Program
Teaching M.A.
Year Approved
2020
First Advisor
Wickam, Molly
Abstract
Knowledge of classroom management strategies has great importance for middle and secondary teachers. The present research aims to consolidate findings on evidence-based, proactive classroom management strategies for adolescents that can be effectively used by middle and high school teachers of all experience levels. Results suggest that relationship building, antecedent attention, positive verbal feedback, opportunities to respond, proactive discipline, and parental involvement increase engagement and decrease disruptive behavior in middle and secondary classrooms. Veteran, new, and preservice teachers should evaluate and update their classroom management strategies to reflect current, evidence-based practices.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Graves, B. R. (2020). Proactive Classroom Management Strategies in U.S. Middle and Secondary Education [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/244