University of Illinois Urbana-Champaign

Strategies for classroom discipline: A study of two early childhood teachers in two countries

Chen, Robert Shiow-Tsai

This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.

Permalink

https://hdl.handle.net/2142/19052

Description

Title
Strategies for classroom discipline: A study of two early childhood teachers in two countries
Author(s)
Chen, Robert Shiow-Tsai
Issue Date
1996
Doctoral Committee Chair(s)
Spodek, Bernard
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
  • Bilingual Education
  • Early Childhood Education
  • Teacher Training
  • Multicultural Education
Language
eng
Abstract
  • The purpose of this study is to investigate the discipline strategies of two early childhood teachers in America and Taiwan and to examine the beliefs, strategies and variables involved in their methods. There were three research questions raised: (a) What beliefs do the two teachers have about classroom discipline and what factors lead to these beliefs? (b) What strategies for classroom discipline are used by the two teachers? (c) What are the variables involved in their classroom discipline?
  • A naturalistic methodology was employed in this study. From interviews with the two teachers and observations in their class, I learned that both Mary's and Teacher Chen's beliefs about classroom discipline were influenced by the local cultural context. Each of them also had their different strategies for classroom discipline. In their strategies, at least six variables were involved. If the variables changed, their strategies may be influenced or changed.
  • The findings suggest that there are many variables involved in strategies teachers use for classroom discipline. Some of them, for example a teacher's education, alone simply cannot enable a teacher to have a good strategy. Some are determined by the context of school or community. Others are dependent on teachers themselves. Educators should not ignore the power of local culture. In-service training could include information about local culture to help teachers learn to adjust to the context of teaching.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/19052
Copyright and License Information
Copyright 1996 Chen, Robert Shiow-Tsai

Owning Collections

Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois
Dissertations and Theses - Education
Dissertations and Theses from the College of Education