The Effect of Clear or Unclear Teaching on the Number of Student Disruptions in the Classroom
Publication Date
12-2000
Date of Final Oral Examination (Defense)
11-20-2000
Type of Culminating Activity
Thesis
Degree Title
Master of Arts in Education, Curriculum, and Instruction
Major Advisor
John H. Jensen, Ph.D.
Advisor
Patricia B. Kyle, Ph.D.
Advisor
Lawrence R. Rogien, Ph.D.
Advisor
Roger Stewart, Ph.D.
Abstract
For many years now, the Gallup Polls (Elam, Rose, & Gallup, 1995) have discovered that the number one concern of students, parents, and educators is classroom discipline. Many teachers experience job dissatisfaction and burnout because of the constant struggle with students, and the inability to manage the classroom continues to be a major reason for teacher failure (Savage, 1999). Many parents have endured sleepless nights concerned about their child's behavior - or protection - in school. Students are generally good young people, but some - for whatever reason - become disruptive. And those who are not disruptive are often times distracted and concerned about the disruptions of others.
Recommended Citation
Nordfelt, Christopher C., "The Effect of Clear or Unclear Teaching on the Number of Student Disruptions in the Classroom" (2000). Boise State University Theses and Dissertations. 900.
https://scholarworks.boisestate.edu/td/900