The purposes of this study is to investigate the implementation of classroom management strategies in a Team Approach to Mastery (TAM) classroom which will include both regular and special education students. This research study will identify the most effective strategies in terms of ease of implementation, time, effort, generalization, reliance upon the system, and personal ratings. Small focus groups will also be conducted with the students in order to have a clearer view of student motivation and their likes or dislikes of the current system. A successful plan must be motivating and enjoyed by both students and teachers within the classroom. More than half of the participating students did not believe that self monitoring helped them in reaching their goal as many students thought that this task was rather difficult; however, all participants in the class indicated that they enjoyed working toward a group reward as it increased their motivation to work in the classroom as a community. Implications and recommendations for implementing classroom management strategies to motivate students are discussed.
","abstract_html":"<p>The purposes of this study is to investigate the implementation of classroom management strategies in a Team Approach to Mastery (TAM) classroom which will include both regular and special education students. This research study will identify the most effective strategies in terms of ease of implementation, time, effort, generalization, reliance upon the system, and personal ratings. Small focus groups will also be conducted with the students in order to have a clearer view of student motivation and their likes or dislikes of the current system. A successful plan must be motivating and enjoyed by both students and teachers within the classroom. More than half of the participating students did not believe that self monitoring helped them in reaching their goal as many students thought that this task was rather difficult; however, all participants in the class indicated that they enjoyed working toward a group reward as it increased their motivation to work in the classroom as a community. Implications and recommendations for implementing classroom management strategies to motivate students are discussed.</p>","abstract_has_math":false,"creators":["Aitken, Sherri"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Hespe, David"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-07-10T07:00:00Z","date_published":"2006-07-10T07:00:00Z","updated_at":"2026-07-24T04:13:46Z","subjects":["Classroom management; Motivation in education","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/882","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hespe, David"]},{"key":"dc:creator","label":"Author","values":["Aitken, Sherri"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Classroom management; Motivation in education","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/882"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this study is to investigate the implementation of classroom management strategies in a Team Approach to Mastery (TAM) classroom which will include both regular and special education students. This research study will identify the most effective strategies in terms of ease of implementation, time, effort, generalization, reliance upon the system, and personal ratings. Small focus groups will also be conducted with the students in order to have a clearer view of student motivation and their likes or dislikes of the current system. A successful plan must be motivating and enjoyed by both students and teachers within the classroom. More than half of the participating students did not believe that self monitoring helped them in reaching their goal as many students thought that this task was rather difficult; however, all participants in the class indicated that they enjoyed working toward a group reward as it increased their motivation to work in the classroom as a community. Implications and recommendations for implementing classroom management strategies to motivate students are discussed.
"]},{"key":"dc:title","label":"Title","values":["Using reinforcement and self management in classrooms to increase motivation"]}]}],"canonical_facts":{"dc:contributor":["Hespe, David"],"dc:creator":["Aitken, Sherri"],"dc:date.available":["2016-03-31T07:00:00Z"],"dc:description.abstract":["The purposes of this study is to investigate the implementation of classroom management strategies in a Team Approach to Mastery (TAM) classroom which will include both regular and special education students. This research study will identify the most effective strategies in terms of ease of implementation, time, effort, generalization, reliance upon the system, and personal ratings. Small focus groups will also be conducted with the students in order to have a clearer view of student motivation and their likes or dislikes of the current system. A successful plan must be motivating and enjoyed by both students and teachers within the classroom. More than half of the participating students did not believe that self monitoring helped them in reaching their goal as many students thought that this task was rather difficult; however, all participants in the class indicated that they enjoyed working toward a group reward as it increased their motivation to work in the classroom as a community. Implications and recommendations for implementing classroom management strategies to motivate students are discussed.
"],"dc:identifier":["https://rdw.rowan.edu/etd/882"],"dc:subject":["Classroom management; Motivation in education","Elementary Education and Teaching"],"dc:title":["Using reinforcement and self management in classrooms to increase motivation"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:46Z"}