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dc.contributor.authorZurawski, Angela
dc.date.accessioned2022-07-14T18:53:46Z
dc.date.available2022-07-14T18:53:46Z
dc.date.created2008
dc.date.issued2008
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12840
dc.description.abstractThe purpose of this study was to examine how often teachers encounter inappropriate behavior in the classroom, discover which strategies teachers use to manage inappropriate behavior, and examine teachers' opinions about the effectiveness of their strategies. A survey was designed to answer the three research questions in this study. The first section asked the teachers to identify how often teachers encounter different types of inappropriate behavior in the classroom. The second section asked the teachers to identify which strategies they use to manage inappropriate behavior. The final section asked the teachers how often they thought the strategies were effective in the classroom. The survey was distributed to 14 regular education teachers at an urban elementary school in southeastern Wisconsin. Eleven surveys were completed and analyzed. The results showed that teachers found acts of disruption to occur most frequently in the classroom. In order of frequency, acts of idleness to occur second, acts of aggression to occur third, acts of defiance to occur fourth. Acts of immorality occurred least often in the classroom. The data showed that teachers preferred to implement strategies from the Canters' Model most often in the classroom. However, they found Dreikurs' strategies to be most effective when managing inappropriate behaviors.en_US
dc.subjectbehavioren_US
dc.subjectclassroomen_US
dc.titleInappropriate Behavior in the Classroom and the Strategies Teachers Implement to Manage These Behaviorsen_US
dc.typeThesisen_US


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