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Relevant bibliographies by topics / Classroom management progress / Dissertations / Theses

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Dissertations / Theses on the topic 'Classroom management progress'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Mezo, Robert Lee Morreau Lanny E. "Analysis of problem behaviors in regular and special education programs." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514779.

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Thesis (Ed. D.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 9, 2005. Dissertation Committee: Lanny Morreau (chair), John Brickell, James Bommarito, Mark Swerdlik, Alan Repp. Includes bibliographical references (leaves 76-85) and abstract. Also available in print.

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Hadley, Barry J. "Matchmaker plus: Information management tool at a classroom level." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1066.

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This project will show how a computer-based information management system can be used by elementary school teachers. Using a desktop database manager software, FileMaker Pro, this project will describe how technology can help a classroom teacher manage information through an application model.

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3

Conrath, Melissa Moorhead. "Comparison of selected instructional and classroom management practices of graduates from two science teacher education programs /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749393.

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4

Ladd, Kathryn L. "A comparison of teacher education programs and graduates' perception of experience /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998491.

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5

Scarborough, Harriet Sheila Arzu, and Harriet Sheila Arzu Scarborough. "The effects of content complexity and transitions on programs of action in a high school classroom." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185208.

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The purpose of this study was to examine the program of action of activities under the conditions of transition and content complexity. The path of the program of action was explored through a number of classroom activities in the areas of writing, literature, vocabulary, and grammar. In particular the configuration and the management of the program of action were examined to determine what was done by classroom inhabitants to guide and protect the program of action of activities. The setting of the study was a freshman honors English class in a southwest urban high school. The teacher was ide

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6

Basson, L. C. "WebCT : an alternative for the traditional classroom training." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53220.

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Thesis (MBA)--Stellenbosch University, 2002.<br>ENGLISH ABSTRACT: Technology and especially Internet has advanced rapidly during the last ten years. Universities have been in the forefront with access to Internet, but are only now beginning to wake up to the opportunities that exist within the technological arena. Unfortunately Universities have been slow to accept the possibilities of the World Wide Web and its uses within the classroom. Student demographics are changing and their requirements are changing. The Students of today are no longer studying full time and in their early twent

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Shelton, Charles Verner Kennedy Larry DeWitt. "The perceptions and attitudes of first-year elementary teachers toward their teacher preparation programs." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803738.

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Thesis (Ed. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 8, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 67-73) and abstract. Also available in print.

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8

van, Limbeek Catherine A. H. "What adaptations and modifications do regular classroom teachers report making to their programs and practices in order to meet the needs of students with mild disabilities and learning difficulties? /." Canberra, 2008. http://erl.canberra.edu.au/public/adt-AUC20081216.113453/index.html.

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9

Guthals, Jennifer. "The relationship between positive behavior supports, student achievement, severe problem behavior, and administrative stress." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06042009-123515.

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Tiano, Jennifer D. "Managing classroom behavior of Head Start children using response cost and token economy procedures." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3651.

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Thesis (M.A.)--West Virginia University, 2004.<br>Title from document title page. Document formatted into pages; contains iv, 106 p. : ill. Includes abstract. Includes bibliographical references (p. 53-61).

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11

Hermann, Tammy Ann. "Literacy learning centers in a second grade classroom." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1820.

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12

Rogers, Andrew Lewis. "Student voice : bridge to learning /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7645.

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13

Babcock, Donna M. "An analysis of professional education course content specific to classroom management and student motivation within selected NCATE accredited teacher preparation programs." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4732.

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The focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the 10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any, knowledge voids existed within selected programs designed to serve preservice teachers. Specifically, th

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14

van, Limbeek Catherine A. H., and n/a. "WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?" University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081216.113453.

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Integration has been the policy of the New South Wales Department of Education and Training since 1981. Regular classroom teachers are responsible for implementing this policy at the classroom level. In order to achieve this, teachers need to make informed decisions about aspects of the class program and practice that may need to be adapted or modified to provide opportunities for integrated students to participate meaningfully in regular classroom environments. The purpose of this study is twofold: to extend research into adaptations made by New South Wales teachers under a policy of integrat

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15

Santana, Laura Curnutt. "Making the Value of Development Visible: A Sequential Mixed Methodology Study of the Integral Impact of Post-Classroom Leader and Leadership Development." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1263593770.

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Thesis (Ph.D.)--Antioch University, 2009.<br>Title from PDF t.p. (viewed March 26, 2010). Advisor: Mitchell Kusy, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 217-232).

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16

Chang, Chia-Yu, and 張家瑜. "Study on the Structural Relationships among Teacher’s Transformational Leadership, Classroom Management Strategy, and Classroom Management Effectiveness for After-school Programs." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/84221648486415215753.

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碩士<br>明新科技大學<br>服務事業管理研究所<br>99<br>The main purpose of this study was to explore the relationship between after-school teachers' transformational leadership, classroom management strategy, and classroom management effectiveness. The study employed questionnaire survey method to gather the research data. The major instrument “The Description Questionnaire of the After-school Teachers’ Class Leadership” was designed to collect data. A sample of 256 children of the after-school child care centers in Northern Taiwan was generated and returned data were analyzed through t-test, one-way ANOVA, Pears

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17

Allmond, Angela Sue. ""MAKING DO" OR MAKING PROGRESS? A STUDY OF THE DESIGN AND ARRANGEMENT OF EIGHTEEN K-12 MULTI-PURPOSE STUDIO ART CLASSROOMS." Thesis, 2019. https://doi.org/10.7916/d8-h18p-ds92.

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This study examined current conditions of existing multi-purpose studio art classrooms, or "dedicated spaces," in a cross section of America’s schools. To date, most of the research completed to assess the state of arts education programs in the last 20 years has been through government-conducted statistical analysis, detailing the number of part- and full-time certified arts teachers and the number of dedicated spaces in which arts programs are housed in each reporting school. The NAEA’s Design Standards for School Art Facilities served as the guideline for analyzing the physical design featu

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Lu, Shu-Chuan, and 呂淑娟. "A Study of the Relationship between Tutor's Classroom Management and Leadership Effectiveness in the Vocational Senior High School of Industrial Programs." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/94128265388199049934.

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碩士<br>國立彰化師範大學<br>工業科技教育研究所<br>92<br>ABSTRACT The relationship between classroom management and leadership effectiveness in vocational industrial senior high schools in Taiwan was studied in this thesis. The objective was to use the findings to seek improvements in classroom management and increase leadership effectiveness in vocational industrial senior high school education. The purpose of the study are as follows: 1.Understanding the current level of effectiveness of vocational industrial senior high schools; 2.Studying differences in classroom management style in vocational industrial sen

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19

Shen, Mao-Shan, and 沈妙珊. "The Relationships among Teaching Beliefs, Psychological Capital, and Classroom Management Effectiveness: A study of Teachers in the Community Children’s Classics-reading Programs." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/69407300721986810248.

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碩士<br>玄奘大學<br>應用心理學系碩士在職專班<br>103<br>The purpose of this study was to investigate the relationships among teaching beliefs, psychological capital, and classroom management effectiveness of teachers in the community children’s classics-reading program (CCCP). The participants were teachers in the CCCPs located in northern, central, or southern Taiwan. A total of 297 valid questionnaires were collected through snowball sampling. The research tools included the CCCP Teachers’ Teaching Beliefs Scale, the CCCP Teachers’ Psychological Capital Scale, and the CCCP Teachers’ Management Effectiveness Sc

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20

Huang, Ling-ya, and 黃鈴雅. "A Study on Teachers’ Classroom Management Strategies in the Department of Special Education and Technological Programs in Vocational High Schools and Special Schools." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/21760104473266015228.

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碩士<br>國立彰化師範大學<br>特殊教育學系所<br>94<br>The purpose of this study is to investigate teachers’ classroom management strategies and their differential applications in teachers’ various backgrounds in the Department of Special Education and Technological Programs in Vocational High Schools and Special Schools. Both questionnaire surveys and interviews based 266 valid questionnaires and 5 selective interviews given by Department of Special Education and Technological Programs teachers with different backgrounds. A variety of statistics methods, including frequency distribution, percentage, mean, standa

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21

Lin, Ying-Tso, and 林映佐. "The Effects of Positive Discipline-Based Programs on Teacher Classroom Management Abilities and Disciplinary Attitudes: An Action Study at a Junior High School in Hualien." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/us99ny.

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碩士<br>慈濟大學<br>教育研究所<br>101<br>This study has the following 5 objectives: (a) to investigate the implementation of positive discipline in junior high schools and the level of teacher understanding of this policy; (b) to identify the problems that teachers encounter when implementing positive discipline in the instructional context; (c) to design positive discipline-based classroom management programs and activities; (d) to examine whether positive discipline-based programs enhance the classroom management abilities of teachers, change their disciplinary attitudes, and motivate students to learn

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