Date Approved

5-9-1995

Embargo Period

9-11-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Classroom management; School discipline

Disciplines

Special Education and Teaching

Abstract

This study looked at two distinct classroom management styles: teacher versus student managed and their effectiveness and prevalence at three southern New Jersey high schools unique to each other via location and student composition. A twelve item questionnaire was given to ten ninth to twelfth grade students and a nine question survey to three teachers from each school. I personally administered the forms to all participants to clarify any questions they had. The majority of the students' questions dealt with their opinion of school and classroom rules and their effectiveness. The teachers' survey elicited input on what are the major discipline issues in school, classrooms, what method of classroom management does the participant use and why it's an ideal method. The data received from the student questionnaires reflected the overtone that rules are needed and some are fair but most of them are antiquated, harsh, and petty. Two of the schools' students were relatively similar in their responses pertaining to the fairness and effectiveness of classroom and school rules. The teachers' survey found that most of them felt their respective classroom style was very effective. It appears there is still a major chasm between students and teachers in deciding what's appropriate discipline.

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