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- Title
PRE-SERVICE TEACHERS' SELF-REPORTED KNOWLEDGE OF CLASSROOM MANAGEMENT.
- Authors
Silvestri, Lynette
- Abstract
Successful classroom management is essential for efficient, effective instruction. Teachers (Houston & Williamson, 1993; Wamboldt, et al, 1992) felt they were inadequately prepared as undergraduates in handling classroom management. The present investigation examined pre-service teachers' self-reported knowledge of classroom management and time-on-task by student academic classes. Subjects included 158 pre-service teachers attending an urban university. A two-way analysis of variance was used with one factor being group and the second factor being either class management or time-on-task. No significant differences were found between groups on either variable. However, seniors' scores were higher on classroom management, and sophomores knowledge of time-on-task was higher than the other three groups. A Pearson correlation yielded coefficient ranges from .61 - .88 between self-reported exposure to the two topics. It was recommended that students have consistent and systematic exposure to both topics throughout the teacher-preparation curriculum.
- Subjects
TEACHER training; TEACHERS; TIME management; STUDENT teachers; CLASSROOM management
- Publication
Education, 2001, Vol 121, Issue 3, p575
- ISSN
0013-1172
- Publication type
Article