Classroom Management in an Integrative Middle School: An Exploratory Study

Abstract

The purpose of this study was to explore and describe management practices of educators in a nontraditional, integrative middle school. To achieve this purpose I addressed this broad question: What is the nature of school and classroom management in a learning environment that is nontraditional—specifically, in a learning environment that reportedly is theme-based, social constructivist, and integrative? Using case study methodology and the constant comparative method to analyze data gathered from interviews with and observations of teachers, the following themes emerged as salient dimensions of management at the school: managing content for integrative teaching and learning; managing integrative classroom instruction; rethinking power relations; managing alternative teacher roles; managing alternative student roles; and understanding conflict and compromise.