Date of Award

6-1991

Degree Name

Doctor of Education

Department

Educational Leadership, Research and Technology

First Advisor

Dr. Edgar A. Kelley

Second Advisor

Dr. Charles Warfield

Third Advisor

Dr. Robert Brashear

Fourth Advisor

Dr. Kenneth Dickie

Abstract

The purpose of this study was to develop, validate, and field test a classroom meeting model to aid in classroom management. In the review of literature, six common beliefs were found. Four classroom management models were discussed in relationship to each belief and a classroom meeting model was then developed. Control Theory (Glasser, 1984) was selected as a psychological base.

The Classroom Meeting Model may be illustrated as an equilateral triangle. The angles represent three types of classroom meetings: relationship development, rule and consequence determination, and problem solving. Along the sides, elements of the meetings are represented: basic needs, components of behavior, and steps for problem solving.

A one-semester classroom meeting plan was developed. This plan was field tested in a seventh grade science class and a ninth grade basic law class. Two control groups were randomly selected. All classes were located in a junior high school in a metropolitan area with a population in excess of one million. A telephone survey was conducted with test and control group students. The survey questions were developed to provide information about elements of the model. Internal validity of the survey was established. In addition, grades and attendance were measured.

A relationship at the p =.05 level was found between the model and perceived classroom control in the ninth grade research group. A relationship at p =.05 was found between the model and student rating of classroom rules by the seventh grade research participants. The mean ratings of 12 of 13 surveyed variables were higher for the ninth grade research group as well as 12 of 13 for the seventh grade research group. The findings of this research seem consistent with the literature that student participation, freedom, and relationship are important in classroom management. Further implementation and examination were recommended.

Access Setting

Dissertation-Open Access

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