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Relevant bibliographies by topics / Classroom management strategies

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Academic literature on the topic 'Classroom management strategies'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Classroom management strategies"

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Polirstok, Susan. "Classroom Management Strategies for Inclusive Classrooms." Creative Education 06, no. 10 (2015): 927–33. http://dx.doi.org/10.4236/ce.2015.610094.

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Clement, Mary C. "Pop Quiz: Classroom Management Strategies." Educational Horizons 92, no. 1 (October 2013): 24–25. http://dx.doi.org/10.1177/0013175x1309200112.

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Gunter, Philip L., and R. Kenton Denny. "Research Issues and Needs regarding Teacher use of Classroom Management Strategies." Behavioral Disorders 22, no. 1 (November 1996): 15–20. http://dx.doi.org/10.1177/019874299602200102.

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In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.

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Mundschenk, Nancy A., Craig A. Miner, and Becky L. Nastally. "Effective Classroom Management." Intervention in School and Clinic 47, no. 2 (August 8, 2011): 98–103. http://dx.doi.org/10.1177/1053451211414190.

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Teachers address a wide range of student behavior by teaching expectations and routines and by responding proactively and constructively to misbehavior, while simultaneously holding all students, including those with emotional or behavioral disorders, to high academic standards. It can be a challenge for educators to effectively communicate their expectations to students and provide the structure that some will need in order to function in the classroom. Using the job of an air traffic controller as an analogy may help teachers clearly communicate the strategies they will employ in the instructional environment and help students with and without disabilities remain academically engaged in meaningful learning activities. Empirically supported critical features of effective classroom management include strategies that maximize structure and predictability and fit nicely within the analogy. This article describes these strategies.

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Murdick, Nikki L., and Beverly Petch-Hogan. "Inclusive Classroom Management: Using Preintervention Strategies." Intervention in School and Clinic 31, no. 3 (January 1996): 172–76. http://dx.doi.org/10.1177/105345129603100307.

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Brown, Dave F. "Urban Teachers’ Professed Classroom Management Strategies." Urban Education 39, no. 3 (May 2004): 266–89. http://dx.doi.org/10.1177/0042085904263258.

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Kumar, Mukul, and Ziqian Liu. "Classroom Management Strategies and Student Learning." Advanced Journal of Social Science 5, no. 1 (May 29, 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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Aksu, Nihat. "Albanian Teachers’ Approaches to Classroom Management." European Journal of Social Sciences Education and Research 4, no. 1 (August 30, 2015): 186. http://dx.doi.org/10.26417/ejser.v4i1.p186-194.

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One of the key elements in having an effective teaching and learning atmosphere goes through classroom management. On the other hand, different needs brought different approaches and strategies to solve the broad area of classroom management. The 21st century classroom managements require quite complex approaches. In this article it is aimed to present strategies used by teachers in classroom management. The researcher anonymously surveyed 45 teachers who were teaching in private institute in Tirana were asked to complete the Incredible Years Teacher Strategies Questionnaire (TSQ) section A and section B only to measure classroom management behavior and the frequency of use of five teacher strategies: praise and effectiveness, proactive strategies, limit-setting, total positive approaches, and inappropriate strategies. The variables such as gender, years of experience, and age that may influence teachers’ classroom management strategies and confidence are discussed. After analyzing the data, it was revealed that male and female teachers differ in terms of coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies they employ. The results indicated that there was no relationship between years of experience and coaching, praise and incentives strategies and proactive strategies. Only there was a relationship between years of experience and social - emotional teaching strategies. However, they differed in terms of age, teachers in age group of 45-54 are better at coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies. By analyzing the data, the results indicated that a solid half of the study’s participants were not using positive classroom strategies and lack of these classroom management strategies were also causing use of inappropriate classroom management techniques.

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Dane-Staples, Emily. "Constructing a Sport Management Classroom." Sport Management Education Journal 7, no. 1 (October 2013): 25–33. http://dx.doi.org/10.1123/smej.7.1.25.

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As accountability and the nature of higher education are changing to an emphasis on teaching, it is critical for faculty to have pedagogical training to develop their classroom skills. Currently, most doctoral programs do not require pedagogical courses therefore faculty must independently seek knowledge on how to engage students and to teach the specifics of sport management. This article discusses the foundations of constructivist learning and some specific teaching strategies relevant for a sport management classroom. Drawing on educational and psychological theory, a six-element framework is outlined where instructors attempt to reach long-term learning, not just a memorization of facts. The overall framework and each element are discussed and then strategies such as the Fishbowl, Active Opinion, Talking in Circles, and group selection options are introduced. The benefit of this approach to the classroom is that it is not topic specific, and can be implemented in a variety of sport management classrooms.

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Sakui, Keiko. "Classroom management in Japanese EFL classrooms." JALT Journal 29, no. 1 (May 1, 2007): 41. http://dx.doi.org/10.37546/jaltjj29.1-2.

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The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL) in Japan. To fill the gap, this study will report on: a) classroom management difficulties that arise in Japanese EFL classrooms when teachers try to teach English communicatively, b) how teachers conceptualize and attempt to deal with these problems, and c) what strategies can be offered to alleviate these problems. 教室内における指導運営はどの国においても重要な課題である。このテーマについてこれまで多くの研究が行われてきたが (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999)、言語教育の分野では実証研究がほとんど行われていないと言ってもよく、日本の英語教育界ではさらに関心が低いように思われる。本論文は、a) 英語をコミュニケーションの手段として指導しようとする場合には特に運営指導が難しくなること、b) 教員はこのような困難に直面した場合どのように対処しているのか、c) 効果的な対象方略とはどのようなものか、これら３点について実地調査の報告を行った。

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Dissertations / Theses on the topic "Classroom management strategies"

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Hitt, Sara Beth, and false. "Multi-tiered Classroom Management Strategies for All Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4067.

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Lilie, Ron. "Management Strategies in Elementary Inclusion Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5746.

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The increasing popularity of inclusion classrooms has placed a large number of students with special needs with the ones without disabilities. Often, general education teachers lack sufficient training in proven inclusion practices that is necessary to cope with the increase in diverse learning needs. The absence of sufficient training can lead to disruptive behavior and also, induce more stress in the classroom for the educator and the students. The qualitative case study aimed to explore the strategies and techniques used by elementary school teachers to successfully manage inclusion classrooms and to learn how the teachers handled stress. Vygotsky's sociocultural theory provided the theoretical framework for this study. The data collection methods involved observing school classrooms and interviewing teachers. A total of 6 teachers were interviewed and 3 observations were made in the classroom settings of these teachers. All the participants were teachers located in a small rural district of South Central Texas. The collected data were analyzed using cross-case analysis. The findings of this study indicate the most common methods of classroom management, that include the centers formed by small groups of students, and the tailoring of activities based on students' needs. Further, it was learnt that the teachers used a variety of techniques to mitigate their stress levels and to manage their classrooms in a calm manner. Also, using appropriate classroom management techniques can help the students with special needs to learn ways in which they can adapt their own behavior through self-regulation, to function more effectively with others.

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Chan, Kam-man. "A study of the quality of classroom management strategies." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B3195604X.

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Easter, Joy. "Classroom management strategies for first year middle school teachers /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/JEaster2008.pdf.

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Chan, Kam-man, and 陳錦文. "A study of the quality of classroom management strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3195604X.

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Hitt, Sara Beth, and false. "Learning Strategies and Classroom Management to Support All Learners." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4064.

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Conner, Niamh Kathleen. "Classroom Management Strategies as a Cornerstone of Elementary Teachers' Self-Efficacy." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1337.

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In the local school district under study, there has been a lack of professional development (PD) in classroom management, and challenging student behaviors in the classroom are increasing, eroding teachers' self-efficacy. The purpose of this correlational study, guided by a constructivist theoretical framework, was to examine the relationship between teachers' self-efficacy in the classroom when addressing challenging student behaviors and the amount of PD that the teachers have had in classroom management. The convenience sample comprised 99 teachers from 8 elementary schools; this total was based upon a response rate of 45%. The instrument, the Teacher Sense of Efficacy Scale (TSES), was administered via SurveyMonkey-®. Although the Pearson product-moment correlation showed that PD in classroom management and teachers' self-efficacy were not significantly related, the descriptive TSES results indicated that teachers needed specific guidance in addressing challenging students, as evidenced by the lowest score on the TSES for the question asking teachers how well they are able to educate the most difficult students. Instead of planning another series of broad PD sessions for teachers, a behavior management manual was designed to simultaneously help teachers manage challenging student behaviors and increase their self-efficacy in the classroom when addressing challenging student behaviors. The goal is to provide teachers with a manual that they can reference to find resources to address challenging student behaviors and allow them to focus on academic achievement. This behavior management manual for teachers has implications for positive social change in that it can educate teachers on how to manage challenging student behaviors and potentially improve academic performance.

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Henderson, Kalebra Henderson. "The Effect of Higher Education Classroom Management Behavior Strategies on Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2214.

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Higher education instructors experience many uncivil behavior challenges among students in the classroom that affect learning. The purpose of this qualitative study was to investigate the effect of higher education classroom management behavior strategies on learning. Guided by Bandura's social learning theory and Piaget's cognitive theory, the research questions were designed to explore the perceptions of instructors and students about classroom management behavior strategies used in college settings and how student classroom incivility affects learning. The study included a panel of experts to aid in determining the feasibility of the project study protocol, testing the adequacy of research instruments, and identifying weaknesses in a study. There were 19 prewritten open-ended interview questions used to gather in-depth feelings, attitudes, and perceptions of 5 instructors' and 5 students' experiences toward classroom incivility from a 2-year college in Texas. Participant interviews were transcribed using open, axial, and selective coding to identify common themes. Discipline referral reports and researcher observation notes were gathered to triangulate the data. The findings indicated the instructors needed training on how to better manage uncivil classroom behaviors among students. The findings were used to develop a professional development training called "Classroom Incivility: Address it Now, Later, or Never." This project resulting from the study could have a direct effect on positive social change by equipping instructors with better tools to effectively manage uncivil behavior among students in their classrooms.

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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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Howard, Larissa Ann. "Comparing the Accept Identify Move Curriculum to Typical Classroom Behavior Management Strategies." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2507.

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Schools implement school-wide positive behavior support systems to enforce rules, shape maladaptive behaviors, and promote positive climate where students’ wellbeing can improve. A way to reduce disruptive behaviors is with Accept. Identify. Move (AIM) curriculum with reinforcement system and social-emotional components. Statistical t-test of between group of Intervention Classroom and Control Classroom, within Intervention Classroom group, and within Control Classroom group to evaluate changes in psychological flexibility changes after students received the AIM intervention and control classroom intervention. The between group and within Intervention Classroom group t-test produced statistically significant results, and the within Control Classroom group produced no statically significant results. An ABA design was used to evaluate the effectiveness of the two classrooms receiving separate interventions. This study suggests that the AIM intervention can help students develop physiological flexibility skills and decrease disruptive behaviors in the classroom setting.

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Books on the topic "Classroom management strategies"

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Teacher-tested classroom management strategies. 2nd ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2006.

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Teacher-tested classroom management strategies. 3rd ed. Boston, Mass: Pearson, 2009.

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Hardin, Carlette Jackson. Effective classroom management: Models and strategies for today's classrooms. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2004.

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Effective classroom management: Models and strategies for today's classrooms. 3rd ed. Boston: Pearson, 2012.

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Effective classroom management: Models and strategies for today's classrooms. 2nd ed. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2008.

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Berry, Sharon R. Classroom perspectives: Strategies for student management. Nashville, TN: LifeWay Christian School Resources, 2000.

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Coaching classroom management: Strategies & tools for administrators & coaches. Eugene, Oregon: Pacific Northwest Publishing, 2006.

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R, Jenson William, and Reavis H. Kenton, eds. The tough kid book: Practical classroom management strategies. Longmont, Colo: Sopris West, Inc., 1992.

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Miller, Darcy Elizabeth. Enhancing adolescent competence: Strategies for classroom management. Belmont, CA: West/Wadsworth, 1998.

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Bender, William N. 20 disciplinary strategies for working with challenging students. Moorabbin, Victoria, Australia: Hawker Brownlow Education, 2015.

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Book chapters on the topic "Classroom management strategies"

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Wehby, Joseph H., and Kathleen Lynne Lane. "Classroom management." In Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.)., 61–76. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000126-004.

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Haydon, Todd F., Cara L. Dillon, Alana M. Kennedy, and Meagan N. Scott. "Classroom Management." In Peers as Change Agents, edited by Tai A. Collins and Renee O. Hawkins, 226–37. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190068714.003.0019.

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Classroom management refers to a variety of strategies aimed at increasing appropriate behaviors and reducing inappropriate behaviors in classrooms. Common peer-mediated strategies in classroom management include establishing rules and classroom procedures, setting routines, and maintaining a positive classroom climate. Interventions such as the Color Wheel System can be helpful in establishing classroom expectations. This chapter discusses the use of classroom management strategies in schools, with a focus on strategies that can leverage peer influence to promote positive outcomes. This chapter also includes considerations of diversity and equity in classroom management interventions.

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"Confrontation in the classroom: teacher strategies." In Effective Classroom Management, 76–89. Routledge, 2002. http://dx.doi.org/10.4324/9780203130087-9.

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Walters, Annette G. "Classroom Management 3.0." In Supporting Early Career Teachers With Research-Based Practices, 185–202. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6803-3.ch009.

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The impact of a poorly managed classroom on the health, well-being, and instruction of students, along with commensurate effects on the educational delivery and teacher efficacy has expanded nationally across school systems. There are often dire consequences of a poorly managed classroom, which includes teacher burnout, missed educational opportunities, increase absences of both students and teachers, poor test scores, educator fatigue, increase discipline and referrals, and reports of job dissatisfaction. While information about classroom management has proliferated, the art of implementing effective classroom management strategies across multitiered grades, content areas, and activities has not occurred in a seamless consistent manner. In this chapter, the literature on effective classroom management processes with multi-system approaches for delivery are suggested for providing cogent actions and strategies to educators in their daily practice. Critical issues and trends, perceptible strategies, and methods for implementation are covered.

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Hagerman, Rachel V. "Cell Phones and Classroom Management." In Advances in Educational Technologies and Instructional Design, 165–85. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5805-8.ch009.

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This chapter outlines and analyzes various classroom management strategies for teachers to regulate cell phone use. Beginning with the background of why cell phones are known to cause distractions in the classroom, the chapter then focuses on using both positive and negative reinforcement strategies for teachers to structure and encourage proper mobile phone usage. The author also includes the benefits and challenges imposed by various classroom management systems in order to guide teachers in making the right decisions regarding cell phone use in their classrooms.

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Topal, Murat, and Gozde Sezen-Gultekin. "Gamification in Classroom Management." In Utilizing Technology, Knowledge, and Smart Systems in Educational Administration and Leadership, 224–39. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1408-5.ch012.

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This chapter is going to focus on the topic of gamification in classroom management. In this context, firstly, the definition, characteristics, theories of class management, and the strategies used in classroom management are going to be defined, and then gamification as the next generation strategy is going to be discussed. Although there are many studies on classroom management strategies that have been designed to make the education environment more effective in the literature, the use of these strategies in classroom applications may vary according to the practitioner and the classroom climate. However, it is seen that gamification has become increasingly important with the change in the perspectives and expectations of people and the advancement of the methods and techniques used in education.

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Phajane, Masello Hellen. "Strategies to Enhance the Most Effective Classroom Management Techniques and Practices." In Paradigm Shifts in 21st Century Teaching and Learning, 252–69. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3146-4.ch016.

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The purpose of this chapter is to explore and determine the most effective classroom management techniques and practices. This chapter includes a full review and critical analysis of research and literature associated with classroom discipline and ongoing management to promote positive learning. Owing to the diverse population of learners, changes in cultural behaviours, and the social and emotional pressure children experience, the classroom environment has become disorderly. Teachers need an effective classroom management plan that would help bring order and productive learning back into the classroom. As teachers learn more about a variety of classroom management approaches, they can sample techniques that would fit their needs. Not all classroom management programmes are geared to the same grade levels. Therefore, teachers can choose programmes that will best satisfy the needs of their own classroom's grade level. Teachers can choose between an approach for individual classrooms and a whole school approach to enhance learner behaviour.

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Krach, Shelley Kathleen, and Lori R. Kern. "Technology-Based Classroom Management." In Peers as Change Agents, edited by Tai A. Collins and Renee O. Hawkins, 238–48. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190068714.003.0020.

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Many recent studies incorporate technology into classroom management strategies. Technology-based interventions can be used to increase the engagement of students in schools because they can be personalized to each student and meaningfully incorporated into the existing classroom ecology. This chapter describes how to effectively implement technology-based classroom management strategies. There is a particular focus on intervention selection and implementation. An evaluation of ClassDojo is included as an evaluative case study. Also, considerations of diversity and equity within classroom management interventions incorporating technology are included.

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"Behavior and Classroom Management and Organization." In Teaching Students With High-Incidence Disabilities: Strategies for Diverse Classrooms, 100–145. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2018. http://dx.doi.org/10.4135/9781071800522.n3.

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Divoll, Kent Alan, and Angelica Ramos Ribeiro. "Strategies to Overcome Middle School Teachers' Classroom Management Stress." In Advances in Early Childhood and K-12 Education, 217–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7057-9.ch012.

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The purpose of this chapter is to explain the complexities of classroom management, student development, and middle school philosophy for new teachers at the middle school level. In addition, the authors provide the following four strategies to help new teachers deal with the stress of classroom situations: (a) improving knowledge of student development, the brain, and stress; (b) focusing on what is in the teachers' control; (c) breaking down the tasks into small chunks; and (d) creating a positive mindset. This chapter is unique because few authors have combined the concepts of middle school teacher stress caused by classroom management, how the brain influences classroom management, teacher stress, the cyclical nature of new teacher stress, and strategies to ameliorate stress.

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Conference papers on the topic "Classroom management strategies"

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Chang, Jing. "Research on Effective Teaching Strategies in Flipped Classroom." In 2016 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.5.

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Liao, Yanling, Bo Zhao, and Jun Wang. "Instructional Strategies Study Via Classroom Observation of MOOC." In 2016 International Forum on Management, Education and Information Technology Application. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ifmeita-16.2016.75.

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Affandi, Lalu Hamdian, Heri Hadi Saputra, and Husniati Husniati. "Classroom Management at Primary Schools in Mataram: Challenges and Strategies." In 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.066.

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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. Valencia: 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. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.

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Ahamat, Mohd Iqbal. "Qualitative Study On Students’ Self-Efficacy And Language Learning Strategies In Esl Classroom." In 9th International Economics and Business Management Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.05.30.

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Zhang, Bing. "A Study on the Strategies of Improving the Efficiency of College English Classroom." In 7th International Conference on Management, Education, Information and Control (MEICI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/meici-17.2017.73.

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"Optimizing Strategies of English Audio-Visual Classroom Teaching from the Perspective of Cultural Comparison." In 2018 2nd International Conference on e-Education, e-Business and Information Management. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/eeim.2018.013.

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"Discussion on Classroom Teaching Strategies of Basic Accounting in Higher Vocational Colleges Based on SPOC." In 2018 International Conference on Education Technology, Economic Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etemss.2018.1615.

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"Strategies to Strengthen the Effectiveness of English Classroom Teaching in Higher Vocational Colleges in Information Age." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.164.

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Johnstone, Bruce Alexander. "Developing career management skills within a flipped course in Managerial Communication." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8135.

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This paper reports on research in progress to evaluate the effectiveness of strategies for developing career management skills (the processes involved in obtaining and maintaining work) in undergraduate university business students in Melbourne, Australia. These strategies are incorporated into a course in Managerial Communication - taught using blended-learning and a flipped-classroom approach. The course’s active learning workshops provide opportunities to rehearse the process of undertaking a job search, creating application documents and being interviewed. Students are also prepared for modern recruiting processes by going through an online video interview simulation and preparing an online Linkedin profile. Finally, the design of the workshops and the terminology and approach to project-based learning prepares students for workplaces that employ Agile methodology.

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Reports on the topic "Classroom management strategies"

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Bailey-Ramos, Erica. Who Matters?: Effective Classroom Management Strategies for Multicultural Elementary Education. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.218.

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