| dc.description.abstract | The purpose of this study was to bring awareness to the use of highly effective classroom management strategies amongst Early Childhood Education classrooms. In this study, qualitative research was conducted by interviewing a variety of teachers in grades Pre-Kindergarten-3rd at one elementary school in Northeast Tennessee. More specifically, the study asked for their personal opinions and experiences on specific classroom management approaches they use to manage student behavior. The sample consisted of five Early Childhood teachers; three first grade teachers and two Kindergarten teachers. Data was analyzed using a thematic content analysis method. Results revealed that the implementation of classroom management strategies and procedures present a number of thematic similarities within the range of teachers that were interviewed. Those being, on/off task behavior, reinforcements and rewards, rules and expectations, and a unified set of school-wide expectations. Overall, results suggest that the implementation and use of classroom management strategies in Early Childhood Education classrooms do have a positive and lasting impact on students behavior. | en_US |
