Education and Experience as Factors in Effective Classroom Management
Bibliographic Data
| ID | 13648161 |
|---|---|
| Authors | Thomas L Morrison (University of California System, corresponding author) |
| Year | 1991 |
| Volume | 69 |
| Issue | 3 |
| Pages | 803-809 |
| Publication date | 1991-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1991.69.3.803 |
| OpenAlex | W2007846256 |
| Language | EN |
| References cited | 14 |
Teachers' classroom management and students' work involvement were observed in 32 classrooms, Grades 4 to 6. Teachers with advanced professional education controlled a greater proportion of boundary-related activity in their classrooms. Their classrooms had more work involvement by students, less passive uninvolvement, and less anxiety was reported by students. Over-all, amount of teaching experience was unrelated to measures of classroom boundary management or students' work involvement or reported anxiety. Teachers with more experience at their current grade level did have classrooms with less anxiety. In this setting, systematic feedback or other guidance may be necessary to facilitate the development of more effective performance based on experience
Anxiety · Classroom management · Mathematics education · Medical education · Pedagogy · Work (physics · Work experience · Medicine · Psychology · Teacher Education and Leadership Studies
| Highly cited | No |
|---|