Date of Award
2025
Degree Name
Leadership Studies
College
College of Education and Professional Development
Type of Degree
Ed.D.
Document Type
Dissertation
First Advisor
Dr. Tammy Johnson
Second Advisor
Dr. Barbara Nicholson
Third Advisor
Dr. Yvonne Skoretz
Abstract
The purpose of this study is to add to the body of research related to alternative routes to licensure (ARTL) program training by analyzing the perceptions of elementary teachers regarding how their ARTL-based knowledge, experiences, and training support their ability to manage a classroom. This research described the perceptions of elementary-level teachers who were trained in ARTL programs relative to the effectiveness of classroom management strategies they have learned on the job, through professional development from their school districts, or through their ARTL programs, and their recommendations for improving ARTL classroom management training in ARTL programs. The researcher used a phenomenological study design as a 3-step process requiring description, reduction, and interpretation (Lanigan, 1977) to complete the study. The researcher conducted 10 semi-structured interviews with participants from three different districts in Arizona. The researcher recorded the experiences and perceptions of the 10 K-6 teachers who were trained through an ARTL program, the results of data analysis, and the identified themes. Themes were developed for each research question. The themes for Research Question 1: “How do ARTL-prepared K–6 teachers describe the classroom management training they received during their teacher preparation programs?,” were that classroom management training was generally taught in lecture style, whole group sessions. The programs taught a variety of strategies, but the main strategies were token economy, small groups, and procedures. The themes for Research Question 2, “How do ARTL-prepared K-6 teachers perceive the effectiveness of the classroom management training they received during their teacher preparation programs?,” were that half of the participants were satisfied with the classroom management training they received, and half of the participants felt there was a lack of classroom management training. The third research question: “What are the recommendations of ARTL-prepared K-6 educators for improving the effectiveness of classroom management training for future ARTL participants?,” resulted in three major themes, which were that participants want (a) more examples of classroom management, (b) more support, and (c) on-thejob training from mentors to improve the classroom management training their ARTL programs.
Subject(s)
Educational leadership.
Education, Elementary.
Teachers -- Training of.
Classroom management -- Education (Elementary)
Recommended Citation
Brunst, Christopher, "Reflections on the effectiveness of classroom management training: a phenomenological study of the perceptions of elementary-level teachers trained through Alternative Route to Licensure (ARTL) programs" (2025). Theses, Dissertations and Capstones. 1915.
https://mds.marshall.edu/etd/1915
Included in
Educational Leadership Commons, Elementary Education Commons, Elementary Education and Teaching Commons
