This study sought to identify and describe the pedagogical practices and classroom management strategies of consistently effective and successful teachers as evidenced by teacher perceptions and observations.
Four middle school teachers from two middle schools within the same school district were selected to participate in the study. The teachers were selected based on their effectiveness identified by their supervisor. The teachers were interviewed about their own perceptions as to what effective pedagogical practices are, based on their teaching experience. The teachers were also observed in their classrooms.
The key findings of the study indicated the importance of stablishing classroom procedures, consistency in their implementation, and building genuine trusting relationships with students. Also, teacher effectiveness does not directly depend on such external factors as administrative assistance or professional development opportunities, unless the professional development opportunities include collaboration with colleagues.
The findings of the study can be used to improve instruction on the classroom level in order to increase student achievement in the age of accountability and high stakes testing. In addition, the findings can be used by school and district administrators for planning teacher professional development opportunities.
","abstract_html":"<p>This study sought to identify and describe the pedagogical practices and classroom management strategies of consistently effective and successful teachers as evidenced by teacher perceptions and observations.</p> <p>Four middle school teachers from two middle schools within the same school district were selected to participate in the study. The teachers were selected based on their effectiveness identified by their supervisor. The teachers were interviewed about their own perceptions as to what effective pedagogical practices are, based on their teaching experience. The teachers were also observed in their classrooms.</p> <p>The key findings of the study indicated the importance of stablishing classroom procedures, consistency in their implementation, and building genuine trusting relationships with students. Also, teacher effectiveness does not directly depend on such external factors as administrative assistance or professional development opportunities, unless the professional development opportunities include collaboration with colleagues.</p> <p>The findings of the study can be used to improve instruction on the classroom level in order to increase student achievement in the age of accountability and high stakes testing. In addition, the findings can be used by school and district administrators for planning teacher professional development opportunities. </p>","abstract_has_math":false,"creators":["Gusyakov, Igor"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Patrick Jenlink","Karen Embry-Jenlink","Chance Mays"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-13T07:00:00Z","date_published":"2017-05-13T07:00:00Z","updated_at":"2026-07-24T04:30:15Z","subjects":["teacher effectiveness","Adult and Continuing Education and Teaching","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/107","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Patrick Jenlink","Karen Embry-Jenlink","Chance Mays"]},{"key":"dc:creator","label":"Author","values":["Gusyakov, Igor"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-06-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher effectiveness","Adult and Continuing Education and Teaching","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/107"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study sought to identify and describe the pedagogical practices and classroom management strategies of consistently effective and successful teachers as evidenced by teacher perceptions and observations.
Four middle school teachers from two middle schools within the same school district were selected to participate in the study. The teachers were selected based on their effectiveness identified by their supervisor. The teachers were interviewed about their own perceptions as to what effective pedagogical practices are, based on their teaching experience. The teachers were also observed in their classrooms.
The key findings of the study indicated the importance of stablishing classroom procedures, consistency in their implementation, and building genuine trusting relationships with students. Also, teacher effectiveness does not directly depend on such external factors as administrative assistance or professional development opportunities, unless the professional development opportunities include collaboration with colleagues.
The findings of the study can be used to improve instruction on the classroom level in order to increase student achievement in the age of accountability and high stakes testing. In addition, the findings can be used by school and district administrators for planning teacher professional development opportunities.
"]},{"key":"dc:title","label":"Title","values":["PERCEPTIONS OF EFFECTIVE PEDAGOGICAL PRACTICES AND CLASSROOM MANAGEMENT STRATEGIES: A CROSS-CASE ANALYSIS OF FOUR MIDDLE SCHOOL TEACHERS"]}]}],"canonical_facts":{"dc:contributor":["Patrick Jenlink","Karen Embry-Jenlink","Chance Mays"],"dc:creator":["Gusyakov, Igor"],"dc:date.available":["2017-06-01T07:00:00Z"],"dc:description.abstract":["This study sought to identify and describe the pedagogical practices and classroom management strategies of consistently effective and successful teachers as evidenced by teacher perceptions and observations.
Four middle school teachers from two middle schools within the same school district were selected to participate in the study. The teachers were selected based on their effectiveness identified by their supervisor. The teachers were interviewed about their own perceptions as to what effective pedagogical practices are, based on their teaching experience. The teachers were also observed in their classrooms.
The key findings of the study indicated the importance of stablishing classroom procedures, consistency in their implementation, and building genuine trusting relationships with students. Also, teacher effectiveness does not directly depend on such external factors as administrative assistance or professional development opportunities, unless the professional development opportunities include collaboration with colleagues.
The findings of the study can be used to improve instruction on the classroom level in order to increase student achievement in the age of accountability and high stakes testing. In addition, the findings can be used by school and district administrators for planning teacher professional development opportunities.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/107"],"dc:subject":["teacher effectiveness","Adult and Continuing Education and Teaching","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching"],"dc:title":["PERCEPTIONS OF EFFECTIVE PEDAGOGICAL PRACTICES AND CLASSROOM MANAGEMENT STRATEGIES: A CROSS-CASE ANALYSIS OF FOUR MIDDLE SCHOOL TEACHERS"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:15Z"}