The Impact of Student Teaching on Discipline Referrals in an Urban Texas School District

Autor/inn/en	Uriegas, Brian; Kupczynski, Lori; Mundy, Marie-Anne
Titel	The Impact of Student Teaching on Discipline Referrals in an Urban Texas School District
Quelle	In: Journal of Instructional Pedagogies, 12 (2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3394
Schlagwörter	Student Teaching; Discipline Problems; Referral; Regression (Statistics); Case Records; Secondary School Teachers; Teacher Effectiveness; Instructional Effectiveness; Field Experience Programs; Teaching Experience; Age Differences; Racial Differences; Gender Differences; Classroom Techniques; Urban Schools; Texas + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Regression; Regressionsanalyse; Case reports; Fallsammlung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Praxisnahes Lernen; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Geschlechterkonflikt; Klassenführung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Teachers are entering the classroom with varying levels of training as various certification routes and programs responsible for training prospective teachers in the areas of curriculum, assessment, theory, pedagogy, and classroom management differ in their requirements or lack thereof. This study attempted to determine if there is a relationship between student teaching and the number of discipline referrals written by teachers. Additionally, teachers' level of education and years of teaching experience, age, race, and gender were also factored in to determine if a correlation existed between these factors and the number of discipline referrals written by teachers. The population for this study was the middle and high school teachers in one rural south central Texas school district. Data were collected from the school district's personnel database as well as from the campus level administrators. Hierarchical regressions were used to test null hypotheses and recommendations were suggested. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01