Teachers’ Perspectives on the Consequences of Managing Classroom Climate
Background Well-managed, emotionally positive preschool classrooms promote academic and social success (Mashburn et al. in Child Dev 79(3):732–749. 10.1111/j.1467-8624.2008.01154.x, 2008). Therefore, learning standards and practitioner guidelines emphasize the maintenance of a positive, well-managed...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Shewark, Elizabeth A. [verfasserIn] Zinsser, Katherine M. [verfasserIn] Denham, Susanne A. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2018 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Child & youth care forum - Dordrecht [u.a.] : Springer Science + Business Media B.V, 1971, 47(2018), 6 vom: 20. Juni, Seite 787-802 |
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| Übergeordnetes Werk: |
volume:47 ; year:2018 ; number:6 ; day:20 ; month:06 ; pages:787-802 |
| Links: |
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| DOI / URN: |
10.1007/s10566-018-9461-2 |
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SPR011374926 |
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| 520 | |a Background Well-managed, emotionally positive preschool classrooms promote academic and social success (Mashburn et al. in Child Dev 79(3):732–749. 10.1111/j.1467-8624.2008.01154.x, 2008). Therefore, learning standards and practitioner guidelines emphasize the maintenance of a positive, well-managed classroom climate (Schonert-Reichl et al., in: Durlak, Domitrovich, Weissberg, Gullotta (eds) Handbook of social and emotional learning: research and practice, The Guilford Press, New York, 2016). Objective The present study qualitatively explores how this emphasis on classroom climate shapes teachers’ perceptions of their own and children’s emotions in the classroom. Three themes emerged around creating a positive, well-managed classroom climate. Specifically, teachers tended to perceive their own and their students’ emotions as hindrances. Also, teachers desired additional training to prepare themselves to create and maintain a positive, well-managed classroom climate. Method Participants were 31 lead preschool teachers working at 10 private and publicly funded preschool centers in the Mid-Atlantic region. Results Three major themes emerged from the coded focus group transcripts. First, teachers viewed children’s emotions as requiring management and detracting from class climate. Second, teachers viewed their own emotions as prominent determinants of classroom climate. Third, teachers wanted more support in creating and maintaining positive, well-managed classroom climates. Conclusions The data described here suggest that the early-childhood education field must better support teachers with clear guidance about managing classroom climate and their own emotional well-being. | ||
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10.1007/s10566-018-9461-2 doi (DE-627)SPR011374926 (SPR)s10566-018-9461-2-e DE-627 ger DE-627 rakwb eng 610 ASE 44.67 bkl Shewark, Elizabeth A. verfasserin aut Teachers’ Perspectives on the Consequences of Managing Classroom Climate 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background Well-managed, emotionally positive preschool classrooms promote academic and social success (Mashburn et al. in Child Dev 79(3):732–749. 10.1111/j.1467-8624.2008.01154.x, 2008). Therefore, learning standards and practitioner guidelines emphasize the maintenance of a positive, well-managed classroom climate (Schonert-Reichl et al., in: Durlak, Domitrovich, Weissberg, Gullotta (eds) Handbook of social and emotional learning: research and practice, The Guilford Press, New York, 2016). Objective The present study qualitatively explores how this emphasis on classroom climate shapes teachers’ perceptions of their own and children’s emotions in the classroom. Three themes emerged around creating a positive, well-managed classroom climate. Specifically, teachers tended to perceive their own and their students’ emotions as hindrances. Also, teachers desired additional training to prepare themselves to create and maintain a positive, well-managed classroom climate. Method Participants were 31 lead preschool teachers working at 10 private and publicly funded preschool centers in the Mid-Atlantic region. Results Three major themes emerged from the coded focus group transcripts. First, teachers viewed children’s emotions as requiring management and detracting from class climate. Second, teachers viewed their own emotions as prominent determinants of classroom climate. Third, teachers wanted more support in creating and maintaining positive, well-managed classroom climates. Conclusions The data described here suggest that the early-childhood education field must better support teachers with clear guidance about managing classroom climate and their own emotional well-being. Classroom management (dpeaa)DE-He213 Preschool (dpeaa)DE-He213 Teachers (dpeaa)DE-He213 Qualitative research (dpeaa)DE-He213 Social and emotional competence (dpeaa)DE-He213 Social emotional learning (dpeaa)DE-He213 Zinsser, Katherine M. verfasserin aut Denham, Susanne A. verfasserin aut Enthalten in Child & youth care forum Dordrecht [u.a.] : Springer Science + Business Media B.V, 1971 47(2018), 6 vom: 20. Juni, Seite 787-802 (DE-627)320524728 (DE-600)2015020-9 1573-3319 nnns volume:47 year:2018 number:6 day:20 month:06 pages:787-802 https://dx.doi.org/10.1007/s10566-018-9461-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.67 ASE AR 47 2018 6 20 06 787-802 |
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10.1007/s10566-018-9461-2 doi (DE-627)SPR011374926 (SPR)s10566-018-9461-2-e DE-627 ger DE-627 rakwb eng 610 ASE 44.67 bkl Shewark, Elizabeth A. verfasserin aut Teachers’ Perspectives on the Consequences of Managing Classroom Climate 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background Well-managed, emotionally positive preschool classrooms promote academic and social success (Mashburn et al. in Child Dev 79(3):732–749. 10.1111/j.1467-8624.2008.01154.x, 2008). Therefore, learning standards and practitioner guidelines emphasize the maintenance of a positive, well-managed classroom climate (Schonert-Reichl et al., in: Durlak, Domitrovich, Weissberg, Gullotta (eds) Handbook of social and emotional learning: research and practice, The Guilford Press, New York, 2016). Objective The present study qualitatively explores how this emphasis on classroom climate shapes teachers’ perceptions of their own and children’s emotions in the classroom. Three themes emerged around creating a positive, well-managed classroom climate. Specifically, teachers tended to perceive their own and their students’ emotions as hindrances. Also, teachers desired additional training to prepare themselves to create and maintain a positive, well-managed classroom climate. Method Participants were 31 lead preschool teachers working at 10 private and publicly funded preschool centers in the Mid-Atlantic region. Results Three major themes emerged from the coded focus group transcripts. First, teachers viewed children’s emotions as requiring management and detracting from class climate. Second, teachers viewed their own emotions as prominent determinants of classroom climate. Third, teachers wanted more support in creating and maintaining positive, well-managed classroom climates. Conclusions The data described here suggest that the early-childhood education field must better support teachers with clear guidance about managing classroom climate and their own emotional well-being. Classroom management (dpeaa)DE-He213 Preschool (dpeaa)DE-He213 Teachers (dpeaa)DE-He213 Qualitative research (dpeaa)DE-He213 Social and emotional competence (dpeaa)DE-He213 Social emotional learning (dpeaa)DE-He213 Zinsser, Katherine M. verfasserin aut Denham, Susanne A. verfasserin aut Enthalten in Child & youth care forum Dordrecht [u.a.] : Springer Science + Business Media B.V, 1971 47(2018), 6 vom: 20. Juni, Seite 787-802 (DE-627)320524728 (DE-600)2015020-9 1573-3319 nnns volume:47 year:2018 number:6 day:20 month:06 pages:787-802 https://dx.doi.org/10.1007/s10566-018-9461-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.67 ASE AR 47 2018 6 20 06 787-802 |
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10.1007/s10566-018-9461-2 doi (DE-627)SPR011374926 (SPR)s10566-018-9461-2-e DE-627 ger DE-627 rakwb eng 610 ASE 44.67 bkl Shewark, Elizabeth A. verfasserin aut Teachers’ Perspectives on the Consequences of Managing Classroom Climate 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background Well-managed, emotionally positive preschool classrooms promote academic and social success (Mashburn et al. in Child Dev 79(3):732–749. 10.1111/j.1467-8624.2008.01154.x, 2008). Therefore, learning standards and practitioner guidelines emphasize the maintenance of a positive, well-managed classroom climate (Schonert-Reichl et al., in: Durlak, Domitrovich, Weissberg, Gullotta (eds) Handbook of social and emotional learning: research and practice, The Guilford Press, New York, 2016). Objective The present study qualitatively explores how this emphasis on classroom climate shapes teachers’ perceptions of their own and children’s emotions in the classroom. Three themes emerged around creating a positive, well-managed classroom climate. Specifically, teachers tended to perceive their own and their students’ emotions as hindrances. Also, teachers desired additional training to prepare themselves to create and maintain a positive, well-managed classroom climate. Method Participants were 31 lead preschool teachers working at 10 private and publicly funded preschool centers in the Mid-Atlantic region. Results Three major themes emerged from the coded focus group transcripts. First, teachers viewed children’s emotions as requiring management and detracting from class climate. Second, teachers viewed their own emotions as prominent determinants of classroom climate. Third, teachers wanted more support in creating and maintaining positive, well-managed classroom climates. Conclusions The data described here suggest that the early-childhood education field must better support teachers with clear guidance about managing classroom climate and their own emotional well-being. Classroom management (dpeaa)DE-He213 Preschool (dpeaa)DE-He213 Teachers (dpeaa)DE-He213 Qualitative research (dpeaa)DE-He213 Social and emotional competence (dpeaa)DE-He213 Social emotional learning (dpeaa)DE-He213 Zinsser, Katherine M. verfasserin aut Denham, Susanne A. verfasserin aut Enthalten in Child & youth care forum Dordrecht [u.a.] : Springer Science + Business Media B.V, 1971 47(2018), 6 vom: 20. Juni, Seite 787-802 (DE-627)320524728 (DE-600)2015020-9 1573-3319 nnns volume:47 year:2018 number:6 day:20 month:06 pages:787-802 https://dx.doi.org/10.1007/s10566-018-9461-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.67 ASE AR 47 2018 6 20 06 787-802 |
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10.1007/s10566-018-9461-2 doi (DE-627)SPR011374926 (SPR)s10566-018-9461-2-e DE-627 ger DE-627 rakwb eng 610 ASE 44.67 bkl Shewark, Elizabeth A. verfasserin aut Teachers’ Perspectives on the Consequences of Managing Classroom Climate 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background Well-managed, emotionally positive preschool classrooms promote academic and social success (Mashburn et al. in Child Dev 79(3):732–749. 10.1111/j.1467-8624.2008.01154.x, 2008). Therefore, learning standards and practitioner guidelines emphasize the maintenance of a positive, well-managed classroom climate (Schonert-Reichl et al., in: Durlak, Domitrovich, Weissberg, Gullotta (eds) Handbook of social and emotional learning: research and practice, The Guilford Press, New York, 2016). Objective The present study qualitatively explores how this emphasis on classroom climate shapes teachers’ perceptions of their own and children’s emotions in the classroom. Three themes emerged around creating a positive, well-managed classroom climate. Specifically, teachers tended to perceive their own and their students’ emotions as hindrances. Also, teachers desired additional training to prepare themselves to create and maintain a positive, well-managed classroom climate. Method Participants were 31 lead preschool teachers working at 10 private and publicly funded preschool centers in the Mid-Atlantic region. Results Three major themes emerged from the coded focus group transcripts. First, teachers viewed children’s emotions as requiring management and detracting from class climate. Second, teachers viewed their own emotions as prominent determinants of classroom climate. Third, teachers wanted more support in creating and maintaining positive, well-managed classroom climates. Conclusions The data described here suggest that the early-childhood education field must better support teachers with clear guidance about managing classroom climate and their own emotional well-being. Classroom management (dpeaa)DE-He213 Preschool (dpeaa)DE-He213 Teachers (dpeaa)DE-He213 Qualitative research (dpeaa)DE-He213 Social and emotional competence (dpeaa)DE-He213 Social emotional learning (dpeaa)DE-He213 Zinsser, Katherine M. verfasserin aut Denham, Susanne A. verfasserin aut Enthalten in Child & youth care forum Dordrecht [u.a.] : Springer Science + Business Media B.V, 1971 47(2018), 6 vom: 20. Juni, Seite 787-802 (DE-627)320524728 (DE-600)2015020-9 1573-3319 nnns volume:47 year:2018 number:6 day:20 month:06 pages:787-802 https://dx.doi.org/10.1007/s10566-018-9461-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.67 ASE AR 47 2018 6 20 06 787-802 |
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10.1007/s10566-018-9461-2 doi (DE-627)SPR011374926 (SPR)s10566-018-9461-2-e DE-627 ger DE-627 rakwb eng 610 ASE 44.67 bkl Shewark, Elizabeth A. verfasserin aut Teachers’ Perspectives on the Consequences of Managing Classroom Climate 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background Well-managed, emotionally positive preschool classrooms promote academic and social success (Mashburn et al. in Child Dev 79(3):732–749. 10.1111/j.1467-8624.2008.01154.x, 2008). Therefore, learning standards and practitioner guidelines emphasize the maintenance of a positive, well-managed classroom climate (Schonert-Reichl et al., in: Durlak, Domitrovich, Weissberg, Gullotta (eds) Handbook of social and emotional learning: research and practice, The Guilford Press, New York, 2016). Objective The present study qualitatively explores how this emphasis on classroom climate shapes teachers’ perceptions of their own and children’s emotions in the classroom. Three themes emerged around creating a positive, well-managed classroom climate. Specifically, teachers tended to perceive their own and their students’ emotions as hindrances. Also, teachers desired additional training to prepare themselves to create and maintain a positive, well-managed classroom climate. Method Participants were 31 lead preschool teachers working at 10 private and publicly funded preschool centers in the Mid-Atlantic region. Results Three major themes emerged from the coded focus group transcripts. First, teachers viewed children’s emotions as requiring management and detracting from class climate. Second, teachers viewed their own emotions as prominent determinants of classroom climate. Third, teachers wanted more support in creating and maintaining positive, well-managed classroom climates. Conclusions The data described here suggest that the early-childhood education field must better support teachers with clear guidance about managing classroom climate and their own emotional well-being. Classroom management (dpeaa)DE-He213 Preschool (dpeaa)DE-He213 Teachers (dpeaa)DE-He213 Qualitative research (dpeaa)DE-He213 Social and emotional competence (dpeaa)DE-He213 Social emotional learning (dpeaa)DE-He213 Zinsser, Katherine M. verfasserin aut Denham, Susanne A. verfasserin aut Enthalten in Child & youth care forum Dordrecht [u.a.] : Springer Science + Business Media B.V, 1971 47(2018), 6 vom: 20. Juni, Seite 787-802 (DE-627)320524728 (DE-600)2015020-9 1573-3319 nnns volume:47 year:2018 number:6 day:20 month:06 pages:787-802 https://dx.doi.org/10.1007/s10566-018-9461-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.67 ASE AR 47 2018 6 20 06 787-802 |
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Therefore, learning standards and practitioner guidelines emphasize the maintenance of a positive, well-managed classroom climate (Schonert-Reichl et al., in: Durlak, Domitrovich, Weissberg, Gullotta (eds) Handbook of social and emotional learning: research and practice, The Guilford Press, New York, 2016). Objective The present study qualitatively explores how this emphasis on classroom climate shapes teachers’ perceptions of their own and children’s emotions in the classroom. Three themes emerged around creating a positive, well-managed classroom climate. Specifically, teachers tended to perceive their own and their students’ emotions as hindrances. Also, teachers desired additional training to prepare themselves to create and maintain a positive, well-managed classroom climate. Method Participants were 31 lead preschool teachers working at 10 private and publicly funded preschool centers in the Mid-Atlantic region. Results Three major themes emerged from the coded focus group transcripts. First, teachers viewed children’s emotions as requiring management and detracting from class climate. Second, teachers viewed their own emotions as prominent determinants of classroom climate. Third, teachers wanted more support in creating and maintaining positive, well-managed classroom climates. Conclusions The data described here suggest that the early-childhood education field must better support teachers with clear guidance about managing classroom climate and their own emotional well-being.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Classroom management</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Preschool</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teachers</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Qualitative research</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Social and emotional competence</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Social emotional learning</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Zinsser, Katherine M.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Denham, Susanne A.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Child & youth care forum</subfield><subfield code="d">Dordrecht [u.a.] : Springer Science + Business Media B.V, 1971</subfield><subfield code="g">47(2018), 6 vom: 20. 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Shewark, Elizabeth A. |
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Shewark, Elizabeth A. ddc 610 bkl 44.67 misc Classroom management misc Preschool misc Teachers misc Qualitative research misc Social and emotional competence misc Social emotional learning Teachers’ Perspectives on the Consequences of Managing Classroom Climate |
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610 ASE 44.67 bkl Teachers’ Perspectives on the Consequences of Managing Classroom Climate Classroom management (dpeaa)DE-He213 Preschool (dpeaa)DE-He213 Teachers (dpeaa)DE-He213 Qualitative research (dpeaa)DE-He213 Social and emotional competence (dpeaa)DE-He213 Social emotional learning (dpeaa)DE-He213 |
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ddc 610 bkl 44.67 misc Classroom management misc Preschool misc Teachers misc Qualitative research misc Social and emotional competence misc Social emotional learning |
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teachers’ perspectives on the consequences of managing classroom climate |
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Teachers’ Perspectives on the Consequences of Managing Classroom Climate |
| abstract |
Background Well-managed, emotionally positive preschool classrooms promote academic and social success (Mashburn et al. in Child Dev 79(3):732–749. 10.1111/j.1467-8624.2008.01154.x, 2008). Therefore, learning standards and practitioner guidelines emphasize the maintenance of a positive, well-managed classroom climate (Schonert-Reichl et al., in: Durlak, Domitrovich, Weissberg, Gullotta (eds) Handbook of social and emotional learning: research and practice, The Guilford Press, New York, 2016). Objective The present study qualitatively explores how this emphasis on classroom climate shapes teachers’ perceptions of their own and children’s emotions in the classroom. Three themes emerged around creating a positive, well-managed classroom climate. Specifically, teachers tended to perceive their own and their students’ emotions as hindrances. Also, teachers desired additional training to prepare themselves to create and maintain a positive, well-managed classroom climate. Method Participants were 31 lead preschool teachers working at 10 private and publicly funded preschool centers in the Mid-Atlantic region. Results Three major themes emerged from the coded focus group transcripts. First, teachers viewed children’s emotions as requiring management and detracting from class climate. Second, teachers viewed their own emotions as prominent determinants of classroom climate. Third, teachers wanted more support in creating and maintaining positive, well-managed classroom climates. Conclusions The data described here suggest that the early-childhood education field must better support teachers with clear guidance about managing classroom climate and their own emotional well-being. |
| abstractGer |
Background Well-managed, emotionally positive preschool classrooms promote academic and social success (Mashburn et al. in Child Dev 79(3):732–749. 10.1111/j.1467-8624.2008.01154.x, 2008). Therefore, learning standards and practitioner guidelines emphasize the maintenance of a positive, well-managed classroom climate (Schonert-Reichl et al., in: Durlak, Domitrovich, Weissberg, Gullotta (eds) Handbook of social and emotional learning: research and practice, The Guilford Press, New York, 2016). Objective The present study qualitatively explores how this emphasis on classroom climate shapes teachers’ perceptions of their own and children’s emotions in the classroom. Three themes emerged around creating a positive, well-managed classroom climate. Specifically, teachers tended to perceive their own and their students’ emotions as hindrances. Also, teachers desired additional training to prepare themselves to create and maintain a positive, well-managed classroom climate. Method Participants were 31 lead preschool teachers working at 10 private and publicly funded preschool centers in the Mid-Atlantic region. Results Three major themes emerged from the coded focus group transcripts. First, teachers viewed children’s emotions as requiring management and detracting from class climate. Second, teachers viewed their own emotions as prominent determinants of classroom climate. Third, teachers wanted more support in creating and maintaining positive, well-managed classroom climates. Conclusions The data described here suggest that the early-childhood education field must better support teachers with clear guidance about managing classroom climate and their own emotional well-being. |
| abstract_unstemmed |
Background Well-managed, emotionally positive preschool classrooms promote academic and social success (Mashburn et al. in Child Dev 79(3):732–749. 10.1111/j.1467-8624.2008.01154.x, 2008). Therefore, learning standards and practitioner guidelines emphasize the maintenance of a positive, well-managed classroom climate (Schonert-Reichl et al., in: Durlak, Domitrovich, Weissberg, Gullotta (eds) Handbook of social and emotional learning: research and practice, The Guilford Press, New York, 2016). Objective The present study qualitatively explores how this emphasis on classroom climate shapes teachers’ perceptions of their own and children’s emotions in the classroom. Three themes emerged around creating a positive, well-managed classroom climate. Specifically, teachers tended to perceive their own and their students’ emotions as hindrances. Also, teachers desired additional training to prepare themselves to create and maintain a positive, well-managed classroom climate. Method Participants were 31 lead preschool teachers working at 10 private and publicly funded preschool centers in the Mid-Atlantic region. Results Three major themes emerged from the coded focus group transcripts. First, teachers viewed children’s emotions as requiring management and detracting from class climate. Second, teachers viewed their own emotions as prominent determinants of classroom climate. Third, teachers wanted more support in creating and maintaining positive, well-managed classroom climates. Conclusions The data described here suggest that the early-childhood education field must better support teachers with clear guidance about managing classroom climate and their own emotional well-being. |
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| title_short |
Teachers’ Perspectives on the Consequences of Managing Classroom Climate |
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https://dx.doi.org/10.1007/s10566-018-9461-2 |
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Zinsser, Katherine M. Denham, Susanne A. |
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| score |
7.401515 |