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Relevant bibliographies by topics / Classroom disruption

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Academic literature on the topic 'Classroom disruption'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Classroom disruption"

1

Seymour, Matt. "Complexity, Contradiction, and Carnival: Microethnographic Research on Student Disruption in a High School English Language Arts Classroom." Acta Paedagogica Vilnensia 40 (October 12, 2018): 70–93. http://dx.doi.org/10.15388/actpaed.2018.0.11889.

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 [full article in English]  When teaching, many educators must respond to unruly and disruptive students. While most scholarship on student disruption focuses on classroom management strategies and tactics, few studies consider the nature of the disruption, its ideological significance and the social consequences that follows. Via ethnographic methods and microethnographic discourse analysis, this paper examines the complexity and contradictions of macro- and microstructures as they manifest during a student’s disruption of a classroom discussion of a novel in an 11th and 12th grad

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Khasinah, Siti. "MANAGING DISRUPTIVE BEHAVIOR OF STUDENTS IN LANGUAGE CLASSROOM." Englisia Journal 4, no. 2 (2017): 79. http://dx.doi.org/10.22373/ej.v4i2.1661.

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This article describes students’ disruptive behaviors in language classroom that may greatly affect language teaching and learning process, especially in ESL or EFL classes. Teachers should know what disruptive behavior is to enable them to deal with problems occurred in their classroom or to take preventive actions to keep their students well-behaved during the class. This can reduce the occurrence of misbehavior of students in their classroom. To prevent disruption in the classroom, teachers should establish behavioral expectations in the first day of the semester and the expectations can be

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Sung, Youl Kwan. "Types and Characteristics of Classroom Disruption and Disruptive Students: Participant Observation in Middle School Classrooms." Korean Educational Research Association 59, no. 2 (2021): 193–218. http://dx.doi.org/10.30916/kera.59.2.191.

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Millei, Zsuzsanna J. "The Discourse of Control: Disruption and Foucault in an Early Childhood Classroom." Contemporary Issues in Early Childhood 6, no. 2 (2005): 128–39. http://dx.doi.org/10.2304/ciec.2005.6.2.3.

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Disruption can be a result of a wide array of circumstances, but is commonly identified as a ‘control problem’ in early childhood classrooms. In this article, the author argues that the recognition of disruption as a ‘control problem’ is embedded in and governed by the social power and values entrenched in teaching discourses. Classroom practices draw strongly on the discourse of educational psychology and utilise its power and immanent knowledge to ‘discipline’ early childhood agents through classroom practices. These early childhood practitioners then become both an object and a subject of t

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Everhart, Robert. "Understanding Student Disruption and Classroom Control." Harvard Educational Review 57, no. 1 (1987): 77–84. http://dx.doi.org/10.17763/haer.57.1.hmq0l0k752h3k7w0.

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Parry-Cruwys, Diana E., Carrie M. Neal, William H. Ahearn, et al. "RESISTANCE TO DISRUPTION IN A CLASSROOM SETTING." Journal of Applied Behavior Analysis 44, no. 2 (2011): 363–67. http://dx.doi.org/10.1901/jaba.2011.44-363.

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Gillespie, Kelly. "Teaching disruption: reflections from a Johannesburg classroom." Critical Arts 26, no. 1 (2012): 39–61. http://dx.doi.org/10.1080/02560046.2012.663159.

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Lozano Carvajal, Sayra Milena, and Santiago Velásquez Tangarife. "Uncovering Myself to Understand You." Colombian Applied Linguistics Journal 19, no. 1 (2017): 129. http://dx.doi.org/10.14483/calj.v19n1.9892.

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Classroom incidents in which teachers have to exhibit their expertise at managing a class is a commonplace in teachers´ daily routines; though sometimes some of those classroom incidents turn into critical moments. However, ordinary disruptive classroom situations are not as catastrophic as when teachers themselves provoke them. On top of this, when some teachers have to face any sort of classroom disruption, most of them are unable to come up with any immediate and effective solution. In this paper, we will describe how we combined both, the critical incident technique and the cooperative dev

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Gomes, Ana Maria, Mariana Costa Martins, Manuel Farinha, et al. "Bullying’s Negative Effect on Academic Achievement." International Journal of Educational Psychology 9, no. 3 (2020): 243. http://dx.doi.org/10.17583/ijep.2020.4812.

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Bullying's a phenomenon that carries great harm for those involved (bully or victim alike) in which academic achievement is harmed as well. However, the strength of such impact is yet to be clarified, existing many possibilities to explore. Or in other words, many variables that can justify such connection - classroom behavior being one example.The goal of the present investigation is to study the impact that bullying (while mediated by the classroom behavior) has on the academic achievement.The sample consisted of 288 children (from 1st year to 4th year’s students); and their teachers (whom r

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Wright, Susan L., and Jeff Sigafoos. "Teachers and students without disabilities comment on the placement of students with special needs in regular classrooms at an Australian primary school." Australasian Journal of Special Education 21, no. 2 (1997): 67–80. http://dx.doi.org/10.1017/s1030011200023873.

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The present study surveyed teachers and students without disabilities regarding the inclusion of students with disabilities at an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms alongside peers without disabilities. Fifteen regular classroom teachers and 109 classroom peers without special needs completed questionnaires. Both groups provided a range of supportive comments about regular classroom placements for student with special needs, but also expressed concerns about the implem

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Dissertations / Theses on the topic "Classroom disruption"

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Gray, James. "Classroom disruption and social skills." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711592.

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Ahlner, Boel, and Thorsén Emma Henriksson. "Students’ acceptance to teacher interventions in the EFL classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31836.

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The aim of this paper is to investigate EFL (English as a Foreign Language) students’ acceptance of teacher interventions to disruptive behavior in the classroom. As a method, qualitative research was conducted, including a collection of qualitative and quantitative data through a questionnaire, as well as a qualitative analysis. The respondents to the questionnaire were grade 7-9 students, located in the southern part of Sweden. The results indicate that the two interventions which both research and the study’s participants accepted, were Shorter recess and Quiet reprimand. Further, the inter

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Miles, Nicole P. "Noncontingent Delivery of Preferred Stimuli to Treat Problem Behavior in the Classroom." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/595.

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Students with emotional and behavioral disorders (EBD) have very poor long-term outcomes. Non-contingent reinforcement (NCR) has been used to successfully reduce problem behaviors. NCR is frequently used with populations with severe disabilities and in hospital settings using function based reinforcers. Very few studies have applied the use of NCR to EBD populations, and to students whose cognitive scores fall within the normal range. No studies have examined the use of preferred tangible reinforcers delivered non-contingently with participants with EBD or in classroom settings. This study mea

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Hernandez, Gonzalez Olivia. "Play Behaviors in Latino Dual Language Learners: The Relationship between Maternal Characteristics and Classroom Peer Play." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7808.

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In Head Start, 28.8% of the children enrolled are Dual Language Learners (DLLs), and 84.4% of those speak Spanish as their home language. However, there are limited studies involving DLLs. Using the Ecological Model of Human Development framework with current revisions with culture as part of the microsystem (Bronfenbrenner, 1994; Vélez-Agosto et al., 2017), the current study aimed to identify maternal level factors that may relate to Latinos' classroom peer play while controlling for classroom quality. Forty-five Latino DLL children attending Head Start, their mothers, and their teachers part

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Marotta, Michael. "A Comparison of Teacher and Student Choices on Reinforcement Criteria in Using the Caught Being Good Game (CBGG) to Improve Classroom Behavior." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6894.

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The Caught Being Good Game (CBGG), a variation of Good Behavior Game, is an interdependent group contingency, which focuses on giving students points for engaging in appropriate, rule-following behavior. The present study aimed to expand the literature on CBGG by targeting students in general education classrooms and comparing the impact of student-chosen versus teacher-chosen contingency criteria on disruptive behavior and academic engagement. Four students who were at-risk for developing emotional disorders in two general elementary classrooms were targeted in the study. A multiple-baseline

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Price, Anthony D. "The Attitudes, Beliefs, and Perceptions of Classroom Teachers and School Administrators Regarding Corporal Punishment in Rural Texas Schools." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3256.

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The purpose of this qualitative case study was to explore the perspectives that classroom teachers and school administrators have regarding corporal punishment as an alternative method to correct or change negative classroom behaviors. With the passage of the No Child Left Behind Act, schools have been forced to identify instructional and administrative practices that will increase student achievement while decreasing students' negative classroom behaviors. Negative classroom behaviors among students can interfere with the learning process and impede teachers' instructional delivery. The theor

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Widmer, Vern. "Managing disruptive behavior in the classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003widmerv.pdf.

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Rusk, Robert Brian. "A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions." Thesis, Grand Canyon University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10015230.

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<p> 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 Behavioral Interventions and Support (PBIS) classroom discipline referrals versus those who had a low number. The phenomenon studied was how the classroom management practices and culture that the teachers developed in their classroom influenced the eff

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Ward, R. Dionne. "A Study of Two Urban Middle Schools: Discipline Practices Used to Control Disruptive Behavior of Students." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29293.

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Schools are facing challenges in their efforts to educate children appropriately and safely. Students who demonstrate inappropriate, anti-social, and/or disruptive behaviors are becoming more prevalent. School personnel are dealing with disruptive behaviors that occur more frequently and that affect staff and student safety. Additionally, the lack of discipline or management of disruptive behaviors has been identified by the public as the most persistent and possibly the most troublesome issue facing schools ( Cotton, 2001; Elam, Rose, & Gallop, 1998; Fitzsimmons, 1998; Killion, 1998). An ass

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Lockwood, Eunice Esther. "Separation-individuation and older adolescents with disruptive classroom behavior." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618706.

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The number of students with disruptive behaviors in the public school classroom has become an area of increasing concern for educators. In order to develop proper therapeutic remediation strategies for the behaviorally at risk student, it is important to identify specific roadblocks to the psychological development of adaptive behavior. Students who have been suspended from school multiple times may be representative of a group with specific pattern of psychological growth that are different from other students. This study was directed toward exploring possible variables that may set students

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Books on the topic "Classroom disruption"

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Grunsell, Rob. Finding answers to disruption: Discussion exercises for secondary teachers. Longman, 1985.

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Tim, Harper, ed. Preventing classroom disruption: Policy, practice, and evaluation in urban schools. Croom Helm, 1985.

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Page, Marilyn L. You can't teach until everyone is listening: Six simple steps to preventing disorder, disruption, and general mayhem. Corwin Press, 2008.

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Page, Marilyn L. You can't teach until everyone is listening: Six simple steps to prevent disorder, disruption, and general mayhem. Corwin Press, 2008.

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Page, Marilyn L. You can't teach until everyone is listening: 6 simple steps to preventing disorder, disruption, and general mayhem. Corwin Press, 2008.

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Skorczewski, Dawn M. Teaching one moment at a time: Disruption and repair in the classroom. University of Massachusetts Press, 2005.

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Teaching without disruption: A multilevel model for managing behaviour in the secondary schools. RoutledgeFalmer, 2003.

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Chaplain, Roland. Teaching without disruption: A multilevel model for managing pupil behaviour in the primary schools. RoutledgeFalmer, 2003.

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Gray, J. R. Classroom responses to disruptive behaviour. Macmillan Education, 1988.

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John, Richer, ed. Classroom responses to disruptive behaviour. Macmillan Education, 1991.

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Book chapters on the topic "Classroom disruption"

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Chaplain, Roland. "Classroom climate." In Teaching without Disruption in the Secondary School. Routledge, 2017. http://dx.doi.org/10.4324/9781315536781-8.

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Chaplain, Roland. "Classroom structures." In Teaching without Disruption in the Secondary School. Routledge, 2017. http://dx.doi.org/10.4324/9781315536781-9.

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Chaplain, Roland. "Classroom management planning." In Teaching without Disruption in the Secondary School. Routledge, 2017. http://dx.doi.org/10.4324/9781315536781-11.

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Jelassi, Tawfik, and Francisco J. Martínez-López. "Turkcell (A): How to Respond to Digital Disruption?" In Classroom Companion: Business. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48950-2_28.

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Boyer, Mark A. "Disruption as Control in International Relations Classroom." In Teaching International Relations in a Time of Disruption. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56421-6_10.

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de Leon, Justin. "Relationship of Responsibility: Indigeneity in the IR Classroom." In Teaching International Relations in a Time of Disruption. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56421-6_7.

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Reavey, Brooke, and Al Rosenbloom. "Can Anyone Write a Survey? Coping with the Digital Disruption of the Marketing Research Industry in the Classroom: An Abstract." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02568-7_91.

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Vespia, Kristin M., and Tonya E. Filz. "Preventing and handling classroom disruptions." In Controversy in the psychology classroom: Using hot topics to foster critical thinking. American Psychological Association, 2013. http://dx.doi.org/10.1037/14038-002.

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Jelassi, Tawfik, and Francisco J. Martínez-López. "Disruptive Change at Bossard with SmartFactoryLogistics.com?" In Classroom Companion: Business. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48950-2_26.

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Wentling, Tre. "Critical Pedagogy: Disrupting Classroom Hegemony." In Teaching Gender and Sex in Contemporary America. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30364-2_23.

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Conference papers on the topic "Classroom disruption"

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Liste, Guiomar, Tamar Buil, Juan Delgado, and Jose Vicente Pinar. "“Post-it mapping”: analogical disruption in the classroom." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11048.

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Educators need to prepare students for an increasingly complex and interconnected world, and traditional teaching methods can fail to help students develop some of the needed skills. We set up to combine flipped-calssroom strategies and mapping techniques with the aim to encourage creativity and adaptability while ensuring deep learning of complex theoretical concepts. A simple analogical disruption was added, in the shape of post-it notes used to build concept maps, to disturb an otherwise heavy technology-based course. Our teaching innovation has been pilot tested in a range of groups and th

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Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology.

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Simion, Laura. "The Disruptive Behaviour in Classroom. Students’ opinion." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.154.

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Jappie, Naziema. "HIGHER EDUCATION: SUSTAINING THE FUTURE OF STUDENTS DURING A PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end128.

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The COVID-19 challenge is unprecedented; its scale still is not fully understood. Universities in the South Africa do have plans in place to continue the academic year in 2021 but have no idea to what extent education will resume to normal face to face activity. Although the future is unpredictable, given the uncertainty in the epidemiological and economic outlooks, universities have to ensure quality and sustainability for the medium and long-term implications for teaching, learning, the student experience, infrastructure, operations, and staff. Amongst the range of effects that COVID-19 will

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Krecar, Irena Miljkovic, Maja Kolega, and Vicko Krampus. "Students’ and Professors’ Perception of Occurrence and Disturbance of Disruptive Classroom Behaviors." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.20.

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Doan, Sara. "Disrupting transmission theory: Genre as social action in the professional communication classroom." In 2017 IEEE International Professional Communication Conference (ProComm). IEEE, 2017. http://dx.doi.org/10.1109/ipcc.2017.8013940.

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Ramadhoni, Sri, Mungin Wibowo, and Muhammad Japar. "Reducing Disruptive Classroom Behaviors: The Effect of Group Counseling With Self-Management." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290333.

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Mawarni, A. I., H. Suwono, and R. Fachrunnisa. "Adaptability in biology classroom: A metacognitive discourse." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043258.

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Szabo, Michael. "Educational Reform as Innovation Diffusion: Development of a Theory and Test of a Model Using Continuing Professional Development and Instructional Technology." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2577.

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Lack of implementation of instructional technology either to improve the classroom or to reform educational practice stimulated a study of the diffusion of innovation, which in turn led to creation of a new theory of reform through IT. This was followed by development of a model to test the theory. This paper describes the theory, the model and evaluative results from implementing the model. The major conclusion from this exercise is that research-oriented universities may underestimate the magnitude of the disruptive, second-order reform nature of IT. Consequently, they are likely to apply in

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Ashari, R. M. R., Hadi Suwono, and R. Fachrunnisa. "Students HOTS in PjBL based STEM learning in biology classroom: An experimental analysis." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043256.

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