Critical Analysis Since the enactment of the No Child Left Behind (NCLB) Act of 2001, expectations for teachers to provide a productive classroom environment that encourages positive academic achievement for all students have increased dramatically. To achieve this, effective classroom management is key, "Teaching is a complex profession requiring teachers to be effective in implementing and maintaining order while delivering effective instruction," (Friedman, 2006)
Classroom management theories and methodologies vary widely as well, and are a source of great debate. "While addressing student behavior was critical for teachers, especially given the many different approaches that existed (Bucher & Manning, 2001), determining the method to use in managing the classroom was even more challenging," (Glickman & Tamashiro, 1980)
Kimberly Lillig's dissertation (2003), "Implementation of Situational Leadership as an Effective Classroom Management Model in the Traditional Middle Grade Level Classroom," described the Situational Leadership Theory (Hersey & Blanchard, 1982) and its use in classroom management. Comparable to the Perceptual Control Theory outlined in Lanoue's dissertation (2009), the Situational Leadership model "takes students through the stages of increased self-direction and empowerment as the teacher moves from a directive role to one of facilitating and monitoring," (Grow, 1991, p
To gain a greater understanding of classroom management techniques, this thesis focuses on the Situational Leadership Theory. "The Situational Leadership Theory (Hersey & Blanchard, 1982) was originally designed as an organizational leadership model for industry; a contingency model that accepts the premise that no one best style of leadership exists for all situations," (Pascarella & Lunenburg, 1988)
The theoretical model chosen for the takeover is known as the diverse provider model. Unlike the Situational Leadership and transformational leadership models, the diverse provider model is described as "flexible, competitive school marketplaces in which districts manage a varied portfolio of schools, providers have wide rein to innovate, and both are held accountable for student outcomes by strong contracts and through the availability of meaningful choices for students and parents," (Hill, 2002, 2006)
The theoretical model chosen for the takeover is known as the diverse provider model. Unlike the Situational Leadership and transformational leadership models, the diverse provider model is described as "flexible, competitive school marketplaces in which districts manage a varied portfolio of schools, providers have wide rein to innovate, and both are held accountable for student outcomes by strong contracts and through the availability of meaningful choices for students and parents," (Hill, 2002, 2006)
They and his students regarded him with deep affection. Freed was one of few faculty members in Social Relations who had moral authority derived from his colleagues' recognition that he placed the welfare of the department above personal motives," (Kagan et al
Not only are these children rejected by their peers, but they are known to experience academic and social difficulties. Additionally, child conduct disorder "is a powerful predictor of poor long-term outcomes, including mental health problems, delinquency, academic underachievement, unemployment and drug abuse," (Kazdin, 1985)
Critical Analysis Evidence-based classroom interventions, or EBIs, are regarded as highly effective and proven scientific methods. Every year, billions of government dollars are spent on educational interventions and professional development activities, but, "despite these expenditures, many school-based interventions have been inadequately researched or found to be ineffective," (Kavale & Forness, 1999)
" Others describe classroom management as a delicate navigation of advance planning (Franklin, 2006); rule setting; the establishment and implementation of daily protocols, routines, and interventions; and the teacher's own presentation (Baker, Lang, & Lawson, 2002; Freiberg, 2002). Martin and colleagues define classroom management as including three broad dimensions: instructional management, people management, and behavior management (Martin and Baldwin 1992, 1994; Martin, Yin, and Baldwin, 1998; Martin and Shoho 1999, 2000)
" Others describe classroom management as a delicate navigation of advance planning (Franklin, 2006); rule setting; the establishment and implementation of daily protocols, routines, and interventions; and the teacher's own presentation (Baker, Lang, & Lawson, 2002; Freiberg, 2002). Martin and colleagues define classroom management as including three broad dimensions: instructional management, people management, and behavior management (Martin and Baldwin 1992, 1994; Martin, Yin, and Baldwin, 1998; Martin and Shoho 1999, 2000)
" Others describe classroom management as a delicate navigation of advance planning (Franklin, 2006); rule setting; the establishment and implementation of daily protocols, routines, and interventions; and the teacher's own presentation (Baker, Lang, & Lawson, 2002; Freiberg, 2002). Martin and colleagues define classroom management as including three broad dimensions: instructional management, people management, and behavior management (Martin and Baldwin 1992, 1994; Martin, Yin, and Baldwin, 1998; Martin and Shoho 1999, 2000)
" Others describe classroom management as a delicate navigation of advance planning (Franklin, 2006); rule setting; the establishment and implementation of daily protocols, routines, and interventions; and the teacher's own presentation (Baker, Lang, & Lawson, 2002; Freiberg, 2002). Martin and colleagues define classroom management as including three broad dimensions: instructional management, people management, and behavior management (Martin and Baldwin 1992, 1994; Martin, Yin, and Baldwin, 1998; Martin and Shoho 1999, 2000)
" Others describe classroom management as a delicate navigation of advance planning (Franklin, 2006); rule setting; the establishment and implementation of daily protocols, routines, and interventions; and the teacher's own presentation (Baker, Lang, & Lawson, 2002; Freiberg, 2002). Martin and colleagues define classroom management as including three broad dimensions: instructional management, people management, and behavior management (Martin and Baldwin 1992, 1994; Martin, Yin, and Baldwin, 1998; Martin and Shoho 1999, 2000)
" Others describe classroom management as a delicate navigation of advance planning (Franklin, 2006); rule setting; the establishment and implementation of daily protocols, routines, and interventions; and the teacher's own presentation (Baker, Lang, & Lawson, 2002; Freiberg, 2002). Martin and colleagues define classroom management as including three broad dimensions: instructional management, people management, and behavior management (Martin and Baldwin 1992, 1994; Martin, Yin, and Baldwin, 1998; Martin and Shoho 1999, 2000)
Bailey is also a member of the American Sociological Association, the Society for the Study of Social Problems, and the International Society for the Systems Sciences (ISSS), where he was president in 2003, (ISSS website, 2007). He has written several books, but for the purposes of this paper, we will focus on Sociology and the New Systems Theory, Toward a Theoretical Synthesis (Bailey, 1994)
Bailey is also a member of the American Sociological Association, the Society for the Study of Social Problems, and the International Society for the Systems Sciences (ISSS), where he was president in 2003, (ISSS website, 2007). He has written several books, but for the purposes of this paper, we will focus on Sociology and the New Systems Theory, Toward a Theoretical Synthesis (Bailey, 1994)
He claims that because many social psychologists complained about the lack of integration, he focused on integration throughout most of his research career, "I have felt that we must make a transition from an individually centered frame of reference (still the mainstream approach) to a larger framework centered on multiple-person systems of social interaction and their dynamics. Almost all of my work has been an attempt to give substance to that aspiration," (Bales, 1999)
He claims that because many social psychologists complained about the lack of integration, he focused on integration throughout most of his research career, "I have felt that we must make a transition from an individually centered frame of reference (still the mainstream approach) to a larger framework centered on multiple-person systems of social interaction and their dynamics. Almost all of my work has been an attempt to give substance to that aspiration," (Bales, 1999)
Study participants consisted of two teachers from each of the four preschools. Critical Summary The concept behind videotape modeling is modeling theory (Bandura, 1986), with the belief that by watching videotaped examples of teacher-student interaction, educators can improve their instructional skills in ways that reduce inappropriate behaviors and promote social competence