Event Title
Examining Classroom Management Knowledge Development among Pre-Service Teachers: A Content Analysis
Start Date
3-2-2021 1:00 PM
End Date
3-2-2021 2:30 PM
Date of Publication
2-3-2021
Document Type
Presentation
Abstract
A content analysis was conducted over course syllabi from six universities to evaluate the types of culturally responsive classroom management (CRCM) knowledge to which pre-service teachers are exposed. Two universities were chosen from the three categories: 1) Tier 1 Research universities 2) Regional Universities, and 3) Open Access universities. Syllabi were collected from the spring and fall 2020 semesters, coded by a team of researchers, and analyzed using five a priori codes based upon the CRCM theoretical framework. Findings will contribute to the corpus of research regarding teacher preparation in CRCM.
Keywords
Classroom management, Education
Description
Pre-Service, Discussant: Laura Isbell
Persistent Identifier
http://hdl.handle.net/10950/2835
Examining Classroom Management Knowledge Development among Pre-Service Teachers: A Content Analysis
A content analysis was conducted over course syllabi from six universities to evaluate the types of culturally responsive classroom management (CRCM) knowledge to which pre-service teachers are exposed. Two universities were chosen from the three categories: 1) Tier 1 Research universities 2) Regional Universities, and 3) Open Access universities. Syllabi were collected from the spring and fall 2020 semesters, coded by a team of researchers, and analyzed using five a priori codes based upon the CRCM theoretical framework. Findings will contribute to the corpus of research regarding teacher preparation in CRCM.