Master of Arts
Chairperson (Advisor 1)
Dr. Charles Nuckles
Reader (Advisor 2)
Penny J. Dieryck
The aim of this study is to view the teacher as a classroom manager and, as such, evaluate two of the main building blocks of the educational management support system. My hope was to provide insight to present and future teachers, administrators and other educational support personnel regarding some strengths and weaknesses of the traditional education system.
The information gleaned from literature review and interviews support the fact that there exists a somewhat serious rift between classroom teachers and administration. Public education would greatly benefit if teachers were more involved in the entire "manufacturing" process. Teachers are not very happy with their limited role in policy making. They want more input into the curriculum selection process as they have to teach it. On the more fundamental level teachers must be involved with curriculum writing and development. For too long this process has been granted to University staff and large educational consortiums without much input from active master classroom teachers. Real teachers don't appreciate a bunch of philosophical psychobabble; they need useful tools and pure raw materials.
Recommended CitationWilliams, T. R. (2001). The Teacher as a Classroom Manager: The Struggle for Ownership of Curriculum and Discipline in Public Education (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/legacy-capstones_maom/143
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