Relevant bibliographies by topics / Classroom Management Practice

Contents

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

Academic literature on the topic 'Classroom Management Practice'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Classroom Management Practice"

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Javed, Muhammad Latif, Muhammad Asif Choudhary, and Rashid Ahmad. "Classroom Management Techniques: A Framework to Practice." Review of Applied Management and Social Sciences 2, no. 2 (2020): 83–93. http://dx.doi.org/10.47067/ramss.v2i2.17.

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An effective classroom management is the key to better teaching-learning results and outcomes. It relates to creating a learning environment and focuses on developing an appropriate students’ behavior at early stage of students’ life. The main objective of the study was to analyze the classroom management techniques within the framework, used by elementary school teachers to make the process operative and successful at school level. The framework developed through the elements three main aspects static, dynamic and teachers’ perception about classroom management practices All the teachers teac
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Pokharel, Manda, and Mani Ram Sharma. "Classroom Management: Glocalized Contexts." Journal of Social Work and Science Education 2, no. 1 (2021): 11–20. http://dx.doi.org/10.52690/jswse.v2i1.136.

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This research based article discusses on issues and practices of classroom management from the local perspectives. It is based on the context of public school of Nepal. The participant is an EFL teacher of public school in Kathmandu, teaching in middle school and secondary level there. The classroom management practices in the EFL teacher’s classes are seen using classroom observation tool, in her classes of both the levels for a week using qualitative framework. The findings show the traditional practice still dominating the classroom activities. Therefore the article is based on the issues o
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Rochma, Anis Firdatul, Sutrisna Wibawa, and Basikin Basikin. "The Classroom Management Approach in the Grammar Practice Class." Journal of English Language Teaching and Linguistics 5, no. 1 (2020): 91. http://dx.doi.org/10.21462/jeltl.v5i1.387.

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<em>The grammatical competence is a capacity that is considered necessary to organize words and sentences accurately. Since the teaching of grammar means training the students to improve their communicative competence as well, thus it requires a great deal of time. Although the adequate grammar learning classrooms have been managed, yet the additional grammar practice class is considered necessary to carry out. A number of studies related to traditional and modern grammar learning activities have been conducted. However, there are only a few interests on the classroom management approach
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Ragawanti, Debora Tri. "CULTIVATING PRE-SERVICE TEACHERS’ CLASSROOM MANAGEMENT SKILLS THROUGH TEACHING PRACTICUM: A REFLECTIVE PRACTICE." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 1 (2015): 117. http://dx.doi.org/10.15639/teflinjournal.v26i1/117-128.

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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 study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate how such journal can help them develop their classroom management skills. The participants were 10 studen
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Oliver, Regina M., Matthew C. Lambert, and W. Alex Mason. "A Pilot Study for Improving Classroom Systems Within Schoolwide Positive Behavior Support." Journal of Emotional and Behavioral Disorders 27, no. 1 (2017): 25–36. http://dx.doi.org/10.1177/1063426617733718.

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Despite the overall success of Schoolwide Positive Behavior Support, there is evidence teachers do not effectively utilize Schoolwide Positive Behavior Support features in the classroom. Classrooms are important systems within a Schoolwide Positive Behavior Support framework as this is the location within the school that students spend the majority of their time. This is especially important for students with emotional and behavioral disorders as teacher proficiency with classroom management affects the progression and malleability of the disorder. The purpose of this study was to examine the
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Sorbet, Stefanie R., and Candice Dowd Barnes. "Using Positive Behavior Role Plays to Prepare Teacher Candidates for the Classroom: An Exercise for Classroom Management." Journal of Education and Culture Studies 4, no. 2 (2020): p145. http://dx.doi.org/10.22158/jecs.v4n2p145.

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Teacher education programs across the country may infuse the latest research and resources of best practices in managing a classroom but there are not many opportunities to practice guidance and managing classroom behavior unless it arises while teaching in the actual classroom. There is not often a time or place to “practice” managing the classroom environment or practice encountering misbehavior until the actual situation arises within a field placement in an elementary classroom of students. Role play allows preservice teachers to practice guidance and behavior management of K-12 students i
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Ismanto, Ismanto. "Classroom Management for Prospective Elementary School Teachers." PPSDP International Journal of Education 4, no. 1 (2025): 271–84. https://doi.org/10.59175/pijed.v4i1.416.

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This study aims to explore the classroom management practices of student teachers in the Elementary School Education (PGMI) Study Program at the Faculty of Tarbiyah IAIN Kudus. This research uses a case study approach, involving students of the PGMI Study Program at the Faculty of Tarbiyah IAIN Kudus in conceptual and practical learning related to classroom management. Data collection was carried out using semi-structured interview techniques with student participants regarding the experience of classroom management practices, passive observation presented in the form of visual micro-teaching
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Rahman, Md Munibur. "Practice and perceptions of classroom management: A study at the tertiary level." Asian Journal of Contemporary Education 8, no. 2 (2024): 62–76. http://dx.doi.org/10.55493/5052.v8i2.5098.

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The successful dissemination of learning inputs and its success largely depends on how aptly the classroom management issues are managed and addressed. This study investigated the existing scenario of classroom management practices and teachers’ perceptions, and the impacts of the practices on fifteen specific classroom management strategies employed at the tertiary level in Bangladesh. With a structured questionnaire following a five-point Likert scale, 113 teachers from 56 departments of 38 universities were surveyed to collect data for this research. The study found that the teachers, stude
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Lehner, Edward, and Tonya Johnson. "Toward Distributive Classroom Management: Cogenerative Dialogue and Cooperative Inquiry." Voices of Reform 5, no. 1 (2022): 59–88. http://dx.doi.org/10.32623/5.00005.

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The strict classroom control philosophy often adopted within public schools can have counterproductive effects on students, especially African Diaspora and Latinx students. Public schools should ideally provide quality instruction for all students. Unfortunately, teacher-centered practices reinforce stereotypes that African Diaspora and Latinx students are unruly and need institutionally imposed discipline and management, thereby undermining the mission of equitable educational achievement. Students, especially diverse urban students, would benefit from a shift in classroom management from str
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Sun, Na, and Rizal O. Dapat. "Professional Ability System and Effective Strategies in Enhancing Teaching Competence Among Mathematics Student Teachers." Journal of Education and Educational Research 5, no. 3 (2023): 152–56. http://dx.doi.org/10.54097/jeer.v5i3.13674.

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This study compares mathematics student-teachers' professional ability system and instructional practices. Content, pedagogical, technical, classroom management, and reflective practice were examined as part of their professional ability system. Modeling, guided practice, co-teaching, differentiation, technology integration, formative assessment, and collaborative learning were also assessed. The study also examined if student-teachers' professional ability system affects their math teaching practices. Content knowledge and effective teaching practices, especially modeling and guided practice,
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Dissertations / Theses on the topic "Classroom Management Practice"

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Hamilton, Mary Lynn E. "The practical argument staff development process, school culture and their effects on teachers' beliefs and classroom practice." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184857.

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This qualitative study investigates the interaction among teachers' beliefs, their practices, and the practical argument staff development process in two schools and suggests how school culture may affect that interaction. The subjects for this study were the intermediate teachers from two of the schools participating in the OERI Study, A Study Teachers' Research-Based Instruction of Reading Comprehension (RIS). This study was designed to investigate the proposal in staff development/teacher change literature that conscious examination of beliefs facilitates teacher change. Furthermore, this s
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Corrie, Loraine Frances. "Pedagogical knowledge and classroom practice : teachers' management of a disruptive classroom behaviour, talking out of turn." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020201/.

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This study investigates teachers' management of a disruptive classroom behaviour known as "talking out of turn", and proposes that management practices are integral to teachers' pedagogical knowledge. The study explores the notion that pedagogical knowledge is socially constructed by staff, with influence being exerted by those high in the power hierarchy of the school. Talking out of turn is a pervasive and disruptive pupil behaviour which violates the turn-taking rules operating in the classroom. Previously it had been concluded that it is caused by teachers' or pupils' skill deficit, howeve
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Yu, Lai-wah. "A study of strategies adopted by student-teachers of the Hong Kong Institute of Education in classroom during their teaching practice." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778099.

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Hepburn, Lorna. "Teacher-Reported Knowledge and Implementation of Classroom Management Practices in Queensland State Secondary Schools: Investigating the Research-to-Practice Gap." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/386892.

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Classroom management underpins effective teaching and positively influences student learning outcomes. Proactive classroom management, which emphasises the prevention of problem behaviours, fits within a whole-school approach to positive behaviour support. In Queensland, many state schools are using Positive Behaviour for Learning as a framework for implementation of whole-school positive behaviour support. A number of key classroom management practices aligning with whole-school positive behaviour support have long been known, and are deemed to be evidence based. Yet, both locally and interna
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Egeberg, Helen. "From beliefs to practice: An examination of students' and teachers' views about effective classroom management." Thesis, Egeberg, Helen (2018) From beliefs to practice: An examination of students' and teachers' views about effective classroom management. PhD thesis, Murdoch University, 2018. https://researchrepository.murdoch.edu.au/id/eprint/43192/.

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The purpose of this study is to examine the views of teachers and students about effective classroom management. In studying the convergences between teachers’ and students’ beliefs, the study clarifies extant research on effective classroom management and broadens the perspective with which it is viewed. Within a mixed-methods design, the research comprised four complimentary sequences of data collection and analysis. Through surveys and focus groups, students explained they were more likely to behave well for teachers they respect and believe show genuine concern for student welfare and
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Yu, Lai-wah, and 余麗華. "A study of strategies adopted by student-teachers of the Hong Kong Institute of Education in classroom during their teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958394.

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Yang, She-king Sheila, and 楊舒琼. "A study of the effects of different courses on student teachers' attitude and classroom behaviour during their teaching practice inlocal secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956245.

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Reid, Robert Christopher Walter MacNeile. "Time and teachers : an empirical and conceptual study of the competition for the available time in the classroom practice of teachers working in the Western Cape, 1989-1990." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/15997.

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Includes bibliography.<br>This study examines the role of time in the working lives of teachers in the Western Cape in the years 1989 and 1990. The study is based upon interviews with twelve teachers, all of whom were currently teaching or who had been teaching in the recent past. The interviews explored the attitudes and practices of the teachers regarding their timetables, free periods, extra-murals, marking practices and lesson preparation, meetings, homework practices, tests and examinations, and professionalism, in so far as these were affected by considerations of time. The study argues
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Howse, Tashana. "A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5948.

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This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided
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Kaliska, Patricia. "A comprehensive study identifying the most effective classroom management techniques and practices." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002kaliskap.pdf.

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Books on the topic "Classroom Management Practice"

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Jonathan, Solity, ed. Classroom management: Principles to practice. Croom Helm, 1987.

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Tauber, Robert T. Classroom management: Theory and practice. 2nd ed. Harcourt Brace, 1995.

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Jonathan, Solity, ed. Classroom management: Principles to practice. Routledge, 1989.

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Hilary, Constable, Farrow Steve, and Norton Jerry, eds. Change in classroom practice. Falmer Press, 1994.

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T, Tauber Robert, ed. Classroom management: Sound theory and effective practice. 3rd ed. Bergin & Garvey, 1999.

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Tauber, Robert T. Classroom management: Sound theory and effective practice. 4th ed. Praeger Publishers, 2007.

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Weinstein, Carol Simon. Secondary classroom management: Lessons from research and practice. McGraw-Hill, 1996.

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Weinstein, Carol Simon. Secondary classroom management: Lessons from research and practice. 2nd ed. McGraw-Hill, 2003.

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Keefe, James W. Personalized instruction: Changing classroom practice. Eye on Education, 2000.

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Hemmings, Annette B., and Judith L. Pace. Classroom authority: Theory, research, and practice. L. Erlbaum Associates, 2006.

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Book chapters on the topic "Classroom Management Practice"

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Robinson, Adjai. "Classroom Management." In Principles and Practice of Teaching. Routledge, 2022. http://dx.doi.org/10.4324/9781003347859-5.

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Farrell, Thomas S. C. "Classroom Management." In Doing Reflective Practice in English Language Teaching. Routledge, 2021. http://dx.doi.org/10.4324/9781003178729-9.

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Ertel, Pamela A. Kramer, and Madeline Kovarik. "Practice." In The ABC's of Classroom Management, 2nd ed. Routledge, 2013. http://dx.doi.org/10.4324/9780203765333-162.

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Wright, Tony. "Issues and Practice in Research on Classroom Management." In Classroom Management in Language Education. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230514188_15.

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Gatti Schafer, Josephine, and Ignacio Ruelas Avila. "Connecting Theory and Practice in a Public Management Course." In Engaged Learning in the Public Service Classroom. Routledge, 2024. https://doi.org/10.4324/9781032671253-7.

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Parks, Carlton W., and Theodore R. Burnes. "Engaging culturally informed classroom and behavior management techniques in LGBTQ psychology learning environments." In Teaching LGBTQ psychology: Queering innovative pedagogy and practice. American Psychological Association, 2017. http://dx.doi.org/10.1037/0000015-006.

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Ding, Yi, Ruogu Zhang, Ningning Zhang, Zhuzhu Zhang, Qi Cheng, and Shu Zhang. "Design and Practice of a Classroom Feedback Teaching Model with Skewness-Peakiness Test Method." In Proceedings of the 2023 4th International Conference on Education, Knowledge and Information Management (ICEKIM 2023). Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-172-2_100.

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Wang, Jixian, and Jiajing Zheng. "Construction and Practice of Smart English Classroom Based on the Internet of Things in China." In Proceedings of the 2023 4th International Conference on Education, Knowledge and Information Management (ICEKIM 2023). Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-172-2_163.

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Su, Hongyan. "The Research and Practice of Higher Mathematics Classroom Teaching Mode in the Information Technology Era." In Proceedings of the 2023 4th International Conference on Education, Knowledge and Information Management (ICEKIM 2023). Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-172-2_218.

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Iskandar, Ranu, Ampapan Tuntinakhongul, M. Burhan Rubai Wijaya, et al. "Classroom Management of Motorcycle and Small Motor Practice Using the Block Teaching in The Next Normal." In 5th Vocational Education International Conference (VEIC 2023). Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-198-2_212.

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Conference papers on the topic "Classroom Management Practice"

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Xiao, Ying. "Design and implementation of the second classroom transcript social practice course management system based on B/S architecture." In Second International Conference on Big Data, Computational Intelligence and Applications (BDCIA 2024), edited by Sos S. Agaian. SPIE, 2025. https://doi.org/10.1117/12.3059784.

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Ruiz-Viñals, Carmen, and David Sancho-Ruiz. "FROM CLASSROOM TO STARTUP: ASSESSING HACKATHONS AS A PRACTICE-BASED LEARNING APPROACH FOR TEAM MANAGEMENT. THE CASE OF THE FASHION INDUSTRY." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0438.

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Swan, Paul. "Teacher Empathy Practice in Australian Elementary Classrooms: Implications for Classroom Management." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1445009.

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Tjendani, Endah Nur. "Classroom Talk as a Classroom Management Practice at Junior High School." In 6th International Conference on Educational, Management, Administration and Leadership. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.50.

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Xiong, Fangfang. "The Theory and Practice Study of Classroom Quality Academic Evaluation of Chinese Classroom." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.181.

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Yu, Peiting, Haobing Wei, Xuan Zhu, and Han Liu. "Exploration and Practice of Smart Classroom in Colleges and Universities." In 2021 6th International Conference on Modern Management and Education Technology（MMET 2021）. Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211011.077.

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Chen, Songping. "Study and Practice of Flipped Classroom under the Concept of CDIO." In 2016 International Conference on Management Science and Innovative Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.38.

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Jiang, Guobo. "Construction of Classroom Practice Teaching mode of Applied Undergraduate English Specialty." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.100.

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"The Application and Practice of Flipped Classroom in College Chinese Teaching." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.300.

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Wang, Lu. "Practice Study of Flipped Classroom based on Micro-English Lesson." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.281.

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Reports on the topic "Classroom Management Practice"

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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not
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McElhaney, Kevin, Rochelle Urban, Danae Kamdar, Anthony Baker, KellyAnn Tsai, and Jeremy Roschelle. Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/215.

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OpenSciEd curriculum materials and professional learning resources are Creative Commons licensed, freely available, and aligned with the Next Generation Science Standards (NGSS). This report offers direction to researchers, practitioners, policymakers, and developers by identifying OpenSciEd practitioners’ most urgent needs, the factors driving these needs, promising approaches for addressing these needs, and implications for OpenSciEd-enabled research. We gathered survey responses from 155 teachers and leaders and conducted focus group interviews with 28 of the survey respondents. Our analysi
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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical cla
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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
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Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk, and Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3868.

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This paper studies the concept related to E-learning and the Virtual Learning Environment (VLE) and their role in organizing future teachers’ terminological work by specialty. It is shown the creation and use of the VLE is a promising approach in qualitative restructuring of future specialists’ vocation training, a suitable complement rather than a complete replacement of traditional learning. The concept of VLE has been disclosed; its structure has been presented as a set of components, such as: the Data-based component, the Communication-based, the Management-and-Guiding ones, and the virtua
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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, et al. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional
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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 concep
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Kao, Sovansophal, Phal Chea, and Sopheak Song. Upper Secondary School Tracking and Major Choices in Higher Education: To Switch or Not to Switch. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.133.202203.

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Strengthening the quality of education, science and technology education is one of the four strategic rectangles of Rectangular Strategy Phase IV and at the heart of Cambodia’s ambition to achieve higher-middle-income status by 2030 and high-income status by 2050. To that end, increasing attention has been paid to improving both the quantity and quality of science education from secondary school through higher education. Empirically, it has been demonstrated that upper secondary school science can play a significant role in inspiring students to pursue STEM majors in higher education. Yet, the
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