Content Analysis of Discussions in an Online Classroom Management Course
Karen Grove, Linda Quinn, University of Nevada Las Vegas, United States ; Alexandru Spatariu, Georgetown College, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study analyzed discussion of 21 teacher candidates in an online course on classroom management to examine development of knowledge and skills in classroom management strategies. Henri's (1992) framework for content analysis of computer-mediated communication was used to analyze candidate's online postings. This framework categorizes messages using five dimensions: participative, interactive, social, cognitive, and metacognitive. Findings indicate that discussing personal experiences with colleagues in similar circumstances about classroom management issues prompted reflection on why or why not pedagogical practice related to classroom management was effective while responses to readings promoted reflection on the range of approaches to classroom management and helped candidates prioritize their concerns and develop understanding of the complexities of classroom management.
Grove, K., Quinn, L. & Spatariu, A. (2009). Content Analysis of Discussions in an Online Classroom Management Course. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 381-385). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).