In the area of research, the first thing to put on the table is the author’s lack of familiarity with the “educational literature”. Fortunately, as more presentations were given to the public by the author this knowledge is growing. The services of a retired lobbyist for the Indiana State Teacher’s Association were engaged for this project. This individual was steeped in knowledge that the author lacked and was very important to this work.
Suggested Areas for Research
Would other schools accept the definitions our teachers put forth for Type 1,2, and 3 students?
- How would other schools measure up in classifying their students into the Type 1, 2 or 3 categories?
- Repeat the measurement process used to estimate the amount of classroom time lost to disturbances.
- How long does a disturbance last? This is very difficult to estimate and to empirically measure. It is a vital component in understanding how to obtain a learning environment in America’s classrooms.
- Is it possible to convert a Type 3 student into a Type 2 or 1 student? How is it accomplished?
- What universities in Indiana include a practical “Classroom Management” course offering(s) in their educational degree program? Why is this topic not a routine part of their program?
- Why are so many university educational curricula so theoretical and impractical?
- Why did one retired educational professor at a state university describe this paper as a “bunch of whining”?
- Type 3 students are missing “Character and Grit”, how can these skills be taught to young children?