Development of Classroom Management Scale for Science Teachers
ERIC Educational Resources Information Center
Temli-Durmus, Yeliz
2016-01-01
Students cannot learn in chaotic, badly managed classrooms. In the first years of teaching experiences, teachers revealed that novice teachers came to recognize the importance of discipline skills and classroom management for effective instruction. The purpose of the study was (i) to develop Science teachers' views towards classroom management…
Bringing Reality to Classroom Management in Teacher Education
ERIC Educational Resources Information Center
Eisenman, Gordon; Edwards, Susan; Cushman, Carey Anne
2015-01-01
Learning how to manage a classroom effectively is a difficult task for preservice teachers. This is compounded by the lack of attention that classroom management receives in many teacher preparation programs and in the field of education in general. This article offers a rationale for the lack of attention to classroom management in teacher…
ERIC Educational Resources Information Center
Carlson, John S.; Tiret, Holly B.; Bender, Stacy L.; Benson, Laurie
2011-01-01
This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for…
Coping Styles as Mediators of Teachers' Classroom Management Techniques
ERIC Educational Resources Information Center
Lewis, Ramon; Roache, Joel; Romi, Shlomo
2011-01-01
This study reports the relationships between coping styles of Australian teachers and the classroom based classroom management techniques they use to cope with student misbehaviour. There is great interest internationally in improving educational systems by upgrading the quality of teachers' classroom management. However, the relationship between…
Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P
2015-04-01
Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Geography Teachers' Attitudes and Beliefs Regarding Classroom Management
ERIC Educational Resources Information Center
Dikmenli, Yurdal; Çifçi, Taner
2016-01-01
This study scrutinizes geography teachers' attitude and belief levels regarding classroom management. As a matter of fact, classroom management is one of the prominent areas emphasized by all educators. Descriptive correlational survey model was used in the study. Study group includes 58 geography teachers working in Sivas province during the…
Teacher Self-Efficacy and Classroom Management Styles in Jordanian Schools
ERIC Educational Resources Information Center
Abu-Tineh, Abdullah M.; Khasawneh, Samar A.; Khalaileh, Huda A.
2011-01-01
Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in…
Comprehending Elementary School Teachers' Classroom Management Approaches
ERIC Educational Resources Information Center
Sahin, Ali E.
2015-01-01
This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)? The…
Beliefs Regarding Classroom Management Style: Differences between Novice and Experienced Teachers.
ERIC Educational Resources Information Center
Martin, Nancy K.; Baldwin, Beatrice
Beliefs regarding classroom management vary among teachers and play an important role in effective instruction. The primary goal of this study was to investigate the differences between the beliefs of experienced teachers and novice teachers regarding classroom management styles. Within this study, classroom management is defined as a…
ERIC Educational Resources Information Center
Jackson, Cliff; Simoncini, Kym; Davidson, Mark
2013-01-01
Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…
ERIC Educational Resources Information Center
Romi, Shlomo; Lewis, Ramon; Roache, Joel
2013-01-01
This paper discusses the degree to which recently reported relationships between the classroom management techniques and coping styles of Australian teachers apply in two other national settings: China and Israel. Little is known about which teacher characteristics relate to their approach to classroom management, although researchers in Australia…
Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study
ERIC Educational Resources Information Center
Hildenbrand, Susan M.; Arndt, Katrina
2016-01-01
This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…
The Changes in Experienced Teachers' Understanding towards Classroom Management
ERIC Educational Resources Information Center
Ersozlu, Alpay; Cayci, Dilara
2016-01-01
The aim of this study is to examine the views of experienced teachers related to the changes in their understanding of classroom management in general terms until today. In this study according to the information given by teachers, it is expected to contribute to the discussions about the development of classroom management, which is a key to…
Persistent Classroom Management Training Needs of Experienced Teachers
ERIC Educational Resources Information Center
Stough, Laura M.; Montague, Marcia L.; Landmark, Leena Jo; Williams-Diehm, Kendra
2015-01-01
Experienced special education teachers (n = 62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found…
Teachers' Emotion Regulation and Classroom Management
ERIC Educational Resources Information Center
Sutton, Rosemary E.; Mudrey-Camino, Renee; Knight, Catharine C.
2009-01-01
This article describes a series of studies on teachers' attempts to modify the intensity and duration of their emotions, and how their emotions are expressed in the classroom. Among the important findings is that teachers practice emotion regulation because they believe it makes them more effective in management, discipline, and their…
Teacher Vision: Expert and Novice Teachers' Perception of Problematic Classroom Management Scenes
ERIC Educational Resources Information Center
Wolff, Charlotte E.; Jarodzka, Halszka; van den Bogert, Niek; Boshuizen, Henny P. A.
2016-01-01
Visual expertise has been explored in numerous professions, but research on teachers' vision remains limited. Teachers' visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of…
Training Our Future Teachers: Classroom Management. Revised
ERIC Educational Resources Information Center
Greenberg, Julie; Putman, Hannah; Walsh, Kate
2014-01-01
This report examines traditional teacher preparation in classroom management, which is a struggle for many teachers, especially new ones. 122 teacher preparation programs--both elementary and secondary, graduate and undergraduate--were examined to review the full breadth of the professional sequence. The following conclusions are made as a result…
ERIC Educational Resources Information Center
Martin, Nancy K.; Baldwin, Beatrice
This study represents a continuation of research efforts to further refine the Inventory of Classroom Management Style, an instrument designed to measure teachers' perceptions of their classroom management beliefs and practices. "Classroom management" is an umbrella term describing teacher efforts to oversee a multitude of activities in…
ERIC Educational Resources Information Center
Morris-Rothschild, Britta K.; Brassard, Marla R.
2006-01-01
Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy (CMEFF) and security of attachment (low on avoidance,…
A Study on Teacher Candidates' Competencies in Classroom Management
ERIC Educational Resources Information Center
Selçuk, Gülenaz; Kadi, Aysegül; Yildirim, Remzi; Çelebi, Nurhayat
2017-01-01
The objective of this paper is to examine competencies in classroom management of teacher candidates. Research design was determined as pre-experimental research design. Research was conducted with 388 teacher candidates. In this research, these were found; Attitudes of students about competencies in classroom management differ according to…
A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers
ERIC Educational Resources Information Center
Baker, Credence; Gentry, James; Larmer, William
2016-01-01
Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation…
The Principal's Role in Helping Teachers Manage Their Classrooms.
ERIC Educational Resources Information Center
Klitgaard, Guy C.
1987-01-01
The principal should lead in instructional improvement and have a good understanding of the principles and practices of classroom management and a good classroom management system. Discusses instructional supervision and assessing teacher performance. (MD)
Exploring Teachers' Knowledge of Classroom Management and Control
ERIC Educational Resources Information Center
Ayebo, Abraham; Assuah, Charles
2017-01-01
Purpose: This paper presents the results of a study that sought to determine teacher conceptions of classroom management and control. The study explored classroom management knowledge of participants, and how the knowledge was gained. It also investigated the extent to which participants held various conceptions, including rule-based, dominance…
Classroom Management and Student Teachers' Cognitive Abilities: A Relationship.
ERIC Educational Resources Information Center
Copeland, Willis D.
1987-01-01
A test battery was developed to measure teachers' multiple attention and vigilance skills. These are believed to be related to successful classroom management. Measurements were compared with observed teacher management behavior. (RB)
Analysing Mentoring Dialogues for Developing a Preservice Teacher's Classroom Management Practices
ERIC Educational Resources Information Center
Sempowicz, Tracey; Hudson, Peter
2011-01-01
A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee's classroom management. Using multiple data sources (e.g., lesson…
ERIC Educational Resources Information Center
Cobbold, Cosmas; Boateng, Philip
2016-01-01
The objective of the study was to investigate kindergarten teachers' efficacy beliefs in classroom management. The sample size was 299 teachers drawn from both public and private kindergarten schools in the Kumasi Metropolis of Ghana. The efficacy beliefs of the teachers with respect to their classroom management practices were measured on a…
ERIC Educational Resources Information Center
Freeman, Jennifer; Simonsen, Brandi; Briere, Donald E.; MacSuga-Gage, Ashley S.
2014-01-01
Effective classroom management skills are essential for teachers. Unfortunately, many teachers do not receive adequate classroom management training prior to beginning their teaching careers and feel unprepared for the demands of managing student behaviors in their classrooms. In this article, we describe (a) the number of states with state policy…
Student Science Teachers' Accounts of a Well-Remembered Event about Classroom Management.
ERIC Educational Resources Information Center
Zuckerman, June Trop
2000-01-01
Discusses how 36 student science teachers described and responded to one of their own classroom management problems. Based on student teachers' written accounts of a well-remembered event about classroom management. (SAH)
ERIC Educational Resources Information Center
O'Neill, Sue C.
2015-01-01
Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional…
Teachers' Perceptions of Effective Classroom Management within an Inner-City Middle School.
ERIC Educational Resources Information Center
Turner, Catana L.
This study was undertaken to obtain descriptive information about teachers' perceptions of effective classroom management within an inner-city middle school. Thirteen teachers in one such school in Tennessee were interviewed about their classroom management behaviors. Teachers appeared to have an elaborate system of beliefs related to the themes…
An International Perspective on Classroom Management: What Should Prospective Teachers Learn?
ERIC Educational Resources Information Center
Wubbels, Theo
2011-01-01
Drawing upon a review of relevant literature, this paper provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology,…
Classroom Management in Diverse Classrooms
ERIC Educational Resources Information Center
Milner, H. Richard, IV; Tenore, F. Blake
2010-01-01
Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments. The authors present the culturally responsive classroom management practices of two teachers from an urban and diverse middle school to extend the construct, culturally responsive classroom management. The principles that…
Classroom Management: Beginning Teachers' Perceptions of Preparedness
ERIC Educational Resources Information Center
Woods, Sean A.
2015-01-01
Classroom management has been the focal point of many different studies and research projects. Unfortunately, it has also been cited as one of the top three reasons teachers leave the field of education not only today, but for the last 40 years (Berry, 2010). There is a need for an understanding of the implications of past classroom management…
Classroom Management in Secondary Schools: A Study of Student Teachers' Successful Strategies
ERIC Educational Resources Information Center
Zuckerman, June Trop
2007-01-01
The purpose of this paper is to identify strategies for preventing and managing classroom discipline problems that any teacher, even a student teacher, can use successfully. Sixty-eight student science teachers, during their first weeks of student teaching, each reported, in an account of a well-remembered event about classroom management,…
Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management
ERIC Educational Resources Information Center
Drang, Debra Michal
2011-01-01
This study examined preschool teachers' beliefs, knowledge, and practices related to classroom management. The rationale for researching this topic is based on the role of teachers in the special education referral process, the poor success rate for inclusion for children with disabilities who demonstrate problematic classroom behaviors, and the…
ERIC Educational Resources Information Center
Marquez, Brion; Vincent, Claudia; Marquez, Jessie; Pennefather, Jordan; Smolkowski, Keith; Sprague, Jeffrey
2016-01-01
Classroom management remains a challenge for many teachers. The approach and delivery of professional development (PD) in classroom management may determine how well teachers are able to apply evidence-based approaches in their classrooms. We use existing literature to identify the key features that make in-service PD effective and present them as…
ERIC Educational Resources Information Center
Lacina-Gifford, Lorna J.; Kher, Neelam; Besant, Kyesha
This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies. A group of 108 preservice teachers at a southern rural public university generated classroom management strategies in response to hypothetical vignettes depicting shy and withdrawn student behavior. Researchers coded the extended…
ERIC Educational Resources Information Center
Moore, Tara C.; Wehby, Joseph H.; Oliver, Regina M.; Chow, Jason C.; Gordon, Jason R.; Mahany, Laura A.
2017-01-01
Teachers' reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed "Survey of Classroom and Behavior Management." On average, teachers reported to…
Asthma Management in New York City Schools: a Classroom Teacher Perspective
Cain, Agnieszka; Reznik, Marina
2016-01-01
Objective Classroom teachers play an important role in facilitating asthma management in school but little is known about their perspectives around asthma management. We examined the perspectives of classroom teachers around barriers to school asthma management. Methods We conducted key informant interviews with 21 inner-city classroom teachers from 3rd to 5th grades in 10 Bronx, New York elementary schools. Sampling continued until thematic saturation was reached. Interviews were recorded, transcribed, and independently coded for common themes. We used thematic and content review to analyze interview data. Results Seven themes representing teachers’ perspectives on in-school asthma management emerged: (1) the problematic process of identifying students with asthma; (2) poor familiarity with the city health department’s asthma initiative and poor general knowledge of school policies on asthma management (3) lack of competency in managing an acute asthma attack in the classroom and poor recognition of symptoms of an asthma attack; (4) lack of confidence in dealing with a hypothetical asthma attack in the classroom; (5) lack of quick access to asthma medication in school; (6) limited communication between school staff; and (7) enthusiasm about learning more about asthma management. Conclusions Our results revealed several barriers contributing to suboptimal in-school asthma management: ineffective ways of identifying students with asthma, lack of teacher knowledge of guidelines on asthma management, lack of comfort in managing students’ asthma, inadequate access to asthma medication in school, and limited communication between school staff. These issues should be considered in the design of interventions to improve in-school asthma management. PMID:27031532
ERIC Educational Resources Information Center
Ficarra, Laura; Quinn, Kevin
2014-01-01
In the present investigation, teachers' self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and…
The Development of Novice Teachers' Culturally Responsive Classroom Management Practice
ERIC Educational Resources Information Center
Patish, Yelena
2016-01-01
While extensive research has been conducted on classroom management little research exists on culturally responsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturally responsive management practice (CRCM) to better meet the needs of their students. My analysis was…
The Relationship between EFL Teachers' Beliefs and Actual Practices of Classroom Management
ERIC Educational Resources Information Center
Aliakbari, Mohammad; Heidarzad, Mohsen
2015-01-01
This study aimed at analyzing Iranian EFL teachers' beliefs toward classroom management and the relationship between teachers' beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional…
ERIC Educational Resources Information Center
Funk, Kristin M.
2013-01-01
The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress…
Teacher Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior
ERIC Educational Resources Information Center
Oliver, Regina M.; Wehby, Joseph H.; Reschly, Daniel J.
2011-01-01
Despite the large research base grounded in behavioral theory for strategies to increase appropriate behavior and prevent or decrease inappropriate behavior in the classroom, a systematic review of multi-component universal classroom management research is necessary to establish the effects of teachers' universal classroom management approaches.…
Behavior and Classroom Management: Are Teacher Preparation Programs Really Preparing Our Teachers?
ERIC Educational Resources Information Center
Flower, Andrea; McKenna, John William; Haring, Christa D.
2017-01-01
Research suggests that many teachers are underprepared for the behaviors that their students may bring to the classroom, resulting in challenges to teaching and learning. The purpose of this study was to examine the behavior management content included in preservice teacher preparation programs for general education and special education teachers.…
Teacher Classroom Management Ratings at Concept Charter Schools
ERIC Educational Resources Information Center
Senlik, Yasar
2013-01-01
The purpose of this study is to identify the factors that impact the classroom management rating score of teachers at Concept Schools managed charter schools. Concept Schools, a non-profit management and consulting organization that manages charter schools in the Midwest, has adapted Charlotte Danielson's rubrics for "Enhancing Professional…
ERIC Educational Resources Information Center
Simonsen, Brandi; MacSuga-Gage, Ashley S.; Briere, Donald E.; Freeman, Jennifer; Myers, Diane; Scott, Terrance M.; Sugai, George
2014-01-01
Many teachers enter the field without sufficient training in classroom management and continue to experience challenges throughout their careers. Therefore, school-based leaders need a multi-tiered support (MTS) framework to (a) provide training to all teachers in classroom management (Tier 1), (b) identify teachers who require additional…
ERIC Educational Resources Information Center
Tas, Said
2017-01-01
In this research, it is aimed to investigate classroom management problems of middle school 6th and 7th grade teachers in traditional and technology-supported classrooms and differences between them. For this purpose the opinions of the students in the 4th grade of Primary Education Department in Faculty of Education of Süleyman Demirel University…
Pre-Service Secondary Science and Mathematics Teachers' Classroom Management Styles in Turkey
ERIC Educational Resources Information Center
Yilmaz, Kursad
2009-01-01
The aim of this study is to determine Pre-service secondary science and mathematics teachers' classroom management styles in Turkey. In addition, differences in pre-service secondary science and mathematics teachers' classroom management styles by gender, and field of study were examined. In the study, the survey model was employed. The research…
ERIC Educational Resources Information Center
Stallion, Brenda K.; Zimpher, Nancy L.
1991-01-01
Study assessed a classroom management program embedded in a mentor and beginning teacher induction program. Researchers assigned mentor/beginning teacher pairs to treatment conditions. Some pairs completed a midyear classroom management intervention workshop. Trained teachers received higher ratings than untrained ones. The presence of mentors did…
Attitude Towards Computers and Classroom Management of Language School Teachers
ERIC Educational Resources Information Center
Jalali, Sara; Panahzade, Vahid; Firouzmand, Ali
2014-01-01
Computer-assisted language learning (CALL) is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more…
ERIC Educational Resources Information Center
Za'za', Mona Salem Mahmoud
2007-01-01
Classroom management is an important component of effective teaching. Despite its importance, little is known about how pre-service teachers acquire and develop pedagogical content knowledge about classroom management. This study explored the PCK about classroom management of 22 EFL student teachers enrolled in Dhahran Al-Janoub (K.S.A.) Faculty…
Chinese Teachers' Perceptions of Students' Classroom Misbehaviour
ERIC Educational Resources Information Center
Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald
2008-01-01
This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total…
ERIC Educational Resources Information Center
Payton, Caterria Beasley
2012-01-01
The purpose of this study was to determine if there was a difference in the attitudes and beliefs of traditionally certified teachers who were previously assistant teachers and alternatively certified teachers regarding classroom management. The instrument used in the study was the Attitudes and Beliefs on Classroom Control Inventory-Revised and…
Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study
ERIC Educational Resources Information Center
Akin, Sibel; Yildirim, Ali; Goodwin, A. Lin
2016-01-01
This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15…
ERIC Educational Resources Information Center
Moskowitz, Joel M.; And Others
Effective Classroom Management II-Elementary (ECM), an in-service teacher training course, was evaluated. Grade 5 teachers were taught techniques in communication, classroom management, and self-esteem enhancement. The goals were to make classroom environments more responsive to students' affective and cognitive needs, thereby fostering positive…
ERIC Educational Resources Information Center
Martin, Nancy K.; Baldwin, Beatrice
Ideas regarding the nature of appropriate and inappropriate behaviors and how to control them vary among teachers and can play an important role in classroom management. The purpose of this study was to investigate the differences between the beliefs of experienced and pre-service teachers regarding classroom management. Within this study,…
Understanding Pupil Behaviour: Classroom Management Techniques for Teachers
ERIC Educational Resources Information Center
Lewis, Ramon
2009-01-01
This book describes a system of successful classroom behaviour management techniques developed by the author over more than twenty-five years. It outlines the difficulties confronting teachers trying to manage pupils' misbehaviour in schools and describes four types of pupil who can be helped to behave responsibly. In "Understanding Pupil…
ERIC Educational Resources Information Center
LaLonde, Courtney C.
2017-01-01
Effective classroom management is critical in the creation of learning environments that foster academic success for all students. Preservice teachers must develop an awareness and understanding of all aspects of classroom management and their relation to the two main classroom management approaches: the discipline based approach and the…
Preservice Teachers' Knowledge of Effective Classroom Management Strategies: Defiant Behavior.
ERIC Educational Resources Information Center
Kher, Neelam; Lacina-Gifford, Lorna J.; Yandell, Sonya
This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies for defiant behavior. Data in the form of extended written responses were obtained from student teachers in a rural, southern teacher education program at the end of their student teaching experience in the spring semester.…
A Self-Regulatory Approach to Classroom Management: Empowering Students and Teachers
ERIC Educational Resources Information Center
Alderman, M. Kay; MacDonald, Suzanne
2015-01-01
Development of motivation and self-regulated learning skills can take classroom management beyond the role of maintaining order in the classroom to empower students and teachers for lifetime learning. The authors describe self-regulated learning, student strategies, and the classroom structure that supports motivation and self-regulation.
A Review of Literature on Teacher Efficacy and Classroom Management
ERIC Educational Resources Information Center
Dibapile, Waitshega Tefo Smitta
2012-01-01
The purpose of this paper was to review the literature on teacher efficacy and classroom management. The conceptual framework of this paper was based on the theories of Rotter (1966) and Bandura (1977). The review of literature indicated that teacher efficacy helps teachers plan effective instructional strategies, increases performance, and…
ERIC Educational Resources Information Center
Martin, Nancy K.; And Others
This study was a continuation of an in-process research effort to further refine the Inventory of Classroom Management Styles (ICMS), an instrument designed to measure teachers' perceptions of their classroom management beliefs and practices. Using preliminary data analysis based on partial data collection, the primary objective of this study was…
Classroom Management: The Perspectives of Teachers, Pupils, and Researcher.
ERIC Educational Resources Information Center
Wragg, Caroline M.
This paper reports on a study of effective classroom management in British primary schools, with particular emphasis on how teachers deal with deviant or disruptive behavior. The study was conducted through observation of 239 lessons and interviews with 60 teachers and through interviews with 430 pupils aged 5-12. The research found a lack of…
ERIC Educational Resources Information Center
Stallion, Brenda K.
The purpose of this study was to assess the effects of a program for training teachers in classroom management that was embedded in a mentor and beginning teacher induction program. Both mentor teachers and beginning teachers were randomly assigned to treatment conditions. The research sought to determine the effects of the classroom management…
Preschool Teachers' Views about Classroom Management Models
ERIC Educational Resources Information Center
Sahin-Sak, Ikbal Tuba; Sak, Ramazan; Tezel-Sahin, Fatma
2018-01-01
This survey-based quantitative study investigates 310 Turkish preschool teachers' views about classroom management, using the following six models of disciplinary strategy: behavioral change theory, Dreikurs' social discipline model, Canter's assertive discipline model, the Glasser model of discipline, Kounin's model, and Gordon's teacher…
ERIC Educational Resources Information Center
O'Neal, Colleen R.; Gosnell, Nicole M.; Ng, Wai Sheng; Ong, Edward
2018-01-01
Given the current refugee crisis, the development of sustainable postconflict refugee education systems and supports is essential. The present study reports Resilient Refugee Education (RRE) intervention effects on refugee teacher confidence and knowledge of classroom management, in addition to refugee teacher self-care in Malaysia. We compared…
The Effects of Teachers' Educational Technology Skills on Their Classroom Management Skills
ERIC Educational Resources Information Center
Varank, Ilhan; Ilhan, Savas
2013-01-01
Because technology integrations require changes in instructional processes it may require different approaches for classroom management. The purpose of this study was to investigate whether teachers' educational technology skills, besides their gender and years of experiences, significantly explain their classroom management skills. The data was…
Teachers' Emotional Labour, Discrete Emotions, and Classroom Management Self-Efficacy
ERIC Educational Resources Information Center
Lee, Mikyoung; van Vlack, Stephen
2018-01-01
Extending research on teachers' emotions beyond general educational contexts and Western samples, we examined how teachers' emotions correlated with their emotional labour strategies and classroom management self-efficacy with an East-Asian sample in an English teaching context (127 Korean English teachers). Surface acting (emotional expressions…
ERIC Educational Resources Information Center
Korkut, Perihan
2017-01-01
The pre-service teachers find the chance to practice their classroom management skills during their practicum as they present demo lessons under supervision of their university instructors and mentor teachers. It had been discovered in a previous study, however, that the interactional features during the classroom management episodes in…
ERIC Educational Resources Information Center
Martin, Nancy K.; Baldwin, Beatrice
A preliminary investigation was conducted of the construct validity of the Inventory of Classroom Management Style (ICMS), a scale to measure differences in perceptions of classroom management style. The main objective was to determine if the scale reflects differences between novice and experienced teachers. Classroom management is defined as a…
ERIC Educational Resources Information Center
Buyuktaskapu Soydan, Sema; Alakoc, Pirpir; Ozturk Samur, Ayse; Angin, Duriye Esra
2018-01-01
Purpose: This research was carried out to determine the classroom management competency and the levels of perception of understanding of discipline among preschool teachers, the effect of their classroom management competency and understanding of discipline on child-teacher relationship, the relationship between interpersonal problem-solving and…
ERIC Educational Resources Information Center
Oliver, Regina M.; Reschly, Daniel J.
2007-01-01
The purpose of this paper is to provide research and recommendations related to teacher quality and effectiveness, specifically addressing the area of classroom management to improve outcomes in general and special education. Focusing on classroom organization and behavior management is necessary as a preventive approach for students who are…
ERIC Educational Resources Information Center
Garrett, Tracey
2008-01-01
The major purpose of this case study was to document the classroom management beliefs and practices of three teachers reputed to implement student-centered instruction and to examine the relationship between their instructional and managerial approaches. More specifically, do teachers who use student-centered instruction also implement…
Managing Inquiry-Based Classrooms
ERIC Educational Resources Information Center
Wolfgang, Christie Nicole
2009-01-01
Though it may seem that classroom management comes naturally to some teachers, upon closer examination you'll probably discover that preparation and adaptation are more important than any innate ability when it comes to successful classroom management. Any experienced middle school science teacher can tell you that successful classroom management…
ERIC Educational Resources Information Center
Akar, Hanife; Yildirim, Ali
2009-01-01
The purpose of this study was to understand the conceptual change teacher candidates went through in a constructivist learning environment in a classroom management course. Within a qualitative case study design, teacher candidates' metaphorical images about classroom management were obtained through document analysis before and after they were…
ERIC Educational Resources Information Center
König, Johannes
2015-01-01
The study aims at developing and exploring a novel video-based assessment that captures classroom management expertise (CME) of teachers and for which statistical results are provided. CME measurement is conceptualized by using four video clips that refer to typical classroom management situations in which teachers are heavily challenged…
ERIC Educational Resources Information Center
Lopes, João; Silva, Elisabete; Oliveira, Célia; Sass, Daniel; Martin, Nancy
2017-01-01
Introduction: Classroom misbehavior is a major source of classroom-wasted time and a situation that negatively interferes with students' opportunity to learn. Method: The present study investigated the relation between 5th through 9th grade perceived Portuguese teacher's classroom management, teacher's perceived time spend with misbehavior,…
ERIC Educational Resources Information Center
Moghtadaie, L.; Hoveida, R.
2015-01-01
The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school…
A Comparison of Preservice Teachers' Beliefs on Education and Classroom Management
ERIC Educational Resources Information Center
Tertemiz, Nese; Okut, Levent
2014-01-01
The beliefs held by preservice teachers will affect their classroom perceptions and behaviors. Therefore, understanding these beliefs is necessary to better understand preservice teachers, manage educational reforms successfully, and improving their teaching practice. From another perspective, understanding the belief structures of preservice…
ERIC Educational Resources Information Center
König, Johannes; Kramer, Charlotte
2016-01-01
Due to the need for measurement instruments that allow an investigation of teachers' situational cognition and thus go beyond the limited scope of classical paper-and-pencil-tests, we ask how a specific video-based measurement of teachers' classroom management expertise can provide additional information when compared with an established…
Managing Your Classroom for Success
ERIC Educational Resources Information Center
Wong, Harry; Wong, Rosemary; Rogers, Karen; Brooks, Amanda
2012-01-01
Effective teachers view classroom management as a process of organizing and structuring classroom events for student learning. Creating a well-managed classroom with established procedures is the priority of a teacher the first two weeks of school. In an elementary classroom where each day may have a different array of subjects and at different…
Relationships between Instructional Quality and Classroom Management for Beginning Urban Teachers
ERIC Educational Resources Information Center
Kwok, Andrew
2017-01-01
This mixed-methods study explores the differences in 1st-year urban teachers' classroom management beliefs and actions. The teachers in this study were in their first year of teaching in an urban context concurrent with their participation in a teacher education program offered at a large public university. Using program-wide surveys of 89…
Jaramillo, Yudilyn; Reznik, Marina
2015-01-01
Proper asthma management in schools is important in achieving optimum asthma control in children with asthma. The National Heart, Lung, and Blood Institute (NHLBI) has developed guidelines on classroom asthma management. We conducted a systematic review to examine teacher knowledge of the NHLBI guidelines on asthma management in the classroom. We searched PubMed and EMBASE using search terms "asthma management," "teacher(s)," "school teacher," and "public school." The inclusion criteria were articles published in English from 1994 to May 2014 that focus on schools in the United States (US). From 535 titles and abstracts, 9 studies met inclusion criteria. All studies reported that school teachers did not know the policies and procedures of asthma management. Teachers relied on school nurses to handle medical emergencies. Some studies identified that lack of full-time school nurses was a barrier to asthma management. Only one study showed directly that classroom teachers were not following the NHLBI guidelines on asthma management. Our literature review revealed that US teachers do not know the NHLBI guidelines on asthma management in the classroom. Future research should focus on interventions targeted toward training classroom teachers on asthma management as per NHLBI guidelines to ultimately improve asthma management in schools.
Directed Consultation, the SEALS Model, and Teachers' Classroom Management
ERIC Educational Resources Information Center
Motoca, Luci M.; Farmer, Thomas W.; Hamm, Jill V.; Byun, Soo-yong; Lee, David L.; Brooks, Debbie S.; Rucker, Nkecha; Moohr, Michele M.
2014-01-01
Directed consultation is presented as a professional development framework to guide and support teachers in the implementation of evidence-based interventions that involve contextual and process-oriented approaches designed to be incorporated into daily classroom management. This approach consists of four components: pre-intervention observations…
ERIC Educational Resources Information Center
Oliver, Regina M.; Reschly, Daniel J.
2010-01-01
Special education teachers' skills with classroom organization and behavior management affect the emergence and persistence of behavior problems as well as the success of inclusive practice for students with emotional and behavioral disorders (EBD). Adequate special education teacher preparation and strong classroom organization and behavior…
ERIC Educational Resources Information Center
Jalali, Sara; Panahzade, Vahid
2014-01-01
The advent of modern technologies has had a remarkable role in revolutionizing the classroom setting. It is, therefore, incumbent on teachers to utilize strategies for effective managing of the change. The aim of the present study was to find out English as a Foreign Language (EFL) teachers' beliefs regarding classroom management. In so doing, the…
Teacher Education Perceptions of a Proposed Mobile Classroom Manager
ERIC Educational Resources Information Center
Marcial, Dave E.
2015-01-01
In a knowledge-driven enterprise, mobile learning introduces new ways for students to learn and educators to teach. This paper investigates the acceptability of a mobile classroom manager among teacher educators in Central Visayas, Philippines. Specifically, this paper presents findings from an empirical investigation on the level of perceived…
Classroom Management for Student Retention.
ERIC Educational Resources Information Center
Santa Rita, Emilio
This guidebook recommends methods for teachers to use to improve teacher-student interaction in the classroom, as a means of increasing student retention. Chapter I introduces eight major systems of classroom management which teachers may use as their values and the classroom situation dictate: "Behavior Modification,""Reality Therapy,""Discipline…
ERIC Educational Resources Information Center
Kwok, Andrew
2018-01-01
Through a program wide survey (n = 87) and qualitative data of five case participants, this mixed methods study explores how teachers develop as urban classroom managers throughout their first year. Results indicate teachers learned from programmatic training and personnel, school personnel, and classroom experience. Specifically, personnel who…
ERIC Educational Resources Information Center
Ragawanti, Debora Tri
2015-01-01
Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This…
Assertive Classroom Management Strategies and Students' Performance: The Case of EFL Classroom
ERIC Educational Resources Information Center
Aliakbari, Mohammad; Bozorgmanesh, Bafrin
2015-01-01
Ample research findings support the effective role that classroom management strategies play in enhancing students' learning. Drawing upon Iranian high school teachers' classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies…
ERIC Educational Resources Information Center
Unal, Zafer; Unal, Aslihan
2012-01-01
This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than…
ERIC Educational Resources Information Center
Gencer, Ayse Savran; Cakiroglu, Jale
2007-01-01
The purpose of this study was to explore Turkish preservice science teachers' science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 584 preservice science teachers utilizing the Science Teaching Efficacy Belief Instrument and the attitudes and beliefs on classroom control (ABCC)…
ERIC Educational Resources Information Center
Gulcan, Murat Gurkan
2010-01-01
Teachers' classroom management approach varies depending on several factors such as the social, psychological, cultural and educational status of the student, classroom level, the physical conditions of the school, organization structure. There are different approaches in classroom management. These approaches are gathered under three headings in…
ERIC Educational Resources Information Center
O'Neill, Sue; Stephenson, Jennifer
2012-01-01
There has been conjecture that completing focused coursework units on classroom management during pre-service teacher preparation might lead to increased feelings of preparedness and confidence. This study reports the preparedness in managing specific problem behaviours, familiarity, and confidence in using management strategies and models of…
An Investigation of Teacher Candidates' Perceptions about Physical Dimension of Classroom Management
ERIC Educational Resources Information Center
Bulut Ozsezer, M. Sencer; Iflazoglu Saban, Ayten
2017-01-01
The purpose of this research is to investigate teacher candidates' perceptions about the physical dimension of classroom management. A hundred two 3rd year students at the Primary School Education Department of a state university were instructed to visit a primary school and to observe a classroom in terms of its physical dimensions. The students…
Teachers' Differing Perceptions of Classroom Disturbances
ERIC Educational Resources Information Center
Belt, Aino; Belt, Pekka
2017-01-01
Background: Efficient classroom management and adequate discipline are major issues for teachers in schools worldwide, with the guiding of students' behaviour as one of the primary challenges. Teachers' knowledge, skills, attitudes and behaviour play central roles in the appropriate handling of classroom disturbances. Purpose: The purpose of this…
Providing for Student Voice in Classroom Management: Teachers' Views
ERIC Educational Resources Information Center
Lewis, Ramon; Burman, Eva
2008-01-01
Recent research indicates that teachers would prefer to allow for more student voice in classroom discipline decision-making than is currently the case. This paper identifies factors that teachers suggest inhibit them from implementing their ideas of best disciplinary practice. It also examines which classroom discipline issues teachers are…
ERIC Educational Resources Information Center
Wolf, Kattlyn J.; Foster, Daniel D.; Birkenholz, Robert J.
2009-01-01
Beginning agriculture teachers often cite classroom management as the most important problem they face in their careers. The purpose of this study was to assess the effect of leadership experience on self-perceived teacher efficacy among agricultural education student teachers. The three dimensions of teacher efficacy addressed in this study…
NASA Astrophysics Data System (ADS)
Lazar, C.
2009-12-01
Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment
Coping Styles with Student Misbehavior as Mediators of Teachers' Classroom Management Strategies
ERIC Educational Resources Information Center
Tran, Van Dat
2016-01-01
The purpose of the present study is to identify how teachers' use of various coping styles with student misbehavior, and the extent to which these relate to their classroom management techniques -- punishment, recognition and reward, hinting, discussion, and aggression. It examines data from 397 junior high school teachers in Vietnam. The results…
ERIC Educational Resources Information Center
Girardet, Céline; Berger, Jean-Louis
2018-01-01
Two studies were conducted to investigate the evolution of 71 Swiss vocational teachers' classroom management as a result of the inputs of a teacher education program, and to identify the factors that encouraged or impeded teacher change. Study 1 consisted of a longitudinal survey, and Study 2 of interviews. Longitudinal analyses were performed…
Murray, Desiree W; Rabiner, David L; Kuhn, Laura; Pan, Yi; Sabet, Raha Forooz
2018-04-01
The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (d=0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (d=0.54) and inattention (d=-0.34). Results highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Models of Classroom Management as Applied to the Secondary Classroom
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Malmgren, Kimber W.; Trezek, Beverly J.; Paul, Peter V.
2005-01-01
Difficulty managing behavior in the classroom is frequently cited as a source of frustration for teachers and a common reason why new teachers leave the profession (Ingersoll 2001, 2003). Concerted attention to issues of classroom management is important to the health of education; attention to these issues at the middle and secondary education…
ERIC Educational Resources Information Center
Uysal, Hatice; Burçak, Firdevs; Tepetas, Gülüzar Sule; Akman, Berrin
2014-01-01
The aim of the research was to determine the perceptions of preschool and primary school teachers about classroom management by means of metaphors. The sample which selected by the use of convenience sampling techniques was drawn from preschool and primary school undergraduate students who had taken the "Classroom Management" course in…
The Efficacy of Written Teacher Advice (Tip Sheets) for Managing Classroom Behaviour Problems.
ERIC Educational Resources Information Center
Little, Emma; Hudson, Alan; Wilks, Ray
2002-01-01
Evaluates the efficacy of tip sheets for teachers (n=20) that offer strategies for classroom management related to student behavior problems. Explains that the teachers chose students with behavior problems and used the suggestions from the tip sheets. Presents the results in detail. Includes references. (CMK)
Collaborative Classroom Management in a Co-Taught Primary School Classroom
ERIC Educational Resources Information Center
Rytivaara, Anna
2012-01-01
The purpose of this study was to examine how teachers manage their classroom in co-taught lessons. The data were collected by observing and interviewing a pair of primary school teachers. The most important influence of collaboration on classroom management seemed to be the emotional support of another adult, and the opportunity to use different…
A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions
ERIC Educational Resources Information Center
Rusk, Robert Brian
2016-01-01
This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive…
Hutchings, Judy; Martin-Forbes, Pam; Daley, David; Williams, Margiad Elen
2013-10-01
This randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years (IY) Teacher Classroom Management (TCM; Webster-Stratton & Reid, 2002) program to assess whether training teachers in IY-TCM principles improve teacher behavior, whether any observed improvements impact pupil behavior classroom-wide, and whether these effects can be demonstrated with children at risk of developing conduct problems. Six intervention and six control classrooms comprising 12 teachers and 107 children (aged 3 to 7years) were recruited. Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher-Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (d=0.53), teacher negatives to target children (d=0.36), target child negatives towards the teacher (d=0.42), and target child off-task behavior (d=0.48). These preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Classroom Management Competencies of Intern-Teachers in Nigeria Secondary Schools
ERIC Educational Resources Information Center
Ikoya, Peter Onotevure; Akinseinde, Samuel I.
2010-01-01
The purpose of the study was to find out the adequacy of the current classroom management training program for intern teachers in Nigerian Universities. Two hundred and six respondents were used for the study. A structured questionnaire was administered to seventy males and one hundred and thirty-six females drawn from Arts, Science, Technical and…
ERIC Educational Resources Information Center
Demirdag, Seyithan
2015-01-01
High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking…
ERIC Educational Resources Information Center
Veldman, Ietje; Admiraal, Wilfried; Mainhard, Tim; Wubbels, Theo; van Tartwijk, Jan
2017-01-01
In this study, we present the development and validation of an instrument for measuring teachers' interpersonal self-efficacy: the Questionnaire on Teacher Interaction-Self-Efficacy (QTI-SE). We used the Questionnaire on Teacher Interaction as a basis to construct items. Current scales on teacher self-efficacy in classroom management cover…
The Dance of Elementary School Classroom Management
ERIC Educational Resources Information Center
Powell, Pamela
2014-01-01
At times, classroom management and guidance elude even the most seasoned teachers. Yet, students need guidance and practice in self-regulatory skills to assist in the learning that occurs in classrooms. Teachers need both practical and research-based classroom management strategies that benefit the environment and help create a space conducive to…
ERIC Educational Resources Information Center
Kaufman, Douglas; Moss, David M.
2010-01-01
This article examines preservice teachers' conceptions of classroom management and organization in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions of classroom management, organization, and rule systems through an open-ended questionnaire.…
ERIC Educational Resources Information Center
Seiz, Johanna; Voss, Thamar; Kunter, Mareike
2015-01-01
This study expands the discussion on teacher competence by investigating the relevance of teachers' combined cognitive resources and emotional resources for effective classroom management. While research on teacher qualification stresses the importance of knowledge for effective teaching, research on teacher stress focuses on their emotional…
ERIC Educational Resources Information Center
Unal, Zafer; Unal, Aslihan
2009-01-01
The primary objective of this study was to investigate whether a difference in teachers' classroom management styles exists based on years of teaching experience. Data were collected from 282 elementary school teachers employed by 11 elementary schools in Turkey. The Attitudes and Beliefs on Classroom Control Inventory was used to collect the…
ERIC Educational Resources Information Center
Gage, Nicholas A.; Scott, Terrance; Hirn, Regina; MacSuga-Gage, Ashley S.
2018-01-01
Teachers' classroom management practices have a direct impact on their students' probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which…
ERIC Educational Resources Information Center
Shoulders, Tori L.; Krei, Melinda Scott
2015-01-01
The purpose of this study was to compare the differences in rural high school teachers' (n = 256) self-efficacy in student engagement, instructional practices, and classroom management using selected teacher characteristics. Analysis of variance showed significant mean differences between different levels of education in self-efficacy for…
ERIC Educational Resources Information Center
Reupert, Andrea; Woodcock, Stuart
2010-01-01
While the importance of effective classroom management is repeatedly made, there is little comprehensive research identifying the management strategies pre-service teachers employ, nor how successful or confident they find various strategies. Accordingly, 336 Canadian pre-service teachers were surveyed. It was found that pre-service teachers…
ERIC Educational Resources Information Center
Kazemi, Ali; Soleimani, Neda
2016-01-01
As a factor contributing to a successful teaching career, classroom management can be affected by many latent and explicit variables. In this mixed method study, the researchers sought to scrutinize the possible connections among EFL teachers' classroom management approaches at two dimensions of behavior management and instructional management and…
Proactive Classroom Management, K-8: A Practical Guide to Empower Students and Teachers
ERIC Educational Resources Information Center
Denti, Louis G.
2012-01-01
Every teacher dreams of the perfect, well-behaved class, but the reality can be quite different. On those less-than-perfect days, having a system in place helps you and your students stay on track. This gold mine of teacher-developed and -approved strategies goes beyond classroom management theory and gives you ready-to-use tools that not only…
ERIC Educational Resources Information Center
Romi, Shlomo; Salkovsky, Merav; Lewis, Ramon
2016-01-01
This investigation was designed to determine whether there are significant relationships between the reasons teachers provide for aggressive classroom management techniques and the type of professional education created to help them reduce their reliance on such techniques. The study reports data from a survey of 192 Australian teachers showing…
Systemize Classroom Management to Enhance Teaching and Learning
ERIC Educational Resources Information Center
Delman, Douglas J.
2011-01-01
Good classroom management is one of the most important goals teachers strive to establish from the first day of class. The rules, procedures, activities, and behaviors set the classroom tone throughout the school year. By revising, updating, and systemizing classroom management activities, teachers can eliminate many problems created by students…
ERIC Educational Resources Information Center
Johansen, Anita; Little, Steven G.; Akin-Little, Angeleque
2011-01-01
The way in which behaviour is perceived and managed by teachers can influence the classroom environment. The current study examined teachers' perceptions of the cause of school behavioural problems and the effectiveness of positive behavioural interventions. It also examined the level of formal training participants have received in behaviour…
ERIC Educational Resources Information Center
Akin-Little, K. Angeleque; Little, Steven G.; Laniti, Mariana
2007-01-01
A survey was conducted of teachers' classroom management practices in the United States and Greece. The United States sample consisted of 149 teachers in Arizona, Illinois, Louisiana, Mississippi and Alabama. The Greek sample consisted of 97 teachers in Athens and the surrounding area. The survey asked questions regarding teachers' use of…
ERIC Educational Resources Information Center
Jackson, Marilyn N. Malloy
2006-01-01
Are teachers aware of the stress in their classrooms? Do teachers plan for stress control? Educators need to understand why stress is a part of classroom life and how it affects the teacher-student relationship. Bibliotherapy can be an intervention in stress management through books. The use of appropriate reading material to help solve emotional…
ERIC Educational Resources Information Center
Wolff, Charlotte E.; van den Bogert, Niek; Jarodzka, Halszka; Boshuizen, Henny P. A.
2015-01-01
Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers' cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers' expertise development. We created a coding…
ERIC Educational Resources Information Center
Putman, S. Michael
2013-01-01
Research has shown efficacy exerts a powerful influence on behavior. Classroom management represents one vehicle for demonstrations of these behaviors, yet few instruments focus solely on the measurement of this domain-specific form of efficacy. This research explored the relationship between teacher self-efficacy and classroom management through…
Preparing Future Teachers for Inclusion Classrooms Using Virtual World Role-Play Activities
ERIC Educational Resources Information Center
Mirliss, Danielle Salomone
2014-01-01
Teacher preparation programs are exploring opportunities to better prepare pre-service teachers for the realities of managing inclusion classrooms. The ability to manage a classroom while meeting the learning needs of all students is critical to the success of a teacher. Research suggests that a teacher's positive attitudes toward inclusion and…
Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Newcomer, Lori; David, Kimberly
2013-11-01
Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.
ERIC Educational Resources Information Center
Atici, Meral
2007-01-01
The purpose of this study is to identify student teachers' perceptions of classroom management and methods for dealing with misbehaviour. In-depth interviews with nine student teachers at Cukurova University (CU) in Turkey have been conducted twice, prior to and at the end of their teaching practice. Instructional management, behaviour management,…
Science Technology and Engineering Teachers' Emotional Intelligence vis-à-vis Classroom Management
ERIC Educational Resources Information Center
Llego, Jordan Hiso
2017-01-01
This study aimed to determine the relationship of emotional intelligence of science STE teachers' with their classroom management. This study used descriptive-correlational using survey questionnaire with total population sampling who are offering Science, Technology and Engineering curriculum in Region 1, Philippines with 113 respondents.…
Classroom Management for Early Childhood Music Settings
ERIC Educational Resources Information Center
Koops, Lisa Huisman
2018-01-01
Classroom management is a common concern for preservice teachers and can be a key to success for in-service teachers. In this article, I discuss six strategies for classroom management: design and lead engaging music activities, employ music-rich transitions, balance familiarity and novelty, plan for success, communicate clear expectations, and…
An Evaluation of CHAMPS for Classroom Management
ERIC Educational Resources Information Center
Evans, Vernessa
2016-01-01
Teacher education programs focus on preparing teachers to instruct students, but they usually do not focus on preparing teachers to manage students' behavior, which may prevent teachers from providing effective instruction. This project study evaluated a classroom behavior management model, CHAMPS, designed to help teachers manage student behavior…
Constructive Classroom Management.
ERIC Educational Resources Information Center
Dollard, Norin; And Others
1996-01-01
Reviews classroom management strategies that are child-centered and consistent with constructivist approaches to education, in which teachers create situations that facilitate learning. Describes strategies including techniques for establishing dialog, cognitive interventions (including self management and conflict resolution), cognitive…
NASA Astrophysics Data System (ADS)
Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.
2017-03-01
The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.
ERIC Educational Resources Information Center
Jennings, Patricia A.; Greenberg, Mark T.
2009-01-01
The authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. This model…
A Handbook for Classroom Management that Works
ERIC Educational Resources Information Center
Marzano, Robert J.; Gaddy, Barbara B.; Foseid, Maria C.; Foseid, Mark P.; Marzano, Jana S.
2005-01-01
Use this handbook in self-help, study group, and teacher workshop situations to implement the research-based classroom management practices from the ASCD best-seller "Classroom Management That Works". The authors guide you through the classroom management approaches that support higher student achievement and provide you with hundreds of…
ERIC Educational Resources Information Center
Reinke, Wendy M.; Stormont, Melissa; Webster-Stratton, Carolyn; Newcomer, Lori L.; Herman, Keith C.
2012-01-01
This article focuses on the Incredible Years Teacher Classroom Management Training (IY TCM) intervention as an example of an evidence-based program that embeds coaching within its design. First, the core features of the IY TCM program are described. Second, the IY TCM coaching model and processes utilized to facilitate high fidelity of…
ERIC Educational Resources Information Center
Kleinert, Whitney L.; Silva, Meghan R.; Codding, Robin S.; Feinberg, Adam B.; St. James, Paula S.
2017-01-01
Classroom management is essential to promote learning in schools, and as such it is imperative that teachers receive adequate support to maximize their competence implementing effective classroom management strategies. One way to improve teachers' classroom managerial competence is through consultation. The Classroom Check-Up (CCU) is a structured…
ERIC Educational Resources Information Center
Davis, Heather A.; Summers, Jessica J.; Miller, Lauren M.
2012-01-01
Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student…
ERIC Educational Resources Information Center
Reddy, Linda A.; Dudek, Christopher M.
2014-01-01
In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…
ERIC Educational Resources Information Center
Cevik, Yasemin Demiraslan; Andre, Thomas
2013-01-01
This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachers' decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three…
ERIC Educational Resources Information Center
Steffensky, Mirjam; Gold, Bernadette; Holdynski, Manfred; Möller, Kornelia
2015-01-01
The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation…
ERIC Educational Resources Information Center
Conrath, Melissa Moorhead
The purpose of this study was to compare graduates of the Undergraduate and Post-Degree Programs in secondary school science at the Ohio State University, with respect to their attitudes toward the use of inquiry activities, use of inquiry activities in the classroom and the use of effective classroom management practices. Teacher characteristics…
ERIC Educational Resources Information Center
Hickey, Grainne; McGilloway, Sinead; Hyland, Lynda; Leckey, Yvonne; Kelly, Paul; Bywater, Tracey; Comiskey, Catherine; Lodge, Anne; Donnelly, Michael; O'Neill, Donal
2017-01-01
Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217…
Teacher coaching supported by formative assessment for improving classroom practices.
Fabiano, Gregory A; Reddy, Linda A; Dudek, Christopher M
2018-06-01
The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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Turabik, Tugba; Gün, Feyza
2016-01-01
This study aimed to investigate the relationship between democratic classroom management attitudes of teachers and critical thinking dispositions of students. The study group consisted of 530 students from public high schools located in Altindag district of the province of Ankara. The data was collected with the use of "Democratic Classroom…
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Stuart, Charles Edward
2017-01-01
Teacher efficacy has been researched for over 30 years, teacher efficacy refers to the beliefs of teachers in their abilities to have an impact on classroom management. Classroom management skills have been proven to be a plaguing aspect of the teaching and learning process over the past century. This study answers question about classroom…
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Girardet, Céline
2018-01-01
Considering the crucial goals dependent on classroom management, such as creating a classroom environment conducive to student learning and facilitating student engagement and motivation, it is an important skill for teachers to learn. Accordingly, this literature review aims at untangling the factors influencing the evolution of teachers'…
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Sahin-Sak, Ikbal Tuba; Tantekin-Erden, Feyza; Pollard-Durodola, Sharolyn
2018-01-01
The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information…
Students and Teachers' Metaphors about Classroom Teachers
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Yilmaz, Nihal Yildiz
2018-01-01
The purpose of this study is to identify the metaphors that primary, secondary and high school students and classroom teacher candidates and the classroom teachers have regarding their primary school classroom teachers. The phenomenology pattern as one of the qualitative research methods was used in the research. The study group was determined by…
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Hicks, Stephanie Diamond
2012-01-01
Classroom management has proved to be a plaguing aspect of the teaching and learning process over the past century. This single skill has heavily contributed to teacher stress and burnout (Gordon, 2002;Jepson & Forrest, 2006), teacher turnover (Ritter & Hancock, 2007; Rosas & West, 2009), overall teacher self-efficacy (Caprara,…
Classroom Management and the Socially Disadvantaged.
ERIC Educational Resources Information Center
Ogletree, Earl
Because of their deficits in academic attainments and different cultural styles, socially disadvantaged children create more potential than other children for classroom management problems. To improve classroom management, teachers should maintain a clean room and train their students to enter that room in an orderly fashion. In dealing with their…
Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms.
Friedman-Krauss, Allison H; Raver, C Cybele; Neuspiel, Juliana M; Kinsel, John
2014-01-01
The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers' perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers' executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers' health.
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Egeberg, Helen M.; McConney, Andrew; Price, Anne
2016-01-01
This article reviews the conceptual and empirical research on classroom management to ascertain the extent to which there is consistency between the "advice" found in the research literature and the professional standards for teachers and initial teacher education, in regards to knowledge and perspectives about effective classroom…
Concurrent Validity of the Classroom Strategies Scale-Teacher Form: A Preliminary Investigation
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Reddy, Linda A.; Dudek, Christopher M.; Rualo, Angelique J.; Fabiano, Gregory A.
2016-01-01
The present study investigated the concurrent validity of the Classroom Strategies Scale-Teacher Form (CSS-T), a multidimensional teacher formative assessment of instructional and behavioral management practices. The CSS-T is compared with the Classroom Assessment Scoring System (CLASS), a well-known teacher assessment of overall classroom…
Social Skills, Problem Behaviors and Classroom Management in Inclusive Preschool Settings
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Karakaya, Esra G.; Tufan, Mumin
2018-01-01
This study aimed to determine preschool teachers' classroom management skills and investigate the relationships between teachers' classroom management skills and inclusion students' social skills and problem behaviors. Relational screening model was used as the research method. Study group consisted of 42 pre-school teachers working in Kocaeli…
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Aus, Kati; Jõgi, Anna-Liisa; Poom-Valickis, Katrin; Eisenschmidt, Eve; Kikas, Eve
2017-01-01
We focus on assessing whether newly qualified teachers' professional outcome expectations and their beliefs about students' intellectual potential are associated with teachers' self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during…
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Hertel, Nichole L.
2012-01-01
This dissertation dually explores the topics of classroom management theory as it occurs in teacher preparation programs in American colleges of education and of curriculum syllabus design of undergraduate education classes teaching such. It begins with the classroom management and teaching pedagogical knowledges gained through my experience as a…
Classroom Teachers and Classroom Research. JALT Applied Materials.
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Griffee, Dale T., Ed.; Nunan, David, Ed.
This collection of papers leads classroom language teachers through the process of developing and completing a classroom research project. Arranged in four sections, they include: "Language Teaching and Research" (David Nunan); "Where Are We Now? Trends, Teachers, and Classroom Research" (Dale T. Griffee); "First Things First: Writing the Research…
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Leckey, Yvonne; Hyland, Lynda; Hickey, Gráinne; Lodge, Anne; Kelly, Paul; Bywater, Tracey; Comiskey, Catherine; Donnelly, Michael; McGilloway, Sinéad
2016-01-01
Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the "Incredible Years Teacher [Classroom Management]" programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to…
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Akman, Berrin; Kükürtcü, Sevi Kent; Tarman, Ilknur; Sanli, Zeynep Seda
2017-01-01
The purpose of this research is to examine preschool and first grade teachers' opinions on the effects of school readiness to classroom management. The participants of this research consisted of the 18 preschool and 22 first grade teachers who work at public and private schools in the cities of Konya, Ankara and Kayseri in Turkey. Phenomenological…
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Marlowe, Mike; Disney, Gayle
2006-01-01
Torey Hayden's portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: "One child", "Somebody else's kids", "Just another kid", "Ghost girl" and "Beautiful child". Each of these books unfolds within the…
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Christofferson, Michael; Sullivan, Amanda L.
2015-01-01
Many teachers report that their preservice training in classroom management was inadequate or ineffective, but little is known about the types of training they receive. In this exploratory study, 157 preservice teachers from throughout the United States were surveyed about the training sources through which they obtained knowledge and skills in…
Toward a Conception of Culturally Responsive Classroom Management
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Weinstein, Carol S.; Tomlinson-Clarke, Saundra; Curran, Mary
2004-01-01
Given the increasing diversity of our classrooms, a lack of multicultural competence can exacerbate the difficulties that novice teachers have with classroom management. Definitions and expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural…
Teacher Leadership and Behaviour Management.
ERIC Educational Resources Information Center
Rogers, Bill, Ed.
These 10 papers address current approaches to teacher leadership and behavior management. Each paper demonstrates a commitment to support classroom teachers with practical action research in such areas as discipline and behavior management, effective teaching, teacher leadership, working with students who show behavioral-emotional disorders, and…
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Reinke, Wendy M.; Herman, Keith C.; Sprick, Randy
2011-01-01
Highly accessible and user-friendly, this book focuses on helping K-12 teachers increase their use of classroom management strategies that work. It addresses motivational aspects of teacher consultation that are essential, yet often overlooked. The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional,…
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OECD Publishing, 2017
2017-01-01
The Innovative Teaching for Effective Learning (ITEL) Teacher Knowledge Survey is the first international study to explore the nature, function and development of teachers' pedagogical knowledge, i.e. what teachers know about teaching and learning. In-service and pre-service teachers exhibited higher knowledge on the classroom management portion…
Merging Beliefs of Classroom Teachers and Teacher Educators
ERIC Educational Resources Information Center
Milner, Joseph O.
2010-01-01
Joseph O. Milner explores a narrowing of differences between English teacher educators and classroom teachers. Using North Carolina as a national barometer for his action research, Milner cites the shifting attitudes of classroom teachers toward the shared values of English teacher educators, and he opens the door for similar research projects in…
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Martella, Ronald C.; Nelson, J. Ron; Marchand-Martella, Nancy E.; O'Reilly, Mark
2011-01-01
"Comprehensive Behavior Management: Schoolwide, Classroom, and Individualized Approaches" supports teachers in preventing management problems and responding to unwanted behavior when it occurs in classrooms. The text offers a comprehensive presentation of three levels of behavior management strategies: individual, classroom, and schoolwide, all…
Seeing Eye to Eye: Predicting Teacher-Student Agreement on Classroom Social Networks
Neal, Jennifer Watling; Cappella, Elise; Wagner, Caroline; Atkins, Marc S.
2010-01-01
This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students’ classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of students’ peer networks can be explained, in part, by developmental factors and classroom characteristics. Developmental increases in network density partially mediated the positive relationship between grade level and teacher-student agreement. Larger class sizes and higher levels of normative aggressive behavior resulted in lower levels of teacher-student agreement. Teachers’ levels of classroom organization had mixed influences, with behavior management negatively predicting agreement, and productivity positively predicting agreement. These results underscore the importance of the classroom context in shaping teacher and student perceptions of peer networks. PMID:21666768
Can You Skype Me Now? Developing Teachers' Classroom Management Practices through Virtual Coaching
ERIC Educational Resources Information Center
Rock, Marcia L.; Schoenfeld, Naomi; Zigmond, Naomi; Gable, Robert A.; Gregg, Madeleine; Ploessl, Donna M.; Salter, Ashley
2013-01-01
In this article, situated within the context of a larger ongoing study on the efficacy of Web-based virtual coaching, these authors describe a virtual coaching model for maximizing pre- and in-service teachers' effective use of evidence-based classroom management practices. They also provide a brief summary of previous results obtained…
A Resource-Allocation Theory of Classroom Management.
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McDonald, Frederick J.
A fresh approach to classroom management, which responds both to the present body of knowledge in this area and extends to beginning teachers a practical, flexible, and simple method of maintaining classroom control, is presented. Shortcomings of previous management theories (in particular, the Direct Instruction Model) are discussed, and the need…
A Biological Brain in a Cultural Classroom: Applying Biological Research to Classroom Management.
ERIC Educational Resources Information Center
Sylwester, Robert
This book applies the latest in brain research and learning theory to classroom management. The concepts of psychoneurophysiology are made readily accessible. The book offers creative data gathering activities to help students manage their own behavior and to help teachers learn how their own behavior impacts the classroom environment. The seven…
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Pankowski, Jennifer; Walker, Joan T.
2016-01-01
Drawing from research on situated cognition and the development of expertise and simulations in professional education, we designed two simulation tasks that provided novice teachers with repeated opportunities to deliberately practice managing a classroom under no-fault conditions. The simulations immersed novices in two perennial classroom…
Focus on Elementary: Love, Engagement, Support, and Consistency: A Recipe for Classroom Management
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Prior, Jennifer
2014-01-01
Classroom management is perhaps one of the most difficult aspects of an elementary teacher's job. Most focus on discipline when they think about managing a classroom, but much more is involved. Without an effectively managed classroom, teachers face a loss of instructional time, and experience stress and feelings of inadequacy (Sayeski &…
Teachers' Plans for Managing Students.
ERIC Educational Resources Information Center
Pittman, Sherry I.
A study of three first grade teachers, who were interviewed and observed in the classroom setting, demonstrates a link between teachers' plans for action that they have developed over years of teaching and their routine management of students during reading. Both management and instructional goals, embedded in teacher beliefs about learning and…
Teacher Attitudes about Classroom Conditions
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Earthman, Glen I.; Lemasters, Linda K.
2009-01-01
Purpose: This research was designed to investigate the possible relationship between the attitudes, teachers have about the condition of their classrooms when the classrooms were independently assessed. Previous research reported teachers in unsatisfactory classrooms felt frustrated and neglected to such an extent that they sometimes reported they…
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Martin, Nancy K.; Yin, Zenong; Mayall, Hayley
2006-01-01
This study represents a continuation of research efforts to further refine the Attitudes and Beliefs on Classroom Control (ABCC) Inventory. The purposes of this study were to investigate the: (1) impact of classroom management training on classroom management style; (2) differences in attitudes toward classroom management between novice and…
Educator or Bully? Managing the 21st Century Classroom
ERIC Educational Resources Information Center
Pagliaro, Marie
2011-01-01
"Educator or Bully?" offers a comprehensive approach to classroom management for both novice and veteran teachers who are interested in examining their current classroom management performance, especially with respect to how it reflects the characteristics of the 21st century classroom. Practices presented are based on sound educational theory.…
Strategies for Teachers to Manage Stuttering in the Classroom: A Call for Research.
Davidow, Jason H; Zaroogian, Lisa; Garcia-Barrera, Mauricio A
2016-10-01
This clinical focus article highlights the need for future research involving ways to assist children who stutter in the classroom. The 4 most commonly recommended strategies for teachers were found via searches of electronic databases and personal libraries of the authors. The peer-reviewed evidence for each recommendation was subsequently located and detailed. There are varying amounts of evidence for the 4 recommended teacher strategies outside of the classroom, but there are no data for 2 of the strategies, and minimal data for the others, in a classroom setting. That is, there is virtually no evidence regarding whether or not the actions put forth influence, for example, stuttering frequency, stuttering severity, participation, or the social, emotional, and cognitive components of stuttering in the classroom. There is a need for researchers and speech-language pathologists in the schools to study the outcomes of teacher strategies in the classroom for children who stutter.
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Pollan, Savannah; Wilson-Younger, Dylinda
2012-01-01
This article discusses conflict and provides five resolutions for teachers on managing negative behaviors within the classroom. Acknowledging and implementing conflict resolution strategies in the classroom enables every student to fully participate in the learning process.
Elementary and Secondary School Students' Perceptions of Teachers' Classroom Management Competencies
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Kalin, Jana; Peklaj, Cirila; Pecjak, Sonja; Levpušcek, Melita Puklek; Zuljan, Milena Valencic
2017-01-01
Teachers with proper training in knowledge transfer to different students, in the creation of suitable learning conditions, the motivation of students for active cooperation and peer learning, in the formation of classroom community, as well as independent and responsible personalities, can provide quality education. Teacher's classroom management…
Action Research to Support Teachers' Classroom Materials Development
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Edwards, Emily; Burns, Anne
2016-01-01
Language teachers constantly create, adapt and evaluate classroom materials to develop new curricula and meet their learners' needs. It has long been argued (e.g. by Stenhouse, L. [1975]. "An Introduction to Curriculum Research and Development." London: Heinemann) that teachers themselves, as opposed to managers or course book writers,…
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Macías, Diego Fernando; Sánchez, Jesús Ariel
2015-01-01
This qualitative descriptive study aimed to ascertain the extent to which classroom management constituted a problem among pre-service foreign language teachers in a teacher education program at a public university in Colombia. The study also sought to identify classroom management challenges, the approaches to confronting them, and the…
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Koh, Myung-sook; Shin, Sunwoo
2014-01-01
The purpose of this cross-cultural study is to investigate elementary teachers' beliefs and inter-cultural perspectives in classroom management (instructional environment and behavior management) for students in public schools of the U.S. and Korea. The results supported that the two groups of teachers showed similar beliefs in instructional…
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Gest, Scott D.; Madill, Rebecca A.; Zadzora, Kathleen M.; Miller, Aaron M.; Rodkin, Philip C.
2014-01-01
Teachers and students in 54 elementary school classrooms (first, third, and fifth grades) participated in a multi-method longitudinal study of classroom social dynamics. At each of three assessments within a single school year, observers rated teacher-student interaction quality, students completed sociometric assessments and reported on their…
Self-Efficacy Beliefs, Classroom Management, and the Cradle-to-Prison Pipeline
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Delale-O'Connor, Lori Ann; Alvarez, Adam J.; Murray, Ira E.; Milner, H. Richard, IV
2017-01-01
In this article, we focus on connections between and among teachers' self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura's (1986) theorization of self-efficacy, we discuss how teachers' beliefs shape their classroom management practices and how these beliefs and practices can be essential…
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Shin, Sunwoo; Koh, Myung-Sook
2007-01-01
The purpose of this study is to investigate teachers' beliefs on classroom behavior management strategies for students in urban public high schools between teachers in the United States and the Republic of Korea. This study incorporates data collected from teacher self-reported survey questionnaire, which is the Attitudes and Beliefs on Classroom…
Relating Teacher PCK and Teacher Practice Using Classroom Observation
NASA Astrophysics Data System (ADS)
Barendsen, Erik; Henze, Ineke
2017-09-01
Science teachers' pedagogical content knowledge (PCK) has been researched in many studies, yet little empirical evidence has been found to determine how this knowledge actually informs teachers' actions in the classroom. To complement previous quantitative studies, there is a need for more qualitative studies to investigate the relationship between teacher knowledge (as formulated by the teacher) and classroom practice, especially in the context of an educational innovation. In this study we explored a possible way to investigate this relationship in an in-depth and systematic fashion. To this end, we conducted a case study with a chemistry teacher in the context of the implementation of a context-based science curriculum in The Netherlands. The teacher's PCK was captured using the Content Representation form by Loughran, Mulhall, and Berry. We used an observation table to monitor classroom interactions in such a way that the observations could be related to specific elements of teachers' PCK. Thus, we were able to give a detailed characterization of the correspondences and differences between the teacher's personal PCK and classroom practice. Such an elaborate description turned out to be a useful basis for discussing mechanisms explaining the relationship between teachers' knowledge and teachers' actions.
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Hagermoser Sanetti, Lisa M.; Williamson, Kathleen M.; Long, Anna C. J.; Kratochwill, Thomas R.
2018-01-01
Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical…
Attitudes towards Teachers' Motivation, and Classroom Strategy, in English Language Classrooms
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Pahlavanpoorfard, Samira; Soori, Afshin
2014-01-01
This study aimed at investigating the attitudes of Iranian EFL students towards teachers' motivation and classroom strategy in English classroom. The subjects of the study included a sample of 235 students in their classes. The findings of this study revealed that teachers' motivation and classroom strategy used by teachers have effects on the…
Does a Teacher's Classroom Observation Rating Vary across Multiple Classrooms?
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Lei, Xiaoxuan; Li, Hongli; Leroux, Audrey J.
2018-01-01
Classroom observations have been increasingly used for teacher evaluations, and it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be…
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Kamarulzaman, Wirawani binti; Zhi Siew, Pang
2015-01-01
Classroom management is a skill that every teacher should be equipped well with. Although it is common for children to misbehave once in a while in classrooms, inability for teachers to handle the situation will make the problem behaviour worsen. The study explores some of the problem behaviour that occurred in a classroom in a preschool at Klang…
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Clunies-Ross, Penny; Little, Emma; Kienhuis, Mandy
2008-01-01
This study investigated the relationship between primary school teachers' self-reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers…
Effective Classroom Management
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Mansor, Azlin Norhaini; Eng, Wong Kim; Rasul, Mohamad Sattar; Hamzah, Mohd Izham Mohd; Hamid, Aida Hanim A.
2012-01-01
This paper attempts to explore and identify the characteristics of an effective teacher who teaches English as a second language to 10 year old students from different ethnics, various social economic background and multi-level language ability, at a private primary school in Malaysia. The study focused on classroom management using a case study…
Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms
Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John
2017-01-01
Research Findings The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy Many early childhood teachers do not receive sufficient training for handling children’s challenging behaviors. Child behavior problems increase a teacher’s workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children’s school readiness skills and teachers’ health. PMID:28596698
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Akar, Hanife; Yildirim, Ali
2006-01-01
The purpose of this study was to understand the conceptual change teacher candidates went through in the process of a constructivist-learning environment in Classroom Management Course. Teacher candidates' metaphorical images about classroom management were obtained before and after a social constructivist curriculum implementation. Prior to the…
Teacher Perceptions of the Impact of Self-Efficacy on Classroom Management Style: A Case Study
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McCain, Patty Jo
2017-01-01
The purpose of this qualitative case study was to develop an understanding of how current and former middle school teachers in a suburban school district in northeast Georgia perceive low self-efficacy impacts their classroom management style. The theory guiding this study was Bandura's (1977) self-efficacy theory as it supported the idea that…
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Hochweber, Jan; Hosenfeld, Ingmar; Klieme, Eckhard
2014-01-01
The present study examined the extent to which the relationships between student self-reported math grades and different types of student variables (standardized math test scores, interest and effort in math, parental education) are predicted by classroom composition and teachers' classroom management. Based on a representative sample of 31,038…
Exploring Teachers' Perceptions of Wikis for Learning Classroom Cases
ERIC Educational Resources Information Center
Quek, Choon Lang; Wang, Qiyun
2014-01-01
This paper explores three potential affordances (social, technical and pedagogical) of wikis in the context of designing 32 teachers' learning of classroom management cases. Two learning environments were designed and two groups of the teacher-participants posted their own written and audio cases, identified problems, discussed and proposed…
Relationship-Driven Classroom Management: Strategies That Promote Student Motivation.
ERIC Educational Resources Information Center
Vitto, John M.
This book combines information about resiliency, classroom management, and discipline into a user-friendly discussion suitable for all teachers. The material covers both preventive strategies and reactive strategies. The chapters of part 1, "Reinventive Strategies," are: (1) "Relationship-Driven Classroom Management and Resilience"; (2)…
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Wolfgang, Charles H.
2004-01-01
Offering a wide range of methods and practical advice, this sixth edition equips teachers with tools they need to deal effectively with a range of discipline/management problems in the classroom--from minor misbehavior to serious assaults. The following features are included in this edition: (1) A new chapter discusses how to deal with and support…
Classroom Management and the ADHD Student
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Colberg, Laura
2010-01-01
Meeting the academic needs of a student with Attention Deficit Hyperactivity Disorder (ADHD) can be taxing on teachers and students. This research highlights classroom management strategies that general education teachers might include in their teaching to support the academic growth students with ADHD, while continuing to support all students in…
Making It Till Friday: Your Guide to Effective Classroom Management. Fifth Edition
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Long, James D.; Williams, Robert L.
2005-01-01
A brighter day has arrived for America's educators. By recognizing and addressing the difficulties of classroom management for both new and experienced teachers, this book is designed to help teachers enjoy teaching and students enjoy learning. Each chapter introduces established techniques as well as new trends in classroom management that…
Working the Crowd: Behavior Management through Strategic Classroom Arrangement
ERIC Educational Resources Information Center
Martin, Jeff
2015-01-01
Every day in K-12 classrooms across the country, teachers are struggling to keep their students focused and on task during instructional time. There are hundreds of theories floating around about how to manage a classroom effectively, but nothing is as simple or as effective in engaging students as the physical presence of the teacher (Brophy,…
ERIC Educational Resources Information Center
Hamilton, Lorna
2015-01-01
This paper gives an account of an exploratory piece of research focused on understanding more fully the nature of pre-service teachers' developing approaches to classroom behaviour management on a one-year postgraduate teacher education programme in the Scottish context. Drawing on individual and focus group interviews as well as journaling of…
The Role of Music in Classroom Management.
ERIC Educational Resources Information Center
Jackson, Mary F.; Joyce, Donna M.
Several studies have demonstrated that music has many uses in today's classroom. In addition to a positive classroom environment, stronger curriculum content, and effective teaching strategies, research indicates that music is also an effective management strategy. A musical program was designed for third and fourth grade teachers to achieve…
Speech-Language Pathologists' and Teachers' Perceptions of Classroom-Based Interventions.
ERIC Educational Resources Information Center
Beck, Ann R.; Dennis, Marcia
1997-01-01
Speech-language pathologists (N=21) and teachers (N=54) were surveyed regarding their perceptions of classroom-based interventions. The two groups agreed about the primary advantages and disadvantages of most interventions, the primary areas of difference being classroom management and ease of data collection. Other findings indicated few…
Teacher expectations, classroom context, and the achievement gap.
McKown, Clark; Weinstein, Rhona S
2008-06-01
In two independent datasets with 1872 elementary-aged children in 83 classrooms, Studies 1 and 2 examined the role of classroom context in moderating the relationship between child ethnicity and teacher expectations. For Study 1 overall and Study 2 mixed-grade classrooms, in ethnically diverse classrooms where students reported high levels of differential teacher treatment (PDT) towards high and low achieving students, teacher expectations of European American and Asian American students were between .75 and 1.00 standard deviations higher than teacher expectations of African American and Latino students with similar records of achievement. In highly diverse low-PDT classrooms in Study 1 and highly diverse low-PDT mixed-grade classrooms in Study 2, teachers held similar expectations for all students with similar records of achievement. Study 3 estimated the contribution of teacher expectations to the year-end ethnic achievement gap in high- and low-bias classrooms. In high-bias classrooms, teacher expectancy effects accounted for an average of .29 and up to .38 standard deviations of the year-end ethnic achievement gap.
EFL Teachers' Language Use for Classroom Discipline: A Look at Complex Interplay of Variables
ERIC Educational Resources Information Center
Kang, Dae-Min
2013-01-01
The issue of classroom management in the English as a foreign language (EFL) setting has not been addressed adequately despite teachers' views of it as constituting one of their prioritized tasks. Among the aspects of classroom management, in particular, classroom discipline seems to warrant research focus because it contributes to "smooth…
ERIC Educational Resources Information Center
McGregor, Katheryne L.
2012-01-01
This qualitative research study investigated and identified the classroom management strategies of 12 highly effective middle school teachers who served diverse student populations at two different school sites. In addition, this research explored the beliefs and experiences of 305 diverse middle school students regarding their experiences with…
Classroom interactions: exploring the practices of high- and low-expectation teachers.
Rubie-Davies, Christine M
2007-06-01
Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers' expectations. Recently teachers having high or low expectations for all their students have been identified. The aim of the current investigation was to explore whether the classroom exchanges of high- and low-expectation teachers differed substantially and might be considered a mechanism for teachers' expectations. The participants were 12 primary school teachers from eight schools who had been identified as having expectations for their students' learning that were either significantly above or below the children's achievement level. The teachers formed three groups called high-expectation, low-expectation and average-progress teachers. The participants were observed twice in the academic year during half-hour reading lessons. Two people observed each lesson, one completing a structured observation protocol and the other a running record and audiotape. In contrast to the average progress and low expectation teachers, the high-expectation teachers spent more time providing a framework for students' learning, provided their students with more feedback, questioned their students using more higher-order questions, and managed their students' behaviour more positively. There appear to be important differences in the classroom environments for the students of high-expectation, average-progress and low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities may act as mechanisms for teacher expectation effects.
ERIC Educational Resources Information Center
Hallam, Teresa A.; Hallam, Stephen F.
2009-01-01
Imagine a computerized learning management system that enables teachers to deliver pertinent learning materials to students. Lectures are prerecorded and made available to download from the learning management system. If all their lectures were prerecorded, what would teachers do in the classroom? Classroom time could be used to coordinate…
Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms
Anderman, Eric M.; O’Connell, Ann A.
2011-01-01
In the present study (N = 633), we examine the role of teacher credibility and teacher affinity in classrooms. We explore the relations among these two characteristics and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across high school classrooms. Results marshaled support for the notion that teacher characteristics are associated with classroom-level gains in learning outcomes. Above and beyond student-level predictors, teacher credibility (aggregated to the classroom level) was positively related to increases in knowledge across classrooms, whereas aggregated teacher affinity was positively related to an increased valuing of learning about HIV and pregnancy prevention across classrooms. Future directions and implications for practice are discussed. PMID:24876800
The Caterpillar Game: A Classroom Management System
ERIC Educational Resources Information Center
Floress, Margaret T.; Rock, Angela L.; Hailemariam, Assegedech
2017-01-01
A single-case experimental design was used to evaluate the effects of the Caterpillar Game, a classroom management system, on disruptive behavior in a general education first grade classroom. A multiple baseline design across settings was used to evaluate changes in student disruptive behavior and teacher praise. When the Caterpillar Game was…
ERIC Educational Resources Information Center
Miller, Byron
2012-01-01
The purpose of this qualitative study was to explore the life experiences and beliefs of high school teachers exhibiting highly effective classroom management skills. The research for this phenomenological study utilized the narrative inquiry method of data collection. This study investigates the life experiences and beliefs of nine teachers…
Teacher Competency in Classroom Testing, Measurement Preparation, and Classroom Testing Practices.
ERIC Educational Resources Information Center
Newman, Dorothy C.; Stallings, William M.
An assessment instrument and a questionnaire (Appendices A and B) were developed to determine how well teachers understand classroom testing principles and to gain information on the measurement preparation and classroom practices of teachers. Two hundred ninety-four inservice teachers, grades 1 through 12, from three urban school systems in…
ERIC Educational Resources Information Center
O'Neill, Sue Catherine; Stephenson, Jennifer
2011-01-01
Teachers' self-efficacy (SE) in their classroom management capabilities is thought to be an important factor in teachers' overall judgements of their teaching SE. Low SE in classroom management has been linked to teacher attrition and burnout, and reduced student learning outcomes. This article provides the first comprehensive review of classroom…
Classroom Management and Students' Self-Esteem: Creating Positive Classrooms
ERIC Educational Resources Information Center
Demirdag, Seyithan
2015-01-01
Middle school students experience substantial changes in their emotion and cognition while they grow. They have mixed feelings, which may negatively affect their motivation, self-esteem, and academic success due to different classroom management strategies of their teachers. There is available research about motivation of middle school students…
Classroom Research by Classroom Teachers, 1992.
ERIC Educational Resources Information Center
Tanner, Michael, Ed.
1992-01-01
This volume celebrates teachers as life-long learners of the art of teaching, by presenting 21 action research studies designed and implemented by classroom teachers. A "How To Get Started" section outlines action research steps and offers worksheets. Descriptions of the research studies begin with ethnographic studies, which include "Adopt a…
ERIC Educational Resources Information Center
Hutton, Disraeli Montgomery
2016-01-01
The purpose of the study was to determine if there was a difference in the ratings among senior administrators/managers, middle managers and classroom teachers of the four dimensions of leadership performance related to high-performing principals in the Jamaican public school system. The study showed that there were differences in how senior…
Classroom Management Strategies and Behavioral Interventions to Support Academic Achievement
ERIC Educational Resources Information Center
Gilpatrick, Robin Sue Holzworth
2010-01-01
This mixed method project study identified the need for effective classroom management strategies to dissuade student noncompliant behavior and to ensure academic success for all students. Enhancing classroom management practices is vital to improved student achievement and teacher self-efficacy. Within a constructivist framework, it is critical…
Psychology's Contributions to Classroom Management
ERIC Educational Resources Information Center
Little, Steven G.; Akin-Little, Angeleque
2008-01-01
Classroom management (CRM) has been associated with discipline, control, or other terms that connote reducing unacceptable student behavior. However, CRM involves not merely responding effectively when problems occur, but also preventing problems from occurring by creating environments that encourage learning and appropriate behavior. Teachers'…
ERIC Educational Resources Information Center
Cameron, David Lansing
2014-01-01
Teacher-student interactions in 17 inclusive classrooms were examined using a mixed-methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow-up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast…
Breeman, L D; Wubbels, T; van Lier, P A C; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T
2015-02-01
The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both the individual and classroom levels among 414 children with emotional and behavioral disorders placed in special education. Two models were specified. In the first model, children's classroom adjustment was regressed on social relationships and teacher characteristics. In the second model, reversed links were examined by regressing teacher characteristics on social relationships and children's adjustment. Results of model 1 showed that, at the individual level, better social and emotional adjustment of children was predicted by higher levels of teacher-child closeness and better behavioral adjustment was predicted by both positive teacher-child and peer interactions. At the classroom level, positive social relationships were predicted by higher levels of teacher competence, which in turn were associated with lower classroom levels of social problems. Higher levels of teacher wellbeing were directly associated with classroom adaptive and maladaptive child outcomes. Results of model 2 showed that, at the individual and classroom levels, only the emotional and behavioral problems of children predicted social classroom relationships. At the classroom level, teacher competence was best predicted by positive teacher-child relationships and teacher wellbeing was best predicted by classroom levels of prosocial behavior. We discuss the importance of positive teacher-child and peer interactions for children placed in special education and suggest ways of improving classroom processes by targeting teacher competence. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Dreer, Laura E; Crowley, Maria T; Cash, Augusta; O'Neill, Jilian A; Cox, Molly K
2017-05-01
To determine teacher knowledge of (1) concussion symptomatology, (2) dissemination preferences, and (3) classroom management practices of student concussions. A cross-sectional survey assessing concussion-related information was completed by teachers/instructors in the state of Alabama. One-hundred and thirty participants completed the survey. Only a quarter perceived they were "very" or "extremely" confident enough to recognize signs related to a concussion (22.3%), and only 12.4% reported they were "very knowledgeable" about concussions. The majority were able to recognize more common concussion symptoms/challenges: headaches (95.4%), trouble concentrating (86.2%), memory (82.3%), balance problems/dizziness (82.3%), changes vision/hearing (76.2%), difficulty completing tasks (70.8%), difficulty making decisions (66.2%), changes in sleep (61.5%), and fatigue (60.8%); only half recognized emotional symptoms (e.g., mood) or symptoms associated with more prolonged recovery. Concussion informants were school nurses (74.4%), followed by parents (46.2%), students (46.2%), and coaches/athletic trainers (45.4%). A little under half of participants received concussion information as part of their job (41.9%). About 14.1% of teachers reported that someone had come to their school to talk with them as a group about concussions, and 82% felt they needed more information. Of the 37% who taught a concussed student, 83% reported they altered the classroom management strategies. In general, teachers were able to recognize the more commonly experienced concussion symptoms as well as management strategies. However, they appear to want greater concussion information and training. Given the daily influence of teachers on student tasks involving cognitive exertion, incorporation of formal concussion education for teachers is warranted.
An Examination of the Construct Validity of the Inventory of Classroom Management Style.
ERIC Educational Resources Information Center
Martin, Nancy K.; Baldwin, Beatrice
Confirmatory factor analysis was used to examine the construct validity of a new instrument measuring perceptions toward classroom management: the Inventory of Classroom Management Style (ICMS). Classroom management was defined as a multifaceted process that includes three broad dimensions: (1) what teachers believe about students as persons; (2)…
ERIC Educational Resources Information Center
Farmer, Thomas W.; Dawes, Molly; Hamm, Jill V.; Lee, David; Mehtaji, Meera; Hoffman, Abigail S.; Brooks, Debbie S.
2018-01-01
The "invisible hand" is a metaphor that refers to teachers' impact on the classroom peer ecology. Although teachers have the capacity to organize the classroom environment and activities in ways that contribute to students' social experiences, their contributions are often overlooked in research on students' peer relations and the…
Rethinking Classroom Management: Strategies for Prevention, Intervention, and Problem Solving.
ERIC Educational Resources Information Center
Belvel, Patricia Sequeira; Jordan, Maya Marcia
This book illustrates an approach to achieving a positive, harmonious classroom environment which enables educators to evolve effectively from managers to leaders by rethinking their roles as teachers, discussing how to create classrooms where students are more self-managing and demonstrate mutual respect, self-esteem, and responsibility. Key…
The Effects of Classroom Management Beliefs/Ideologies on Student Academic Success
ERIC Educational Resources Information Center
Brannon, Teneecia Shaa
2010-01-01
This study was undertaken to explore how classroom management is currently being used by teachers in classrooms and to examine if classroom management practices have any effect on student academic success. The study took place in two Fresno County school districts. The study consisted of a 15 minute voluntary survey being sent out to fourth and…
Effective Classroom-Management & Positive Teaching
ERIC Educational Resources Information Center
Sieberer-Nagler, Katharina
2016-01-01
This article offers practical information for primary teachers to become more knowledgable, skilled and effective in their work. Aspects of positive teaching and learning are explored. Innovative methods for transforming common classroom management struggles into opportunities for positive change and for changing negative behaviors into positive…
ERIC Educational Resources Information Center
Larson, Kristine E.
2016-01-01
The purpose of this paper was to review the literature in terms of professional development activities that researchers have enlisted to reduce student problem behaviors and improve classroom management competencies among teachers who work in urban environments serving predominately African American students. First, the author conducted a…
NASA Astrophysics Data System (ADS)
Carlsen, William S.
This article describes the effects of science teacher subject-matter knowledge on classroom discourse at the level of individual utterances. It details one of three parallel analyses conducted in a year-long study of language in the classrooms of four new biology teachers. The conceptual framework of the study predicts that when teaching unfamiliar subject matter, teachers use a variety of discourse strategies to constrain student talk to a narrowly circumscribed topic domain. This article includes the results of an utterance-by-utterance analysis of teacher and student talk in a 30-lesson sample of science instruction. Data are broken down by classroom activity (e.g., lecture, laboratory, group work) for several measures, including mean duration of utterances, domination of the speaking floor by the teacher, frequency of teacher questioning, cognitive level of teacher questions, and student verbal participation. When teaching unfamiliar topics, the four teachers in this study tended to talk more often and for longer periods of time, ask questions frequently, and rely heavily on low cognitive level questions. The rate of student questions to the teacher varied with classroom activity. In common classroom communicative settings, student questions were less common when the teacher was teaching unfamiliar subject matter. The implications of these findings include a suggestion that teacher knowledge may be an important unconsidered variable in research on the cognitive level of questions and teacher wait-time.
Handbook of Classroom Management: Research, Practice, and Contemporary Issues
ERIC Educational Resources Information Center
Evertson, Carolyn M., Ed.; Weinstein, Carol S., Ed.
2006-01-01
Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue…
Avoiding Repetitions Reduces ADHD Children's Management Problems in the Classroom
ERIC Educational Resources Information Center
Kapalka, George M.
2005-01-01
Students with attention-deficit hyperactivity disorder (ADHD) often exhibit non-compliance that presents a significant management problem for classroom teachers. Student behavior management training programs suggest that reducing repetitions of commands improves student compliance. To examine this claim, 86 teachers of ADHD students between the…
Advancing Climate Change Education: Student Engagement and Teacher Talk in the Classroom
NASA Astrophysics Data System (ADS)
Holthuis, N.; Saltzman, J.; Lotan, R.; Mastrandrea, M. D.; Diffenbaugh, P.; Gray, S.; Kloser, M.
2011-12-01
Stanford's Global Climate Change: Professional Development for K-12 Teachers is a unique collaboration between the Stanford School of Education and School of Earth Sciences to provide teacher professional development on the science of global climate change, pedagogical strategies, and curriculum materials. Scientists and education specialists developed a curriculum for middle and high school science classrooms. It addresses the fundamental issues of climate science, the impacts of climate change on society and on global resources, mitigation and adaptation strategies. This project documents in detail the full circle of curriculum development, teacher professional development, classroom implementation, analysis of student achievement data, and curriculum revision. Ongoing evaluation has provided understanding of the unique conditions and requirements of climate change education. In a sample of 750 secondary students in 25 Bay Area classrooms, we found statistically significant differences between post- (x=11.56, sd=4.75) and pre- (x=8.64, sd=4.58) test scores on standardized items and short open-ended essay questions. Through systematic classroom observations (300 observations in 25 classrooms), we documented student engagement and interactions, and the nature of teachers' talk in the classroom. We found that on average, 73.4% of the students were engaged, 14.4% were interacting with peers, and about 12.1% were disengaged. We also documented teacher talk (165 observations) and found that on the average, teachers delivered factual content and talked about classroom processes and spent less time on scientific argumentation, reasoning and/ or analysis. We documented significant differences in the quality of implementation among the teachers. Our study suggests that in addition to strengthening content knowledge and pedagogical content knowledge, professional development for teachers needs to include classroom management strategies, explicit modeling of collaborative
Urban High School Classroom Management: A Humanistic Approach.
ERIC Educational Resources Information Center
Matus, Don E.
This paper identifies conditions in the lives of poor urban high school students that may cause classroom management problems. Urban student teachers are urged to look at these conditions from a humanistic perspective to help them understand their students and deal effectively with those problems. Specific urban secondary classroom management…
Exploring paraprofessional and classroom factors affecting teacher supervision.
Irvin, Dwight W; Ingram, Paul; Huffman, Jonathan; Mason, Rose; Wills, Howard
2018-02-01
Paraprofessionals serve a primary role in supporting students with disabilities in the classroom, which necessitates teachers' supervision as a means to improve their practice. Yet, little is known regarding what factors affect teacher supervision. We sought to identify how paraprofessional competence and classroom type affected the levels of teacher direction. We administered an adapted version of the Paraprofessional Needs, Knowledge & Tasks Survey and the Survey for Teachers Supervising Paraprofessionals to teachers supervising paraprofessionals in elementary schools. Structural Equation Modeling was used to examine the link between paraprofessional competence and classroom factors affecting the level of teacher supervision. Our results indicated that when teachers perceived paraprofessionals as being more skilled, they provided more supervision, and when more supervision was provided the less they thought paraprofessionals should be doing their assigned tasks. Additionally, paraprofessionals working in classrooms with more students with mild disabilities received less supervision than paraprofessionals working in classrooms with more students with moderate-to-severe disabilities. Those paraprofessionals in classrooms serving mostly children with mild disabilities were also perceived as having lower levels of skill competence than those serving in classrooms with students with more moderate-to-severe disabilities. By understanding the factors that affect teacher supervision, policy and professional development opportunities can be refined/developed to better support both supervising teachers and paraprofessionals and, in turn, improve the outcomes of children with disabilities. Copyright © 2017 Elsevier Ltd. All rights reserved.
Classroom Management with Exceptional Learners
ERIC Educational Resources Information Center
Myers, Diane; Freeman, Jennifer; Simonsen, Brandi; Sugai, George
2017-01-01
Effective and engaging instruction is the cornerstone of any well-managed classroom. Even the best behavior support practices will not lead to academic achievement if the academic instruction is ineffective. Specific teacher practices associated with improved student behavior include high rates of opportunities to respond, direct instruction, and…
ERIC Educational Resources Information Center
Rabin, Colette; Smith, Grinell
2016-01-01
As teacher educators, the authors developed an assignment focused on care ethics to prepare teacher candidates to design classroom-management procedures aimed at cultivating caring community. The teacher candidates revised traditional classroom-management processes, such as class rules, into cocreated norms. They also designed original management…
Reddy, Linda A; Dudek, Christopher M; Fabiano, Gregory A; Peters, Stephanie
2015-12-01
This article presents information about the construct validity and reliability of a new teacher self-report measure of classroom instructional and behavioral practices (the Classroom Strategies Scales-Teacher Form; CSS-T). The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. Information is provided about the construct validity, internal consistency, test-retest reliability, and freedom from item-bias of the scales. Given previous investigations with the CSS Observer Form, it was hypothesized that internal consistency would be adequate and that confirmatory factor analyses (CFA) of CSS-T data from 293 classrooms would offer empirical support for the CSS-T's Total, Composite and subscales, and yield a similar factor structure to that of the CSS Observer Form. Goodness-of-fit indices of χ2/df, Root Mean Square Error of Approximation, Goodness of Fit Index, and Adjusted Goodness of Fit Index suggested satisfactory fit of proposed CFA models whereas the Comparative Fit Index did not. Internal consistency estimates of .93 and .94 were obtained for the Instructional Strategies and Behavioral Strategies Total scales respectively. Adequate test-retest reliability was found for instructional and behavioral total scales (r = .79, r = .84, percent agreement 93% and 93%). The CSS-T evidences freedom from item bias on important teacher demographics (age, educational degree, and years of teaching experience). Implications of results are discussed. (c) 2015 APA, all rights reserved).
Hire Today, Gone Tomorrow: New Teacher Classroom Assignments and Teacher Mobility
ERIC Educational Resources Information Center
Feng, Li
2010-01-01
This article explores whether new teachers are assigned to tough classrooms and whether such classroom assignment is associated with higher teacher mobility. It utilizes the statewide administrative data set on public school teachers in Florida during the period 1997-2003 in conjunction with the 1999-2000 Schools and Staffing Survey and its…
ERIC Educational Resources Information Center
Nobles, Susanne; Dredger, Katie; Gerheart, Megan Dixon
2012-01-01
Geographically distant classrooms can be a ripe learning space for teacher educators who want to show preservice teachers the power of technology in the English classroom. A classroom teacher described how she used a social networking platform to allow for collaboration with a preservice teacher in the hopes of making student literary analysis…
ERIC Educational Resources Information Center
Ritz, Mariah; Noltemeyer, Amity; Davis, Darrel; Green, Jennifer
2014-01-01
This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each…
Teaching in High-Tech Environments: Classroom Management Revisited.
ERIC Educational Resources Information Center
Sandholtz, Judy Haymore; And Others
Based on weekly reports sent via electronic mail, correspondence between sites, and bi-monthly audiotapes from teachers, this qualitative study analyses data from 32 elementary and secondary Apple Classrooms of Tomorrow (ACOT) teachers in five schools concerning management changes that occurred in teaching and learning in the new computerized…
Solving Discipline Problems: Strategies for Classroom Teachers.
ERIC Educational Resources Information Center
Wolfgang, Charles H.; Glickman, Carl D.
This book provides classroom teachers with a variety of discipline models, techniques, methods, and constructs designed to enable them to move beyond a singular approach in handling classroom behavior problems. The book first discusses the Teacher Behavior Continuum (TBC) which shows the teacher the context of his or her own general behavior with…
Classroom Management Challenges in the Dance Class
ERIC Educational Resources Information Center
Clark, Dawn
2007-01-01
Teaching dance can be a challenge because of the unique classroom-management situations that arise from the dynamic nature of the class content. Management is a delicate navigation of advance planning; rule setting; the establishment and implementation of daily protocols, routines, and interventions; and the teacher's own presentation. This…
Sexual Harassment in the Classroom: Teacher as Target.
ERIC Educational Resources Information Center
Tochterman, Suzanne; Barnes, Fred
1998-01-01
Discusses teachers as victims of sexual harassment in their classrooms. Includes examples involving preservice and new teachers. Discusses the impact of harassment on teachers themselves and on classroom performance. Offers strategies to support and intervene with new teachers who have been victims of sexual harassment. (MKA)
The perception of science teachers on the role of student relationships in the classroom
NASA Astrophysics Data System (ADS)
Mattison, Cheryl Ann
With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed in the classroom. In addition, it is important to discover what it takes to keep those students in school Many science teachers enter the profession unprepared to handle the regular classroom routine. Classroom management, grading, lesson planning, setting up labs, and the myriad of other obligations, can leave teachers overwhelmed and sometimes can get in the way of actually helping students be successful. This study investigated how science teachers viewed the importance of developing strong teacher/student relationships to the increase of student success in a science classroom. I attempted to answer 4 major questions: · How do science teachers in a select high school community view the role of interactive relationships in their classrooms and how that might impact their students? · How do science teachers in a select high school community believe they establish successful interactive relationships with their students? · What do science teachers in a select high school community believe are some of the outcomes of those relationships? · What do science teachers suggest to increase the teacher's ability to form good relationships with their students? A qualitative research method was used including observations, interviews and group discussions of 5 high school science teachers in a small urban school.
"This Has to Be Family": Humanizing Classroom Management in Urban Schools
ERIC Educational Resources Information Center
Ullucci, Kerri
2009-01-01
Classroom management in urban schools is frequently steeped in mythology. Students are seen as difficult and disrespectful, needing highly structured discipline policies in order to function. However, a different reality exists. This study looks at the way well-respected teachers in urban schools utilize their classroom space, manage their…
Classcraft: From Gamification to Ludicization of Classroom Management
ERIC Educational Resources Information Center
Sanchez, Eric; Young, Shawn; Jouneau-Sion, Caroline
2017-01-01
In this article, we discuss the concept of gamification, based on a literature review and preliminary feedback from teachers using "Classcraft," a role-playing game supported by a digital platform and a mobile application that were developed to answer high school teachers' classroom management needs. Our results come from two experiments…
Ethnographic Eyes: A Teacher's Guide to Classroom Observation.
ERIC Educational Resources Information Center
Frank, Carolyn
This book extends ethnography beyond the work of university researchers to include classroom teachers, student teachers, and teacher educators. It provides ways for student teachers and others to develop lenses for seeing the patterns and practices of life within classrooms. The book describes how developing "ethnographic eyes" can help student…
Reinke, Wendy M.; Lewis-Palmer, Teri; Merrell, Kenneth
2008-01-01
School-based consultation typically focuses on individual student problems and on a small number of students rather than on changing the classroom system. The Classroom Check-up (CCU) was developed as a classwide consultation model to address the need for classroom level support while minimizing treatment integrity problems common to school-based consultation. The purpose of the study was to evaluate the effects of the CCU and Visual Performance Feedback on teacher and student behavior. Results indicated that implementation of the CCU plus Visual Performance Feedback increased teacher implementation of classroom management strategies, including increased use of praise, use of behavior specific praise, and decreased use of reprimands. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change. PMID:19122805
Ford, Tamsin; Edwards, Vanessa; Sharkey, Siobhan; Ukoumunne, Obioha C; Byford, Sarah; Norwich, Brahm; Logan, Stuart
2012-08-30
Childhood antisocial behaviour has high immediate and long-term costs for society and the individual, particularly in relation to mental health and behaviours that jeopardise health. Managing challenging behaviour is a commonly reported source of stress and burn out among teachers, ultimately resulting in a substantial number leaving the profession. Interventions to improve parenting do not transfer easily to classroom-based problems and the most vulnerable parents may not be easily able to access them. Honing teachers' skills in proactive behaviour management and the promotion of socio-emotional regulation, therefore, has the potential to improve both child and teacher mental health and well-being and the advantage that it might potentially benefit all the children subsequently taught by any teacher that accesses the training. Cluster randomised controlled trial (RCT) of the Incredible Years teacher classroom management (TCM) course with combined economic and process evaluations.One teacher of children aged 4-9 years, from 80 schools in the South West Peninsula will be randomised to attend the TCM (intervention arm) or to "teach as normal" (control arm). The primary outcome measure will be the total difficulties score from the Strengths and Difficulties Questionnaire (SDQ) completed by the current class teachers prior to randomisation, and at 9, 18 and 30 months follow-up, supplemented by parent SDQs. Secondary measures include academic attainment (teacher report supplemented by direct measurement in a sub-sample), children's enjoyment of school, and teacher reports of their professional self-efficacy, and levels of burn out and stress, supplemented by structured observations of teachers classroom management skills in a subsample. Cost data for the economic evaluation will be based on parental reports of services accessed. Cost-effectiveness, using the SDQ as the measure of effect, will be examined over the period of the RCT and over the longer term using decision
Teacher Awareness of Classroom Dyadic Interactions.
ERIC Educational Resources Information Center
Martin, Roy; Keller, Albert
Dyadic interactions between teachers and students were recorded in 30 classrooms with each classroom being observed for one day. At the end of the day teachers were told the number of contacts they had with individual students and were asked to estimate the percentages that were a) response opportunities, in which the child attempts to answer a…
ERIC Educational Resources Information Center
Uriegas, Brian
2012-01-01
Teachers are entering the classroom through a variety of certification routes and programs responsible for training prospective teachers in the areas of curriculum, assessment, theory, pedagogy, and classroom management. Once certification is received, these teachers enter the classroom and face many issues, including discipline in the classroom…
Understanding Teachers' Routines to Inform Classroom Technology Design
ERIC Educational Resources Information Center
An, Pengcheng; Bakker, Saskia; Eggen, Berry
2017-01-01
Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers' daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction…
ERIC Educational Resources Information Center
Stylianou, Michalis; Kulinna, Pamela Hodges; Naiman, Tyler
2016-01-01
Classroom teachers are increasingly called upon to help increase pupils' physical activity (PA). Grounded in Guskey's model of teacher change, this study was part of an intervention that provided classroom teachers with training for implementing classroom-based PA (CBPA). The study examined teachers' attempts to implement CBPA and focused on their…
Splett, Joni W; Smith-Millman, Marissa; Raborn, Anthony; Brann, Kristy L; Flaspohler, Paul D; Maras, Melissa A
2018-03-08
The current study examined between-teacher variance in teacher ratings of student behavioral and emotional risk to identify student, teacher and classroom characteristics that predict such differences and can be considered in future research and practice. Data were taken from seven elementary schools in one school district implementing universal screening, including 1,241 students rated by 68 teachers. Students were mostly African America (68.5%) with equal gender (female 50.1%) and grade-level distributions. Teachers, mostly White (76.5%) and female (89.7%), completed both a background survey regarding their professional experiences and demographic characteristics and the Behavior Assessment System for Children (Second Edition) Behavioral and Emotional Screening System-Teacher Form for all students in their class, rating an average of 17.69 students each. Extant student data were provided by the district. Analyses followed multilevel linear model stepwise model-building procedures. We detected a significant amount of variance in teachers' ratings of students' behavioral and emotional risk at both student and teacher/classroom levels with student predictors explaining about 39% of student-level variance and teacher/classroom predictors explaining about 20% of between-teacher differences. The final model fit the data (Akaike information criterion = 8,687.709; pseudo-R2 = 0.544) significantly better than the null model (Akaike information criterion = 9,457.160). Significant predictors included student gender, race ethnicity, academic performance and disciplinary incidents, teacher gender, student-teacher gender interaction, teacher professional development in behavior screening, and classroom academic performance. Future research and practice should interpret teacher-rated universal screening of students' behavioral and emotional risk with consideration of the between-teacher variance unrelated to student behavior detected. (PsycINFO Database Record (c) 2018 APA, all
ERIC Educational Resources Information Center
Micek, Kristin
2014-01-01
Classroom management is a common concern for educators. Teachers with high self-efficacy are strongly linked with having successful characteristics regarding their classroom management styles and strategies. With this in mind, the current study examined classroom teachers' perceived self-efficacy, specifically regarding their behavior…
2012-01-01
Background Childhood antisocial behaviour has high immediate and long-term costs for society and the individual, particularly in relation to mental health and behaviours that jeopardise health. Managing challenging behaviour is a commonly reported source of stress and burn out among teachers, ultimately resulting in a substantial number leaving the profession. Interventions to improve parenting do not transfer easily to classroom-based problems and the most vulnerable parents may not be easily able to access them. Honing teachers’ skills in proactive behaviour management and the promotion of socio-emotional regulation, therefore, has the potential to improve both child and teacher mental health and well-being and the advantage that it might potentially benefit all the children subsequently taught by any teacher that accesses the training. Methods/Design Cluster randomised controlled trial (RCT) of the Incredible Years teacher classroom management (TCM) course with combined economic and process evaluations. One teacher of children aged 4–9 years, from 80 schools in the South West Peninsula will be randomised to attend the TCM (intervention arm) or to “teach as normal” (control arm). The primary outcome measure will be the total difficulties score from the Strengths and Difficulties Questionnaire (SDQ) completed by the current class teachers prior to randomisation, and at 9, 18 and 30 months follow-up, supplemented by parent SDQs. Secondary measures include academic attainment (teacher report supplemented by direct measurement in a sub-sample), children’s enjoyment of school, and teacher reports of their professional self-efficacy, and levels of burn out and stress, supplemented by structured observations of teachers classroom management skills in a subsample. Cost data for the economic evaluation will be based on parental reports of services accessed. Cost-effectiveness, using the SDQ as the measure of effect, will be examined over the period of the
ERIC Educational Resources Information Center
Cooper, Nic; Garner, Betty K.
2012-01-01
All too often, managing a classroom means gaining control, dictating guidelines, and implementing rules. Designed for any teacher struggling with student behavior, motivation, and engagement, "Developing a Learning Classroom" explores how to create a thriving, learning-centered classroom through three critical concepts: relationships, relevance,…
Mitchell, Mary M; Bradshaw, Catherine P
2013-10-01
There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student-teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student-teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Question Asking in the Science Classroom: Teacher Attitudes and Practices
NASA Astrophysics Data System (ADS)
Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana
2014-02-01
Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain.
ERIC Educational Resources Information Center
Pas, Elise T.; Larson, Kristine E.; Reinke, Wendy M.; Herman, Keith C.; Bradshaw, Catherine P.
2016-01-01
Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is…
Peer Teaching in a Flipped Teacher Education Classroom
ERIC Educational Resources Information Center
Graziano, Kevin J.
2017-01-01
More and more school administrators are expecting new teachers to flip their classrooms prior to completing their teacher certification. The purpose of this study was to explore the experiences of preservice teachers who facilitated learning in a flipped classroom, to identify the benefits and challenges of flipped instruction on preservice…
Greenwood, Charles R.; Hops, Hyman; Walker, Hill M.; Guild, Jacqueline J.; Stokes, Judith; Young, K. Richard; Keleman, Kenneth S.; Willardson, Marlyn
1979-01-01
A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement. PMID:16795604
Greenwood, C R; Hops, H; Walker, H M; Guild, J J; Stokes, J; Young, K R; Keleman, K S; Willardson, M
1979-01-01
A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.
ERIC Educational Resources Information Center
Jantarakantee, Ekgapoom; Roadrangka, Vantipa; Clarke, Anthony
2012-01-01
This research paper explores pre-service science teachers' understandings of classroom research, problems in conducting classroom research and the supports that pre-service science teachers need from their cooperating teachers to help them conduct a classroom research project during the internship period. The participants in this study are 19…
ERIC Educational Resources Information Center
Fletcher, Tim; Mandigo, James; Kosnik, Clare
2013-01-01
Background: In many contexts, elementary physical education (PE) classes are taught by the classroom teacher rather than by a PE specialist. Elementary classroom teachers often cite negative attitudes resulting from experiences as school pupils and inadequate pre-service PE teacher education as barriers to teaching a quality PE programme. Purpose:…
ERIC Educational Resources Information Center
Slater, Rachel; Veach, Patricia McCarthy; Li, Ziqiu
2013-01-01
Teacher countertransference refers to conscious and unconscious, negative or positive emotional reactions to certain students that arise from the teacher's own areas of personal conflict. Our investigation of 14 expert teachers' countertransference experiences in the college classroom, yielded several themes. Countertransference triggers included…
Assistant Teachers in Head Start Classrooms: Comparing to and Working with Lead Teachers
ERIC Educational Resources Information Center
Curby, Timothy W.; Boyer, Caroline; Edwards, Taylor; Chavez, Catharine
2012-01-01
Research Findings: The purpose of the present study is to examine the degree to which assistant and lead teachers work together in Head Start classrooms in 3 domains: emotional support, classroom organization, and instructional support. Pairs of lead and assistant teachers from 14 Head Start classrooms were simultaneously observed for 1 morning to…
Watson, Tiffany L; Skinner, Christopher H; Skinner, Amy L; Cazzell, Samantha; Aspiranti, Kathleen B; Moore, Tara; Coleman, MariBeth
2016-07-01
Evidence suggests that installing a classroom management system known as the Color Wheel reduced inappropriate behaviors and increased on-task behavior in second- and fourth-grade classrooms; however, no systematic studies of the Color Wheel had been disseminated targeting pre-school or kindergarten participants. To enhance our understanding of the Color Wheel System (CWS) as a prevention system, a multiple-baseline design was used to evaluate the effects of the Color Wheel on inappropriate vocalizations (IVs) in three general education kindergarten classrooms. Partial-interval time-sampling was used to record classwide IVs, which were operationally defined as any comment or vocal noise that was not solicited by the teacher. Time series graphs and effect size calculations suggest that the CWS caused immediate, large, and sustained decreases in IVs across the three classrooms. Teacher acceptability and interview data also supported the CWS. Implications related to prevention are discussed and directions for future research are provided. © The Author(s) 2016.
Pre-Service Teachers and Classroom Authority
ERIC Educational Resources Information Center
Pellegrino, Anthony M.
2010-01-01
This study examined the classroom practices of five pre-service teachers from three secondary schools in a large southeastern state. Through classroom observations, survey responses, reviews of refection logs, and focus-group interview responses, we centered on the issue of developing classroom authority as a means to effective classroom…
Teachers' Regulation of the Classroom.
ERIC Educational Resources Information Center
Muir, William K., Jr.
The nature of teachers' control in classrooms is explored in order: to understand the tension created when noneducators superimpose their rules on the regime of teachers at work and to learn something of a general nature about the antagonism between regulators and those they regulate. Teachers' regulatory powers are based on coercion, exchange, or…
Teacher Pupil Contact in Junior Classrooms
ERIC Educational Resources Information Center
Boydell, D.
1974-01-01
The purpose of the exploratory study reported here was to examine the nature of teacher-pupil contact in informal junior classrooms in terms of the teacher's method of talking to children and the teacher's conversational approach. (Author/RK)
ERIC Educational Resources Information Center
Bense, Katharina
2012-01-01
Despite their significant contribution to Australian school life, there has been little research into migrant teachers in Australia. The few studies which are available report difficulties with cultural adaptation for migrant teachers in areas related to pedagogy, language, and classroom management. However, research in Australia has mainly…
NASA Astrophysics Data System (ADS)
Pujol, Meritxell Cortada; Quintana, Maria Graciela Badilla; Romaní, Jordi Riera
With the incorporation in education of Information and Communication Technologies (ICT), especially the Interactive Whiteboard (IWB), emerges the need for a proper teacher training process due to adequate the integration and the didactic use of this tool in the classroom. This article discusses the teachers' perception on the training process for ICT integration. Its main aim is to contribute to the unification of minimum criteria for effective ICT implementation in any training process for active teachers. This case study begins from the development of a training model called Eduticom which was putted into practice in 4 schools in Catalonia, Spain. Findings indicated different teachers' needs such as an appropriate infrastructure, a proper management and a flexible training model which essentially addresses methodological and didactic aspects of IWB uses in the classroom.
ERIC Educational Resources Information Center
Shawer, Saad
2010-01-01
This qualitative study examined the impact of classroom-level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English-as-a-foreign-language college teachers and students, data analysis showed that CTPD significantly improved student-teacher subject,…
The Impact of Teachers' Aggressive Management Techniques on Students' Attitudes to Schoolwork
ERIC Educational Resources Information Center
Romi, Shlomo; Lewis, Ramon; Roache, Joel; Riley, Philip
2011-01-01
Previous studies have shown that teachers' aggressive classroom management impacts negatively on students. The authors compared student reaction to teachers' use of aggressive management techniques in Australia, China, and Israel. Reactions included distraction negativity toward teachers and perceptions that teachers' responses were unjustified,…
ERIC Educational Resources Information Center
Parr, Eric Shannon
2017-01-01
Facility managers have the challenge of adhering to community college policies and procedures while fulfilling requirements of administration, students, and teachers concerning specific needs of classroom aesthetics. The role of facility manager and how specific entities affect perceptions of the design and implementation of classroom aesthetics…
ERIC Educational Resources Information Center
Alexis, Chelly C.
2014-01-01
Purpose: The purpose of this study was to get the opinion of a panel of experts as to which classroom management strategies should be implemented in urban school district mentoring programs to help beginning teachers who are placed in hard-to-staff schools in Los Angeles County, California. Methodology: This Delphi study included 20 expert mentors…
ERIC Educational Resources Information Center
Woodcock, Stuart; Reupert, Andrea
2017-01-01
The purpose of this research was to (i) identify Australian, Canadian and United Kingdom (UK) pre-service teachers' use, confidence and success of various classroom management strategies and (ii) to ascertain any significant differences between the three cohorts. Significant differences were found amongst the cohort with the UK pre-service…
ERIC Educational Resources Information Center
Grapragasem, Selvaraj; Krishnan, Anbalagan; Joshi, Prem Lal; Krishnan, Shubashini; Azlin, Azlin
2015-01-01
The classroom is a learning environment where active interactions and meaningful learning occur between learners and knowledge providers. The teachers and the learners have a unique relationship and this relationship is highly determined by their backgrounds and experiences. Teachers have the responsibility to manage the classroom with the aim of…
Teacher Self-Efficacy as a Long-Term Predictor of Instructional Quality in the Classroom
ERIC Educational Resources Information Center
Künsting, Josef; Neuber, Victoria; Lipowsky, Frank
2016-01-01
In this longitudinal study, we examined teachers' self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality.…
Games Teachers and Students Play: An Analysis of Motivation in Three Fifth Grade Classrooms.
ERIC Educational Resources Information Center
Marshall, Hermine H.
Motivational strategies and attitudes toward learning were examined among students in three fifth-grade classrooms. Teacher statements used to frame lessons, maintain the session and keep students on task, and handle responsibility for learning were extracted from transcripts of classroom observations. Lesson framing and management/maintenance…
ERIC Educational Resources Information Center
Johns, Kyoko Maeno
2009-01-01
The research supports the contentions that teachers' beliefs influence classroom practice and student achievement. Although research has been done to examine teachers' beliefs and classroom practice, limited research has investigated how one's culture and community affect teacher identity and mathematics classroom practice. The development over…
What Is Classroom Discussion? A Look at Teachers' Conceptions.
ERIC Educational Resources Information Center
Larson, Bruce E.; Parker, Walter C.
1996-01-01
Explores three social-studies teachers' conceptions of classroom discussion, focusing on discussion's defining characteristics and purpose and influences on usage. Data included interview and think-aloud responses and classroom observations. Teachers view discussion as recitation, teacher-directed conversation, open-ended exploration, a…
A Study of Pre-Service Classroom Teachers' Beliefs about Teachers' and Students' Roles
ERIC Educational Resources Information Center
Kögce, Davut
2017-01-01
The aim of this study is to determine pre-service classroom teachers' beliefs and thoughts about the roles of teachers and students in the classroom before taking the Mathematics Teaching I course. With this purpose, the study employed the survey method, a descriptive research technique. The study sample included 75 pre-service teachers (55…
ERIC Educational Resources Information Center
Stewart, Trae
2012-01-01
Improved student achievement requires the distribution of leadership beyond one individual. Given their daily connection to students, leadership opportunities distributed to classroom teachers are key to school improvement. Complicating the development of classroom teacher leaders are attrition rates and low teacher efficacy among novice…
Classroom Management. TESOL Classroom Practice Series
ERIC Educational Resources Information Center
Farrell, Thomas S. C., Ed.
2008-01-01
This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…
The Caterpillar Game: A SW-PBIS Aligned Classroom Management System
ERIC Educational Resources Information Center
Floress, Margaret T.; Jacoby, Amber L.
2017-01-01
The Caterpillar Game is a classroom management system that is aligned with School-wide Positive Behavioral Interventions and Supports standards. A single-case, multiple-baseline design was used to evaluate the effects of the Caterpillar Game on disruptive student behavior and teacher praise. Three classrooms were included in the study (preschool,…
Zhai, Fuhua; Raver, C Cybele; Li-Grining, Christine
2011-09-01
Preschool teachers' job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers' perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers' perceived job control and work-related resources. We also found that the CSRP decreased teachers' confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed.
The Classroom Survival Book. A Practical Manual for Teachers.
ERIC Educational Resources Information Center
Maggs, Margaret Martin
The topics chosen for discussion in this handbook are those most generally of concern to teachers in their daily interaction with students, parents, and peers. The first section deals with the routines of classroom management. The importance of accurate record keeping is stressed and examples are given of how to maintain attendance rolls and…
Helping Teachers Improve Classroom Assessments
ERIC Educational Resources Information Center
Emberger, Marcella
2007-01-01
Understanding and implementing effective classroom assessments are skills that are essential to increasing student achievement. Unfortunately, many teachers have had little training in assessment strategies in either graduate or undergraduate programs. Administrators, therefore, must find innovative ways to help their teachers think like assessors…
Classroom Management Through the Application of Behavior Modification Techniques.
ERIC Educational Resources Information Center
Ferinden, William E., Jr.
The primary aim of this book is to bring to the grade school teacher a survey of the most recent techniques and ideas of behavior modification which are applicable to good classroom management. All of the approaches and techniques presented could be of interest to teachers working at all grade levels. Since research has shown that the systematic…
Classroom Management for Kids Who Won't Sit Still and Other "Bad Apples"
ERIC Educational Resources Information Center
Cahill, Susan M.
2006-01-01
This article presents a case description of collaboration between an occupational therapist and a general education teacher to develop an effective classroom management system. The classroom management system described here was based on the Alert Program for Self-regulation: How Does Your Engine Run? In addition, the case description provides a…
ERIC Educational Resources Information Center
Geng, Gretchen
2011-01-01
This paper investigated teachers' verbal and non-verbal strategies for managing ADHD students in a classroom environment. It was found that effective verbal and non-verbal strategies included voice control, short phrases, repeated instructions, using students' names, and visual cues and verbal instructions combined. It has been found that…
ERIC Educational Resources Information Center
Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.
2017-01-01
The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of…
NASA Astrophysics Data System (ADS)
Luehmann, April Lynn; Frink, Jeremiah
2009-06-01
Science teachers struggle with meeting curricular goals outlined by professional organizations within the constraints of traditional school. Engaging science learners as a community who collaboratively and creatively co-construct scientific understanding through inquiry requires teachers to adopt new tools as well as a different mindset about the kind of classroom culture they need to nurture. Classroom blogs (i.e., blogs that are managed by a teacher for his/her students to post their work and exchange ideas) have been purported in the literature as offering unique opportunities to achieve this goal, although with little empirical support thus far. To fill this gap, nine classroom blogs were selected through an extensive search, and systematically analyzed to determine how the teachers' instructional designs and classrooms' enactment were able to capitalize on the specific affordances blogging may offer to support reform-based learning goals. The shift in teacher mindset needed to realize blogging affordances occurred as teachers engaged with students in the process of `living' the classroom blog.
When teacher-centered instructors are assigned to student-centered classrooms
NASA Astrophysics Data System (ADS)
Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris
2014-06-01
Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when the design of the classroom (conventional or teacher-centered versus student-centered classroom spaces) is consistent or inconsistent with the teacher's epistemic beliefs about learning and teaching (traditional or teacher-centered versus student-centered pedagogies). We compare two types of pedagogical approaches and two types of classroom settings through a quasiexperimental 2×2 factorial design. We collected data from 214 students registered in eight sections of an introductory calculus-based mechanics course given at a Canadian publicly funded two-year college. All students were given the Force Concept Inventory at the beginning and at the end of the 15-week-long course. We then focused on six teachers assigned to teach in the student-centered classroom spaces. We used qualitative observations and the Approaches to Teaching Inventory (ATI), a self-reported questionnaire, to determine the teachers' epistemic beliefs (teacher-centered or student-centered) and how these beliefs affected their use of the space and their students' conceptual learning. We report four main findings. First, the student-centered classroom spaces are most effective when used with student-centered pedagogies. Second, student-centered classrooms are ineffective when used with teacher-centered pedagogies and may have negative effects for students with low prior knowledge. Third, we find a strong correlation between six instructors' self-reported epistemic beliefs of student centeredness and their classes' average normalized gain (r =0.91; p =0.012). Last, we find that some instructors are more willing to adopt student-centered teaching practices after using student-centered classroom spaces. These data suggest that student-centered classrooms are effective only when instructors' epistemic framework of teaching and learning is consistent with a student
Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms
NASA Astrophysics Data System (ADS)
Zhai, Junqing; Tan, Aik-Ling
2015-12-01
This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers can play the role of (1) dispenser of knowledge (giver), (2) mentor of learning (advisor), (3) monitor of students' activities (police), and (4) partner in inquiry (colearner). These roles are dynamic, and while teachers show a preference for one of the four roles, factors such as the nature of the task, the types of students, as well as the availability of time and resources affect the role that teachers adopt. The roles that teachers play in the classroom have implications for the practice of science as inquiry in the classroom as well as the identities that teachers and students form in the science learning process.
Classroom Management: Students' Perspectives, Goals and Strategies.
ERIC Educational Resources Information Center
Allen, James D.
A study investigated classroom management from the students' perspective. Ninety-seven high school students (primarily ninth graders) were observed in one school for 15 weeks in five different classes. Data were collected from this observation, as well as from student and teacher interviews. The guidelines of the Constant-Comparative Method of…
Multi-Age Classrooms. NEA Teacher-to-Teacher Books.
ERIC Educational Resources Information Center
Gutloff, Karen, Ed.
This guide is designed for elementary school teachers to assist them in developing multi-age classrooms as part of their school restructuring efforts. Each of six sections presents a story from teachers who describe the challenges and joys of multi-age teaching, from parent backlash to school district support and praise. Section 1, "Step by…
Changing Teacher Roles in the Foreign Language Classroom.
ERIC Educational Resources Information Center
Johnson, Francis; Delarche, Marion; Marshall, Nicholas; Wurr, Adrian; Edwards, Jeffrey
1998-01-01
The roles of teachers in traditional second language classrooms are examined and measured against current conceptual trends within the discipline of foreign language learning and teaching. These trends, especially those in interpersonal communication and learner autonomy, require a new understanding of the classroom role of the language teacher.…
ERIC Educational Resources Information Center
Babatunde, Ehinola Gabriel
2015-01-01
Primary school Enrolment Trend, Class-Ratio and Head Teachers overcrowded classrooms management strategies in Northern Senatorial District of Ondo State, Nigeria was investigated. The purpose of the study is to examine the current enrolment trend in public primary schools in northern senatorial District of Ondo State. Also, is to ascertain the…
The Role of Teacher Questions in the Chemistry Classroom
ERIC Educational Resources Information Center
Dohrn, Sofie Weiss; Dohn, Niels Bonderup
2018-01-01
The purpose of this study was to investigate how a chemistry teacher's questions influence the classroom discourse. It presents a fine-grained analysis of the rich variety of one teacher's questions and the roles they play in an upper secondary chemistry classroom. The study identifies six different functions for the teacher's questions:…
The Relationship between Classroom Management Strategies and Student Misbehaviors.
ERIC Educational Resources Information Center
Skiba, Russell J.
Because research has determined that specific management techniques can have an effect on the classroom behavior of students, an observational rating scale was developed to assess the type of management techniques six elementary teachers in a program for behaviorally disordered children used to control behavior. Correlational analyses were used to…
Developing a Classroom Management Plan Using a Tiered Approach
ERIC Educational Resources Information Center
Sayeski, Kristin L.; Brown, Monica R.
2011-01-01
In this article, the authors present a response-to-intervention (RTI) framework that both special and general education teachers can use in evaluating existing class structures and developing comprehensive classroom management plans for the purpose of managing challenging behaviors. They applied the concept of a three-tiered model of support at…
A study of pre-service classroom teachers' beliefs about teachers' and students' roles
NASA Astrophysics Data System (ADS)
Köğce, Davut
2017-08-01
The aim of this study is to determine pre-service classroom teachers' beliefs and thoughts about the roles of teachers and students in the classroom before taking the Mathematics Teaching I course. With this purpose, the study employed the survey method, a descriptive research technique. The study sample included 75 pre-service teachers (55 females and 20 males) who studied in Omer Halisdemir University's education faculty's primary level teaching department classroom teaching programme in the 2013-2014 academic year, and took the Mathematics Teaching I course. The study data were collected using a survey form including three open-ended structured questions. The data were analysed using the qualitative data analysis method. The study results indicated that the pre-service teachers' beliefs, in terms of both teachers' and students' roles, were between the absolute and transitional levels based on Baxter Magolda's epistemological refection model. This reveals that pre-service teachers' beliefs are in line with conventional teaching and learning approaches.
Teachers' Stances on Cell Phones in the ESL Classroom: Toward a "Theoretical" Framework
ERIC Educational Resources Information Center
Brown, Jeff
2014-01-01
In the ongoing and constantly expanding discussion surrounding cell phones in the classroom, a theoretical complement to the practical side of the issue is generally lacking. This is perhaps understandable. Many teachers are still trying to deal with the simple presence of cell phones in the class, and managing a classroom in which the presence…
Oberle, Eva; Schonert-Reichl, Kimberly A
2016-06-01
The purpose of this study was to explore the link between classroom teachers' burnout levels and students' physiological stress response. Drawing from a stress-contagion framework, we expected higher levels of teacher burnout to be related to elevated cortisol levels in elementary school students (N = 406, 50% female, Mean age = 11.26, SD = .89). Classroom teacher burnout was assessed with the Maslach Burnout Inventory modified for teachers. Salivary cortisol was collected as an indicator of students' hypothalamic-pituitary-adrenal (HPA) functioning. We collected salivary cortisol in children at 9 a.m., 11:30 a.m., and 2 p.m. in the classroom setting. Using Multilevel Modeling, we found that children's morning cortisol levels significantly varied between classrooms (10% variability). Higher levels of classroom teacher burnout significantly predicted the variability in morning cortisol. Teacher burnout reduced the unexplained variability in cortisol at the classroom level to 4.6%. This is the first study to show that teachers' occupational stress is linked to students' physiological stress regulation. We discuss the present findings in the context of potential stress contagion in the classroom, considering empirical and practical relevance. Copyright © 2016 Elsevier Ltd. All rights reserved.
ERIC Educational Resources Information Center
Yavuz, Mustafa
2009-01-01
In the present study, the burn-out levels of teachers working in elementary and secondary educational institutions and their attitudes and beliefs regarding classroom management are investigated with respect to gender, job seniority, class size and the types of schools they have been working in. This is a survey method research and quantitative…
Life Skills from the Perspectives of Classroom and Science Teachers
ERIC Educational Resources Information Center
Kurtdede-Fidan, Nuray; Aydogdu, Bülent
2018-01-01
The aim of this study is to determine classroom and science teachers' views about life skills. The study employed phenomenological method. The participants of the study were 24 teachers; twelve of them were classroom teachers and the remaining were science teachers. They were working at public schools in Turkey. The participants were selected…
Exploring Teacher Talk during Mathematics Instruction in an Inclusion Classroom
ERIC Educational Resources Information Center
Wiebe Berry, Ruth A.; Kim, Namsook
2008-01-01
The authors examined aspects of teacher talk during mathematics lessons in a 1st-grade inclusion classroom. Using content analytical coding methods, they analyzed 4 lessons--each taught by a different teacher in the classroom. Results showed that the patterns of teacher talk across all 4 teachers were chiefly recitational and lacking…
First Time in the High School Classroom: Essential Guide for the New Teacher
ERIC Educational Resources Information Center
Clement, Mary C.
2004-01-01
This book will answer the following questions for first time teachers: (1) "Where do I start when planning the curriculum?"; and (2) "How do I manage the classroom?" Ten of the best teaching methods are dealt with in detail, helping teachers to: (1) give effective presentations; (2) create visual aids; and (3) guide student talk and thought.…
Teachers' Perceptions of Using Movement in the Classroom
ERIC Educational Resources Information Center
Benes, Sarah; Finn, Kevin E.; Sullivan, Eileen C.; Yan, Zi
2016-01-01
A mixed-methods design was employed to explore classroom teachers' perceptions of using movement in the classroom. Questions on a written survey and in interviews were focused on gaining understandings of teachers' knowledge of the connections between movement and learning, their perceptions about movement as a teaching strategy, and the role of…
Teacher's Role: IDentifying and Overcoming Sex Bias in Classroom Management. Trainer Manual.
ERIC Educational Resources Information Center
Fair, Martha H.; And Others
Outlines are presented for teacher workshops on identifying and overcoming biased attitudes reflected in current literature and classroom instructional materials. Each session includes: (1) a needs assessment activity or exercise to express initial concerns; (2) a lecture introducing new concepts and activities; (3) activities providing an…
Teachers' in-flight thinking in inclusive classrooms.
Paterson, David
2007-01-01
This article explores the thinking of five junior high school teachers as they teach students with learning difficulties in inclusive classrooms. Insights into the ways these teachers think about students in these inclusive secondary school contexts were obtained through triangulating data from semistructured interviews, stimulated recall of in-flight thinking, and researcher field notes. Exploration of teachers' in-flight thinking (i.e., the thinking of teachers as they engaged in classroom teaching) revealed a knowledge of individual students that was not related to categorical notions of learning difficulties. This research has implications for the practice of teaching in inclusive settings as well as for teacher preparation. Specifically, it suggests that attention to student differences should be replaced by the development of teachers' knowledge about individual students as a rich source of practical knowledge and the basis for developing effective instructional techniques.
The Classroom Teacher's Technology Survival Guide
ERIC Educational Resources Information Center
Johnson, Doug
2012-01-01
This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, "The Classroom Teacher's Technology Survival Guide" is replete with practical tips teachers can easily use to engage their students and make their…
Applying Invitational Theory by Teachers of the Gifted to Regular Classroom Teachers.
ERIC Educational Resources Information Center
Russell, Donald W.
1984-01-01
The teacher of gifted students (G/T teacher) can use Invitational Theory to improve relations with regular classroom teachers. Through introspection, planned strategies, and practice, the G/T teacher can develop qualities and characteristics to promote a congenial professional atmosphere. (MM)
ERIC Educational Resources Information Center
Mohammed, Feruz
2018-01-01
Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children's on-task behaviour in a group of 6 to 10 year old…
Five Approaches to Avoid When Managing the Middle School Classroom
ERIC Educational Resources Information Center
Englehart, Joshua M.
2013-01-01
Too often, teachers encountering difficulties with classroom management focus only on the students rather than critically examining the influence of their own approaches on student behavior. Given the particular challenges that middle school students present, certain practices and expectations exacerbate management issues, and a lack of awareness…
When Teacher-Centered Instructors Are Assigned to Student-Centered Classrooms
ERIC Educational Resources Information Center
Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris
2014-01-01
Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when the design of the classroom (conventional or teacher-centered versus student-centered classroom spaces) is consistent or inconsistent with the teacher's epistemic beliefs about learning and teaching…
Interdependence and Management in Bilingual Classrooms. Final Report.
ERIC Educational Resources Information Center
Cohen, Elizabeth G.; Intili, Jo Ann
Applying industrial organizational theory to classroom management, the authors examined the organization of a complex bilingual curriculum for the effects of shared authority among students and teachers and the effects of shared decision-making among staff. Using a math-science curriculum called "Finding Out: Descubrimiento," the nine…
The Teacher's Checklist. A "Flight Plan" for Effective Teaching and Classroom Management.
ERIC Educational Resources Information Center
Missouri State Dept. of Elementary and Secondary Education, Jefferson City.
Designed primarily for beginning teachers in Missouri public schools, this pamphlet provides a checklist of practical, common sense pointers for classroom teaching. Material is provided on seven topics, including planning before opening day, opening day, the first weeks, yearlong objectives, assistance from the principal and administrators, 10…
NASA Astrophysics Data System (ADS)
Lee, Jeong-A.; Kim, Chan-Jong
2017-09-01
This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the power and approval in science classroom discourse, we have adopted Critical Discourse Analysis (CDA). Based on CDA, form and function analysis was adopted. After the form and function analysis, all episodes were analyzed in terms of social distance. The results showed that both teachers exercised their power while teaching. However, their classes were quite different in terms of getting approval by students. When a teacher got students' approval, he could conduct the science lesson more effectively. This study highlights the importance of getting approval by students in Korean science classrooms.
Associations of Teacher Credibility and Teacher Affinity with Learning Outcomes in Health Classrooms
ERIC Educational Resources Information Center
Gray, DeLeon L.; Anderman, Eric M.; O'Connell, Ann A.
2011-01-01
In the present study (N = 633), we examine the role of teacher credibility and teacher affinity in classrooms. We explore the relations among these two characteristics and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across high school classrooms. Results marshaled support for the notion that teacher…
Teachers' goal orientations: Effects on classroom goal structures and emotions.
Wang, Hui; Hall, Nathan C; Goetz, Thomas; Frenzel, Anne C
2017-03-01
Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. Participants were 495 practising teachers from Canada (86% female, M = 42 years). Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures. © 2016 The British Psychological Society.
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Evertson, Carolyn M.; And Others
A summary is presented of the final report, "Effective Classroom Management and Instruction: An Exploration of Models." The final report presents a set of linked investigations of the effects of training teachers in effective classroom management practices in a series of school-based workshops. Four purposes were addressed by the study: (1) to…
ERIC Educational Resources Information Center
Erdogan, Mehmet; Kursun, Engin; Sisman, Gulcin Tan; Saltan, Fatih; Gok, Ali; Yildiz, Ismail
2010-01-01
The purpose of this study was to investigate classroom management and discipline problems that Information Technology teachers have faced, and to reveal underlying reasons and possible solutions of these problems by considering the views of parents, teachers, and administrator. This study was designed as qualitative study. Subjects of this study…
ERIC Educational Resources Information Center
Martinez-Maldonado, Roberto; Clayphan, Andrew; Yacef, Kalina; Kay, Judy
2015-01-01
The teacher has very important roles in the classroom, particularly as manager of most resources for learning activities and in providing timely feedback that can enhance learning. But teachers need to be aware of students' achievements and weaknesses to decide how to time feedback. We present MTFeedback, a system that harnesses the new…
ERIC Educational Resources Information Center
Flanagan, Maryclare E.
2009-01-01
This research sought to explore how emotional intelligence (EI) shapes the beliefs of pre-service teachers with respect to issues such as classroom management and student behavior. 101 pre-service teachers were recruited from undergraduate and graduate education courses at a private, mid-sized university. The Emotional Quotient Inventory (EQ-i),…
Dussault, Marc; Deaudelin, Colette; Brodeur, Monique
2004-06-01
The aim of the study was to investigate the relationship between teachers' instructional efficacy and their efficacy toward integration of technologies in the classroom. A sample of 309 French Canadian elementary school teachers volunteered and were administered a French Canadian version of the Teacher Efficacy Scale and Teachers' efficacy scale toward integration of technologies in the classroom. Analysis yielded, as expected, a positive and significant partial correlation between the two types of self-efficacy beliefs (.27 and .36).
Teacher practices as predictors of children's classroom social preference.
Mikami, Amori Yee; Griggs, Marissa Swaim; Reuland, Meg M; Gregory, Anne
2012-02-01
Students who do not get along with their peers are at elevated risk for academic disengagement and school failure. Research has predominantly focused on factors within such children that contribute to their peer problems. This study considers whether teacher practices also predict social preference for children in that classroom. Participants were 26 elementary school teachers and 490 students in their classrooms followed for one school year. Results suggested that teachers who favored the most academically talented students in the fall had classrooms where children had lower average social preference in the spring after statistical control of children's fall social preference and externalizing behavior problems. Teachers who demonstrated emotionally supportive relationships with students in the fall had classrooms where children had greater possibility of changing their social preference from fall to spring. Although children with high externalizing behaviors tended to experience declining social preference over the course of the school year, teachers' learner-centered practices attenuated this progression. However, teachers' favoring of the most academically talented accentuated the negative relation between externalizing behaviors and social preference. Implications for school psychology practitioners are discussed. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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Spiegel, Samuel A., Ed.; And Others
Action research is one of the more increasingly popular and innovative techniques for engaging teachers in shaping change in the classroom. The research in this monograph was conducted by teachers in classrooms in Florida and Georgia. Papers were selected from 65 action research papers written in fulfillment of one of the requirements of the…
The Effect of Classroom Walkthroughs on Middle School Teacher Motivation
ERIC Educational Resources Information Center
Dickenson, Karen Nadean
2016-01-01
The purpose of this pretest-posttest control group experimental study was to see the effect of classroom walkthroughs on middle school teacher motivation. The independent variable was; classroom walkthroughs and the four dependent variables were teachers' self-concept of the ability to affect student achievement, teachers' attitude toward the…
Enhancing Teacher Classroom Awareness through a Computerized Supervisory Feedback System.
ERIC Educational Resources Information Center
Didham, Cheryl K.
What teachers do in the classroom affects pupil learning. To shape patterns of interactions proactively, teachers must get useful feedback they can understand. Seeing objective data may encourage teachers to think more seriously about the ways their classroom behavior influences students and about how students' behavior reciprocally influences…
Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms
ERIC Educational Resources Information Center
Zhai, Junqing; Tan, Aik-Ling
2015-01-01
This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers…
An Evaluation of CHAMPS: A Classroom Management Program
ERIC Educational Resources Information Center
Minnear, Holly J.
2015-01-01
This dissertation was designed to examine the impact of Conversation, Help, Activity, Movement, Participation, Success (CHAMPS), a classroom management program in elementary schools in a district in North Carolina. The participants included principals and teachers who attended a 2-day training course and implemented the CHAMPS program at their…
ERIC Educational Resources Information Center
Dugas, Daryl
2016-01-01
This article presents a research project that challenges the skills-based approach to classroom management in teacher education, particularly in the domain of responding to student misbehaviors. In 90-minute narrative-based interviews, 16 first-year Chicago Public School (CPS) teachers were prompted for narratives of their experiences responding…
"Dropbox" Brings Course Management Back to Teachers
ERIC Educational Resources Information Center
Niles, Thaddeus M.
2013-01-01
Course management software (CMS) allows teachers to deliver content electronically and manage collaborative coursework, either blending with face-to-face interactions or as the core of an entirely virtual classroom environment. CMS often takes the form of an electronic storehouse of course materials with which students can interact, a virtual…
ERIC Educational Resources Information Center
Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Wang, Ze; Newcomer, Lori; King, Kathleen
2014-01-01
Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors…
Mainstream Classroom Teachers and ESL Students.
ERIC Educational Resources Information Center
Clair, Nancy
1995-01-01
This case study argues that teachers are ill-prepared to give English-as-a-Second-Language students the instruction they need for integration into mainstream classrooms, and advocates ongoing teacher study groups as a replacement for traditional one-shot workshops. (Contains 21 references.) (LR)
ERIC Educational Resources Information Center
MacSuga, Ashley S.; Simonsen, Brandi
2011-01-01
Many classroom teachers are faced with challenging student behaviors that impact their ability to facilitate learning in productive, safe environments. At the same time, high-stakes testing, increased emphasis on evidence-based instruction, data-based decision making, and response-to-intervention models have put heavy demands on teacher time and…
Lived-In Room: Classroom Space as Teacher
ERIC Educational Resources Information Center
Harouni, Houman
2013-01-01
This paper is a portrait of a public elementary school classroom in light of the relationships, history, and ideas that have formed its physical space. In describing Judy Richard's classroom, the author shows how a creative teacher's commitment to seeing her classroom as a living space inevitably brings her to overstep the narrow limits of the…
Rhoad-Drogalis, Anna; Justice, Laura M; Sawyer, Brook E; O'Connell, Ann A
2018-03-01
Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours. To examine the association between the quality of teacher-child relationships and teacher-rated classroom-learning behaviours of children with DLDs in both preschool and kindergarten. Longitudinal data were collected on 191 preschoolers (mean = 42.4 months of age, SD = 11.6 months) with DLDs in special education classrooms during preschool and in kindergarten. Teacher-child relationship quality was assessed in preschool, and children's classroom-learning behaviours were measured in preschool and kindergarten. Regression models were used to examine the relationship between teacher-child relationship quality and children's concurrent and future classroom-learning behaviours. Positive teacher-child relationship quality in preschool was associated with better classroom-learning behaviours in preschool and kindergarten for children with DLDs. Preschool teacher-child relationship quality characterized by low levels of conflict and high levels of closeness was associated with positive classroom-learning behaviours during preschool. Teacher-child conflict but not closeness was predictive of children's classroom-learning behaviours in kindergarten. These results suggest that the quality of the teacher-child relationship for children with DLDs during preschool is associated within their learning-related behaviours in the classroom both concurrently and in the subsequent year. Findings suggest that teacher-child relationships should be explored as a mechanism for improving the learning-related behaviours of children with DLDs. © 2017 Royal College of Speech and Language Therapists.
The Film as Visual Aided Learning Tool in Classroom Management Course
ERIC Educational Resources Information Center
Altinay Gazi, Zehra; Altinay Aksal, Fahriye
2011-01-01
This research aims to investigate the impact of the visual aided learning on pre-service teachers' co-construction of subject matter knowledge in teaching practice. The study revealed the examination of film as an active cognizing and learning tool in classroom management course within teacher education programme. Within the framework of action…
Tough Choices for Teachers: Ethical Challenges in Today's Schools and Classrooms
ERIC Educational Resources Information Center
Infantino, Robert; Wilke, Rebecca
2009-01-01
From lesson-planning to instructional practice to classroom management, teachers must make choices constantly and consistently. Sometimes these decisions are easy, but there are some decisions that are very difficult. Such delicate decisions often arise in the world of education and may be detrimental to one's career. Thoughtful decision-making…
ERIC Educational Resources Information Center
Krach, S. Kathleen; McCreery, Michael P.; Rimel, Hillary
2017-01-01
Many teachers report using behavioral management charts in their classrooms as a means of managing student behaviors, but little is known about exactly what behaviors teachers are charting, or specifically how. Misunderstanding over how real-world teachers maintain behavioral charts may cause miscommunication between the teacher and the school…
Classroom Management Idea Book. ICE No. M0088
ERIC Educational Resources Information Center
Peace Corps, 2008
2008-01-01
This book was written in response to feedback from volunteer teachers who feel that the time spent dealing with classroom management issues detracts from the time they spend actually teaching the content. Volunteers and staff members provided practical strategies for dealing with the most commonly reported challenges. Chapters include teaching in…
Second Language Assessment for Classroom Teachers
ERIC Educational Resources Information Center
Tran, Thu H.
2012-01-01
The vast majority of second language teachers feels confident about their instructional performance and does not usually have much difficulty with their teaching thanks to their professional training and accumulated classroom experience. Nonetheless, many second language teachers may not have received sufficient training in test development to…
Myth 13: The Regular Classroom Teacher Can "Go It Alone"
ERIC Educational Resources Information Center
Sisk, Dorothy
2009-01-01
With most gifted students being educated in a mainstream model of education, the prevailing myth that the regular classroom teacher can "go it alone" and the companion myth that the teacher can provide for the education of gifted students through differentiation are alive and well. In reality, the regular classroom teacher is too often concerned…
What if Teachers Learn in the Classroom?
ERIC Educational Resources Information Center
Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi
2016-01-01
This study focuses on exploring teacher learning in terms of teachers' professional agency embedded in the classroom. Teachers' sense of professional agency is related to perceiving instruction as a bidirectional process, use of students as a resource for professional learning and continuous reflection on teaching practices. Accordingly, the…
Introducing Future Teachers to Science Beyond the Classroom
NASA Astrophysics Data System (ADS)
Kisiel, James
2013-02-01
Informal science education institutions (ISEIs), such as museums, aquariums, and nature centers, offer more to teachers than just field trip destinations—they have the potential to provide ideas for pedagogy, as well as support deeper development of teachers' science knowledge. Although there is extensive literature related to teacher/museum interactions within the context of the school field trip, there is limited research that examines other ways that such institutions might support classroom teachers. A growing number of studies, however, examine how incorporating such ideas of connections of ISEIs to pre-service teacher education might improve teacher perceptions and awareness. Pre-service elementary teachers enrolled in a science methods class participated in a semester-long assignment which required participation in their choice of activities and events (workshops, field trips, family day activities) conducted at local ISEIs. Students generally saw this embedded assignment as beneficial, despite the additional out-of-class time required for completion. Comparison of pre-/post-class responses suggested that teachers shifted their perceptions of ISEIs as first and foremost as places for field trips or hands-on experiences, to institutions that can help teachers with classroom science instruction. Although basic awareness of the existence of such opportunities was frequently cited, teachers also recognized these sites as places that could enhance their teaching, either by providing materials/resources for the classroom or by helping them learn (content and pedagogy) as teachers. Implications for practice, including the role of ISEIs in teacher preparation and indication, are also discussed.
Teacher and Administrator Perceptions of Gender in the Classroom
ERIC Educational Resources Information Center
Morrissette, Victoria; Jesme, Shannon; Hunter, Cheryl
2018-01-01
Gendered stereotypes persist in American classrooms despite efforts to create equitable learning environments. Within this qualitative study, we examined both teachers' and administrators' perceptions of gender in the classroom and present the data of the continued gender bias among some educators in their own words. The data showed teachers and…
Use of Fitness Bands by Teachers in the Classroom
ERIC Educational Resources Information Center
Ertzberger, Jeff; Martin, Florence
2016-01-01
Wearable technologies are increasingly gaining attention. Gadgets such as Smartwatch, Fitband, Google Glass, and similar healthcare devices can be worn by the consumer and have several benefits in various contexts. This study examined teachers perception on fitness bands and if they have any benefits to classroom teachers. 28 classroom teachers…
Domitrovich, Celene E; Bradshaw, Catherine P; Berg, Juliette K; Pas, Elise T; Becker, Kimberly D; Musci, Rashelle; Embry, Dennis D; Ialongo, Nicholas
2016-04-01
A number of classroom-based interventions have been developed to improve social and behavioral outcomes for students, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students and therefore also serve as an important proximal outcome to examine. The current study draws upon data from a school-based randomized controlled trial testing the impact of two prevention programs. In one intervention condition, teachers were trained in the classroom behavior management program, PAX Good Behavior Game (PAX GBG). In a second intervention condition, teachers were trained to use an integrated program, referred to as PATHS to PAX, of the PAX GBG and a social and emotional learning curriculum called Promoting Alternative Thinking Strategies (PATHS©). This study aimed to determine whether both interventions positively impacted teachers, with a particular interest in the teachers' own beliefs and perceptions regarding self-efficacy, burnout, and social-emotional competence. The sample included 350 K-5 teachers across 27 schools (18 schools randomized to intervention, 9 to control). Multilevel latent growth curve analyses indicated that the PATHS to PAX condition generally demonstrated the most benefits to teachers, relative to both the control and PAX GBG conditions. These findings suggest that school-based preventive interventions can have a positive impact on teachers' beliefs and perceptions, particularly when the program includes a social-emotional component. Several possible mechanisms might account for the added benefit to teachers. Additional research is needed to better understand how these programs impact teachers, as well as students.
A Study of Classroom Inquiry and Reflection among Preservice Teachers Candidates
ERIC Educational Resources Information Center
Duquette, Cheryll; Dabrowski, Leah
2016-01-01
The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed…
Attitudes and Opinions of Classroom Teacher Candidates Regarding Multiculturalism
ERIC Educational Resources Information Center
Akar, Cuneyt; Ulu, Mustafa
2016-01-01
The purpose of this study is twofold. The first objective is to develop a valid and reliable measurement tool for measuring the attitudes and opinions of classroom teachers regarding multiculturalism. The second one is to study the classroom teachers' attitudes and opinions towards multiculturalism in terms of gender, socio-economic and devoutness…
Teachers' Commands and Their Role in Preschool Classrooms
ERIC Educational Resources Information Center
Bertsch, Kathy M.; Houlihan, Daniel; Lenz, Melissa A.; Patte, Christi A.
2009-01-01
Introduction: Many aspects of teacher competency have been previously examined, particularly a teacher's ability to give commands effectively. Teachers' instructions to students within the classroom, aid in the acquisition of both the students' academic and nonacademic skills. Teachers' commands promote verbal and social skills, and facilitate…
Authoritative Classroom Management: How Control and Nurturance Work Together
ERIC Educational Resources Information Center
Walker, Joan M. T.
2009-01-01
Despite broad recognition that teaching excellence requires meeting students' intellectual and social needs, teachers struggle to manage--and learning theory struggles to explain--the interplay between the academic and social dimensions of classroom life. Drawing from research on parenting and child development, the author offers parenting style…
ERIC Educational Resources Information Center
Tran, Van Dat
2015-01-01
This study reports students' perceptions of the classroom management techniques utilized in fourteen classrooms at eight junior high schools in one province in Vietnam. It examines data from 498 students in fifteen high schools in one district in Vietnam in grades 10 to 12 to identify how teachers' use of various management techniques, and the…
ERIC Educational Resources Information Center
Freeman, Carla; And Others
In order to understand how the database software or online database functioned in the overall curricula, the use of database management (DBMs) systems was studied at eight elementary and middle schools through classroom observation and interviews with teachers and administrators, librarians, and students. Three overall areas were addressed:…
ERIC Educational Resources Information Center
Owens, Julie Sarno; Coles, Erika K.; Evans, Steven W.; Himawan, Lina K.; Girio-Herrera, Erin; Holdaway, Alex S.; Zoromski, Allison K.; Schamberg, Terah; Schulte, Ann
2017-01-01
The goal of this pilot study was to evaluate the effectiveness of a multi-component consultation package in improving teachers' classroom management skills, particularly among teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs. Participants were 58 elementary school teachers (93% female; 50% Non-Hispanic…
ERIC Educational Resources Information Center
Marshak, David
This paper on multiage classrooms provides first steps toward a systemic understanding of the defining qualities of multiage classrooms and, from teachers' perspectives, the benefits of such classrooms for students, teachers, and parents. The multiage classroom movement in elementary schools is viewed as not just restructuring, but also as the…
The Challenging Pupil in the Classroom: Child Effects on Teachers
Houts, Renate M.; Caspi, Avshalom; Pianta, Robert C.; Arseneault, Louise; Moffitt, Terrie E.
2012-01-01
Teaching children requires effort and some children naturally require more effort than others. This study tests whether teacher effort devoted to individual children varies as a function of children’s personal characteristics. Using a nation-wide longitudinal study of twins followed between ages 5-12 years, we asked teachers about the effort they invested in each child enrolled in our study. We found that teacher effort was a function of heritable child characteristics; that children’s challenging behavior assessed at age 5 predicted teacher effort at age 12; and that challenging child behavior and teacher effort share common etiology in children’s genes. While child effects accounted for a significant proportion of variance in teacher effort, we also found variation that could not be attributed to children’s behavior. Treating children with challenging behavior and enhancing teachers’ skills in behavior management could increase the time and energy teachers have to deliver curriculum in their classrooms. PMID:21078897
Ethical Conflicts Experienced by Iranian EFL Teachers in the Classroom Context
ERIC Educational Resources Information Center
Alimorad, Zahra
2014-01-01
Recently, EFL teachers' ethical conflicts in the situated classroom context have got paramount importance. This paper presents findings from an empirical study of ethical conflicts Iranian EFL teachers encounter while engaged in classroom assessment. Critical incidents generated by 49 practicing teachers revealed that a majority of reported…
Reddy, Linda A; Fabiano, Gregory A; Dudek, Christopher M; Hsu, Louis
2013-12-01
This investigation examined 317 general education kindergarten through fifth-grade teachers' use of instructional and behavioral management strategies as measured by the Classroom Strategy Scale (CSS)-Observer Form, a multidimensional tool for assessing classroom practices. The CSS generates frequency of strategy use and discrepancy scores reflecting the difference between recommended and actual frequencies of strategy use. Hierarchical linear models (HLMs) suggested that teachers' grade-level assignment was related to their frequency of using instructional and behavioral management strategies: Lower grade teachers utilized more clear 1 to 2 step commands, praise statements, and behavioral corrective feedback strategies than upper grade teachers, whereas upper grade teachers utilized more academic monitoring and feedback strategies, content/concept summaries, student focused learning and engagement, and student thinking strategies than lower grade teachers. Except for the use of praise statements, teachers' usage of instructional and behavioral management strategies was not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. HLMs suggested that teachers' grade level was related to their discrepancy scores of some instructional and behavioral management strategies: Upper grade teachers had higher discrepancy scores in academic performance feedback, behavioral feedback, and praise than lower grade teachers. Teachers' discrepancy scores of instructional and behavioral management strategies were not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. Implications of results for school psychology practice are outlined. © 2013.
Beyond Classroom Walls: Developing Innovative Work Roles for Teachers
ERIC Educational Resources Information Center
Kowal, Julie; Brinson, Dana
2011-01-01
The teaching profession has long been structured around full-time classroom responsibilities that are defined by the location, timing, and schedule of the school day and a ubiquitous one-teacher-per-classroom model. In most districts, the only option for highly successful teachers to advance in the profession or serve more students is to leave the…
Principles of Classroom Management: A Professional Decision-Making Model, 7th Edition
ERIC Educational Resources Information Center
Levin, James; Nolan, James F.
2014-01-01
This text takes a decision-making model approach to classroom management. It provides teachers with a very practical system to influence students to choose to behave productively and to strive for academic success. This widely used text presents an array of decision-making options that guide teachers in developing positive, pro-social classroom…
Elementary Classroom Management. A Handbook of Excellence in Teaching.
ERIC Educational Resources Information Center
Charles, C. M.
Described as differing from most books about teaching, this handbook deals with what teachers identify as their greatest concerns. These concerns are uniformly matters of classroom management (such as discipline, time, pressure, effectiveness, and working with parents). The first chapter of the handbook, which provides an overview of classroom…
Classroom Management and the Middle School Philosophy. Fastback 500.
ERIC Educational Resources Information Center
Dougherty, John W.
This document explores how teachers can connect the instructional and interpersonal approaches embedded in middle-school philosophy to effective classroom management. It describes the current mismatch between middle-school philosophy and practice and how the creation of middle-school grades introduced a volatile mismatch between a school's…
ERIC Educational Resources Information Center
Rogers, William A.
This book explores the relationship between effective teaching, behavior management, discipline, and colleague support. After an introduction, "I Never Thought I'd Become a Teacher," eight chapters include: (1) "The Dynamics of Classroom Behavior" (how student and teacher behavior affect each other, and control for the purpose…
A Closer Look at Teacher-Child Relationships and Classroom Emotional Context in Preschool
ERIC Educational Resources Information Center
Lippard, Christine N.; La Paro, Karen M.; Rouse, Heather L.; Crosby, Danielle A.
2018-01-01
Background: Children's early classroom experiences, particularly their interpersonal interactions with teachers, have implications for their academic achievement and classroom behavior. Teacher-child relationships and classroom interactions are both important aspects of children's early classroom experiences, but they are not typically considered…
Teachers, Classroom Controversy, and the Media
ERIC Educational Resources Information Center
Faulconer, Tracy; Freeman, Ayesha Coning
2005-01-01
This article discusses the relationship between teachers, classroom controversy and the media. It also features the story of Ayesha, who coincidentally is one of the authors of this article. Ayesha's story is a social studies teacher's bad dream featuring one of her worst fears: (1) public criticism; and (2) controversy over something that has…
Classroom Noise and Teachers' Voice Production
ERIC Educational Resources Information Center
Rantala, Leena M.; Hakala, Suvi; Holmqvist, Sofia; Sala, Eeva
2015-01-01
Purpose: The aim of this study was to research the associations between noise (ambient and activity noise) and objective metrics of teachers' voices in real working environments (i.e., classrooms). Method: Thirty-two female and 8 male teachers from 14 elementary schools were randomly selected for the study. Ambient noise was measured during breaks…
Leflot, Geertje; van Lier, Pol A C; Onghena, Patrick; Colpin, Hilde
2010-08-01
The role of teacher behavior management for children's disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children's on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children's increase in on-task behavior and decrease in talking-out behavior. These improved children's classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers' classroom management strategies in improving children's classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development.
Performance-based classrooms: A case study of two elementary teachers of mathematics and science
NASA Astrophysics Data System (ADS)
Jones, Kenneth W.
This case study depicts how two elementary teachers develop classrooms devoted to performance-based instruction in mathematics and science. The purpose is to develop empirical evidence of classroom practices that leads to a conceptual framework about the nature of performance-based instruction. Performance-based assessment and instruction are defined from the literature to entail involving students in tasks that are complex and engaging, requiring them to apply knowledge and skills in authentic contexts. In elementary mathematics and science, such an approach emphasizes problem solving, exploration, inquiry, and reasoning. The body of the work examines teacher beliefs, curricular orientations, instructional strategies, assessment approaches, management and organizational skills, and interpersonal relationships. The focus throughout is on those aspects that foster student performance in elementary mathematics and science. The resulting framework describes five characteristics that contribute to performance-based classrooms: a caring classroom community, a connectionist learning theory, a thinking and doing curriculum, diverse opportunities for learning, and ongoing assessment, feedback, and adjustment. The conclusion analyzes factors external to the classroom that support or constrain the development of performance-based classrooms and discusses the implications for educational policy and further research.
Teaching With(out) Technology: Secondary English Teachers and Classroom Technology Use
ERIC Educational Resources Information Center
Flanagan, Sara; Shoffner, Melanie
2013-01-01
Technology plays an integral role in the English Language Arts (ELA) classroom today, yet teachers and teacher educators continue to develop understandings of how technology influences pedagogy. This qualitative study explored how and why two ELA teachers used different technologies in the secondary English classroom to plan for and deliver…
Secondary Pre-Service Teachers' Perceptions of an Ideal Classroom Environment
ERIC Educational Resources Information Center
Bartelheim, Frederick J.; Conn, Daniel R.
2014-01-01
The classroom environment can impact students' motivation and engagement, and can influence students' academic learning. In some cases, pre-service teachers' influence on the classroom environment may not always be conducive for student learning. This exploratory study investigated pre-service teachers' perceptions of an ideal classroom…
Using Performance Assessments To Measure Teachers' Competence in Classroom Assessment.
ERIC Educational Resources Information Center
O'Sullivan, Rita G.; Johnson, Robert L.
The development and pilot testing of a set of performance assessments to determine classroom teachers' measurement competencies in areas covered by "Standards for Teacher Competence in Educational Assessment of Students" (1990) are described. How the use of performance assessments in a graduate-level classroom-assessment course can…
NASA Astrophysics Data System (ADS)
Savasci, Funda; Berlin, Donna F.
2012-02-01
Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.
ERIC Educational Resources Information Center
Sampson, Victor
2004-01-01
With the publication of the National Science Education Standards and the Benchmarks for Science Literacy, people now have a thorough idea of what an inquiry-based teacher is, and what he or she needs to do within a classroom in order to be successful. However, one major barrier in learning how to become an effective inquiry-based science teacher…
Classroom Connections: A Sourcebook for Teaching Stress Management and Fostering Self-Esteem.
ERIC Educational Resources Information Center
Schuster, Sandy
This book contains teacher instructions and a set of reproducible activity sheets concerned with self-esteem and stress management designed for teachers to use in the classroom. Included are activities for students at all grade levels, kindergarten through grade 12. The expressed purposes of the book are to: (1) explain in simple terms the nature…
Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms
ERIC Educational Resources Information Center
Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John
2014-01-01
Research Findings: The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were…
ERIC Educational Resources Information Center
Savasci, Funda; Berlin, Donna F.
2012-01-01
Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and…
ERIC Educational Resources Information Center
Burgoyne, Ursula; Hull, Oksana
2007-01-01
This document presents the methodology and literature review for the research report "Classroom Management Strategies to Address the Needs of Sudanese Refugee Learners" (ED499673), which examined the extent to which English language, literacy and numeracy teachers used classroom management strategies to meet the needs of adult Sudanese…
Preliminary Effects of the Incredible Years Teacher Training Program on Classroom Management Skills
ERIC Educational Resources Information Center
Murray, Desiree W.; Murr, Natalie; Rabiner, David L.
2012-01-01
The overall purpose of this IES-funded Goal 3 study, now entering its third year, is to evaluate the efficacy of Incredible Years Teacher program (IYT) for improving K-2 students' academic achievement, attention, and social-emotional competence. The authors will also examine the extent to which classroom behavior mediates the relationship between…
ERIC Educational Resources Information Center
Haslam, Robert H. A., Ed.; Valletutti, Peter J., Ed.
2016-01-01
Now in its fifth edition, this outstanding resource for teachers and school professionals has been retitled "Medical and Psychosocial Problems in the Classroom" to more accurately reflect what teachers encounter during the course of their careers. Each chapter highlights the important role teachers play when interacting with health-care…
Messan Setodji, Claude; Le, Vi-Nhuan; Schaack, Diana
2012-01-01
Child care studies that have examined links between teachers' qualifications and children's outcomes often ignore teachers’ and children’s transitions between classrooms at a center throughout the day and only take into account head teacher qualifications. The objective of this investigation was to examine these traditional assumptions and to compare inferences made from these traditional models to methods accounting for transitions between classrooms and multiple teachers in a classroom. The study examined the receptive language, letter-word identification, and passage comprehension skills of 307 children enrolled in 49 community-based childcare centers serving primarily low-income families in Colorado. Results suggest that nearly one-third of children and over 80% of teachers moved daily between classrooms. Findings also reveal that failure to account for daily transitions between classrooms can affect interpretations of the relationship between teacher qualifications and child outcomes, with the model accounting for movement providing significant improvements in model fit and inference. PMID:22389546
The Case for Individualizing Behavior Management Approaches in Inclusive Classrooms
ERIC Educational Resources Information Center
Grossman, Herbert
2005-01-01
In today's heterogeneous classrooms, one-method-fits-all-students behavior management approaches are ineffective and often harmful. To succeed with all of their students, teachers should determine whether students have emotional disorders, conduct/behavior disorders, robust male-typical behavior patterns, culturally influenced behavior, learning…
Teachers' Views on the Impact of Classroom Management on Student Responsibility
ERIC Educational Resources Information Center
Roache, Joel; Lewis, Ramon
2011-01-01
This article examines teachers' views of their management styles, classified as either "coercive" or "relationship"-based, for 145 primary and 363 secondary school teachers in Victoria, Australia. It finds that management that combines punishment with aggressive and hostile behaviour can exacerbate misbehaviour and increase…
BIOINFORMATICS IN THE K-8 CLASSROOM: DESIGNING INNOVATIVE ACTIVITIES FOR TEACHER IMPLEMENTATION
Shuster, Michele; Claussen, Kira; Locke, Melly; Glazewski, Krista
2016-01-01
At the intersection of biology and computer science is the growing field of bioinformatics—the analysis of complex datasets of biological relevance. Despite the increasing importance of bioinformatics and associated practical applications, these are not standard topics in elementary and middle school classrooms. We report on a pilot project and its evolution to support implementation of bioinformatics-based activities in elementary and middle school classrooms. Specifically, we ultimately designed a multi-day summer teacher professional development workshop, in which teachers design innovative classroom activities. By focusing on teachers, our design leverages enhanced teacher knowledge and confidence to integrate innovative instructional materials into K-8 classrooms and contributes to capacity building in STEM instruction. PMID:27429860
Scholar Dollars: Their Use in Classroom Management.
ERIC Educational Resources Information Center
Deery, Ruth
Suggestions and background information to help teachers use classroom currency to influence students' behavior and academic efforts are provided. There are five parts to the publication. Part 1 discusses the many uses of classroom currency in teaching economics content, for motivation, and in discipline. For example, if teachers find that…
Democratic Classroom Management in Higher Education: A Qualitative Study
ERIC Educational Resources Information Center
Sentürk, Ilknur; Oyman, Nidan
2014-01-01
The purpose of this study is to determine teacher candidates' awareness of the concept of democracy, how they describe this concept, how their perceptions relate to the democratic classroom management process in the faculty of education, and their opinions about the qualifications of faculty members. This research is a descriptive study. This…
ERIC Educational Resources Information Center
Peter, Val J.; Connolly, Theresa; Dowd, Tom; Criste, Andrea; Nelson, Cathy; Tobias, Lisa
The Boys Town Model of Education is located within the historical context of Catholic parochial education. Classroom management includes all the things teachers must do to foster student involvement and cooperation in classroom activities, not just reactions to problem behaviors. This program is designed to help teachers motivate and encourage…
Simulating Variation in Order to Learn Classroom Management
ERIC Educational Resources Information Center
Ragnemalm, Eva L.; Samuelsson, Marcus
2016-01-01
Classroom management is an important part of learning to be a teacher. The variation theory of learning provides the insight that it is important to vary the critical aspects of any task or subject that is to be learned. Simulation technology is useful in order to provide a controlled environment for that variation, and text as a medium gives the…
NASA Astrophysics Data System (ADS)
Yamashita, Mika Yoder
2011-12-01
This study examined how a total of eight math and science elementary school teachers changed their classroom instruction in response to high stakes and low stakes testing in one school district. The district introduced new assessment in the school year of 2005--06 to meet the requirement set forth by the No Child Left Behind Act (NCLB)---that the assessment should be aligned with the state academic standards. I conducted interviews with teachers and school administrators at two elementary schools, district officials, and a representative of a non-profit organization during the school year 2007--08 to examine how the new assessment introduced in 2005--06 had shaped classroom instruction. Concepts from New Institutional Theory and cognitive approaches to policy implementation guided the design of this study. This study focused on how materials and activities associated with high stakes testing promoted ideas about good instruction, and how these ideas were carried to teachers. The study examined how teachers received messages about instruction and how they responded to the messages. The study found that high stakes testing influenced teachers' classroom instruction more than low stakes testing; however, the instructional changes teachers made in response to state testing was at the content level. The teachers' instructional strategies did not change. The teachers' instructional changes varied with the degree of implementation of existing math curriculum and with the degree of support they received in understanding the meaning of assessment results. The study concluded that, among the six teachers I studied, high stakes testing was not a sufficient intervention for changing teachers' instructional strategies. The study also addressed the challenges of aligning instructional messages across assessment, standards, and curriculum.
ERIC Educational Resources Information Center
Kim, Sungho; Hand, Brian
2015-01-01
This multiple case study investigated how six elementary teachers' argumentation discourse patterns related to students' discussions in the science classroom. Four categories of classroom characteristics emerged through the analysis of the teachers' transcripts and recorded class periods: "Structure of teacher and student argumentation,"…
Seeing Eye to Eye: Predicting Teacher-Student Agreement on Classroom Social Networks
ERIC Educational Resources Information Center
Neal, Jennifer Watling; Cappella, Elise; Wagner, Caroline; Atkins, Marc S.
2011-01-01
This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students' classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N = 33) and students (N = 669) in 33 classrooms across five…
ERIC Educational Resources Information Center
Lambert, Richard G.; McCarthy, Christopher; O'Donnell, Megan; Wang, Chuang
2009-01-01
The Classroom Appraisal of Resources and Demands (CARD, elementary version) was used to investigate teacher stress among a sample of elementary teachers (n = 521). The CARD measures teacher stress by examining the subjective experience of both classroom demands and resources provided by the school, and thereby attempts to capture the situationally…
ERIC Educational Resources Information Center
Mmasa, Mussa; Anney, Vicent Naano
2016-01-01
The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the…
Impact of a Classroom Behavior Management Intervention on Teacher Risk Ratings for Student Behavior
ERIC Educational Resources Information Center
Hansen, William B.; Bishop, Dana C.; Jackson-Newsom, Julia
2010-01-01
Classroom behavior management interventions have been used successfully with drug prevention programs to prevent subsequent antisocial behavior and substance use among youth. This article presents results from implementation of the All Stars Challenge, a classroom-based behavior management component to a drug prevention program for fifth graders.…
Question Asking in the Science Classroom: Teacher Attitudes and Practices
ERIC Educational Resources Information Center
Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana
2014-01-01
Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the…
NASA Astrophysics Data System (ADS)
Goodale, T. A.
2016-02-01
Overview This paper presentation shares findings from a granted funded project that sought to expand teacher content knowledge and pedagogy within the fields of marine science and coastal resource management through the implementation of classroom citizen science projects. A secondary goal was to increase middle and high school student interest and participation in marine science and natural resources research. Background A local science & engineering fair has seen a rapid decline in secondary student participants in the past four years. Research has demonstrated that when students are a part of a system of knowledge production (citizen science) they become much more aware, involved and conscious of scientific concepts compared to traditional school laboratory and nature of science activities. This project's primary objectives were to: (a) enhance teacher content expertise in marine science, (b) enrich teacher professional learning, (c) support citizen science classroom projects and inspire student activism and marine science engagement. Methods Project goals were addressed through classroom and meaningful outdoor educational experiences that put content knowledge into field based practices. Teachers learned to apply thier expanded content knowlege through classroom citizen science projects that focus on marine resource conservation issues such as fisheries management, water quality, turtle nesting and biodiversity of coastal ecosystems. These projects would eventually become potential topics of citizen science research topics for their students to pursue. Upon completion of their professional development, participants were urged to establish student Marine Science clubs with the goal of mentoring student submissions into the local science fair. Supplemental awards were possible for the students of project participants. Findings Based on project measures participants significantly increased their knowledge and awareness of presented material marine science and
ERIC Educational Resources Information Center
Khatib, Mohammad; Miri, Mowla
2016-01-01
Transmission-based language classrooms have been mostly dominated by teachers' authority, as reflected in IRF (Teacher Initiation, Student Response, Teacher Follow up/Feedback) architecture of their discourses. By contrast, Critical Pedagogy (CP) has been after fostering multivocality in and out of classroom borders. Which qualities of teacher…
ERIC Educational Resources Information Center
Chen, Ya-Mei
This study analyzed how Taiwanese kindergarten teachers evaluated events of various classroom management skills used by early childhood student teachers in group activities. The kindergarten teachers evaluated effectiveness, appropriateness, frequency of practicing similar skills themselves, and the need to modify any of the above. A questionnaire…
Case Study Analysis in the Classroom: Becoming a Reflective Teacher
ERIC Educational Resources Information Center
Campoy, Renee W.
2004-01-01
Stories of students in need, or of teachers who are struggling, draw readers into the process of solving classroom problems in a manner that traditional textbook formats are unable to match. Presented in an engaging and stimulating manner, this book provides beginning teachers a variety of typical classroom problems to analyze and solve. Solving…
A Stress Management Classroom Tool for Teachers of Children with BD.
ERIC Educational Resources Information Center
Jackson, James T.; Owens, James L.
1999-01-01
This article discusses how stress may affect the lives of children with behavior disorders, provides educators with a model for introducing stress management techniques, and closes with strategies for managing stress in the classroom, including listening to relaxing music, manipulating the environment, and providing a morning physical education…
ERIC Educational Resources Information Center
Steinberg, Matthew P.; Garrett, Rachel
2016-01-01
As states and districts implement more rigorous teacher evaluation systems, measures of teacher performance are increasingly being used to support instruction and inform retention decisions. Classroom observations take a central role in these systems, accounting for the majority of teacher ratings upon which accountability decisions are based.…
Comparison of voice-use profiles between elementary classroom and music teachers.
Morrow, Sharon L; Connor, Nadine P
2011-05-01
Among teachers, music teachers are roughly four times more likely than classroom teachers to develop voice-related problems. Although it has been established that music teachers use their voices at high intensities and durations in the course of their workday, voice-use profiles concerning the amount and intensity of vocal use and vocal load have neither been quantified nor has vocal load for music teachers been compared with classroom teachers using these same voice-use parameters. In this study, total phonation time, fundamental frequency (F₀), and vocal intensity (dB SPL [sound pressure level]) were measured or estimated directly using a KayPENTAX Ambulatory Phonation Monitor (KayPENTAX, Lincoln Park, NJ). Vocal load was calculated as cycle and distance dose, as defined by Švec et al (2003), which integrates total phonation time, F₀, and vocal intensity. Twelve participants (n = 7 elementary music teachers and n = 5 elementary classroom teachers) were monitored during five full teaching days of one workweek to determine average vocal load for these two groups of teachers. Statistically significant differences in all measures were found between the two groups (P < 0.05) with large effect sizes for all parameters. These results suggest that typical vocal loads for music teachers are substantially higher than those experienced by classroom teachers (P < 0.01). This study suggests that reducing vocal load may have immediate clinical and educational benefits in vocal health in music teachers. Copyright © 2011 The Voice Foundation. Published by Mosby, Inc. All rights reserved.
ERIC Educational Resources Information Center
Ring, Candi Lynn
2016-01-01
Within the scientific literature there has been no examination of teacher preparation regarding classroom and behavior management skills comparing educators who obtained traditional teacher certification through a university-based education program and those who obtained alternative certification. Consequently, the goal of this study was to assess…
Teaching Migrant Students: The Voices of Classroom Teachers.
ERIC Educational Resources Information Center
Romanowski, Michael H.
2001-01-01
A study examining migrant students' needs and the teacher's role interviewed seven teachers at a rural Ohio summer migrant education program. Findings focus on the need for teachers to learn and understand migrant culture, integrate it into activities and daily interactions in the classroom, and be willing to reflect on stereotypes and personal…
Scientist-teacher interactions: Catalysts for developing transformational classrooms
NASA Astrophysics Data System (ADS)
McCarty, Robbie Von
Professional development leading to standards-based teaching practices in U.S. schools is a remarkably subtle and lengthy process. Research indicates that there are many effective tools for teaching through inquiry available to teachers (Lawson, Abraham, & Renner, 1989), but also that teachers continue to present traditional positivistic views of science (Hashweh, 1985; Maor & Taylor, 1995; Zucker, Young, & Luczak, 1996) and appear to view constructivism as a "method" of teaching rather than a way of thinking about learning (Tobin, Tippins, & Gallard, 1984). Teachers are expected to create enriched environments where students can develop the thinking skills of scientists (Roth & Roychoudhury, 1993) but the majority of teachers have never experienced such environments; the involvement of scientists in science education is encouraged by the NRC, AAAS, and NSTA. Teachers and students are expected to act as coresearchers, where negotiation, debate, consensus, and reflection are key. It is believed that scientist and teachers interacting as co-researchers could assist teachers in developing attitudes of freedom in exploration: the essence of science and a mindset that constructivism is a referent, or tool for critical reflection (Tobin, Tippins & Gallard, 1994). This study seeks to identify aspects of scientist-teacher interactions in the field that could serve as catalysts for developing transformational classrooms. Multiple data sources were collected for this study: audiotapes and transcripts of laboratory interactions and informal interviews, written narratives from applications and funding documents, field notes, and personal communications. Data were simultaneously collected, analyzed and coded as a perpetual review of the literature was conducted as in the grounded theory methodology defined by Glaser (1967) and later by Strauss & Corbin (1990). Findings indicate all four teachers valued field experiences in personal ways, developed new understandings of
Teachers' Epistemic Cognition in Classroom Assessment
ERIC Educational Resources Information Center
Fives, Helenrose; Barnes, Nicole; Buehl, Michelle M.; Mascadri, Julia; Ziegler, Nathan
2017-01-01
Epistemic cognition represents aspects of teachers' thinking focused on issues related to knowledge, which may have particular relevance for classroom assessment practices given that teachers must discern what their students know and then use this information to inform instruction. We present a model of epistemic cognition in teaching with a focus…
Using Video to Support Teachers' Ability to Notice Classroom Interactions
ERIC Educational Resources Information Center
Sherin, Miriam; van Es, Elizabeth
2005-01-01
This paper examines how video can be used to help pre-service and in-service teachers learn to notice what is happening in their classrooms. Data from two related studies are presented. In the first study, middle-school mathematics teachers met monthly in a video club in which they shared and discussed excerpts of videos from their classrooms. In…
ERIC Educational Resources Information Center
Burke, Kay
This booklet provides proactive guidelines to help teachers manage the classroom environment. The tips explain how to establish procedures and create rules for behavior that will enable teachers to clarify their expectations for the students and reduce the number of classroom incidents that interfere with instruction. The guidelines are intended…
ERIC Educational Resources Information Center
Brown, Dave F.
2004-01-01
Thirteen urban educators teaching from 1st through 12th grade selected from 7 cities across the United States were interviewed in this qualitative research study to determine if the classroom management strategies they use reflect the research on culturally responsive teaching. Participants revealed using several management strategies that reflect…
Laboratory Management for Cosmetology Instruction: A Management Guide for Teachers.
ERIC Educational Resources Information Center
Virginia Polytechnic Inst. and State Univ., Blacksburg. Div. of Vocational-Technical Education.
A collection of materials to aid cosmetology teachers in organizing and managing laboratory/classrooms is presented in the document. The materials may be adapted for use in a variety of situations and have been compiled by a group of cosmetology instructors. Materials are presented in two ways, with the first providing a discussion of topics which…
Classroom Management and the Librarian
ERIC Educational Resources Information Center
Blackburn, Heidi; Hays, Lauren
2014-01-01
As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions…
The Role of NLP in Teachers' Classroom Discourse
ERIC Educational Resources Information Center
Millrood, Radislav
2004-01-01
Neuro-linguistic programming (NLP) is an approach to language teaching which is claimed to help achieve excellence in learner performance. Yet there is little evidence of the impact that NLP techniques in teachers' discourse can have on learners. The article draws on workshops with teachers where classroom simulations were used to raise teachers'…
Using Interactive Video to Develop Preservice Teachers' Classroom Awareness
ERIC Educational Resources Information Center
Fadde, Peter; Sullivan, Patricia
2013-01-01
This study investigates the use of interactive video in teacher education as a way of laying the cognitive groundwork for developing teacher self-reflection. Two interactive video approaches were designed to help early preservice teachers (novices) align what they observed in classroom teaching videos of other preservice teachers with what…
The ECCO Logo Project: Materials for Classroom Teachers and Teacher Trainers.
ERIC Educational Resources Information Center
Tempel, Michael; And Others
In the fall of 1985, the Educational Computer Consortium of Ohio (ECCO) presented an extensive series of workshops on Logo. The workshops were divided into two categories: those for teacher-trainers and those for classroom teachers. This booklet presents materials developed by a core of five participants in the workshops for trainers using Logo…
Designing Classrooms that Work: Teacher Training Guide.
ERIC Educational Resources Information Center
Ramsey, Kimberly; Stasz, Cathleen; Ormseth, Tor; Eden, Rick; Co, Jennifer
This document is a guide for teachers and trainers participating in the initial experimental offering of a 6-week minisabbatical, Designing Classrooms that Work (CTW). The minisabbatical is designed to help teachers learn how to make the kinds of curricular and pedagogical changes implied by reforms to integrate vocational and academic education…
Natural Sciences Teachers' Skills of Managing the Constructivist Learning Environment
ERIC Educational Resources Information Center
Can, Sendil; Kaymakçi, Güliz
2015-01-01
The quality of education and instruction is related to effective execution of educational and instructional activities and efficiency of these activities is related to how the class is managed. Considered to be the manager of the classroom processes and program, teachers are expected to effectively direct and manage various material and human…
ERIC Educational Resources Information Center
Bulut Ozsezer, M. Spencer; Iflazoglu Saban, Ayten
2016-01-01
Problem Statement: A revision of literature shows that there are studies focusing on student and teacher perceptions of classroom atmosphere; however, no research has been found to be related to teacher candidates' perspectives on their behaviors in terms of positive classroom atmosphere. As teacher candidates are the main subject and the future…
Classroom Management and Students' Perceptions of Classroom Climate
ERIC Educational Resources Information Center
Ratzburg, Susan A.
2010-01-01
The impact of classroom management and the impact of classroom climate on student academic achievement has been independently documented by scholars. Less is currently know regarding the relationship linking classroom management and climate. Therefore, the purpose of this quasi experimental study was to explore the influence of classroom…
ERIC Educational Resources Information Center
Abulibdeh, Enas S.
2013-01-01
The demand of responsibilities among teachers has evolved not only in classroom management but also to the extent of promoting communication and interpersonal skills. Social media is integrated in schools and higher learning institutions for communication and reflection of learning which enhance teachers' performance in leadership quality and…
Teacher Pupil Control Ideology and Behavior as Predictors of Classroom Robustness.
ERIC Educational Resources Information Center
Estep, Linda E.; And Others
1980-01-01
It was hypothesized that confrontations between a strict teacher and misbehaving students would add drama and robustness to the classroom. In 88 secondary classrooms, robustness and teacher's control ideology and behavior were measured. The hypothesis was rejected; humanistic control behavior related to high robustness. A companion elementary…
ERIC Educational Resources Information Center
Hummel, Hans; Geerts, Walter; Slootmaker, Aad; Kuipers, Derek; Westera, Wim
2015-01-01
Serious games are seen to hold potential to facilitate workplace learning in a more dynamic and flexible way. This article describes an empirical study into the feasibility of an online collaboration game that facilitates teachers-in-training to deal with classroom management dilemmas. A script to support these students in carrying out such…
English Teachers Classroom Assessment Practices
ERIC Educational Resources Information Center
Saefurrohman; Balinas, Elvira S.
2016-01-01
The new language assessment policies in the Philippines and in Indonesia have impact on English teachers' assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high…
Evaluation of Classroom Teachers' Opinions about In-Service Training (The Case of Mugla)
ERIC Educational Resources Information Center
Aykaç, Necdet; Yildirim, Kasim
2017-01-01
The current study aimed to evaluate the classroom teachers' opinions about in-service training process. Thus, the current study was designed as a descriptive case study. A total of 28 classroom teachers constituted the sample group of the research. The research process was carried out on the classroom teachers working in state elementary schools…
Teaching the Teachers: Peer Observations in Elementary Classrooms
ERIC Educational Resources Information Center
Schenk, Matthew D.
2016-01-01
The United States is facing an unprecedented teacher shortage. With many studies estimating that 17-33% of teachers leave the profession within their first five years of starting a career, something needs to change to keep new teachers in the classroom. This study evaluates the effectiveness of peer observation as a learning tool to supplement the…
Problems with Coursebooks in EFL Classrooms: Prospective Teachers' Opinions
ERIC Educational Resources Information Center
Arikan, Arda
2009-01-01
In today's classrooms, coursebooks remain as the major instructional instrument and resource and effectiveness and quality of coursebooks must be studied in their actual classroom use. In this study, opinions of future teachers of English are collected and analyzed to shed light on what happens in Turkish EFL classrooms in regards to the use of…
Chemistry Teachers' Journey through Modeling Instruction: From Workshop to Classroom
NASA Astrophysics Data System (ADS)
Frick, Tasha
This presentation will feature case study research that describes the difficulties that four high school chemistry teachers faced while implementing Modeling Instruction into their classrooms. Modeling Instruction is characterized by the development of understanding through cooperative inquiry and collective discourse on a path from concrete to abstract. The complications in transforming a classroom from traditional teacher centered methods to one which focuses on the use of student-centered Modeling Instruction will be thoroughly investigated through the stories of each of the participants. The study begins with observations of the teachers prior to the introduction of Modeling Instruction and follows them into the professional development in the summer, the initial use in the fall term, a follow-up workshop, and finally back into the classrooms. The enlightening findings highlight the difficulties teachers had in aligning the standards, and developing a scope and sequence, as well as reconciling their beliefs about student ability.
Fostering Classroom Communities through Circling with Teacher Candidates
ERIC Educational Resources Information Center
Bouchard, Karen L.; Hollweck, Trista; Smith, J. David
2016-01-01
Classroom circles have been recognized as a valuable pedagogical approach to develop students' social-emotional learning and to establish a sense of community within a classroom. Until recently, there has been little consideration that teachers, themselves, may benefit from circling experiences. To garner a deeper understanding of circling for…
Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise
ERIC Educational Resources Information Center
Simonsen, Brandi; Myers, Diane; DeLuca, Carla
2010-01-01
Classroom management skills are critical for teachers. Yet teachers receive little training in classroom management, and empirical research on teacher training in classroom management is lacking. This study was conducted to investigate the effects of explicit training and performance feedback on teachers' implementation of three classroom…
Wilson, H Kent; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Drewel, Emily; Riklin, Eric; Saul, Southey; Fricchione, Gregory L; Benson, Herbert; Denninger, John W
2015-01-01
Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P < .007), the study found that students experienced a significant reduction (P < .001) in measures of state-level anxiety on the STAI from pre- to postintervention. The study also found an increase in the use of stress management behaviors at that point. Using a Bonferroni correction (P < .007), the study found that students had significantly less perceived stress (P
Cadima, Joana; Verschueren, Karine; Leal, Teresa; Guedes, Carolina
2016-01-01
This study examined the quality of the classroom climate and dyadic teacher-child relationships as predictors of self-regulation in a sample of socially disadvantaged preschool children (N = 206; 52 % boys). Children's self-regulation was observed in preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher-child relationships. Results from multilevel analyses revealed that teacher-child closeness predicted improvements in observed self-regulation skills. Children showed larger gains in self-regulation when they experienced closer teacher-child relationships. Moreover, a moderating effect between classroom instructional quality and observed self-regulation was found such that children with low initial self-regulation skills benefit the most from classrooms with higher classroom quality. Findings have implications for understanding the role of classroom social processes on the development of self-regulation.
Primary Teachers' beliefs about Scientific Creativity in the Classroom Context
NASA Astrophysics Data System (ADS)
Liu, Shu-Chiu; Lin, Huann-shyang
2014-07-01
While a number of studies have investigated people's perceptions or conceptions of creativity, there is a lack of studies looking into science teachers' views. The study aimed to explore the meanings of scientific creativity in the classroom context as perceived by a selective group of upper primary (Grades 3-6; student ages 8-12) science teachers (n = 16) in Taiwan. Using a self-report, open-ended questionnaire and follow-up interviews, the participants responded to questions as to (1) what quality, behaviours and abilities characterise a creative learner in their science classrooms, (2) what a science classroom should be like if it is to facilitate scientific creativity, and (3) whether and what particular elements of the inquiry approach are incorporated in such a classroom. The analyses revealed that the teachers captured the central features of creativity and proposed diverse ideas about how to foster creativity in school science, but seemed to overlook some aspects, such as convergent thinking, problem-finding, and linking the arts and science. These missing features are regarded as important for scientific creativity in contemporary research. The findings were discussed along with their implications for teacher education and future research.
Informing Teacher Education through the Use of Multiple Classroom Observation Instruments
ERIC Educational Resources Information Center
Weber, Nancy Dubinski; Waxman, Hersh C.; Brown, Danielle B.; Kelly, Larry J.
2016-01-01
The purpose of the present study is to examine how first-year secondary teaching interns' classrooms compare to those of more experienced teachers. Through the simultaneous use of three unique observation instruments, the authors addressed the following research questions: (a) How do first-year secondary teachers' classroom behaviors compare to…
The Relationship between Paternalistic Leadership and Bullying Behaviours towards Classroom Teachers
ERIC Educational Resources Information Center
Cerit, Yusuf
2013-01-01
The purpose of the present study was to explore the relationship between bullying behaviours towards classroom teachers and paternalistic leadership. The sample of this study included 283 classroom teachers from 20 elementary schools in the Bolu province. The data in this study were collected using Negative Acts Questionnaire and Paternalistic…
Teachers' English Proficiency and Classroom Language Use: A Conversation Analysis Study
ERIC Educational Resources Information Center
Van Canh, Le; Renandya, Willy A.
2017-01-01
How does teachers' target language proficiency correlate with their ability to use the target language effectively in order to provide optimal learning opportunities in the language classroom? Adopting a conversation analysis approach, this study examines the extent to which teachers' use of the target language in the classroom creates learning…
Engaging Nature of Science to Preservice Teachers through Inquiry-Based Classroom
ERIC Educational Resources Information Center
Nuangchalerm, Prasart
2013-01-01
Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…
ERIC Educational Resources Information Center
Teachers Network, New York, NY.
This CD-ROM provides information on successful teaching strategies for elementary and middle school teachers. One section offers links to curriculum and lesson planning strategies in the areas of English as a Second Language, library, arts, classroom management, English/language arts, foreign languages, global education, health/physical education,…
ERIC Educational Resources Information Center
Chan, Christina
This paper offers teachers basic information about sensory integration and suggests strategies for managing classrooms which include children with sensory integrative dysfunction. The first section looks at what sensory integration is, noting especially the roles of the three "near senses": the vestibular system, the proprioceptive system, and the…
Learning about Teachers' Literacy Instruction from Classroom Observations
ERIC Educational Resources Information Center
Kelcey, Ben; Carlisle, Joanne F.
2013-01-01
The purpose of this study is to contribute to efforts to improve methods for gathering and analyzing data from classroom observations in early literacy. The methodological approach addresses current problems of reliability and validity of classroom observations by taking into account differences in teachers' uses of instructional actions (e.g.,…
Student-Teachers' Strategies in Classroom Interaction in the Context of the Teaching Practicum
ERIC Educational Resources Information Center
Heikonen, Lauri; Toom, Auli; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina
2017-01-01
Strategies student-teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student-teachers learning to become teachers. This study investigates the primary strategies student-teachers utilised in classroom interaction…
Where Do I Look? Preservice Teachers' Classroom Observation Patterns
ERIC Educational Resources Information Center
Young, Teresa; Bender-Slack, Delane
2011-01-01
During field experiences, preservice teachers are typically required to observe mentor teachers in schools, but what exactly are they seeing? This research examined the patterns and variations that existed with regard to preservice teachers' classroom observations during recent field experiences. Data were collected from 24 preservice teachers…
Building Strong Teacher-Student Relationships in Pluralistic Music Classrooms
ERIC Educational Resources Information Center
Gurgel, Ruth
2015-01-01
A positive teacher-student relationship is a critical component of an engaging climate in pluralistic music classrooms. This article defines and gives examples of five strategies for building positive, cross-cultural teacher-student relationships. Teachers who take responsibility for developing these relationships begin by becoming culturally…
Developing Beliefs about Classroom Motivation: Journeys of Preservice Teachers
ERIC Educational Resources Information Center
Mansfield, Caroline F.; Volet, Simone E.
2010-01-01
This paper examines the developing beliefs about classroom motivation of eight preservice teachers during teacher education. The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs. Qualitative analyses of multiple data sources reveal two distinct trajectories in the development…
ERIC Educational Resources Information Center
Kwitonda, Jean Claude
2017-01-01
This study focused on foundational aspects of classroom relations. Specifically, relationships between teachers' immediacy (interpersonal) behaviours, classroom democracy, identification and learning were considered. Previous work suggests that these variables can be used as a foundation to shape classroom climate, culture and learning outcomes…
ERIC Educational Resources Information Center
Kurt, Hakan
2014-01-01
The aim of this study is to evaluate biology teachers' attitudes and belief levels on classroom control in terms of teachers' sense of efficacy. The screening model was used in the study. The study group was comprised of 135 biology teachers. In this study, Teachers' Sense of Efficacy Scale (TSES) and The Attitudes and Beliefs on Classroom Control…
The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity
ERIC Educational Resources Information Center
Russ, Laura
2015-01-01
Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…
ERIC Educational Resources Information Center
Cadima, Joana; Peixoto, Carla; Leal, Teresa
2014-01-01
The observation and assessment of quality of teacher--child interactions in elementary school settings are increasingly recognized as important; however, research is still very limited in European countries. In this study, we examined the quality of the interactions between teacher and children in first-grade classrooms in Portugal and the extent…
Digital Technology and Teachers' Competence for Its Application in the Classroom
ERIC Educational Resources Information Center
Maksimovic, Jelena; Dimic, Nevena
2016-01-01
The subject of the research is focused on questioning teachers' attitudes in reference to using ICT competencies in the classroom, considering the gender, years of service and education, while the problem of the research concerns the question: What are the teachers' attitudes in reference to using ICT competencies in the classroom? Regarding to…
Computer Literacy and Use among Elementary Classroom Teachers.
ERIC Educational Resources Information Center
Bychowski, Deborah K.; Van Dusseldorp, Ralph
The current state of computer literacy and computer use among Anchorage School District elementary classroom teachers was assessed with a sample of four schools. Computer literacy was considered as the general range of skills and understandings needed to utilize a computer in the classroom effectively. A 17-item questionnaire, administered to 82…
ERIC Educational Resources Information Center
Lynch, Timothy; Soukup, Gregory J., Sr.
2017-01-01
Quality physical education (QPE) in primary school optimises children's well-being. However, international research indicates that the preparation of classroom teachers is impeded by systemic barriers, resulting in low-classroom teacher confidence, competence and subsequent interest. This empirical research investigates school principal…
K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning
ERIC Educational Resources Information Center
Gough, Evan; DeJong, David; Grundmeyer, Trent; Baron, Mark
2017-01-01
A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers' perceptions regarding the flipped classroom and differences in teachers' perceptions based on grade level…
The Development of a Procedure to Encourage Certain Facilitative Behaviors of Classroom Teachers.
ERIC Educational Resources Information Center
Eggert, Wallace V.; Moore, John N.
The main purpose of this study was to develop a procedure whereby teachers might improve their interpersonal transactions with students. Concomitant purposes were to develop a limited category coding system for easy use by classroom teachers and to develop a classroom observation system for research purposes. Sixteen teachers (three primary, nine…
Predicting Elementary Classroom Teaching Practices from Teachers' Educational Beliefs.
ERIC Educational Resources Information Center
Bauch, Patricia A.
Using data from the national research project "A Study of Schooling," researchers sought to describe teachers' educational beliefs and to relate those beliefs to the teachers' classroom teaching practices. From 13 elementary schools in the national survey, 182 teachers were selected, based on their scores on two dimensions of belief:…
Senior science teachers' experience of teaching in a changing multicultural classroom: A case study
NASA Astrophysics Data System (ADS)
Ryan, Mark
Demographic changes within the US are bringing significant changes in the cultural make-up of the classrooms in our schools. Results from national and state assessments indicate a growing achievement gap between the science scores of white students and students from minority communities. This gap indicates a disconnect somewhere in the science classrooms. This study examines the teacher's perspective of the changing learning environment. The study focuses on senior teachers with traditional Midwestern backgrounds and little multicultural experience assuming these teachers had little or no education in multicultural education. Senior teachers are also more likely to have completed their science education within a traditional Universalist perspective of science and likewise have little or no education in multicultural science. The research method was comparative case studies of a purposeful sample of nine science teachers within a community experiencing significant demographic change, seven core senior teachers and two frame of reference teachers. The interviews examined the teachers' awareness of their own cultural beliefs and the impact of those beliefs on classroom practices, the teachers' understanding of cultural influences on the students' academic performance, and the relationships between the teachers' understanding of the cultural aspects of the nature of science and their classroom practices. Analysis of the interview data revealed that the teachers maintain a strong, traditional Midwestern worldview for classroom expectations and they are generally unaware of the impact of those standards on the classroom environment. The teachers were supportive of minority students within their classroom, changing several practices to accommodate student needs, but they were unaware of the broader cultural influences on student learning. The teachers had a poor understanding of the nature of science and none of them recognized a cultural element of NOS. They maintained a
Baker-Henningham, Helen
2018-05-01
In this paper, I describe the development of the Irie Classroom Toolbox, a school-based violence prevention, teacher training program for use with children aged 3-6 years. In-depth interviews were conducted with Jamaican preschool teachers, who had participated in a trial of a classroom behavior management program, at posttest (n = 35) and 5 years later (n = 20). An on-going process evaluation was also conducted. Teachers' preferred behavior management strategies and training methods were documented, and enablers and barriers to implementation were identified. Teachers were most likely to adopt strategies that they liked, found easy to use, and were effective. These included paying attention to positive behavior and explicitly teaching children the expected behavior. Teachers preferred active, hands-on training strategies based on social-cognitive theories. Enablers to intervention implementation included positive teacher-facilitator relationships, choice, collaborative problem solving, teachers recognizing benefits of the intervention, group support, and provision of materials. Barriers to intervention implementation were also identified. These data were integrated with behavior change theory (i.e., the behavior change wheel and theoretical domains framework) to develop an intervention grounded in common core elements of evidence-based programs while also utilizing teachers' perspectives. The resulting program is a low cost, adaptable intervention that should be suitable for training preschool teachers in other low-resource settings. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of The New York Academy of Sciences.
Managing a Standards-Based Classroom
ERIC Educational Resources Information Center
Edwards, Susan
2011-01-01
Many preservice teachers are introduced to NCTM's "Principles and Standards for School Mathematics" (2000) and practices that support those Standards as part of their teacher education programs. They often appear to accept the underlying principles, and many intend to implement this type of instruction in their own classrooms. Unfortunately, as…
Use of Digital Videos in New Zealand Science Classrooms: Opportunities for Teachers and Students
ERIC Educational Resources Information Center
Chen, Junjun; Cowie, Bronwen
2016-01-01
This paper reports how New Zealand teachers used digital videos from an educational website in science classrooms and how teachers and students viewed the use of videos. The study involved lesson observations in nine different classrooms, student and teacher interviews, and teacher focus group discussions. Multiple qualitative data were analysed…
Meeting Student Needs in the Freedom Writers Movie: An Activity in a Classroom Management Course
ERIC Educational Resources Information Center
Tanase, Madalina
2013-01-01
The study described in this paper explored the understanding pre-service teachers' have of PK-12 student needs (i.e. Belonging, Mastery, Independence, and Generosity) and the importance of meeting these needs in a climate of Invitational Education. 71 undergraduate teacher education candidates enrolled in a Classroom Management course at a…
ERIC Educational Resources Information Center
Snyder, James; Low, Sabina; Schultz, Tara; Barner, Stacy; Moreno, Desirae; Garst, Meladee; Leiker, Ryan; Swink, Nathan; Schrepferman, Lynn
2011-01-01
Teachers from fourteen classrooms were randomly assigned to an adaptation of Incredible Years (IY) teacher training or to teacher training-as-usual. Observations were made of the behavior of 136 target preschool boys and girls nominated by teachers as having many or few conduct problems. Peer and teacher behavior were observed at baseline and post…
Chinese Elementary School Teachers' Perceptions of Students' Classroom Behaviour Problems
ERIC Educational Resources Information Center
Shen, Jiliang; Zhang, Na; Zhang, Caiyun; Caldarella, Paul; Richardson, Michael J.; Shatzer, Ryan H.
2009-01-01
This study examined teachers' perceptions of classroom behaviour problems in five provinces of the People's Republic of China. Researchers surveyed 527 Chinese teachers from 27 elementary schools. Consistent with previous studies in China, teachers perceived non-attention to be the most frequent and troublesome behaviour problem. Teachers'…
ERIC Educational Resources Information Center
Lin, Pei-Ying; Lin, Yu-Cheng
2015-01-01
To identify teacher candidates' needs for training in inclusive classroom assessment, the present study investigated teacher candidates' beliefs about inclusive classroom assessments for all students educated in regular classrooms, including those with special needs and English language learners. An innovative theoretical assessment model,…
Thomas, Don R.; Becker, Wesley C.; Armstrong, Marianne
1968-01-01
The effects of teacher behaviors on the classroom behaviors of children were investigated by systematically varying approving (praise, smiles, contacts, etc.) and disapproving (verbal reprimands, physical restraint, etc.) classes of teacher behavior. Measures were taken on both teacher and child behaviors. Each day a sample of 10 children was observed. The subject pool was a class of 28 well-behaved children in a middle-primary public school class. The results demonstrated that approving teacher responses served a positive reinforcing function in maintaining appropriate classroom behaviors. Disruptive behaviors increased each time approving teacher behavior was withdrawn. When the teacher's disapproving behaviors were tripled, increases appeared most markedly in the gross motor and noise-making categories of disruptive behavior. The findings emphasize again the important role of the teacher in producing, maintaining, and eliminating disruptive as well as pro-social classroom behavior. PMID:16795158
NASA Astrophysics Data System (ADS)
Morton, Brian Lee
The purpose of this study is to create an empirically based theoretic model of change of the use and treatment of representations of functions with the use of Connected Classroom Technology (CCT) using data previously collected for the Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) project. Qualitative analysis of videotapes of three algebra teachers' instruction focused on different categories thought to influence teaching representations with technology: representations, discourse, technology, and decisions. Models for rating teachers low, medium, or high for each of these categories were created using a priori codes and grounded methodology. A cross case analysis was conducted after the completion of the case studies by comparing and contrasting the three cases. Data revealed that teachers' decisions shifted to incorporate the difference in student ideas/representations made visible by the CCT into their instruction and ultimately altered their orientation to mathematics teaching. The shift in orientation seemed to lead to the teachers' growth with regards to representations, discourse, and technology.
ERIC Educational Resources Information Center
Ediger, Marlow
2013-01-01
A knowledgeable teacher may fail in teaching due to inability to work effectively with pupils. Thus, pupils may be entertaining each other during class time, talking aloud incessantly, walking around aimlessly in the classroom, and bothering others, among other annoyances. When supervising university student teachers in the public schools, the…
Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions
Sun, Rachel C. F.; Shek, Daniel T. L.
2012-01-01
This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers' perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by nonattentiveness, daydreaming, and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. The findings revealed that teachers perceived student problem behaviors as those behaviors involving rule-breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning, which mainly required intervention from teachers. PMID:22919297
Permanent Teacher Preparation for Substitute Teachers.
ERIC Educational Resources Information Center
Hardman, Steve; Tippetts, Zachary
2001-01-01
Presents information about what should be communicated to substitute teachers and why it is important, focusing on the substitute teacher's role, classroom management tools, curriculum management, and preparing students for the substitute teacher by creating bridges that will help minimize the sense of separation students feel when they have a…
Teachers' Perceptions of Classroom Behaviour and Working Memory
ERIC Educational Resources Information Center
Alloway, Tracy Packiam
2012-01-01
Working memory, ability to remember and manipulate information, is crucial to academic attainment. The aim of the present study was to understand teachers' perception of working memory and how it impacts classroom behaviour. A semi-structured interview was used to explore teachers' ability to define working memory, identify these difficulties in…
Poetry in the Adult Literacy Classroom. Teacher to Teacher.
ERIC Educational Resources Information Center
Padak, Nancy
Some adult learners and teachers have negative memories of their previous encounters with poetry because too much emphasis was placed on the poem's "intent" or dissecting poems to determine their rhyme schemes. However, poetry can be an effective complement to instruction in adult literacy classrooms and can serve as an effective instructional…
Classroom Thought, Teacher Questions, and Student Analysis
ERIC Educational Resources Information Center
Wilen, William W.; Hogg, James
1976-01-01
Discussed is the need for teachers to improve their effectiveness in classroom skills such as questioning techniques. An instructor cognitive operation index is presented. For journal availability, see SO 505 192. (Author/DB)
Fidelity of Implementation of Research Experience for Teachers in the Classroom
NASA Astrophysics Data System (ADS)
Sen, Tapati
In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson’s (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom implementation. Data was collected from teacher documents, interviews, and observations. The findings revealed various factors that were responsible for an ineffective implementation of the research experience in the classroom such as research experience, curriculum support, availability of resources, and school curriculum. Implications and recommendations for future programs are discussed in the study.
Physics Teacher Characteristics and Classroom Practices
NASA Astrophysics Data System (ADS)
Taylor, Melissa S.; Phillips, Jeffrey A.
2010-10-01
One hundred eighteen high school and college teachers in Southern California completed a web-based survey designed to better understand the differences in physics classrooms and the reasons behind the teachers' choices. Survey topics included teachers' familiarity and use of research-based instructional strategies, amount of student-student interaction in their classes, their views about teaching and their interactions with the physics teaching community. Partial results from the survey are presented in this paper. Among the findings was that while increased interactions with colleagues correlated with more student-student interactions, increased participation in conferences or reading of journals related to physics teaching did not.
ERIC Educational Resources Information Center
Dwyer, Katrina Moody
2013-01-01
The purpose of this study was to examine the impact of selected factors upon the intent of novice teachers to remain in the classroom. Teachers are leaving the profession in numbers that have prompted significant concern among policymakers and administrators. Many qualified college students are not considering the field of education as a potential…
Educative Mentors? The Role of Classroom Teachers in Initial Teacher Education. A New Zealand Study
ERIC Educational Resources Information Center
Trevethan, Helen
2017-01-01
Classroom experience is an important part of initial teacher education (ITE) and the teachers who work with student teachers in schools have a significant impact on learning in this context. While many studies have documented what the role of these teachers should be, it is also important to consider how the role is conceptualised by the teachers…
Factors impacting teachers' argumentation instruction in their science classrooms
NASA Astrophysics Data System (ADS)
McNeill, Katherine L.; Katsh-Singer, Rebecca; González-Howard, María; Loper, Suzanna
2016-08-01
Science education research, reform documents and standards include scientific argumentation as a key learning goal for students. The role of the teacher is essential for implementing argumentation in part because their beliefs about argumentation can impact whether and how this science practice is integrated into their classroom. In this study, we surveyed 42 middle school science teachers and conducted follow-up interviews with 25 to investigate the factors that teachers believe impact their argumentation instruction. Teachers responded that their own learning goals had the greatest impact on their argumentation instruction while influences related to context, policy and assessment had the least impact. The minor influence of policy and assessment was in part because teachers saw a lack of alignment between these areas and the goals of argumentation. In addition, although teachers indicated that argumentation was an important learning goal, regardless of students' backgrounds and abilities, the teachers discussed argumentation in different ways. Consequently, it may be more important to help teachers understand what counts as argumentation, rather than provide a rationale for including argumentation in instruction. Finally, the act of trying out argumentation in their own classrooms, supported through resources such as curriculum, can increase teachers' confidence in teaching argumentation.
ERIC Educational Resources Information Center
Heikonen, Lauri; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina
2017-01-01
Teachers' capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers' turnover intentions, perceived inadequacy in teacher-student interaction, and sense of professional agency in the classroom. The…
Teacher and student perspectives on motivation within the high school science classroom
NASA Astrophysics Data System (ADS)
Pickens, Melanie Turnure
The purpose of this study was to investigate teacher and student perspectives on the motivation of high school science students and to explore specific motivational strategies used by teachers as they attempt to enhance student motivation. Four science teachers took part in an initial audio-taped interview, classroom observations with debriefing conversations, and a final audio-taped interview to discuss findings and allow member checking for data triangulation and interpretation. Participating teachers also took part in a final focus group interview. Student participants from each teacher's class were given a Likert style anonymous survey on their views about motivation and learning, motivation in science class, and specific motivational strategies that emerged in their current science class. This study focused on effective teaching strategies for motivation commonly used by the four teachers and on specific teaching strategies used by two of these four teachers in different tracks of science classes. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. This approach provided insight into the differences in motivating tracked students, with the hope that other educators in specific tracks might use such pedagogies to improve motivation in their own science classrooms. Results from this study showed that science teachers effectively motivate their students in the following ways: Questioning students to engage them in the lesson, exhibiting enthusiasm in lesson presentations, promoting a non-threatening environment, incorporating hands-on activities to help learn the lesson concepts, using a variety of activities, believing that students can achieve, and building caring relationships in the classroom. Specific to the higher tracked classroom, effective motivational
ERIC Educational Resources Information Center
Shin, Sunwoo; Koh, Myung-sook
2008-01-01
The purpose of this cross-cultural study is to investigate comparative students' problem behaviors and classroom behavior management strategies for students in urban public schools between teachers in the United States and Korea. This study incorporated data collected from two different teacher self-reported survey questionnaires, the Student…
Program Qualities That Make a Field Research Experience Valuable to Classroom Teachers
NASA Astrophysics Data System (ADS)
Beckendorf, K.; Hammond, J.; McMahon, E.; Williams, E.; Bates, T.
2005-12-01
Numerous programs exists that pair K-12 teachers with scientists for summer research projects, and, overall, these programs are quite beneficial in a variety of ways. Some benefits of these programs to the teacher include providing real-world experiences that can be turned into classroom lessons, increasing the science teacher's own level of knowledge, and helping to reignite the teacher's enthusiasm for teaching. However, teacher research programs are not all created equal. Indeed, a vast gap exists between what a middle school science teacher experiences in his or her classroom and what a teacher experiences among a group of PhD researchers for a few weeks. To be effective, a teacher research program must bridge this gap. During my 14 years of teaching middle school science, I have participated in a number of authentic research experiences. Some of these include NOAA's Teacher at Sea (NEAQS/ICARTT), Teacher in the Woods (Portland State University- Andrew's Experimental Forest), and Teacher on Summer Assignment (Oregon Forest Resource Institute- Ochoco National Forest). During these programs and others, I have encountered various approaches to my preparation, support, and partnering, some of which were quite effective at helping me bridge the gap between the field and the classroom, and others which were less effective at doing so. As a middle school science teacher I have three goals. First, I want to teach in such a way that my students become curious and want to learn more about science. Secondly, I want to help students discover how to learn and process information in the manner that best suites their learning styles. Finally, I want to give students a strong science foundation on which to build future learning. Additionally, I must meet certain state, federal and local standards in my teaching of the sciences. Through my participation in teacher research programs, I have learned that certain aspects of these programs have been more effective than others in
Lessons Learned Coaching Teachers in Behavior Management: The PBISplus Coaching Model
Hershfeldt, Patricia A.; Pell, Karen; Sechrest, Richard; Pas, Elise T.; Bradshaw, Catherine P.
2013-01-01
There is growing interest in coaching as a means of promoting professional development and the use of evidence-based practices in schools. This paper describes the PBISplus coaching model used to provide technical assistance for classroom- and school-wide behavior management to elementary schools over the course of three years. This tier-two coaching model was implemented within the context of school-wide Positive Behavioral Interventions and Supports (PBIS) and tested in a 42-school randomized controlled trial. We summarize some of the lessons learned by coaches regarding their efforts to gain access to the administrators, teachers, and student support staff in order to effect change and improve student outcomes. We conclude with a discussion of ways to successfully collaborate with teachers to promote effective classroom- and school-wide behavior management. PMID:23599661
ERIC Educational Resources Information Center
Dimitriadis, Christos
2016-01-01
This article presents findings from a case study of an in-classroom program based on ability grouping for Year 2 (ages 6-7) primary (elementary) children identified as high ability in mathematics. The study examined the role of classroom setting, classroom environment, and teacher's approach in realizing and developing mathematical promise. The…
Daniels, Lia M; Frenzel, Anne C; Stupnisky, Robert H; Stewart, Tara L; Perry, Raymond P
2013-09-01
The literature documents fewer classroom mastery goal structures in secondary school compared to elementary. However, little is known about how personal achievement goals may influence classroom goal structures. This is especially true at the level of pre-service teachers. Our objective was to investigate if pre-service teachers' personal goals predicted their intended classroom goal structures. Participants were 125 elementary and 175 secondary school pre-service teachers from two Western Canadian universities. Structural equation modelling was used to examine if the structural relationships and latent means of personal and intended classroom goal structures differed for elementary and secondary school pre-service teachers. The results revealed that personal goals predicted the goal structures that pre-service teachers intended to establish; however, the relationships and means differed between elementary and secondary school pre-service teachers. Specifically, personal mastery-approach goals positively predicted classroom mastery goals much more strongly at the elementary than the secondary level. Furthermore, elementary pre-service teachers had significantly higher latent mean scores on personal mastery-approach goals than their secondary counterparts. It seems possible that the currently documented differences between classroom goal structures noted for elementary compared to secondary school may be based on the personal goals endorsed as pre-service teachers. The results are further discussed in terms of alignment with research on practising teachers' personal and classroom goals and implications for teacher education. © 2012 The British Psychological Society.
Why Do National Board Certified Teachers from Generation X Leave the Classroom?
ERIC Educational Resources Information Center
Crain, Julie Christi
2013-01-01
This qualitative multiple case study focused on National Board Certified teachers from Generation X who have left the classroom. The study explored aspects of the teaching profession, the National Board Certification process, and Generation X as potential influences for National Board Certified teachers from Generation X to leave the classroom.…
ERIC Educational Resources Information Center
Cangelosi, James S.
The central question addressed by this book is, "How can middle and secondary school teachers overcome seemingly impossible circumstances in the classroom and elicit students' attention, effort, and cooperation?" The first five chapters focus on teachers' responsibility for student's classroom behavior, and ways for teachers to manage…
ERIC Educational Resources Information Center
Hu, Bi Ying; Chen, Liang; Fan, Xitao
2018-01-01
This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164…
ERIC Educational Resources Information Center
Cassidy, Deborah J.; Lower, Joanna K.; Kintner-Duffy, Victoria L.; Hegde, Archana V.; Shim, Jonghee
2011-01-01
The purpose of the current study is to examine teacher turnover comprehensively by triangulating the experiences of teachers, directors, parents, and children through actual, "real-time" turnover transitions. We intentionally examined turnover with a small sample size (N = 13 classrooms) to facilitate comprehensive data collection utilizing…
ERIC Educational Resources Information Center
Chiu, Shao-I; Lee, Jiezhi; Liang, Tsanglang
2013-01-01
Although most studies reveal a relationship between the teacher's pet phenomenon with classroom conflict, it does not necessarily cause classroom conflict. This study confirms the model fit for teacher authority, the existence of the teacher's pet phenomenon and its relationship to classroom conflict and students' self-adjustment, as well as…
A Day in Third Grade: A Large-Scale Study of Classroom Quality and Teacher and Student Behavior
ERIC Educational Resources Information Center
Elementary School Journal, 2005
2005-01-01
Observations of 780 third-grade classrooms described classroom activities, child-teacher interactions, and dimensions of the global classroom environment, which were examined in relation to structural aspects of the classroom and child behavior. 1 child per classroom was targeted for observation in relation to classroom quality and teacher and…
ERIC Educational Resources Information Center
Jamil, Faiza M.; Sabol, Terri J.; Hamre, Bridget K.; Pianta, Robert C.
2015-01-01
Contemporary education reforms focus on assessing teachers' performance and developing selection mechanisms for hiring effective teachers. Tools that enable the prediction of teachers' classroom performance promote schools' ability to hire teachers more likely to be successful in the classroom. In addition, these assessment tools can be used for…