{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1318"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1318","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Leading change in a traditional teaching environment: establishing positive student behaviors through proactive classroom management","abstract":"Disruptive student behaviors in the classroom jeopardize the learning environment in schools across the United States (Conroy, Sutherland, Snyder, & Marsh 2008; Crum, 2004). Presently, most schools apply a reactionary punitive discipline system in hopes of changing these disruptive student behaviors (Glasser, 1998; Havill, 2004; Jenkins, 1994; Kohn, 2006). At the Long Middle School, the present initiative is to change the teachers' approach from controlling their students' behaviors to building relationships, facilitating intrinsic motivation for appropriate student behaviors, and teaching self-management skills through a proactive classroom management approach in conjunction with a learning team model. The purpose of this research was to develop the learning community concept through the implementation of a proactive classroom management model, which would transform the classroom learning environment for students and teachers from one that is reactionary and punitive, to one that is proactive and intrinsically motivating. Semi-structured interviews were conducted with volunteer participants. A survey questionnaire determined the staff's current knowledge about proactive classroom management. A focus group revealed the impact that a workshop had on changing the teachers' classroom management techniques to proactive as well as infused with the learning community concept. A personal journal provided credibility for the study's findings.","abstract_html":"Disruptive student behaviors in the classroom jeopardize the learning environment in schools across the United States (Conroy, Sutherland, Snyder, & Marsh 2008; Crum, 2004). Presently, most schools apply a reactionary punitive discipline system in hopes of changing these disruptive student behaviors (Glasser, 1998; Havill, 2004; Jenkins, 1994; Kohn, 2006). At the Long Middle School, the present initiative is to change the teachers' approach from controlling their students' behaviors to building relationships, facilitating intrinsic motivation for appropriate student behaviors, and teaching self-management skills through a proactive classroom management approach in conjunction with a learning team model. The purpose of this research was to develop the learning community concept through the implementation of a proactive classroom management model, which would transform the classroom learning environment for students and teachers from one that is reactionary and punitive, to one that is proactive and intrinsically motivating. Semi-structured interviews were conducted with volunteer participants. A survey questionnaire determined the staff's current knowledge about proactive classroom management. A focus group revealed the impact that a workshop had on changing the teachers' classroom management techniques to proactive as well as infused with the learning community concept. A personal journal provided credibility for the study's findings.","abstract_has_math":false,"creators":["Toth, Ann"],"institution":null,"degree_name":"Ed.D. 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At the Long Middle School, the present initiative is to change the teachers' approach from controlling their students' behaviors to building relationships, facilitating intrinsic motivation for appropriate student behaviors, and teaching self-management skills through a proactive classroom management approach in conjunction with a learning team model. The purpose of this research was to develop the learning community concept through the implementation of a proactive classroom management model, which would transform the classroom learning environment for students and teachers from one that is reactionary and punitive, to one that is proactive and intrinsically motivating. Semi-structured interviews were conducted with volunteer participants. A survey questionnaire determined the staff's current knowledge about proactive classroom management. A focus group revealed the impact that a workshop had on changing the teachers' classroom management techniques to proactive as well as infused with the learning community concept. A personal journal provided credibility for the study's findings."]},{"key":"dc:title","label":"Title","values":["Leading change in a traditional teaching environment: establishing positive student behaviors through proactive classroom management"]}]}],"canonical_facts":{"dc:contributor":["Sudeck, Maria"],"dc:creator":["Toth, Ann"],"dc:date.available":["2020-03-03T19:58:58Z"],"dc:description.abstract":["Disruptive student behaviors in the classroom jeopardize the learning environment in schools across the United States (Conroy, Sutherland, Snyder, & Marsh 2008; Crum, 2004). Presently, most schools apply a reactionary punitive discipline system in hopes of changing these disruptive student behaviors (Glasser, 1998; Havill, 2004; Jenkins, 1994; Kohn, 2006). At the Long Middle School, the present initiative is to change the teachers' approach from controlling their students' behaviors to building relationships, facilitating intrinsic motivation for appropriate student behaviors, and teaching self-management skills through a proactive classroom management approach in conjunction with a learning team model. The purpose of this research was to develop the learning community concept through the implementation of a proactive classroom management model, which would transform the classroom learning environment for students and teachers from one that is reactionary and punitive, to one that is proactive and intrinsically motivating. Semi-structured interviews were conducted with volunteer participants. A survey questionnaire determined the staff's current knowledge about proactive classroom management. A focus group revealed the impact that a workshop had on changing the teachers' classroom management techniques to proactive as well as infused with the learning community concept. A personal journal provided credibility for the study's findings."],"dc:identifier":["https://rdw.rowan.edu/etd/319"],"dc:subject":["Classroom management","Elementary and Middle and Secondary Education Administration"],"dc:title":["Leading change in a traditional teaching environment: establishing positive student behaviors through proactive classroom management"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:13:03Z"}