University ArchivesBorrow it
    703 Lewis Hall, Columbia, MO, 65211, US
  • University of Missouri-St. Louis Libraries DepositoryBorrow it
    2908 Lemone Blvd, Columbia, MO, 65201, US
    38.919360 -92.291620
  • University of Missouri-St. Louis Libraries DepositoryBorrow it
    2908 Lemone Blvd, Columbia, MO, 65201, US
    38.919360 -92.291620
  • Ward E Barnes Education LibraryBorrow it
    8001 Natural Bridge Rd, St. Louis, MO, 63121, US
    38.707079 -90.311355
Processing Feedback ...