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A qualitative study of urban early career teachers’ attributions for disruptive behavior
Descriptive
TitleInfo
Title
A qualitative study of urban early career teachers’ attributions for disruptive behavior
Name
(type = personal)
NamePart
(type = family)
Lorenzo
NamePart
(type = given)
Ava
DisplayForm
Ava Lorenzo
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Shernoff
NamePart
(type = given)
Elisa S
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Elisa S Shernoff
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Elias
NamePart
(type = given)
Maurice J
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Maurice J Elias
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
co-chair
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
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school
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Text
Genre
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theses
OriginInfo
DateCreated
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2017
DateOther
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(type = degree)
2017-10
CopyrightDate
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2017
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
Early career teachers (ECTs) in urban schools face distinct challenges including a high prevalence of disruptive student behavior. Understanding teacher attributions for disruptive behavior, which shape teacher behavior, affect, and expectancy toward students, may allow school psychologists to act as more effective consultants to build teacher skills and increase teacher effectiveness. The purpose of the current study was to explore in depth ECTs’ (N = 15) causal attributions for disruptive behavior using extant data from a grant funded by the Institute of Education Sciences. The most commonly described attribution categories for disruptive behavior in the previous literature are student, self, family, and school-related. The current study sought to understand how the four attribution categories were conceptualized, and the prevalence of each across the sample of ECTs. Qualitative analyses suggest that the attribution categories were defined as follows: (1) Student-related: Interpersonal and self-regulatory skills at different developmental stages, and student apathy; (2) Self-related: Preparedness and ability to engage students, and classroom rules and routines; (3) Family-related: Limited involvement and behavioral support; and (4) School-related: Inconsistent development, implementation, and support of school-wide rules and consequences, behavior of school staff, school conditions, and teacher authority. All of the four attribution categories were identified as typical within the current sample, which meant that each was endorsed by 8 – 14 ECTs (N= 15). The discussion considers the concordance of the current study with previous literature, future research directions, and implications for the practice of school psychology.
Subject
(authority = RUETD)
Topic
School Psychology
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_8160
PhysicalDescription
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (v, 71 p. : ill.)
Note
(type = degree)
Psy.D.
Note
(type = bibliography)
Includes bibliographical references
Subject
(authority = ETD-LCSH)
Topic
Education, Urban
Subject
(authority = ETD-LCSH)
Topic
Teachers--Training of
Note
(type = statement of responsibility)
by Ava Lorenzo
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T34F1TTW
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Lorenzo
GivenName
Ava
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(qualifier = exact);
(point = start)
2017-05-01 10:11:30
AssociatedEntity
Name
Ava Lorenzo
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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ETD
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2017-05-01T10:10:36
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Microsoft® Word 2013
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