Classroom management strategies: An elementary classroom

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cityu.schoolAlbright School of Education
cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorReid, Danielle
dc.date.accessioned2020-04-16T22:53:00Z
dc.date.available2020-04-16T22:53:00Z
dc.date.issued2020-03
dc.description.abstractThe purpose of this research was to identify if interventions implemented in the middle of the school year in a third-grade classroom were effective and if the style of interventions improved classroom management strategies. The goal was to decrease the time of every major transition (i.e. leaving and entering the classroom) including walking time. Of 26 students, 24 students participated and two opted out. The researcher focused on previous management styles and implemented new interventions around transitions. There were three interventions implemented in the classroom. One was timing while tracking the transitions, large enough for all students to see. The second was for students to time themselves while walking, and the third was to create posters of the expectations and review them once a week.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/881
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.subjectaction research
dc.subjectelementary education
dc.subjectclassroom management
dc.subjecttransition tools
dc.titleClassroom management strategies: An elementary classroom
dc.typeAction Research
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle (CityU)
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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