- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- A comparative study: the relationship between teachers' classroom management styles and student achievement, discipline, and attendance, 2003
- Creator:
- Barber, Marlo M.
- Date of Original:
- 2003-05-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
dissertations - Type:
- Text
- Format:
- application/pdf
- Description:
- The purpose of this study was to examine teachers' classroom management styles in seven elementary schools, four Title I and three Non-Title I, and determine the relationship between student achievement, discipline, and attendance. Additionally, teachers' races, genders, ages, years of teaching experiences, and educational levels were also investigated to determine the relationship between student achievement, discipline, and attendance. Six research questions guided this study: (1) Is there a relationship between teachers' classroom management styles and student achievement in Title I and Non-Title I schools? (2) Is there a relationship between teachers' classroom management styles and student discipline in Title I and Non-Title I schools? (3) Is there a relationship between teachers' classroom management styles and student attendance in Title I and Non-Title I schools? (4) Is there a relationship between teachers' classroom management styles and student achievement in terms of teachers' races, genders, ages, years of teaching experiences, and educational levels in Title I and Non-Title I schools? (5) Is there a relationship between teachers' classroom management styles and student discipline in terms of teachers' races, genders, ages, years of teaching experiences, and educational levels in Title I and Non-Title I schools? (6) Is there a relationship between teachers' classroom management styles and student attendance in terms of teachers' races, genders, ages, years of teaching experiences, and educational levels in Title I and Non-Title I schools? The findings resulted from a teacher questionnaire, classroom observation checklists, students' grade point averages, scores from the Georgia Criterion Referenced Competency Tests (GCRCT) in language arts and mathematics, and students' discipline and attendance reports. Theses findings revealed several conclusions, most noteworthy of which teachers' classroom management styles, races, genders, ages, years of teaching experiences, and educational levels were related to student achievement and discipline, but disclosed no significant relationship between student attendance. Furthermore, the study presented five recommendations, including the need to extend this research by examining the classroom management styles of new and veteran teachers in Title I and Non-Title I schools.
Date of award: 5/1/2003
Degree type: dissertation
Degree name: Doctor of Education (EdD)
Granting institution: Clark Atlanta University
Department: Department of Educational Leadership
Advisor: Norman, Moses C. - Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:2003_barber_marlo_m
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
