The Classroom Management Experience of Educators in Diverse Classrooms: Informing Teacher Education
Date
2018-03
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Arkansas Association of Teacher Educators
Abstract
The purpose of this qualitative study was to describe the phenomenological nature of seventy two education professionals and to report findings to express the cognitive strategies employed regarding classroom management. The research questions sought to determine participant’s perceptions of classroom management strategies to meet the needs of diverse learners in the classroom. The research study findings suggest that in any classroom with management strategies, students respond to caring teachers. Therefore, a culturally responsive classroom that provides differentiation of classroom strategies appears to be the best for students with diverse needs. These results can inform teacher educators as to the strategies identified by current teachers as most effective in providing classroom management for diverse classrooms.
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Keywords
Classroom Management, Student Diversity, Culturally Responsive Classrooms
Citation
Dees, L. & Lacour, M. (2018). The classroom management experience of educators in diverse classrooms: Informing teacher education. ArATE Electronic Journal, 8(1), 8-14.