Award Date

5-1-2022

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Linda Quinn

Second Committee Member

Jane McCarthy

Third Committee Member

Shaoan Zhang

Fourth Committee Member

LeAnn Putney

Number of Pages

139

Abstract

The purpose of this sociocultural study was to analyze the lived experiences of exemplary teachers who teach on a military base school. By teaching a lesser-known diverse group of students who are children of military families, the teachers in this study shared the sociocultural perspective of Vygotsky’s perezhivanie of the adjustment to how they approach classroom management and facilitate student learning despite the differences in teaching children of military families. The dissertation employed qualitative methodology using in-depth interviews with six teacher participants and a triangulation interview with the school principal. The findings are discussed in relation to classroom management strategies employed due to factors that influence the military lifestyle. The data revealed that because students of military families face unique challenges at home such as frequent transiency, trauma due to inconsistent home-life, or strong emotional disorders, the teachers at this military base school have specific classroom management strategies to facilitate learning in their classrooms. The data also revealed that these specific classroom management strategies were developed over time spent with this unique group of students and the teachers faced a shift in the way they approached classroom management coming from schools where the population was not military-affiliated.

Keywords

classroom management; military students

Disciplines

Education | Educational Sociology

File Format

pdf

File Size

1958 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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