The Effects of Classroom Management Beliefs/Ideologies on Student Academic Success

Abstract

This study was undertaken to explore how classroom management is currently being used by teachers in classrooms and to examine if classroom management practices have any effect on student academic success. The study took place in two Fresno County school districts. The study consisted of a 15 minute voluntary survey being sent out to fourth and fifth grade teachers in each district, as well as, data mining of historic student data from district data bases. The study explored the effects of classroom management beliefs and ideologies on student academic success. The study was based on the classroom management beliefs and ideologies of Glickman and Wolfgang (1978), in which there are three groups: Noninterventionist (more constructivist), Interactionalist (combination of constructivist and behaviorist), and Interventionist (more behaviorist). The Attitudes and Beliefs on Classroom Control (ABCC) Inventory-R was used to determine the teachers' ideological group, then data base California Standards Test (CST) information was used to analyze the relationships between classroom management beliefs/ideologies and student academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]