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Laura-Ann Jones

poor classroom management and impact it has on students academic

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Laura-Ann Jones

Research Plan Overview: Stage 3

EDUC 817

Dr. Marrero

Liberty University

Research Plan Stage 1

Name: Laura-Ann Jones

Stage of Completion: 1

I. Introduction

A. Problem Statement

1. New teachers without proper training who have poor classroom management will leave students with off task behaviors impacting learning negatively. In the 21st century teachers are not required to have degrees in education. Rather they have the option to obtain a certification in teaching; therefore classroom management is not always a component that is included in the certification program. If classroom management is lacking then therefore students may not complete all classwork, behavioral distractions from other students, get enough academic attention from teachers and ultimately not receiving the education that they deserve.

Bradley, C. (2014). Decreasing Off-Task Behaviors in an Elementary Classroom. Educational Methods Commons, 26. Retrieved from https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1046&context=maed

Kwok, A. (2018). Classroom Management Actions of Beginning Urban Teachers. Urban Education, 54(3), 339-367. Retrieved from https://journals-sagepub-com.ezproxy.liberty.edu/doi/full/10.1177/0042085918795017?utm_source=summon&utm_medium=discovery-provider

1. This study is important but it intends to dive into the importance of classroom man agent and the correlations between poor and or good classroom management skills in comparison to student success.

a. (Rachel Hayes, 2019)

A. Purpose

Poor classroom management can be found in teacher and or leadership foundational gaps. Poor classroom management can also stem from teachers who are new and trying different unsuccessful ways for structure the classroom environment. The purpose of this study is to determine if there is any correlation between good and or bad classroom management skills from a teacher that is detrimental to student learning,

A. General research questions

1. How educational professionals identify a student’s behavior problems in the classroom?

2. How do new teachers learn about classroom management?

3. What are the effective strategies that public school teachers can use in the classroom for academic success? How are these strategies implemented?

B. Research Plan This study is a qualitative study. This study serves to explore an understanding of poor classroom management and the negative impact that affects a student’s academics. Its focus is to display the impact and the importance of classroom management. This study takes on a case study approach to identify the events that show the experiences where data is collected and analyzed. This

1. I intend to use Qualitative Research method with the philosophical assumptions such as epistemological, methodological and axiological assumptions.

2. I will use more than one qualitative philosophical approach because of the nature of the topic; using one will leave it limited.

I. Review of Related Literature

A. Theoretical Framework

1. The philosophical assumptions that led me to this choice include an

Epistemological, axiological are the philosophical assumptions that led to my choice of research. I considered my experience as a teacher in the classroom in which I zoomed into the axiological approach (Creswell, 2018). Axiological approach relates to the study of values. When considering a teacher and their moral principles, the values that the teacher has should be a part of them as they are in the classroom. If poor classroom management negatively impacts the students, then their values should become the most important aspect so that they could find the importance of classroom management.

1. The worldview helping me shape this study comes from social constructivist theory. Social constructivist theory characteristics includes

Learning through environmental reflection on experience. My beliefs are that teachers learn from their own experience and not make the same mistake. Understanding.

A. Important Thinkers/experts/theorists in this field of study :

a. “The Incredible Years® Teacher Classroom Management programme and its impact on teachers' professional self-efficacy, work-related stress, and general well-being: Results from the STARS randomized controlled trial” (Rachel Hayes, 2019) This author is cited because she focuses in on the long term effect of chronic emotional and interpersonal stressors in the workplace that can lead to a burnout which alters the classroom management aspect of teaching.

b. (Rachel Hayes, 2019) These authors are cited because they analyze the reasons why classroom management may lack in teachers.

c. “First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning”(Tashia Abry, 2018) This author anaylzes the teaching style and strategies of teachers in the classroom and the impact it has on first grade students ranging from different demographics.

d. The reason why these authors published information on this topic because the rising school districts with high stake testing and or teaching to the test because of low academics. Teachers experience burnouts and stress that effects their ability to manage the classroom.

B. Related Research

1. Research article Chapter 2. Developing a Vision and a Mission (Farmer, 2009)

Doug Lemov, N. A. (2015). Teach Like A Champion 2.0. San Francisco: Jossey-Bass.

a. This book is about how to teach teachers different management strategies to be successful in the classroom.

b. This is important to the study because it helps guides the teacher in the right direction on how to handle different situations.

2. Research article School Culture and Climate (ASCD, 2019)

a. This article examines school culture and its importance of culture in the school between employees and leaders and how it affects the individual teacher.

b. This is important to teaching because the “climate” in the school is set from the leadership down to teachers and then from teachers down to students. Teachers need a good model and essentially that model comes from the leadership team.

c. As Christians we become Christ like because we walk in God’s footsteps. God who gave his only be gotten son who died on the cross for us. As human beings we have a model and moral principal to do the right thing. Without the model from the father and the Holy Ghost then we would be unable to have the right culture and management in our own relationships.

I. Methods

A. Design (approach) and Rationale

1. Case Study

2. The case study approach is appropriate for my study because it follows the development and or lack of development of the student and teacher academically in the classroom.

B. Site

1. Jones B&T

2. Elementary schools in North East USA

3. Range of ages of teachers/experience and inexperienced

4. N/A

C. Participants

1. 4

2. I selected Elementary classroom teachers and parents of students in class with observable classroom management behaviors.

3. Females, age range-26-35

D. Role of Researcher or Personal biography

1. Laura-Ann Jones

2. 3rd Teacher

3. Two brothers, values education as being one of the most important things in life, family values, passionate about everything in life.

4. I will include my moral principles and values in my research to make sure that I yield research that is relates to my ethical values.

E. Data Collection

1. Method 1(i.e., Opened ended interviews)

a. Interview with principal one in person and one via email on classroom management support strategies.

b. Interview (debrief) with Teachers after observations to discuss choices that the teacher made

2. Observations

a. Observe one new teacher (take notes on how they handle classroom management and student behavior)

b. Observe one more experienced teacher. (take notes on how they handle classroom management and student behavior)

3. Research-Case studies

a. Public school in the last ten years that struggled with classroom managements.

b. Public school in the last ten years that excelled with classroom managements.

F. Data Analysis

1. Spreadsheet (i.e., open coding)

a. Organizing data into categories of new teachers and then sub categories to identify patterns of classroom management strategies learned from school and or learned on the job After research is collected through interviews and observations then it would grouped based on similarities and or differences.

b. This is important because it gives researcher a full scale to compare data collected.

c. Interviews will be played back and transcribed.

2. Comparison method (i.e., constant comparison method of looking at data…)

a. When data is compared the correlation between the topic and the subject can be analyzed such as a narrative based research approach through the individuals own experience.

G. Trustworthiness (the reliability and dependability information goes here)

1. 1st Technique (i.e., member checks)

a. Participants will review classroom scenarios and then respond with the way that they will address the situation

2. Multiple data sources will be used in order to provide evidence of a certain identified theme or perspective (Creswell, 2018).

3. This process increases the validity of the study by demonstrating how different data sources can work together to support a conclusion.

H. Ethical Considerations

1. Names and personal information will be kept private to protect participants identity.

2. Being honest and being vunerable. Think about the importance of study

References

ASCD. (2019, January). School Culture and Climate. Retrieved from ASCD-Learn,Teach, Lead: http://www.ascd.org/research-a-topic/school-culture-and-climate-resources.aspx

Bradley, C. (2014). Decreasing Off-Task Behaviors in an Elementary Classroom. Educational Methods Commons, 4, 26. Retrieved from https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1046&context=maed

Creswell, J. &. (2018). ). Qualitative inquiry and Research Design: Choosing Among Five Approaches. Los Angeles: SAGE Publications.

Doug Lemov, N. A. (2015). Teach Like A Champion 2.0. San Francisco: Jossey-Bass.

Farmer, J. G. (2009). Chapter 2. Developing a Vision and a Mission. Retrieved from How to Help Your School Thrive Without Breaking the Bank: http://www.ascd.org/publications/books/107042/chapters/developing-a-vision-and-a-mission.aspx

Rachel Hayes, D. T. (2019). The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self‐efficacy, work‐related stress, and general well‐being: Results from the STARS randomized controlled trial. British Journal of Educational Psychology, 19. Retrieved from https://onlinelibrary-wiley-com.ezproxy.liberty.edu/doi/pdf/10.1111/bjep.12284

Tashia Abry, K. L. (2018). First Grade Classroom-Level Adversity: Associations With Teaching. School Psychology Quarterly. Retrieved from https://psycnet-apa-org.ezproxy.liberty.edu/fulltext/2018-24458-001.pdf

Appendix A Timeline and Budget

July 20195—Finish coursework and take comprehensive exams ($ for these items)

December 2019—Get committee together and register for dissertation course ($)

Spring 2020—Defend proposal ($)

Summer 2019—Submit research plan to the Internal Review Board for approval

Appendix B Interview Questions/Guide

How prepared have you felt for the school year?

What are the strengths and weaknesses of your class?

Appendix C: Other Data Collection Procedures (e.g. Observations, Focus Groups, Document Analysis, etc.)

I will gather information in the form of an interview, questions and answers, data and comprehensive reports.

I will use a template to record the time, dates, questions and answers.

Appendix D Consent Form

Study title	Classroom management and impact on students
Researcher	Laura-Ann Jones, Liberty University Education 817

We’re inviting you to participate in a research study. Participation is completely voluntary. If you agree to participate now, you can always change your mind later. There are no negative consequences, whatever you decide.

Overview

Purpose:

Procedures: Open-ended questions

Time Commitment: 2 hours

Primary risks: N/A

Benefits: Aide in developing systems to help teachers and students through classroom management

What is the purpose of this study?

[describe the purpose or goals in simple language]

Examples: I want assess classroom management behaviors and techniques and how the lack of it impacts students’ academic negatively.

What will I do?

I will ask a series of narrative base questions that will outline behaviors and techniques in the classroom. You will have to recount experiences and situations.

Recordings / Photographs

We will record / photograph you. The recordings / photographs will be used for transcription purposes to help with precise data.

If you do not want to be recorded / photographed, you should not be in this study.

There may be risks we don’t know about yet. Throughout the study, we’ll tell you if we learn anything that might affect your decision to participate.

Other Study Information

Possible benefits	N/A
Estimated number of participants	4
How long will it take?	2 hours
Costs	N/A
Compensation	N/A

Where will data be stored?	My computer
How long will it be kept?	1 year

Who can see my data?

Why?

Type of data

The researchers/ professors at Liberty University

To conduct the study and analyze the data

Narrative based data

The IRB (Institutional Review Board) at LUO

To ensure we’re following laws and ethical guidelines

Narrative based data

Contact information:

For questions about the research	Laura-Ann Jones	908-456-7630 [email protected]
For questions about your rights as a research participant	Laura-Ann Jones	908-456-7630 [email protected]
For complaints or problems	Laura-Ann Jones	908-456-7630 [email protected]
		908-456-7630 [email protected]

Signatures

If you have had all your questions answered and would like to participate in this study, sign on the lines below. Remember, your participation is completely voluntary, and you’re free to withdraw from the study at any time.

Name of Participant (print)

Signature of Participant Date

If participant is a minor or requires a Legally Authorized Representative:

Name of Parent, Guardian or Legally Authorized Representative (print)

Signature of Parent, Guardian or Legally Authorized Representative Date

Name of Researcher obtaining consent (print)

Signature of Researcher obtaining consent

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