The Classroom Management Strategies for Addressing Discipline Problems from Expert Junior High School Teachers in Taiwan

Author

Meng-Ling Tsou, Lynn University

Date of Award

8-8-2005

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Philosophy (PHD)

Degree Program

Global Leadership - with a specialization in Educational Leadership

Department

College of Education

First Advisor

Frederick L. Dembowski

Second Advisor

Richard C. Cohen

Third Advisor

Leah Kinniburgh

Abstract

This study explores effective classroom management strategies in Taiwan for decreasing problem behaviors of junior high school students, an area of frustration for most junior high school teachers in that country (Chiou, 2002). Poulou and Norwich (2000) found that poor classroom management is one of the primary causes of student behavior problems. Several other studies indicate there is a strong relationship between student behavior and academic achievement (Hester, Gable & Manning, 2003). Successful classroom management can improve student behavior and enhance effective learning.

This study gathered many effective classroom management strategies from the U.S. literature and from expert homeroom teachers in Taiwan. It intended to help non-expert teachers improve student behavior and classroom management in the future. A three-round Delphi Technique was used to determine the most frequent problem behaviors and the most effective strategies as identified by expert teachers.

This study is modeled partly on Bowman's (2002) work surveying discipline strategies from successful African-American teachers, but this survey focuses on Taiwanese junior high school homeroom teachers. Surveys of other groups are recommended as the focus for future research.

Recommended Citation

Tsou, M. (2005). The Classroom Management Strategies for Addressing Discipline Problems from Expert Junior High School Teachers in Taiwan [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/51