Relevant bibliographies by topics / Classroom management effectiveness

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom management effectiveness'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "Classroom management effectiveness"

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Lumactod, Flordeliza, and Lorenzo Capacio. "Effectiveness of Classroom Management Leadership Style and Teachers’ Performance." Psychology and Education: A Multidisciplinary Journal 35, no. 6 (2025): 667–75. https://doi.org/10.70838/pemj.350605.

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This study assessed the level of effectiveness of classroom management leadership style and teacher’s performance from 100 respondents of Malaybalay City Division, District IV, and V during the years 2022-2023. Since this study aims to determine the level of effectiveness of classroom management leadership style as perceived by the teachers in terms of class strategies, class activities, and STAR classroom, a descriptive-correlational design was used in this study. The teacher performance was found to have a substantial association with the success of the classroom management leadership style as perceived by the teachers in terms of class strategies, class activities, and star classrooms. According to the results, teachers who had a high mean indicator of the effectiveness of their classroom management leadership style were praising students for the job well done, maintaining a positive and safe learning environment, acknowledging positive behaviors in the classroom verbally, Making rules agreed upon the learners and arranging the seating in the classroom. Regarding classroom activities, the factors that had the highest mean values were: Encouraging learners to participate in group activities, encouraging learners to do performance tasks and submit them on time, and Letting the learners participate in class discussion. In terms of STAR classroom , availability of learning resources such as curriculum guides, teacher's guides, MELC, DLPs, and learner materials, cleanliness, orderliness, neatness, and color harmony in the learning environment, Presence of the teacher's program, class program, grade level, and section information framed, updated, and accessible were at the top in terms of mean values. The result revealed that most of the work performance of the teachers was outstanding and few had very satisfactory work performance. Based on the study, the level of effectiveness of classroom management leadership style and teachers’ performance have a significant relationship. Therefore, it can be concluded that classroom management style in terms of classroom strategies, classroom activities, and star classroom play an effective role in improving student learning.
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Tufail, Ilfan, Zainuddin Al Haj Zaini, and St Rodliah. "Classroom Management In Improving Learning Effectiveness." Jurnal At-Tarbiyat: Jurnal Pendidikan Islam 6, no. 1 (2019): 121–30. http://dx.doi.org/10.37758/jat.v6i1.622.

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Classroom management is a series of activities that teachers consciously carry out in an effort to create and maintain optimal learning conditions. This study uses qualitative research with a descriptive approach, with data collection techniques through observation, interviews and documentation. To analyze the data used descriptive qualitative method. The results of the study show that class management in improving learning effectiveness at MA Miftahul Ulum, it can be concluded that class management can indeed increase learning effectiveness at MA Miftahul Ulum Besuki, Situbondo and all homerooms and teachers are always working to improve class management so that the student learning process increase may occur.
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Abdel Rahman Ibrahim, Mohammed Hassan. "Classroom Management The Effectiveness of Teacher’s Roles." Education and Linguistics Research 2, no. 1 (2016): 69. http://dx.doi.org/10.5296/elr.v2i1.9053.

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<p>The current study aimed at investigating and exploring the effective roles of English teacher on the development of classroom management as well as the enhancement of learners achievement in Taibah University, Ula Branch. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. This research claims that the teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The<strong> </strong>participants’ responses provided supportive evidence and were fully consistent<strong> </strong>with this<strong> </strong>study.</p>
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R Jimerson, Shane. "Effective Classroom Management to Support Elementary Students: Promoting Student Success through Reducing Off-Task Problem Behaviors." Current Research in Psychology and Behavioral Science (CRPBS) 3, no. 7 (2022): 1–5. http://dx.doi.org/10.54026/crpbs/1067.

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Identifying effective classroom management strategies is important to support teachers in promoting environments conducive to learning. Effective classroom management has been demonstrated to be associated with student achievement, motivation, and fewer challenging behaviors. Given the benefits of effective classroom management strategies and providing students with self-regulation skills, the present study examined the effectiveness of a contemporary classroom behavioral management strategy in reducing off-task problem behaviors. The Raising Lions method of behavior management emphasizes: i. Immediate action responses from teachers, ii. Encourages a positive or neutral tone of voice, and iii. Allocates brief prompts for students that allow them the opportunity to exercise self-control and re-engage in classroom instruction without teacher judgment. Employing a pre-post-follow-up design, the present study examined implementation fidelity and the effectiveness of this classroom management strategy in reducing the number of off-task problem behaviors in elementary school classrooms. Classroom observations were conducted in all 18 classrooms (school-wide, including transition kindergarten through Grade 6 classrooms), with a population of primarily Latino students. One-way ANOVAs compared off-task behaviors across pre and post-intervention stages. Overall, results revealed statistically significant decreases in the number of off-task problem behaviors in 16 of the 18 classrooms. The largest impact was related to teachers not naming the behavior and instead giving a brief action prompt to trigger self-reflection and self-correction. Implications for practice and research are discussed.
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Hussain, Bashir, Asia Zulfqar, and Tayyaba Batool Tahir. "Managing Classroom: School Teacher's Perceptions about Techniques and their Effectiveness for Student's Learning." Global Social Sciences Review VI, no. II (2021): 266–77. http://dx.doi.org/10.31703/gssr.2021(vi-ii).26.

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Managing classrooms is the central component of effective teaching and learning practices and, therefore, has always been the concern of teachers. The literature demonstrated that classroom management techniques are generally oriented either towards discipline or towards engaging students with learning. Teachers generally perceive classroom management techniques with an orientation either towards one or both, and these perceptions are likely to guide them about the way they manage their classrooms. In this context, the main intent of this research was to identify techniques that school teachers perceive as classroom management techniques (along with their orientation) and to examine the effectiveness of those techniques for supporting students’ learning. This research further examines gender differences among teachers related to these questions. This research used descriptive survey research design. The teachers in 190 elementary schools of district Dera Ghazi Khan served as population. Using cluster and stratified random sampling techniques, a sample of 406 elementary school teachers was selected. Of these 406teachers, 128 were female, and 278 were male. A questionnaire, adopted from Asiyai (2011), was employed as a research tool. The reliability of the tool was computed through Cronbach-Alpha coefficient, and validity was ensured by aligning items with research questions. It was found that teacher sightly believe that although both discipline- and engagement-oriented aspects of management can be perceived as classroom management techniques, both are also effective for students' learning
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You, Beibei, and Pamela Mantuhac. "Classroom Management and Teaching Effectiveness of Novice Teachers." International Journal of Education and Humanities 14, no. 2 (2024): 209–21. http://dx.doi.org/10.54097/0qrc9q43.

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Effective classroom management is a cornerstone of successful teaching, particularly for novice educators who are navigating the complexities of their profession. This study delves into the intricate relationship between classroom management techniques and teaching effectiveness among novice teachers at Dongguan Guangming School. Employing a comparative descriptive quantitative design, survey questionnaires were meticulously administered to high school teachers, offering a comprehensive exploration of variables and discerning changes across study groups. The findings of this study reveal a predominantly positive outlook on classroom management effectiveness among novice teachers. However, amidst the overall optimism, nuanced gaps in classroom management practices emerged, signaling areas ripe for improvement. These identified gaps underscore the necessity for proactive measures to enhance the existing system and fortify novice teachers' capacity to navigate the dynamic landscape of the classroom effectively. In response to these findings, a proposed program for the Development of Novice Teachers' Classroom Management Techniques is outlined. This program seeks to address the identified gaps by providing tailored support and resources to empower novice educators with the skills and strategies needed to navigate classroom dynamics successfully by cultivating a cohort of adept educators capable of fostering engaging and productive learning environments, nurturing a culture of continuous improvement and providing targeted support to educators, the school strives to create an environment conducive to student success and holistic development and empower novice teachers to thrive in their roles and cultivate enriching learning experiences for their students.
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Jaribu, Amry, and Prospery M. Mwila. "Contribution of Classroom Management Strategies on Teaching Effectiveness: A Case of Secondary Schools in Temeke Municipality in Tanzania." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 4914–21. http://dx.doi.org/10.47772/ijriss.2024.803363s.

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This study examines the impact of classroom management strategies on teaching effectiveness in secondary schools in Temeke Municipality, using a quantitative approach and cross-sectional design. Data from 99 respondents, including students, teachers, heads of schools, and Ward education officers, were collected through questionnaires and interviews. The findings reveal that various classroom management strategies are used, some more prevalent than others, and these strategies contribute to a positive classroom atmosphere, better interpersonal relationships, reduced disruptive behavior, and optimized instructional time. The study concludes that prioritizing effective classroom management strategies, such as establishing rules, organizing classrooms, issuing verbal warnings, engaging students, providing positive reinforcement, and managing time efficiently, can enhance teaching effectiveness. Recommendations include professional development for teachers, the formulation of supportive policies promoting evidence-based, student-centered approaches, and comprehensive training in teacher colleges. Encouraging collaboration and sharing best practices among teachers through professional learning communities and mentorship programs is also advised to foster continuous improvement.
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Aufa Muis, Muhammad, Mardiana Mardiana, Nurlidia Putri, Sucita Febriani, and Isma Yuniarti. "Peran Manajemen Kelas Dalam Meningkatkan Efektifitas Proses Pembelajaran." Journal on Education 7, no. 2 (2024): 8977–82. https://doi.org/10.31004/joe.v7i2.7808.

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Classroom management is one of the factors that significantly influences the quality and effectiveness of the learning process in schools. Effective classroom management can create a conducive learning environment and support students in better understanding the learning materials. The purpose of this study is to analyze the role of classroom management in improving the effectiveness of the learning process. Using a qualitative descriptive approach, this research explores various aspects of classroom management that can affect the teaching and learning atmosphere, such as classroom arrangement, time management, and interpersonal relationships between teachers and students. The results indicate that good classroom management can enhance students' attention, minimize disruptions during the learning process, and help students focus more on the material being taught. Therefore, effective classroom management plays a crucial role in improving learning effectiveness.
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Kumar, Mukul, and Ziqian Liu. "Classroom Management Strategies and Student Learning." Advanced Journal of Social Science 5, no. 1 (2019): 65–72. http://dx.doi.org/10.21467/ajss.5.1.65-72.

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Great teachers build great institutions. The teachers who have been playing a central role in human learning and effective teaching are believed to be the shapers of society. Usually, the effectiveness of an instructor is measured on the basis of the performance of his pupil. There exist many factors which affect the performance of the class. Classroom management is one of the important factors which matters a lot in the process of student learning. Classroom management can be considered as an art which varies from teacher to teacher i.e. every teacher has a unique style of managing his class but still there exist some general classroom practices. In this article, the emphasis is given on some of the general classroom management practices, following which can enhance the effectiveness of student learning.
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Weihua Gao. "Exploration of Classroom Productivity in English and American Literature Classroom Teaching." International Journal of Linguistics, Literature and Translation 8, no. 4 (2025): 147–53. https://doi.org/10.32996/ijllt.2025.6.4.18.

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This paper aims to analyze the classroom productivity in English and American literature classroom teaching. With an emphasis on evaluating the effectiveness of teaching methodologies, classroom management strategies, and curriculum design, this study seeks to understand the approaches improve the English and American classroom teaching and the factors that contribute to improve the class productivity of the literature teaching, including student engagement, motivation, and learning outcomes in literature classrooms. The findings and results of this study can provide valuable insights for educators and policymakers to enhance classroom productivity in literature education.
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Dissertations / Theses on the topic "Classroom management effectiveness"

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Lai, Tak-wah John. "Effectiveness of classroom management procedures involving behavioural approach : perceptions of prevocational schools' teachers and students /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602130.

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Snodgrass, Ronald E. "School violence policy initiatives : a study of the effectiveness of a zero-tolerance threats policy /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115592.

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Lai, Tak-wah John, and 賴德華. "Effectiveness of classroom management procedures involving behaviouralapproach: perceptions of prevocationalschools' teachers and students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958709.

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McMillan, Margaret S. (Margaret Shelfer). "The Relationship of Teacher Temperament to Effectiveness in the Classroom." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332153/.

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The purposes of this study were (I) to determine the relationship of teacher temperament to effectiveness in the classroom and (2) to determine the relationship of the teacher's temperament to the teacher's sex, to the grade level taught, to the area taught (special education or regular education), and to the subject taught. It was hypothesized that (I) there is no significant relationship between the teacher's temperament and his effectiveness in the classroom, (2) there is no significant relationship between the teacher's temperament and sex, (3) there is no significant relationship between the teacher's temperament and the grade level he teaches (elementary or secondary), (4) there is no significant relationship in the teacher's temperament and the area he teaches (special education or regular education), and (5) there is no significant relationship between the teacher's temperament and the subject he teaches.
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Rentz, Nancy Lee Davis Saxon Terrill F. "The influence of positive behavior support on collective teacher efficacy." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5083.

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Cowan-Stanley, Randi Lynn. "The effectiveness of a behavior checklist on classroom management with freshman students in a business and information technology course at Elk Mound High School." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006stanleyr.pdf.

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Jacoby, Rhonda L. Edwards Linda L. "The effectiveness of a proactive school-wide approach to discipline at the middle school level." Diss., UMK access, 2008.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2008.<br>"A dissertation in urban leadership and policy studies in education and education." Advisor: Linda L. Edwards. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 6, 2009. Includes bibliographical references (leaves 84-91). Online version of the print edition.
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Taylor, Cynthia Lynn. "Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3283.

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Mindfulness-based interventions can improve teachers' capacities for attention and emotion regulation, as well as their prosocial dispositions like compassion and forgiveness. The purpose of this set of research studies (including three case studies and a larger non-randomized treatment -- control group quasi-experimental study) was to examine whether or not capacities like these, learned through participation in a mindfulness training (MT) program for teachers, become embodied and show through as changes in teachers' mindful behavior in the classroom -- specifically, their ability to be calm, clear-minded and kind-hearted in their speech and behavior with students in the classroom. These studies used first-person, teacher reports and third-person, observer measures to assess potential MT-program-related impacts on changes in teachers' classroom speech and behavior over time. Results from survey and interview data showed change in teachers' perceptions of their mindful classroom behavior. The case studies showed evidence of change in teachers' calm, clear and kind classroom speech and behavior as rated by observers. Results in the larger study again showed change in treatment teachers' perception of their mindfulness in the classroom over time compared to controls, but no evidence was found for observed changes in speech or behavior in the classroom. Methodological, developmental and intervention-related interpretations and implications of the findings are presented and directions for future research are discussed.
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Maile, Simeon. "Recognition of competence an empowerment model for the retention of excellent teachers in the classroom /." Thesis, Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-01312007-111506.

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Kuriyan, Aparajita B. "The Effectiveness of an Online Workshop on Behavior Management as a Professional Development Tool for Teachers." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1843.

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The current study examines the effects of an online workshop pertaining to classroom behavior management on teacher self-efficacy, attitudes, motivation, knowledge, and practices. In addition, information about teacher utilization of the Internet, their opinions about professional development, and experiences with classroom management were collected. Participants included 57 1st through 5th grade special and regular education teachers. Eligible teachers were those who teach an academic subject and had at least one child in the classroom they considered as disruptive. Teachers were randomized to either a training or waitlist group. Classroom observations of teacher practices and questionnaires were utilized. Teachers in the training group participated in two assessment points, baseline and post-workshop, and received access to the online course immediately following the baseline assessment. Teachers in the waitlist group participated in three assessment points, baseline, post-workshop, and follow-up, and received access to the online course immediately following the post-workshop assessment. Findings show that all teachers had access to the Internet at home and at school and used it on a daily basis. The majority of teachers indicated having some past training on all the techniques that were presented in the online workshop. All teachers expressed satisfaction with the workshop, indicating that it should be offered again. Post-workshop, findings showed significant group differences in knowledge with a large effect for the training group scoring higher than the waitlist group on a quiz. Secondly, group differences in self-efficacy, knowledge, and attitudes with teachers’ past-training as a moderator, was examined. Past-training was not found to be a significant moderator of self-efficacy, knowledge, or attitudes. However, the main effect for training group was significant for attitudes. In addition, teacher attitudes, but not knowledge and self-efficacy, significantly predicted motivation to implement. Next, the moderating effect of barriers on motivation and classroom management skill implementation was examined. Barriers were not found to be a significant moderator. Lastly, the training group was observed to be significantly more effective at giving commands compared to the waitlist group. The current study demonstrates the potential of a low-intensity online workshop on classroom management to enhance the accessibility of teacher professional development.
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Books on the topic "Classroom management effectiveness"

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Newley, Rebecca J. Classrooms: Management, effectiveness and challenges. Nova Science Publishers, 2011.

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Kyle, Patricia. Opportunities and options in classroom management: Effective teaching, preventive strategies, corrective strategies, supportive techniques. Pearson/Allyn and Bacon, 2004.

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George Washington University. Graduate School of Education and Human Development., ERIC Clearinghouse on Higher Education., and Association for the Study of Higher Education., eds. A new alliance: Continuous quality and classroom effectiveness. Graduate School of Education and Human Development, the George Washington University, 1994.

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Derrington, Chris. "Whole-brain" behaviour management in the classroom: Every piece of the puzzle. Routledge, 2007.

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Yves, Michaud, ed. Face à la classe: Sur quelques manières d'enseigner. Gallimard, 2010.

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Bandstra, Alan. Beyond control: Heart-centered classroom climate and discipline. Dordt College Press, 2014.

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Clinton), United States President (1993-2001 :. Legislative proposal entitled "Class-Size Reduction and Teacher Quality Act of 1998": Message from the President of the United States transmitting ... which would help states and local school districts recuit, train and hire 100.000 additional well-prepared teachers in order to reduce the average class size to 18 in crades 1 thorugh 3 in our nations public schools. U.S. G.P.O., 1998.

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Clinton), United States President (1993-2001 :. Legislative proposal entitled "Class-Size Reduction and Teacher Quality Act of 1998": Message from the President of the United States transmitting ... which would help states and local school districts recruit, train and hire 100.000 additional well-prepared teachers in order to reduce the average class size to 18 in grades 1 through 3 in our nations public schools. U.S. G.P.O., 1998.

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Clinton), United States President (1993-2001 :. Legislative proposal entitled "Class-Size Reduction and Teacher Quality Act of 1998": Message from the President of the United States transmitting ... which would help states and local school districts recruit, train and hire 100.000 additional well-prepared teachers in order to reduce the average class size to 18 in grades 1 through 3 in our nations public schools. U.S. G.P.O., 1998.

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Association for Supervision and Curriculum Development., ed. Qualities of effective teachers. Association for Supervision and Curriculum Development, 2004.

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Book chapters on the topic "Classroom management effectiveness"

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Korpershoek, Hanke, Jolien M. Mouw, and Hester De Boer. "International Research on the Foci and Effectiveness of Classroom Management Programs and Strategies." In Handbook of Classroom Management, 3rd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003275312-22.

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Fernández-García, Carmen-María, Mercedes Inda-Caro, and María-Paulina Viñuela-Hernández. "Teaching Effectiveness in Spain: Towards an Evidence–Based Approach for Informing Policymakers." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_13.

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AbstractThis chapter uses a three-stage process of documentary analysis to illustrate how teaching effectiveness is assessed and studied in Spain. We begin by presenting the Spanish legal context, giving a historical overview of the most important education legislation. This is important, as there have been several reforms over recent years, and because of the decentralized model in Spain, which means that competencies and responsibilities are split between the Ministry of Education, Culture, and Sport and the regional administrations in the autonomous communities.The second part focuses on educational innovations and effective teaching behaviors resulting from policy changes and the traditional and dominant paradigms in the Spanish educational landscape. We use the six teaching effectiveness domains from the ICALT project as a reference: safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching-learning strategies, and differentiation. The third part describes empirical research undertaken in three autonomous communities in Spain to assess teaching quality. We look at organizational, human, and curricular factors which can help in interpreting teaching standards and their impact on student engagement.Finally, the conclusions from the research are considered and discussed in terms of potential policy recommendations and practical decisions at both regional and national levels about teachers’ initial training, continued training, and professional development.
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Ballegeer, Anne-Marie, Álvaro Lozano Murciego, Enzo Rainiero Ferrari Lagos, Miriam Leirós, Carmen Gloder, and Camilo Ruiz. "A Whole School Approach Towards Sustainability: Assessing the Implementation of a School Programme “Recreos Residuos Cero” (Zero Waste Break Time)." In Sustainable Development Goals Series. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-56172-6_17.

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AbstractIn this study, we discuss the alignment of the programme “Recreos Residuos Cero” (zero waste break time) with the theoretical framework of the Whole School Approach (WSA) and use different instruments to evaluate the impact of a WSA approach towards waste management and sustainability in Spanish schools. The first instrument is an app that was designed to track the waste generated in different classrooms informing us on the efficiency of the program in terms of waste reduction. The second instrument is a questionnaire among the participating teachers that evaluates the implementation of 6 WSA principles during the RR0 programme. Lastly, we use the experiences of the participating schools and teachers to identify the strengths and challenges of each of the principles and as a general reflection of the effectiveness of the RR0 program within the WSA.
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"Zero Tolerance, Suspension, and Expulsion: Questions of Equity and Effectiveness." In Handbook of Classroom Management. Routledge, 2013. http://dx.doi.org/10.4324/9780203874783-54.

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Haghirian, Parissa, and Bernd Simon. "Designing the Virtual Classroom for Management Teaching." In Web-Based Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch029.

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With the modern business environment becoming increasingly dependent on technology, managementteaching in higher education faces the challenging task of effectively leveraging technology in diverse learning environments. This chapter discusses the use of virtualclassrooms, namely collaborative, information technology-mediated teaching endeavours in management education at universities. The overall aim of this chapter is to provide insights for those who are responsible for the development of management curricula and to give specific guidelines tomanagement educators interested in integrating IT-basedteaching to increase teaching effectiveness when designingvirtual classrooms.
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Silva de Souza, Gustavo Henrique, Jorge Artur Peçanha de Miranda Coelho, Germano Gabriel Lima Esteves, and Nilton Cesar Lima. "Learning Management." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2124-3.ch007.

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This Chapter develops a bibliographic analysis that associates teaching methodologies with cognitive skills to create a structural map of teaching activities that guide the learning process in classroom, basing on student characteristics. Specifically in higher education, the academic formation within the major universities in the entire world goes through a particular problem: lack of effectiveness in the teaching-learning process. This Chapter starts from the premise that the learning management should be used as a strategy for planning the teaching-learning process. A specific theoretically grounded analysis is used to understood a series of learning activities appropriate to cognitive skills, so authors propose a functionalist model of teaching and learning that seeks greater usefulness in the transfer of knowledge in classroom. Thus, the Chapter covers issues such as: experiential learning for teaching questions, Kolb's theory of experiential learning, teaching-learning process, and applications of learning management.
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Bhardwaj, Sushil, and Indu Sharma. "Exploring the Effects of AI-Powered Personalized Classroom Management Strategies." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-5443-8.ch002.

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Recent advancements in artificial intelligence (AI) have sparked transformative possibilities in education, particularly in the realm of personalized classroom management strategies. This chapter explores the multifaceted effects of AI-powered approaches on educational settings. By leveraging AI algorithms, educators can tailor learning experiences to individual student needs, fostering a more engaging and effective educational environment. The primary objectives of this chapter are (a) to investigate the effectiveness of AI-powered personalized classroom management strategies in promoting positive student behavior, (b) to examine the impact of personalized interventions on student engagement and academic achievement, (c) To explore teachers' perceptions of AI-driven classroom management and their experiences with implementing personalized strategies, and (d) to identify best practices and recommendations for integrating AI-powered personalized classroom management strategies into educational settings.
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Small, Tamica. "Transformational Leadership." In Advances in Human Resources Management and Organizational Development. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-1380-0.ch020.

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Transformational leadership has transitioned into a dominant strategic framework to enhance leadership roles in education. This chapter will examine the correlation between teacher transformational leadership in the classroom and the significant effectiveness this does have to shift the traditional teacher-centred approach to learning in the classroom. Transformational leadership employed in the classroom combined with inquiry-based learning can enhance students' critical thinking skills to shape their lives and their roles in the world. Through transformational leadership, teachers can hone their leadership skills, while understanding the value of equipping students with the skills to become activity participants in the learning process. That is empowerment of students.
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Nami, Fatemeh. "Exploring the Effectiveness of Online Synchronous Learning Management Systems." In Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7286-2.ch007.

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In line with calls for a more comprehensive understanding of the potentials of virtual environments for language learning/teaching, the chapter reports a study on the application of a synchronous learning management system (SLMS). The development of academic writing knowledge of a group of MA students attending an online academic writing course in a state university in Tehran was compared with that of a similar group in a face-to-face course in the same university. The analysis of participants' classroom discussions and their writing assignments indicated that although the writing knowledge of both groups improved by the end of the course, the nature of changes differed from the online group to the face-to-face one. It is suggested that while SLMSs have opened up new horizons for the instruction/practice of language skills, their uses are largely context- and user-specific. The finding of this study feeds into research on SLMS-based foreign language instruction.
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Yang, Yanyin, Hongyan Jiang, Qinghua Deng, Juan Xiong, and Xiaohong Zheng. "Application and Effect Analysis of PEIL-TBL Teaching Model Based on Rain Classroom in Pharmaceutical Service Practical Training1." In Digitalization and Management Innovation II. IOS Press, 2023. http://dx.doi.org/10.3233/faia230754.

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Objective: This study explores the application and effects of the PEIL-TBL teaching model based on Rain Classroom in practical training in the field of pharmaceutical services. Methods: A total of 89 students majoring in pharmacy in the 2022 class of our college were randomly divided into an experimental group (45 students) and a control group (44 students). The control group received traditional teaching methods in pharmaceutical service practical training courses, while the experimental group received the PEIL-TBL teaching model based on Rain Classroom. SPSSAU was used to statistically analyze the theoretical and practical scores of the students in pharmaceutical service courses. Results: There were significant differences in the final theoretical and practical scores between the experimental group and the control group (P &lt; 0.05, P &lt; 0.01). Conclusion: The application of the PEIL-TBL teaching model based on Rain Classroom in pharmaceutical service practical training courses can improve the overall teaching effectiveness of both theoretical and practical aspects.
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Conference papers on the topic "Classroom management effectiveness"

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Paz, Marta, and Clara Vasconcelos. "BEYOND THE CLASSROOM: EMPOWERING LEARNERS IN BIO AND GEOETHICS WITH ENGAGING NON-FORMAL RESOURCES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/50.

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Recent decades have witnessed extraordinary scientific and technological advances which have profoundly impacted society in multiple dimensions, such as healthcare, agriculture, energy, natural resources exploitation, environmental conservation, georisks management, and digital communication, promoting better living conditions for all. However, alongside the benefits, humanity also faces growing challenges and dilemmas concerning planetary sustainability and human rights. For this reason, the call for scientific and ethical literacy has never been more critical, namely in the field of bio and geoethics. Despite its importance, in Portugal, the integration of bio and geoethics in science education curricula is still very limited, occurring almost exclusively at higher education levels. This study explores the potential of non-formal education as an alternative to address bioethics and geoethics teaching at middle and secondary education levels. Non-formal activities, distinguished by their flexibility and learnercentered approach, offer significant opportunities for enhancing understanding and engagement with ethical issues in these fields. Specifically, this work analyses and evaluates the effectiveness of two non-formal educational activities: (i) an escape room focused on bioethics and informed consent and (ii) a modelling activity focused on geoethics and seismic risk. The activities took place over six weeks, for one hour a week. This study followed a mixed-methods methodology and involved 17 participants (n=17) aged between 12 and 16 (average 13.6 years) who attended a social charity institution after regular school time in an urban area of northern Portugal characterised by an underprivileged social context. A diagnostic test was applied initially, and an assessment snapshot was taken at the end of both activities. Findings indicate that participants significantly increased their knowledge of bio and geoethics and engagement with ethical issues. The outcomes highlight non-formal education�s potential to enrich bioethical and geoethical knowledge and foster more conscious and participatory citizenship among adolescents. These findings can inform the development of future non-formal and formal educational activities and contribute to the broader discourse on bio and geoethics education.
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Gupta, Aditya Kumar, Vivek Aggarwal, Prashant Dev Yadav, Mohd Naved, Snigdha Dash, and Tushar Chandwani. "Effectiveness of Technological based Classroom Engagement." In 2022 3rd International Conference on Intelligent Engineering and Management (ICIEM). IEEE, 2022. http://dx.doi.org/10.1109/iciem54221.2022.9853199.

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Zhang, Xiufeng, and Hui Gao. "Study on Effectiveness of Classroom Interaction." In International Conference on Education, Economics and Information Management (ICEEIM 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200401.007.

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Hongtao, Mao. "Research on the Effectiveness of College Classroom Teaching Communication." In 2020 International Conference on Modern Education and Information Management (ICMEIM). IEEE, 2020. http://dx.doi.org/10.1109/icmeim51375.2020.00174.

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"Research on Effectiveness of Flipped Classroom Based on Micro Video." In 2017 International Conference on Frontiers in Educational Technologies and Management Sciences. Francis Academic Press, 2017. http://dx.doi.org/10.25236/fetms.2017.094.

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Wu, Xiaodong, and Yuzhu Zeng. "Integrating MOOCs with Traditional Classroom Instruction to Improve Teaching Effectiveness." In 2017 2nd International Seminar on Education Innovation and Economic Management (SEIEM 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/seiem-17.2018.25.

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Feng, Chao. "Evaluating the effectiveness of PE curriculum based on the classroom teaching." In 2nd International Conference on Management Science and Industrial Engineering (MSIE 2013). Atlantis Press, 2013. http://dx.doi.org/10.2991/msie-13.2013.118.

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van Bebber, Rijana. "Classroom Management Training With Video Vignettes: Fostering Learning Effectiveness by Instructional Scaffolding." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1577481.

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Ismi, Fadhila Maulida, and Aan Komariah. "Management of Classroom: Utilization of Learning Facilities and Teacher Performance on Learning Effectiveness." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.046.

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"Research on the Effectiveness of Physical Education Classroom Teaching and Diagnosis and Optimization." In 2018 1st International Conference on Education, Art, Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/eamss.2018.054.

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Reports on the topic "Classroom management effectiveness"

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Agu, Monica, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. The Impact of Mentoring as a GMP Capability Building Tool in The Pharmaceutical Manufacturing Industry in Nigeria. Purdue University, 2012. http://dx.doi.org/10.5703/1288284317447.

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Good Manufacturing Practices (GMP), a component of Pharmaceutical Quality Systems, is aimed primarily at managing and minimizing the risks inherent in pharmaceutical manufacture to ensure the quality, safety and efficacy of products. Provision of adequate number of personnel with the necessary qualifications/practical experience and their continuous training and evaluation of effectiveness of the training is the responsibility of the manufacturer. (World Health Organization [WHO], 2014; International Organization for Standardization [ISO], 2015). The classroom method of training that has been used for GMP capacity building in the pharmaceutical manufacturing industry in Nigeria over the years, delivered by experts from stringently regulated markets, have not yielded commensurate improvement in the Quality Management Systems (QMS) in the industry. It is necessary and long over-due to explore an alternative training method that has a track record of success in other sectors. A lot of studies carried out on mentoring as a development tool in several fields such as academia, medicine, business, research etc., reported positive outcomes. The aim of this study was to explore mentoring as an alternative GMP training method in the pharmaceutical manufacturing industry in Nigeria. Specifically, the aim of this study was to evaluate the impact of mentoring as a GMP capability building tool in the pharmaceutical manufacturing industry in Nigeria, with focus on GMP documentations in XYZ pharmaceutical manufacturing company located in South-Western region of Nigeria. The methodology comprised gap assessment of GMP documentation of XYZ company to generate current state data, development of training materials based on the identified gaps and use of the training materials for the mentoring sessions. The outcome of the study was outstanding as gap assessment identified the areas of need that enabled development efforts to be targeted at these areas, unlike generic classroom training. The mentees’ acceptance of the mentoring support was evident by their request for additional training in some other areas related to the microbiology operations that were not covered in the gap assessment. This result portrays mentoring as a promising tool for GMP capacity building, but more structured studies need to be conducted in this area to generate results that can be generalized.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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