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dc.contributor.advisorSimieou, Felix, III
dc.creatorWoods, Adrian M.
dc.date.accessioned2018-09-11T15:28:15Z
dc.date.available2018-09-11T15:28:15Z
dc.date.created2018-08
dc.date.issued2018-06-28
dc.date.submittedAugust 2018
dc.identifier.urihttp://hdl.handle.net/10657.1/1036
dc.description.abstractThe purpose of this mixed method study was to examine the relationship between a teacher’s causal attribution of student behavior and their decision to write a student a discipline referral. This study included a review of data collected from Teachers’ Attribution for Students’ Behavior Measure (TASBM) from a purposeful sample of teachers from a large suburban school district in southeast Texas. A purposeful sample of teachers were interviewed in an attempt to provide a more in-depth understanding of teacher’s perception of student’s behaviors and the disciplinary process. Quantitative data were analyzed using simple linear regression, while an inductive coding process was used to analyze the collected qualitative data. Quantitative analysis demonstrated that there was not a significant mean difference between teacher’s gender, race, or years of experience and the number of referrals written.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subject.lcshClassroom management--Texas
dc.subject.lcshTeachers--Texas
dc.subject.lcshSchool discipline--Texas
dc.titleThe effects of teacher practices on classroom management
dc.typeThesis
dc.date.updated2018-09-11T15:28:15Z
thesis.degree.grantorUniversity of Houston-Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education
dc.contributor.committeeMemberLastrapes, Renée
dc.contributor.committeeMemberDivoll, Kent
dc.contributor.committeeMemberGraves, Shanna
dc.type.materialtext
dc.creator.orcid0000-0001-9698-5729


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