Source, Characteristics, and Perceived Effectiveness of Classroom Rules [electronic resource] / Nancy A. Howard and Maureen R. Norris.
This study was designed to investigate and validate the sources, characteristics, and perceived effectiveness of classrooms rules adopted by classroom practitioners. A survey of classroom rules was sent to a random sample of teachers in grades kindergarten through 8 in two large school systems in a...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1994.
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| Summary: | This study was designed to investigate and validate the sources, characteristics, and perceived effectiveness of classrooms rules adopted by classroom practitioners. A survey of classroom rules was sent to a random sample of teachers in grades kindergarten through 8 in two large school systems in a midwestern metropolitan city; 128 surveys (27 percent) were returned. Results indicated that teachers were the source of classroom rules for 36 percent of the respondents, while a combination of teachers and students were the source indicated by 56 percent of the teachers. The mean number of rules for classroom management was 5.6, with about half the teachers listing rules for speaking, interaction, or movement; and about one third of the teachers listing rules regarding supplies or assignments. Teacher experience did not influence the number of classroom rules or the perception of rule effectiveness. Seventy percent of the classroom rules were stated in terms of desired behavior. (KDFB) |
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| Item Description: | ERIC Document Number: ED396855. |
| Physical Description: | 5 p. |