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|a Lacina-Gifford, Lorna J.
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|a Preservice Teachers' Knowledge of Effective Classroom Management Strategies :
|b Underachieving Students /
|c Lorna J. Lacina-Gifford, Neelam Kher and Kyesha Besant.
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 2003.
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|a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).
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|a The present study is part of a systematic program evaluation effort. Student teachers at a southern rural public university were asked to generate classroom management strategies in response to hypothetical vignettes depicting underachieving/alienated behavior. The extended responses were coded to identify strategies that student teachers would and would not use to manage students' underachieving/alienated behavior in the classroom. A majority of student teachers' responses focused on talking to the students, involving parents, reinforcing appropriate behavior, and rearranging the classroom. Strategies considered ineffective included confronting the student in front of the class, yelling at the student, lecturing the student, or punishing the student. (Contains 21 references.) (Author/SM)
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|a Classroom Techniques.
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|a Elementary Secondary Education.
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|a Higher Education.
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|a Low Achievement.
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|a Preservice Teacher Education.
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|a Student Behavior.
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|a Kher, Neelam,
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|0 http://id.loc.gov/authorities/names/n87926409
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|a Besant, Kyesha,
|e author.
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