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dc.contributor.authorReid, Danielle
dc.date.accessioned2020-04-16T22:53:00Z
dc.date.available2020-04-16T22:53:00Z
dc.date.issued2020-03
dc.identifier.urihttp://hdl.handle.net/20.500.11803/881
dc.description.abstractThe purpose of this research was to identify if interventions implemented in the middle of the school year in a third-grade classroom were effective and if the style of interventions improved classroom management strategies. The goal was to decrease the time of every major transition (i.e. leaving and entering the classroom) including walking time. Of 26 students, 24 students participated and two opted out. The researcher focused on previous management styles and implemented new interventions around transitions. There were three interventions implemented in the classroom. One was timing while tracking the transitions, large enough for all students to see. The second was for students to time themselves while walking, and the third was to create posters of the expectations and review them once a week.en_US
dc.language.isoenen_US
dc.subjectAction researchen_US
dc.subjectElementary educationen_US
dc.subjectClassroom managementen_US
dc.subjectTransition toolsen_US
dc.titleClassroom management strategies: An elementary classroomen_US
dc.typeAction Researchen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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