[[alternative]]A Comparative Study of the Belief, Cognition, Act Strategies and the Effects of Classroom Management between the Expert and Novice Teachers in the Junior High School

[[abstract]]A Comparative Study of the Belief, Cognition, Act Strategies and the Effects of Classroom Management between the Expert and Novice Teachers in the Junior High School Shu-Chiung Chou Abstract The purposes of this study were: 1.to investigate the belief, cognition, and act strategies of classroom management between the expert and novice teachers in the junior high school; 2.to compare the effects of classroom management between the expert and novice teachers in the junior high school. The methods used in this study were interview and observation. The subjects of this study were two junior high school teachers, one expert teacher and one novice teacher, and 69 students of their classes. The researcher analyzed the contents obtained from the transcript of the interviews, and summarized the findings of the belief, cognition, act strategies, and other aspects of classroom management between the expert and the novice teachers. Also, The researcher compared the effects of classroom management between the expert and the novice teachers by analyzing the data of the 69 students' scores on '' Students' Perception of School Life Scale''. The major findings were as follows: 1.The expert teacher' belief of classroom management was apt to the humanistic approach, and the expert teacher considered the goal of education was cultivating the students' good characteristics. Meanwhile, the novice teacher' belief of classroom management consisted of the humanistic and the behavioristic approaches. 2.The expert teacher' cognition about classroom management was from the humanistic perspective, and the expert teacher contented the psychological needs of the students and raised the students' sense of self-worth. The novice teacher' cognition of classroom management was confused with the ideas between the humanistic and the behavioristic approaches. 3.The expert teacher' act strategies of classroom management was based on the humanistic approach. The expert teacher made good use of the act strategies according to the different situations and the differences of students. Besides, the expert teacher used the production rules to distinguish the situations clearly and proposed the effective classroom management act strategies. But the novice teacher' act strategies of classroom management were based on both the humanistic and the behavioristic approaches. Though having the declarative knowledge, the novice teacher was not familiar with the procedural knowledge. 4.The expert teacher confronted the stress and problems of the work in positive attitude, but the novice teacher moved away from the difficulties and the stress of the work. Sometimes, the novice teacher asked others for help and adopted their suggestions, but the novice teacher didn't get appropriate assistance at all times. 5.The expert teacher reacted to problems quickly and instinctively, and used the procedural knowledge to solve the problems. But the novice teacher focused on the surface of the problems, and didn't solve the problems efficiently. 6.The expert teacher had an evaluation criterion of her own and was contented with her works. But the novice teacher assessed herself with others' criteria. She was disappointed in herself and lost her confidence in teaching. 7.The expert teacher actively contacted students' parents, and work in close cooperation with them. But the novice teacher not having correct attitude and good communication skills didn't efficiently get any help from students' parents. 8.Students' perception of the effects of classroom management between the expert and the novice teachers was different in ''arranging classroom environment'', ''establishing rules'', ''having good communication skills'', ''managing problem behaviors'' But there were no difference in ''organizing class procedures'' and ''supervising students' activities''. 9.In summary, the expert teacher' belief, cognition, and act strategies of classroom management was apt to the humanistic approach. The expert teacher was satisfied with her performance and confirmed her belief, cognition, and act strategies of classroom management, but the novice teacher' belief, cognition, and act strategies of classroom management was inconsistent and the novice teacher suspected her teaching abilities. According to the major findings, suggestions for the normal education, the novice teachers and future researches were offered.