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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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Wood, John Paul. "Classroom Strategies and Techniques from the Experiences of Veteran Art Educators." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/29.
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CLASSROOM STRATEGIES AND TECHNIQUES FROM THE EXPERIENCES OF VETERAN ART EDUCATORS by JOHN PAUL WOOD JR. Under the Direction of Dr. Melody Milbrandt ABSTRACT This educational case study on classroom management was conducted through questionnaire format by way of email and mail correspondence with art teachers working in a south metro Atlanta area school system in February of 2008. It was conducted to gain data on classroom management techniques and strategies from veteran art educators. The data I analyzed provided commonalities in methods, strengths and weaknesses, and techniques used that could potentially assist novice art teachers in areas of managing student behavior, materials and supplies in an art classroom. The findings of this study reveal although art educators of different grade levels teach different art lessons, they share similar approaches to behavior management and have overcome similar problems as novice teachers. INDEX WORDS: Art Teacher, Classroom Management, Behavior Management, Advice For Novice Teachers
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Evans, Vernessa. "An Evaluation of CHAMPS for Classroom Management." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2637.
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Teacher education programs focus on preparing teachers to instruct students, but they usually do not focus on preparing teachers to manage students’ behavior, which may prevent teachers from providing effective instruction. This project study evaluated a classroom behavior management model, CHAMPS, designed to help teachers manage student behavior so they can focus their time and energy on instruction and student success. Positive Behavior Systems (PBS), used in the field of behavioral management, served as the theoretical foundation for this study. The evaluation design followed Stufflebeam’s (2003) Context, Input, Process, and Product (CIPP) by employing the outcome-based approach, which evaluated the extent to which a program is meeting predetermined outcomes and objectives. The open-ended research questions explored whether the classroom management system accomplished its goal of guiding teachers in making effective decisions about managing behavior. Data were collected from a researcher-created qualitative questionnaire and phone interviews from a purposeful sample of 7 elementary school teachers who attended all 5 CHAMPS training sessions and who implemented CHAMPS strategies in their classrooms. Qualitative data were open coded and reoccurring themes including connections, support, structure, teach, and model were identified and interpreted for meaning. The findings indicated that CHAMPS, as a model for classroom management, successfully guided these participants in making effective decisions about managing students’ behavior. This study may contribute to a greater understanding of effective classroom management strategies and awareness of classroom behavior management issues for teachers, administrators, and district stakeholders.
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Chan, Pui-yee Pearl. "An investigation into the questioning strategies employed by novice and expert secondary school teachers." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709442.
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Funk, Kristin Marie. "Effects of Teacher Consultation on Evidence-Based Classroom Management Strategies: Teacher and Student Behavior." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216543.
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Educational PsychologyPh.D.
The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress and burnout for teachers (Smith & Smith, 2006) as well as less instructional time, lower grades, and poorer performance on standardized tests for students (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). When teachers are charged with managing their own classrooms in the field, they are often inadequately prepared (Bergeny & Martens, 2006) and professional development workshops and inservices on classroom management are often ineffective (Allen & Forman, 1984, Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). The focus of the current study was to evaluate the effectiveness of a checklist of evidence-based classroom management strategies both by itself and coupled with feedback and an action plan. Effectiveness was measured by the percentage of strategies from the checklist that were implemented by the teacher as well as the percentage of disruptive behavior by students in the classroom. The checklist consisted of 17 evidence-based classroom management strategies that were divided into three areas: Beginning of Class; During Instruction; and Responding to Student Behavior. The study consisted of four conditions: Baseline; Checklist; Checklist, Feedback, and Action Plan; and Maintenance. During the Checklist condition, the investigator and teacher read through evidence-based classroom management strategies on the checklist and reviewed examples and non-examples of the strategies. During the Checklist, Feedback, and Action Plan condition, the investigator and teacher reviewed the graphed data on the teacher's use of the strategies during Baseline and Checklist conditions. After reviewing the data, the teacher and investigator identified a maximum of three strategies from the checklist to implement and an action plan for how to implement those strategies was created. Then, after each observation, a checklist scored by the investigator was given to the teacher. During Maintenance, the teacher no longer received a scored checklist following the observations. Three elementary, self-contained classroom teachers of students with emotional and behavioral disorders participated in the study. During Baseline, the teachers used an average of 20% to 30% of the evidence-based classroom management strategies and the percentages of disruptive behavior ranged from an average of 60% to 90%. During the Checklist condition, the level of the data immediately increased for percentage of strategies used and the level of the data for disruptive behavior decreased, for two of the teachers. The changes in level for both percentage of strategies used and percentage of disruptive behavior, however, did not remain. One teacher returned to baseline levels for both percentage of strategies used and percentage of disruptive behavior. The other teacher showed a slight increase from baseline levels for percentage of strategies used, but the percentage of disruptive behavior returned to baseline levels. For the third teacher, no significant change in level was observed for percentage of strategies used and percentage of disruptive behavior. All three teachers, however, demonstrated increased use of the strategies and decreased percentages of disruptive behavior, when the checklist was coupled with feedback and an action plan. From Baseline to the Checklist, Feedback, Action Plan condition, the average percentages of strategies used were: Teacher A, 24% to 93%; Teacher B, 23% to 93%; and Teacher C, 33% to 88%. During Maintenance, Teacher A used an average of 92% of evidence-based classroom management strategies and Teachers B and C used 94% of evidence-based classroom management strategies. From Baseline to Maintenance, the average percentages of disruptive behavior were: Teacher A, 76% to 17%; Teacher B, 91% to 13%; and Teacher C, 64% to 12%. All three teachers found the intervention to be acceptable. Specifically, the teachers reported that: this intervention would be beneficial and appropriate for a variety of students; they were likely to use this intervention in the future; they liked the procedures used; and they were more likely to stay in their current teaching position after using this intervention.
Temple University--Theses
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Katanga, Mudumbi Marcelius. "Management of learners' absenteeism in rural primary schools in the Kavango region of Namibia." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60946.
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The purpose of the study was to investigate teachers? perceptions and experiences of the management of learner absenteeism in rural primary schools in the Kavango region of Namibia. This study was conducted in the Kavango region of Namibia where absenteeism has been identified as a problem in achieving quality education. A further purpose of the study was to gain some insight into the management challenges faced by teachers and the strategies they use to reduce learner absenteeism in their classes. The main research question was: How do teachers in rural primary school in the Kavango region of Namibia manage learner absenteeism? This exploratory study was conducted within an interpretive, qualitative paradigm. The researcher used semi-structured interviews to generate data and the findings of the study showed that learner absenteeism is a problem in the rural primary schools in the Kavango region of Namibia. Factors that contribute to learners absenteeism were identified and categorized as family (domestic work); individual (lack of motivation, especially over-aged learners); environmental (changing seasons, such as cold, rain and harvesting); and socio-economic (hunger).
The study also found that there is little parental participation in dealing with learner absenteeism because of the lack of teacher-parent relationships; a lack of value for education; and a lack of learner support. Furthermore, the study showed that some the classroom management challenges faced by the teachers in terms of learner absenteeism include the need to repeat lessons for absent learners; a lack of learner motivation; and other individual learner problems. Some of the strategies teachers use to reduce learner absenteeism emerged from findings of the study, including providing a school feeding scheme; presenting certificates and awards to learners for regular attendance; and establishing positive relationship strategies. It was also found that teachers apply an ethic of care in terms of modelling, dialogue, practice and confirmation in order to reduce learner absenteeism in the classroom. The ethic of care was evident in initiatives, like teachers making home visits to assess the domestic situations of learners and giving motivational talks to learners, encouraging them to care for other learners by using prefects to the encourage learners.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Coetzer, Zanie. "The impact of classroom management duties on the discipline of grade two learners / Zanie Coetzer." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8520.
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The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase.Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011
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Martin, Pamela Ann. "From small acorns : the positive impact of adopting simple teacher classroom management strategies on global classroom behaviour and teacher-pupil relationships." Thesis, Bangor University, 2009. https://research.bangor.ac.uk/portal/en/theses/from-small-acorns-the-positive-impact-of-adopting-simple-teacher-classroom-management-strategies-on-global-classroom-behaviour-and-teacherpupil-relationships(5055fd8a-7219-493f-acff-514cac7b6f36).html.
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Behavioural, emotional and social difficulties (BESD) can develop early in a child's life, and the earlier the onset the poorer the prognosis. Classroom-basedin terventions have been effective in reducing and preventing these problems, but many do not possess a robust evidence-base. One series of programmes that has a tradition of scientific evaluation is the Incredible Years (IY) series; the IY Teacher Classroom Management (TCM) programme is the focus of this research. This thesis contributes to current research in the following ways: Firstly, by developing and refining a new classroom observation measure (Chapter 4), the Teacher-Pupil Observation Tool (T-POT); a relatively flexible measure of teacher, classroom and individual pupil behaviours and interactions. Secondly, study two (Chapter 5) utilised the T-POT - in combination with questionnaire measures - in order to evaluate the IY TCM programme. The contribution of this study was that the IY TCM programme had never been previously evaluated independent of other IY programmes. The TCM programme successfully increased positive teacher behaviour and decreased negative teacher behaviour to the classroom, and to children with behaviour problems in particular. Pupil compliance significantly increased as a result of TCM training, while non-compliance, deviance (especially in children rated as problematic by the teacher), negative behaviours aimed at the teacher, and off-task behaviour showed significant reductions in intervention classrooms, post-classroom management training. Thirdly, the final study (Chapter 6) contributed to current research by investigating mechanisms of intervention-related change. This study examined barriers to positive outcome and investigated factors that facilitated implementation of TCM skills and principles. Teacher experience, job-share status, and teacher stress level, predicted multiple variables. Broad implications of the findings are discussed in the final chapter (Chapter 7) and suggestions relevant to future research are made.
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Mitchell, Michelle. "Teacher Self-Efficacy and Classroom Managment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7701.
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When the classroom environment is safe, reductions in aggression and an increase in compliance with rules can be expected. Teacher self-efficacy is therefore likely to play a significant role in teachers’ participation in the change process of implementing strategies that assist with classroom management styles. The purpose of this study was to examine the relationship between teacher self-efficacy and classroom management styles (reward strategies, preventive strategies, initial corrective strategies, and later corrective strategies). Teachers’ characteristics such as age, gender, education level, years of teaching experience, grade level taught, and class size were also explored to provide insight on teacher training and professional development programs. Survey data were collected from 43 teachers in urban and rural area of West Tennessee. The Spearman correlation analysis indicated a correlation between teacher self-efficacy and the four classroom management styles while the linear regression model showed that teacher characteristics do not predict teacher’s self-efficacy. This study revealed that the practice of preventive strategies by teachers had a greater impact on teacher self-efficacy scores compared to other classroom management strategies (reward strategies, initial corrective strategies, and later corrective strategies). Findings reinforce that school climate plays a significant role in the professional development of teachers and their use of specific classroom management practices. Addressing the gap between teachers’ efficacy beliefs and classroom decisions could help school professionals to develop interventions to minimize this gap, which could, in turn, promote positive school outcomes, such as students’ behavior adjustment and academic achievement.
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Mancini, Joseph A. "Student Discipline Strategies| Practitioner Perspectives." Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637843.
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This applied dissertation presented a mixed method design to gain a broader perspective of the perceptions of classroom management practitioners within a particular school district. Many teachers, or practitioners, experience issues with classroom management because of their understanding of strategies they use. Because of the researcher’s position within the education system, it was recognized practitioners are mandated to utilize specific classroom management strategies. As such, the study was designed to glean the perceptions of these practitioners in relation to the misunderstandings and mandates related to the strategies dealt with on a daily basis.
The perspectives gleaned afforded opportunities to generate statistical data. The last question presented to the study participants allowed each participant to express his or her ideas, related to the questionnaire or otherwise, in any way they saw fit. The analysis of the study took into consideration the open response comments as they pertained to the statistical data generated.
Findings revealed the most favorable, as well as most effective, strategies as perceived by actual practitioners. Practitioners also expressed their opinions indicating their displeasure regarding mandated classroom management strategies commonly referred to as Office Referrals. Practitioners indicated they perceived revoking student privileges, placing students in time-out areas, and utilizing counseling services as more effective when choosing strategies relative to managing their classrooms.
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Zoromski, Allison K. "Middle School Teachers’ Perceptions of and Use of Classroom Management Strategies: What are Teachers Doing that Works?" Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470613079.
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Storti, Dawn. "Promoting motivational needs to improve academic engagement in the primary classroom : using homework completion rates to measure the efficacy of classroom behaviour management strategies." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/125256/.
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Engaging primary aged children in academic tasks beyond the school gates is an age-old problem for many teachers and ubiquitous across many school settings. While the process can be felt as intrusive in the home environment (Edwards and Warin 1999) the benefits have been associated with more than subject specific academic achievement. Homework can develop fundamental learning behaviours (Bempechat 2004) which include the encouragement of independent learning, intrinsic engagement and life-long learning skills which can improve academic achievement in secondary school and beyond. However, around a third of children were found to regularly not complete homework tasks at primary school (Cooper et al 1998) which may disadvantage these pupils and harm their life choices when they are older. Homework is an integral part of the UK primary curriculum but its completion involves a complex list of motivational factors which can be influenced by rewards and punishments in the classroom. This project explored the efficacy of some common rewards systems, using homework completion rates as the measuring instrument. The project focuses on the impact of ClassDojo, a popular internet-based program, as a classroom behaviour management tool that incorporates homework completion as an important requirement of the pupils’ practice. The system’s efficacy is compared in two ways. The study was done over two school terms and involved twin classes (a Comparison and a focus class). In term one both classes were treated the same, following the school policy of using a Zone Board for behaviour management and house points to reward classwork and homework completion. In term two the Focus class used ClassDojo to reward all of these while the Comparison class continued as in term one. The findings suggest that when a classroom behaviour management system incorporates homework, school work and classroom behaviour within the same reward structure, while consistently supporting the motivational factors important for intrinsic engagement and pupil self-worth, homework turn-in rates can be improved within a few weeks. ClassDojo in itself was not found to be the motivationally pertinent factor but the way it was used to address and support all pupil learning and behaviour that influenced the children’s homework completion rates and classroom academic engagement. Alternative behaviour management systems could be equally effective if they address the needs identified in the motivational model and support intrinsic motivational engagement.
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Chow, Kam-ming, and 周鑑明. "A comparison of the strategies adopted by experienced and novice teachers in handling discipline problems in a secondary school in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957134.
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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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Riemann, Jodie. "Strategies primary school teachers find effective for students with conduct problems & disruptive behaviour : an exploratory study /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17729.pdf.
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Shultz, Colby Rebekah. "RESISTANCE AS NEGOTIATION: STRATEGIES AND TACTICS FOR REDEFINING POWER RELATIONSHIPS IN THE COMPOSITION CLASSROOM." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1149196934.
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Atici, Meral. "An exploration of the relationships between classroom management strategies and teacher efficacy in English and Turkish primary school teachers." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30911.
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This thesis describes a study of the relationships between self-efficacy in primary school teachers and their classroom management strategies in England and in Turkey. The study includes a survey of 73 Turkish teachers and 51 British teachers in terms of teacher efficacy in classroom management, followed up by observation and interviews with 6 teachers identified as high and 6 teachers as low efficacy. The role of self-efficacy in classroom management is examined through the application of Bandura's (1977, 1986, 1997) self-efficacy approach. A second important part of this study is the investigation of cultural differences between teachers in England and in Turkey with respect to misbehaviour and its management. The study demonstrated that as teachers felt more efficacious they were more likely to employ effective, long term and positive methods to deal with misbehaviour and, in doing so, to create a more appropriate and orderly learning environment. This then enhanced teachers' confidence and encouraged positive, quality relationships with pupils. Similarities rather than differences were common in terms of misbehaviour and methods used by both British and Turkish teachers to deal with it. However, some considerable differences existed, suggesting that, in comparison with British teachers, Turkish teachers lacked in familiarity with the concepts of classroom management and discipline in education terms through pre or in-service training and training in the use of systematic management strategies based on certain theoretical roots. A striking difference emerged in the application of discipline policies in the British sample as there are no such policies in the Turkish context. The development of self-efficacy appeared to result from experience, as a means of seeing positive outcomes of their own behaviour, positive encouragement from parents and the head, observing colleagues and from teacher personality. The findings of the study are discussed in order to formulate implications for teacher training courses and for qualified teachers. Training programmes to enhance self-efficacy in classroom management and discipline are suggested.
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Chan, Pui-yee Pearl, and 陳珮儀. "An investigation into the questioning strategies employed by novice and expert secondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957675.
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Zondi, Zithulele. "The management of classroom behaviour problems in secondary schools." Thesis, 1997. http://hdl.handle.net/10530/639.
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Submitted to the faculty of education in fulfilment of the degree of Master of Education in the Department of Didactics at the University of Zululand, 1997.Literature and research studies have widely identified and documented the need for teachers to acquire classroom management skills and strategies in order to handle classroom behaviour problems. Teachers perceive classroom management as one of the major problems of concern in their teaching. The lack of South African literature and research on classroom management to assist teachers renders the problem of dealing with classroom behaviour problems more serious. This research investigation rests on the premise that teachers experience classroom behaviour problems which they have difficulty in managing. Teacher education institutions fail to cover the subject and subsequently teachers lack adequate skills, knowledge and taming in classroom management. This affects the teaching-learning process and places a challenge on the teachers to establish an effective teaching and learning environment. The study revolves around the following research problem: How do secondary school teachers manage classroom behaviour problems? In order to place this study in its proper perspective relevant literature on classroom management was analysed. The review of literature provided a focus on principles of managing classroom behaviour problems as the framework on which this study is based. The study adopted the qualitative approach. Classroom behaviour problems are readily observable under their natural settings and how teachers handle classroom behaviour problems rests on the circumstances from which they emanate. Observations and interviews were conducted in two secondary schools which are situated at KwaDlangezwa and eSikhawini in KwaZulu-Natal to observe how teachers handled classroom behaviour problems as they naturally occured and how they perceive their management of classroom behaviours. The findings of the study revealed that there were classroom behaviour problems that were common to most teachers and there were those classroom behaviour problems that were unique to individual teachers. The findings also revealed that most teachers were inadequately, if not at all, trained in handling classroom behaviour problems. This eventually made them to rely more on their intuition than on strategies and techniques that may have been identified as being helpful in minimising classroom disruptions. The teachers were aware of their inadequacies but lacked proper guidance. The researcher concluded the study by making recommendations such as introducing classroom management in teacher education curricular, inservice training for teachers, further research on managing classroom behaviour problems in the South African context, workshops to be organised for teachers by experts, and the department of education to formulate a working document that will form a framework on how teachers can deal with classroom management problems. Lastly, it is highly recommended that teachers approach their duties professionally and respectfully so as to eliminate some if not all classroom behaviour problems.
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Huang, Mei-Yu, and 黃美瑜. "A Study of the Relationship among Classroom Management Belief, Parental Involvement, and Classroom Management Strategies for the Elementary Classroom Teachers." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/94tr2n.
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碩士臺北市立大學
心理與諮商學系心理與諮商教學碩士學位班
107
The purpose of this study aims to investigate the relationship among classroom management belief, parental involvement, and classroom management strategies. With the use of questionnaire survey, the author used the following questionnaires: (a) The classroom management belief scale, (b) parental involvement scale, and (c) classroom management strategy scale. These scales were administered to 512 New Taipei city elementary classroom teachers. The statistical analyses included descriptive statistics, t-test, ANOVA, Pearson’s product-moment correlation, and simple linear regression analysis using statistical software SPSS 20. The results are summarized as follows: 1.The teachers performed better in interactive beliefs, and followed by open-mind beliefs, authoritative beliefs, and laissez-faire beliefs in classroom management beliefs. 2.The level of awareness of parental participation is moderate. 3.Class management strategies of the elementary classroom teachers is in good condition. 4.There are significant differences in classroom management belief for gender, service years, and school sizes. There are significant differences in parental participation for service years and grades. There are significant differences in classroom management strategies for gender, service years, and grades. 5.Interactive beliefs and open mind beliefs are lowly and positively correlated with parental involvement. Laissez-faire beliefs are negatively correlated with parental involvement. 6.There is a significant correlation between the elementary school teachers’ classroom management beliefs and the classroom management strategies. 7.There is a significant positive correlation between parental involvement and class management strategies. 8.Classroom Management beliefs has significant effect on class management strategies. 9.The parent-teacher communication of the parental participation has a significant positive influence on the class management strategies.
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(8782520), Sabrina Leigh Perez. "Trauma-Informed Strategies for the Classroom." Thesis, 2020.
Find full textAbstract:
Studies have shown that using trauma-informed strategies in the classroom positively effect students learning and academic success. However, studies have proven that educators’ lack exposure to trauma-informed care area. The purpose of the study was to 1). Investigate educators’ knowledge and uses of trauma-informed strategies in their classrooms and 2.) develop a resource of trauma-informed strategies for educators to better serve students with trauma and Adverse Childhood Experiences (ACEs). A research design of surveying elementary teachers from a Northeast Indiana public school. The survey was administered to twenty-six elementary teachers in both the general and special education setting. Twenty participants completed the survey. The survey questions were both open and closed ended questions that gathered educators understanding of trauma and trauma-informed strategies in the classroom. Twenty educators completed the survey. Results suggested that educators lack trauma-informed Professional Development while all educators have a high percent of students with trauma within their classrooms. Results also suggested that educators may not have a good understanding of what trauma-informed strategies are or how to implement them in their classroom.
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Chen, Mimg-Chih, and 陳銘志. "A Study of the Relativity of Classroom Management Strategies." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/81464264386321681465.
Full textAbstract:
碩士國立東華大學
教育行政與管理學系
101
This study investigated the relativity of classroom management strategies and zero corporal punishment among elementary school teachers in Yilan County. The study tool was self-made questionnaires on the relativity of classroom management strategies and zero corporal punishment among elementary school teachers. The subjects of this survey were homeroom teachers in elementary school in Yilan County in academic year 2011-2012. Stratified random sampling was exploited. The survey was administered to 409 elementary school teachers in Yilan County. 404 copies were obtained, and 400 of them were valid. The collected data were analyzed using methods including t-test, one-way ANOVA, Pearson product moment correlation, and regression analysis through SPSS(Statistical Package of Social Science) for Window 12. The findings of the study were as follows： 1. Elementary teachers’ classroom management strategies in Yilan County is currently in good condition. According to survey results, “classroom environment management” scored the highest performance rating. 2. Elementary teachers’ zero corporal punishment attitude in Yilan County is currently in good condition. According to survey results, “ zero corporal punishment coping strategies” and “zero corporal punishment cognition” scored the highest performance rating. 3. There were significant differences in the teachers’ classroom management strategies based on gender. On average, female teachers scored higher in this category than male teachers did. 4. There were also significant differences in the teachers’ zero corporal punishment attitude based on teaching experiences. On average, senior teachers tended to score higher than junior teachers in this category. 5. There was a significant positive correlation between classroom management strategies and zero corporal punishment among elementary school teachers. There was insignificant correlation between classroom environment management and zero corporal punishment attitude, but others were low correlation. 6. Teacher-parent relationship management strategies can effectively predict zero corporal punishment. Based on research conclusions, this study also proposed suggestions as a reference for education administrative institutions and future researchers. Keywords: elementary school teachers, classroom management strategies, zero corporal punishment
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Soo, Yeen-Ting, and 蘇彥寧. "The Practices and Effective Strategies of Kindergarten Classroom Management." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/33739784547202995043.
Full textAbstract:
碩士國立新竹教育大學
幼兒教育研究所
100
Abstract This research uses questionnaire and a small scale interview to explore experienced kindergarten teachers’ views on classroom management, including what rules and procedures they set in classrooms, the strategies they use to support children in learning these rules and procedures, and how effective these strategies were. A self-designed questionnaire were distributed to 223 teachers who worked in Public and Private kindergartens in Hsinchu and Taichung that were accredited as Practicum Kindergarten with National Hsinchu University of Education. Valid responses were 168 (about 75%), excluding void answers and teachers who has less than three years teaching experiences. Six teachers were interviewed after they completed the questionnaire. Research findings were as follows: 1. Before semester begins, almost all teachers emphasized a “ready environment” is necessary for young children, both new and old, to learn classroom rules and procedures. 2. The most frequently applied classroom procedures are “going to toilet” “washing hands” to improve children’s personal hygiene; “morning chores” “meals” “using teaching materials” to assist children’s self-care, responsibility, and respecting self and others rights. 3. The main classroom rules and essential classroom rules are mostly applied according to characteristics of classroom activities. 4. Teachers would use different strategies, including “People”, “Event” and “Object” strategies, to support children following classroom rules and procedures in different time slot to promote learning. 5. To be effective, “People” strategies should be built on shared-views, explicit goals, exact execution, keep track of children’s progress, and gentle but firm attitude. 6. To be effective, “Event” and “Object” strategies need to be close to children’s learning characteristics and experiences, to provide meaningful clues and manipulations. 7. Teachers tend to use “People” strategies more than “Event” and “Object” strategies. However, they also rate ‘People’ strategies less effective than “Event” and “Object” strategies. Suggestions for kindergartens teachers and further studies are provided. Keywords: Experienced Teachers, Classroom Management, Rules, Procedures, Environmental Support, Effective Strategies
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Wu, Ming-Fang, and 吳明芳. "The Study of the Relationship on Teachers'''' Classroom Management Strategies and Classroom Management Effectiveness in Elementary School." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/74181077267329303498.
Full textAbstract:
碩士臺北市立師範學院
國民教育研究所
89
The Study of the Relationship on Teachers’ Classroom Management Strategies and Classroom Management effectiveness in Elementary School Abstract The main purpose of this study was firstly to understand the actual conditions of classroom management strategies and classroom management effectiveness, secondly to analyze the effects of teachers’ demographic variables and classes’ environment variables on classroom management strategies and classroom management effectiveness, and finally to explore the relationship between classroom management strategies and classroom management effectiveness. Questionnaire survey was conducted in the study. The subjects included 119 fifth or sixth grade classroom teachers and 1190 students randomly drawn from 38 elementary schools in Taoyuan County. The instrument included ”The Elementary School Teachers’ Classroom Management Strategies Inventory” and “The Elementary School Teachers’ Classroom Management Effectiveness Inventory”. Data analyzed by frequencies, mean, standard, t-test, one-way ANOVA, one-way MANOVA, Scheffe´ multiple comparisons, Pearson’s product-moment correlation and canonical correlation yielded the following results. 1.The elementary school teachers have good classroom management strategies. 2. The elementary school teachers have good classroom management effectiveness. 3.There was significant difference among the marital status, age, and seniority for classroom management strategies of elementary school teachers. 4.There was non-significant difference among classes’ environment variables for classroom management strategies of elementary school teachers. 5. There was significant difference among the gender, marital status, and two types of teacher (Tzu Chi teachers, non-Tzu Chi teachers) for classroom management effectiveness of elementary school teachers. 6. There was non-significant difference among classes’ environment variables for classroom management effectiveness of elementary school teachers. 7.There was significant difference among low, middle, and high classroom management strategies for classroom management effectiveness of elementary school teachers. 8.There was positive correlation between classroom management strategies and classroom management effectiveness. Finally, based on the results, suggestions were proposed for educational administration agencies, teachers education, elementary schools, teachers and for future study .
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Shui, Lan Chin, and 藍金水. "The Strategies and Effects of Web-Based Classroom Management System." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/09555707167675447425.
Full textAbstract:
碩士慈濟大學
教育研究所
92
Abstract The purposes of this study are two： （1）Set up a classroom management website system with complete contents. （2）Inspect the effects of the classroom management website system and the feedback and suggestions from users. This study adopted the one-group pretest-posttest quasi-experimental design. By paired t-test, the effects of the web-based classroom management system were inspected. We also inspected the correlation between web-based classroom management and grade. The followings are the main findings of this study: 1. After reviewing the related literature, the researcher constructed the structure of the classroom management website system and set up in the URL：http://lcswater.adsldns.org by using the existed webpage editors. The contents of this classroom management website system include：（1）Administration management （2）Instructing management （3）Student guidance （4）Classroom atomsphere 2. The users felt “satisfied” with the web-based classroom managemen system. Comparing the pretest and posttest scores, the significant differences were found on the total score and score of instructing management subscale. That indicates the users’ satisfaction of this system is significant. 3. The users’ feedback and suggestions of this system are: Feedback：Most students felt satisfied with using this web-based classroom management system and believed which really offered the convenience and efficiency of classroom management. But some students have no computer network appliance thought without network seriously affects their benefit to access the system. Suggestions：Offering more amusement and fun in web-based classroom management system. The followings are some suggestions from the researcher： 1. The relative accessories of classroom management website system should be developed by government officials. 2. If booksalers can offer more learning resource for website used, it may help a lot. 3.For post-researchers: （1）to apply the website to other subjects; （2）to adopte the action research as the research methodology.
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CHANG, SHU-JUNG, and 張淑蓉. "A Research on Elementary School Teachers’ Personality, Classroom Management Strategies and Classroom Management Effectiveness-A Case Study of Taichung City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/gye99h.
Full textAbstract:
碩士康寧大學
企業管理研究所
107
The purpose of this study is to examining the relationships among personality, classroom management strategies and classroom management effectiveness of elementary school teachers in Taichung city. The study is based on the questionnaire survey on teachers in elementary schools of the semester of 2019 academic year in Taichung city. The questionnaires was sent to 430 teachers and 395 valid samples were collected. The data were analyzed by descriptive statistics, independent sample t test, one-way ANOVA, Pearson correlation and regression analysis. The results are as follows: 1. Among the dimensions of personality, the elementary school teachers had the highest average score in agreeableness, followed by neuroticism, openness, extraversion and conscientiousness. 2. Among the dimensions of classroom management strategies, the elementary school teachers had the highest average score in interpersonal relationship, followed by rules management, classroom environment management, administrative management and teaching management. 3. Among the dimensions of classroom management effectiveness, the elementary school teachers had the highest average score in quality of teacher’s teaching, followed by classroom atmosphere management, classroom rules, teacher-parent communication and learning efficiency. 4. Teachers’ different personal background variables have significant differences to personality, classroom management strategies and classroom management effectiveness. 5. Agreeableness and conscientiousness of personality have positive effect on classroom management strategies. 6. Neuroticism, openness, agreeableness and conscientiousness of personality have positive effect on classroom management effectiveness. 7. Administrative management, teaching management, rules management and interpersonal relationship of classroom management strategies have positive effect on classroom management effectiveness.
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Vendas, Alyssia Ysabelle Silva. "Classroom behavior management strategies to support children with special educational needs." Master's thesis, 2020. http://hdl.handle.net/10362/110184.
Full textAbstract:
The following study was developed as part of the practicum on a master’s degree in teaching English as a foreign language in primary school. The aim of this research was to apply three behavioral strategies, preventive, supportive and corrective and investigate which had a better influence on students with special educational needs, more precisely, a child with Autism Spectrum Disorder. The key was to maintain good classroom management whilst keeping the child interested and focused during all the activities proposed by the teacher. Even though thirteen fourth-grade students, aged 9-10 years old, participated, the research was a case study that focused only on one child. The methodology applied throughout this research was that of action research, which included quantitative and qualitative data collection with the aid of a feelings grid, three different questionnaires, personal teaching journals, as well as, weekly reflections that were anintegral part of the Supervised Teaching Practice Seminar 2. Results were based on research tools that were used. The study proved that preventive, supportive and corrective strategies help young learners with Asperger's syndrome (which is included on the low level of the autism spectrum disorder), maintain a good behavior in class and
consequently teachers are able to have a well-managed classroom environment. In addition, the strategies that best fit the characteristics of the child are preventive and support strategies, which effectively helped maintain a well-managed classroom regarding the child's behavior. It also allowed the child to participate in various activities related to each strategy that were implemented through daily routines, positive reinforcement, group work and pair work, to reflect and analyze his own behavior in the classroom. This led the child to understand his own development, strengths and weaknesses in the English learning classroom.O presente estudo conduzido foi desenvolvido como parte da Prática do Ensino Supervisionada do Mestrado em Ensino do Inglês no 1º Ciclo do Ensino Básico. O objetivo desta pesquisa foi principalmente, ajudar os professores a compreender quais seriam as melhores estratégias para trabalhar com alunos com necessidades educacionais especiais, mais precisamente, crianças com transtorno do espectro do autismo, e, ao mesmo tempo, ajudar a manter um ambiente de sala de aula amigável, mantendo essas crianças interessadas e focadas durante todas as atividades propostas pelo professor. Os participantes foram 13 alunos do 4º ano com idades entre os 9 e 10 anos. A metodologia aplicada ao longo desta pesquisa foi a de uma investigação de ação em pequena escala, que incluiu recolha de dados quantitativos e qualitativos com o auxílio de uma tabela de sentimentos, três questionários distintos, diários de ensino pessoal, bem como semanalmente reflexões que faziam parte integrante do Seminário de Orientação da Prática Supervisionada 2. Os resultados foram baseados em ferramentas de pesquisa utilizados. Em relação aos questionários, estes foram preenchidos em sala de aula por cada aluno para que ninguém se sentisse deixado de fora e, posteriormente, analisados mais tarde no mesmo dia, uma vez que também há outros alunos com necessidades educativas especiais na sala de aula. Até certo ponto, o estudo autenticou que os jovens aprendizes com síndrome de Asperger são capazes de ser incluídos em uma sala de aula de língua estrangeira, e que as estratégias que melhor se encaixam nas características destas crianças são as estratégias preventivas e de apoio, que efetivamente ajudam a manter uma sala de aula bem gerida no que diz respeito ao comportamento da criança. Também permitiu que a criança participasse em diversas atividades relacionadas com cada estratégia, refletisse e analisasse o seu próprio comportamento na sala de aula. Mais ainda, isto levou às conclusões desta investigação, e, simultaneamente, levou a que a criança compreendesse o seu próprio desenvolvimento, pontos fortes e fracos na sala de aula de aprendizagem Inglês.
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吳郁芬. "A Study on the Relationship of Homeroom Teachers' Classroom Management Beliefs and Classroom Management Strategies in Taipei City Junior High School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/64409544327169566461.
Full textAbstract:
碩士國立臺灣師範大學
教育學系
101
The study was aimed to investigate the relationship between the homeroom teachers’ classroom management beliefs and their strategies in municipal junior high school in Taipei. The main purposes of the study were as follows: 1. To understand the homeroom teachers’ classroom management beliefs for in municipal junior high school in Taipei. 2. To understand the homeroom teachers’ the classroom management strategies in municipal junior high school in Taipei. 3. To investigated the opinions and differences of municipal junior high school homeroom teachers with various background in Taipei about the classroom management beliefs and the strategies. 4. To understand the relationship between the classroom management beliefs and the strategies for homeroom teachers in municipal junior high school in Taipei. 5. To present specific suggestions, based on the result, for education administration authority, junior high school ,and teacher training institution. To achieve the research purposes, the study adopted self-designed survey questionnaire named “The Junior High School of Homeroom Teachers’ Classroom Management Beliefs and Management Strategies ”. To collect pertinent raw data, the subjects in the study were 824 homeroom teachers for the second semester of 100 academic year in municipal junior high schools in Taipei. A total of 824 questionnaires were delivered, 501 were answered completely, and the return rate was about 60.8％. Data from questionnaires were analyzed by the statistical software SPSS 19.0 for Windows. Descriptive statistics, t-test, one-way ANOVA, and Pearson’s product-moment correlation were used in this research. Based on the findings of this study, some conclusions are summarized as follows: 1.The homeroom teachers of municipal junior high school have classroom management beliefs. 2.The homeroom teachers of municipal junior high school have good classroom management strategies. 3.There is significant positive correlation between “Classroom management beliefs” and “Classroom management strategies”. 4.There is partially significant distinction of the classroom management beliefs according to diverse personal background. 5.There is partially significant distinction of the classroom management strategies according to diverse personal background. 6.There is significant distinction for various degrees of classroom management beliefs between the partially and total classroom management strategies. 7.The highest level of classroom management beliefs is “Open-minded leadship belief”, and the lowest level is “Autocratic- Controlled belief”. 8.The highest level of classroom management strategies is “Routine counseling strategy”, and the lowest level is “Cooperation strategy”. According to the conclusions of the study, some suggestions were provided for education administration authority, junior-high school, teacher training institution and further researchers .
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chiou, ching-tang, and 邱錦堂. "The investigation of how homeroom teachers’ beliefs and their classroom management strategies relate to classroom management efficiency in junior high schools." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/70329064195044909935.
Full textAbstract:
碩士國立政治大學
教育學系
90
Abstract The purpose of this research is to investigate the relationships among classroom management beliefs,strategies and efficiency of hoomroom teachers in junior high schools. The Subjects in this research are 183 teachers and 1113 students in Tao-Yuan County’s junior high schools.The statistic methods used in this research include: descriptive analysis, T-test, One-way ANOVA, Two-way ANOVA, product-moment correlation, etc.The findings are as follow: 1.Significant differences existed among “Schools’ location”, “Age”, “Marriage status” and “Years of being teachers” for “Tutor-charge belief” . 2.Significant differences existed between “Marriage status” and ”Open-minded leadership belief “. 3.Significant differences existed among “Years of being teachers” and “The grade the teachers teach” for classroom management strategies. 4.Significant positive correlation among “Tutor-charge belief” and “Open-minded leadership belief” for classroom management strategies. 5.Significant positive correlation among “Tutor-charge belief” and “Open-minded leadership belief” for classroom management efficiency. 6.Significant positive correlation between “Classroom management strategies” and “Classroom management efficiency”. 7.As to “authoritive-management belief” and “negative — prevention belief” , female teachers'''' management efficiency are higher than male teachers'''' management efficiency. 8.The best predictors for classroom management efficiency are “The grade the teachers teach”, “Co-operation strategy”, and “The scale of the school” . Based on the results of this study, to make some suggestions for educational administration, the elementary and high schools, the teachers in elementary and high schools and future study.
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Serakwane, Jane Mathukhwane. "Establishing discipline in the contemporary classroom." Diss., 2008. http://hdl.handle.net/2263/26541.
Full textAbstract:
Establishing discipline in the contemporary classroom is a challenge to most educators. The real challenge lies in the implementation of discipline measures and procedures that uphold order in the classroom with understanding and compassion and more importantly, in the development of self-discipline in learners. The researcher adopted a qualitative approach to understand the phenomenon classroom discipline and to answer the research questions that sought to explore the meaning that is attached to the word “discipline” by individual educators, the challenges that educators are faced with in their classrooms, as well as the discipline strategies that they employ to establish discipline. A case study involving three high schools was conducted. Data was collected through interviews and observations. It has emerged in the findings that educators face a daily struggle in terms of establishing discipline in their classrooms; educators attach different meanings to the word “discipline” and the meaning that individual educators attach to “discipline” impacts on their choice of discipline strategies. Most of the discipline strategies employed by educators are control-oriented and thus hinge on rewards and punishment. The study also revealed that when these control-oriented strategies are employed to establish discipline, learners engage in various coping mechanisms, which ultimately render these strategies ineffective, and thus minimise any chance the child has to develop self-discipline. Essentially, learners who have been coerced usually show very little self-control when they are outside the influence of the controller. Recommendations based on findings and conclusions of this study are discussed and revolve mainly around the use of proactive discipline strategies that are geared to promote self-discipline and thus inner control. The recommendations outline proactive discipline strategies that could be employed by educators to establish discipline in their classrooms and suggest the creation of a good educator-learners relationship, the empowerment of learners to be in charge of their behaviour, responsibility training, inculcation of values, character development, modelling good behaviour, and strengthening of partnership with parents and other support structures in behaviour management. Benchmarking for best practices with other schools and conducting internal workshops for educators to share classroom discipline issues and solutions, as well as skills development programmes for training and development of educators are recommended. The study hopes to contribute to the existing body of knowledge and will be useful to educators by enabling them to find more constructive ways of building a culture of discipline among learners. It will also help educators develop personal systems of discipline tailored to their individual philosophies as well as to the needs and social realities of their schools and communities.Dissertation (MEd (Education Management, Law and Policy Studies))--University of Pretoria, 2008.
Education Management and Policy Studies
unrestricted
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Hsu, Yueh-Chen, and 徐月貞. "A study of Applying Bidding Strategies on Classroom Management and Learning Achievement." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54125248453509035712.
Full textAbstract:
碩士高苑科技大學
經營管理研究所
99
The purpose of this study was to investigate the efficacy on improving classroom management and students’ achievement in health education for fourth-grade students by using bidding strategies in token system. The study used quasi-experimental design. The participants were two fourth-grade classes, each class involved 30 students and a total of 60 students. One class was experimental group and the other class was control group. The experimental group applied bidding strategies token system (BSTS) during health class within 8 weeks, each week one time and each time lasted for 40 minutes. While the control group applied traditional token system (TTS) during health class. The research instruments were “the questionnaire of efficacy of classroom management” and “test of learning achievement of course in health”. These two groups received pre- and post-test and the data derived from these tests were analyzed through ANCOVA analysis and correlation analysis to compare the differences between these two systems in classroom management and learning achievement. In addition, according to semi-structured “health education questionnaire” and in-deep interviews with 6 students from each group, the researchers made a further understanding of the effects caused by the BSTS. The results of this study were (1) the BSTS affected the classroom management for fourth-grade students, (2) the BSTS affected the mid-level fourth-grade students during classroom management, (3) the BSTS affected the learning achievement of fourth-grade students’ health education, (4) the BSTS affected both low- and high-level learning achievement of fourth-grade student in health education, (5) the classroom atmosphere and the learning achievement of health education were most highly related, (6) according to the questionnaires, over 90 percent of the students in the experimental group acknowledged the BSTS activities. Over half of the students of experimental group improved their learning achievement of health education, and (7) according to interviews, each level student in the experimental group acknowledged the BSTS activities, and most middle-level students could feel the improvement of class atmosphere. Finally, according to the results, some important implications were discussed and suggestions for education in classroom management and teaching were also provided.
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Wang, Feng-yi, and 王鳳儀. "The Case Study of Classroom Management Strategies of Junior High School Teacher." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/50246125555805012163.
Full textAbstract:
碩士國立臺南大學
教育經營與管理研究所碩士班
99
The aim of this study was to investigate classroom management strategies of case teacher in junior high school. There was one purposes in this study described as follows：to investigate the current condition of case classroom management strategies of the case teacher. This study adopted case study. The participant of this research was one junior high school teacher in Kaohsiung County. The methods of data collection included observations, in-depth interview, and documentary analysis supported by voice recording,on-site descriptions and reflective diaries to collect primary data and conduct through investigations. Based on literature review,research analysis and discussions, the conclusions of this study were drawn as following: The current condition of classroom management strategies of the case teacher, including:（1）The strategies of administrative management in the classroom can be divided into 4 dimensions which include 13 strategies,such as “The strategy of setting clear class targets.”（2）The strategies of routine and counsel management in the classroom can be divided into 4 dimensions which include 15 strategies,such as “The strategy of setting class rules with students.”（3）The strategies of environment management in the classroom can be divided into 2 dimensions which include 12 strategies,such as “The strategy of the mother teacher’s seat for observating students easily.”（4）The strategies of interpersonal relationship management in the classroom can be divided into 4 dimensions which include 17 strategies,such as “The strategy of flexibility to play the role of the mentor”（5）The strategies of parent-teacher cooperation management in the classroom can be divided into 4 dimensions which include 15 strategies,such as “The strategy of efficiency of using contact book well.” Finally, based on the results of this study about the classroom management of homeroom teachers in junior high schools, this research provided some suggestions for the teachers and future studies of junior high schools.
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CHENG, SHU-WEN, and 鄭淑文. "LOOKING FOR THE EXEMPLARY ROLE MODELS:ANALYSIZING THE CLASSROOM MANAGEMENT STRATEGIES OF POWER TEACHERS." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/42861077470117240523.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所
95
LOOKING FOR THE EXEMPLARY ROLE MODELS: ANALYSIZING THE CLASSROOM MANAGEMENT STRATEGIES OF POWER TEACHERS CHENG, SHU-WEN ABSTRACT Besides teaching, classroom management plays the most important role in educational fields. Classroom management is the essential element of teaching activities. The effectiveness of teachers’ classroom management influences that of teaching, the students’ interests in learning, the outcomes of it, and even the class atmosphere and the school culture. Offering useful classroom management strategies for teachers as reference is significant to promote the effectiveness of teaching. Hence, the purpose of the study was to interview “Power Teachers,” awarded by BETTER LIFE MONTHLY Magazine, to analyze and to induce the strategies for successful classroom management and to find out the essence of it for teachers to take as exemplary role models. Along with literature reviews and self-reflections during the research process, the study mainly collected data with in-depth interview, inducing the following six strategies of successful classroom management of Power Teachers: 1.To establish a good rapport and a communicative channel among teachers, students and parents. 2. To arrange the classroom environment. 3. To set up classroom regulations. 4. To perform incentive strategies. 5. To handle misbehaviors. 6. To offer creativity. The study came to the following three conclusions, induced from the above-mentioned six successful strategies of classroom management of Power Teachers: 1.The endless power possessed by the Power Teachers came from the mission of being teachers. 2.What made Power Teachers successful was that they thought of the establishment of the relationship between teachers and students as the first priority. 3.What made Power Teachers influential and being awarded was that they possessed teaching professions. By presenting the conclusions of the study, the researcher witnessed the educational love, shared the effectiveness of the teachings of Power Teachers; furthermore, understood that educational work required not only the fulfillment of theory and skills, but also the guidance of students’ lives by teachers. Power teachers’ unlimited life energy proved that education was the most important hope in human lives. Through analyzing and realizing the classroom management strategies of Power Teachers’, the study came to a deep reflection; at the same time, the study was looking forward to presenting the understanding and analysis of the classroom management strategies for teachers to take as exemplary role models in educational fields. Keywords : classroom management, classroom management strategies, Power Teachers,exemplary role models.
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Wu, Nali, and 吳那莉. "A Research on Classroom Management Strategies and Teaching Effectiveness of Elementary School Teachers." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/54332588771915172323.
Full textAbstract:
碩士大葉大學
管理學院碩士在職專班
101
The main purpose of the research is to realize varieties backgrounds of elementary school teachers have different classroom management strategies and teaching effectiveness, trying to analyze the differences. It also discovers the relation between classroom management strategies and teaching effectiveness of elementary school teachers. Except analyzing academic documents, the researcher administered a survey questionnaire about “The relation between classroom management strategies and teaching effectiveness of elementary school teachers.” The main survey candidates were elementary school teachers in Taichung City. It was researched by statistics ways of descriptive statistics, independent sample of “t-test”, one-way ANOVA, and product-moment correlation according to the an.s.wers of the questionnaires being filled-in. The con.s.equences are as the following. 1. Classroom management strategies and teaching effectiveness of elementary school teachers are in good condition. 2. In varieties of elementary school teachers’ backgrounds, classroom management strategies differs in genders, ages, years of teaching, years of being an elementary school teacher, position.s., districts of schools and scales of schools. 3. In varieties of elementary school teachers’ backgrounds, teachingeffectiveness differs apparently in years of teaching, years of beingan elementary school teacher and scales of schools. 4. Classroom management strategies and teaching effectiveness of elementaryschool teachers are related positively. The research provides suggestion.s. to educational organization.s. and elementary school teachers for reference in the future. Key words:Elementary School Teachers, Classroom Management Strategies, Teaching Effectiveness
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TSENG-CHUN-WEN and 曾俊文. "Future Strategies for Classroom Management Coping with Low Birth Rate in Elementary School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/05783252086122001450.
Full textAbstract:
碩士佛光大學
未來學系
99
The classroom management is important future issues for elementary education. It is closely related to environmental change. The purpose of this study is to know how the elementary school teachers make adjustment about the future strategy of classroom management with trend of low birth rate.Through literature review and discussion with expert teachers, we made an empirical study with an elementary school in I-Lan County. With classroom management strategies analyzed by （Analytivc Hieraachy Process, AHP）, we also made some suggestions for elementary school teachers. The main findings are as following: 1. The conceptual framework of classroom management strategy consists of three layers, the first layer is the ultimate goal of classroom management. The second layer consists of the five dimensions of classroom management, including "teaching activity","enhancing relatives’ awareness and daily-life norms","increasing careness with others and improving human relationship","promoting positive personality and self-growth","protecting the right of teachers". Under each dimension of the second layer, we make a third layer with twenty-seven classroom management strategies. We also downsize of strategy numbers to seven and make new ranking with seven strategies. 2. The top seven strategies selected by AHP are "an active careness about student learning","impartial handling student’s disputes and to give an opportunity education"," to review student’s mistakes and misconduct with students together","prudent management of student mistakes","to discuss the behavior norm and implement with students together", " to downsize the class students with low birthrate trend ", "to review classroom management strategies from time to time". 3. The conceptual framework had been proved to be pratical The top seven strategies change their original priority after new pairwise comparision. Therefore, different methods have different decision-making results in this study. of the case. 4. The low birthrate issue for junior high school or high school is worthy to study their future strategies. In addition, if there are more case studies for elementary school, it will be able to expand the application of this conceptual framework. Fuzzy AHP has its positive value for this future issue.
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Van, den Heever Susanna. "Strategies for large class teaching." Diss., 2000. http://hdl.handle.net/10500/16253.
Full textAbstract:
In this qualitative study, the phenomenon of large class teaching in South African
secondary schools is investigated. It was concluded that since large classes will
be a feature of the South African teaching context for many years to come due to
financial constraints, educators and educational planners should explore and
implement coping strategies instead of becoming demoralised by the situation.
The study provides several instructional guidelines for implementation in large
classes in the South African context. The focus of these guidelines is on large
class management and effective teaching in large classes. The possibilities of
strategies such as whole group instruction, cooperative learning, peer teaching,
groupwork and the proper organisation of classroom space are investigated.Educational Studies
M. Ed. (Didactics)
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Chang, Yu-Ju, and 張玉茹. "An Action Research on Positive Discipline Strategies Applying to the Fourth Grade Classroom Management." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/47768304158653728653.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩博士班
102
The study aimed to develop positive discipline strategies suitable for the fourth grade classroom management by the teacher’s actual exploring the situations in his/her own classroom management, and hoped to improve the professional growth of the researcher. The study adopted the action research, in which the study samples were the fourth graders mentored by the researcher, and the researcher collected the data through multiple methods such as observing on the spot, checking reflection notes, interviewing and analyzing documents, to conduct the one-year action research. According to literature review, research findings and discussions, the researcher generalized the following conclusions: A. The study collected related literature and concluded twelve criteria for positive discipline strategies. Derived from the twelve criteria are twenty four practical strategies of positive discipline suitable for classroom management, listed as below: 1. classroom regulations amended by both the teacher and the students; 2. developing practical classroom regulations with an honor system; 3. issuing written notice about regulation management to parents; 4. establishing student autonomous organization; 5. self-study session accompanied by music; 6. assigning tasks to students for morning self-study session; 7. distributing classroom cleaning jobs fairly for the teacher and students; 8. connecting classes with activities such as rhythmical poetry; 9. meaningful salutes; 10. communicating by words of feelings; 11. multiple encouraging activities; 12. positive emotional management of both the teacher and students; 13. multiple teaching activities; 14. developing positive relationship between the teacher and the students; 15. the supportive power of the parents’ positive discipline; 16. teaching from life words; 17. creating chances for students to succeed; 18. arousing attention by creativities; 19. applying reflection and logical consequences; 20. teaching the sense of responsibilities; 21. enhance the regulations needed attention; 22. counseling actions with classic books; 23. arranging love seats; 24. making good use of spontaneous teaching and always exhorting with love. B. Implementation of positive discipline strategies could enhance the effectiveness of the classroom management C. The study improved the researcher’s ability of emotion management, and enhanced the professional knowledge such as the student-centered education belief, and the ability to create a warm learning paradise by good classroom regulations. Based on the above finding, the study make some suggestions for educators as reference for follow-up application on positive discipline strategies, classroom management and future study.
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HUA, SHEN HSIU, and 沈秀華. "A Study of Classroom Management Strategies for Elementary School STEP-Teachers in Taipei City." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/23010950643701581938.
Full textAbstract:
碩士臺北市立教育大學
課程與教學研究所碩士班
97
The main goal of this dissertation is to investigate classroom management strategies, which primary school step-teachers use nowadays (this research only aims at Taipei schools), and to analyze the differences between these classes, which may affect by different backgrounds. Furthermore, discussing the difficult positions these teachers face when they manage the stepmother classes and what kinds of assistance they need. Finally, sum up a conclusion according to the investigation and offer suggestions to the primary school step-teachers, primary school administration staffs, and teacher education institutions. The objects of this research were step-teachers, who taught a stepmother class during Academic Year 2008, in Taipei public primary schools. The data collection is through questionnaires, and the statistics would be analyzed by frequency distribution, percentage, average, standard deviation, T-test, and one-way ANOVA….etc. Four interviewees and the interview guidelines were determined by the questionnaires they filled in to proceed to the semi-structured interview. The conclusions of the investigation are as follows: Firstly, these step-teachers all performed well in classroom management strategies, especially in the “discipline and counseling management strategies”. Secondly, the variables includes using a substitute teacher or a full-time teacher, the gender, the experience of being a homeroom teacher, the grade they taught and have they taught the same grade before…etc. All of these variables will affect the outcome of stepmother class management. From the data, the result shows that if the step-teacher is a full-time teacher, the using of “relationship management strategies” would be better than a substitute teacher. And a female teacher does much better in “classroom environment management strategies” than a male teacher. The “classroom environment management strategies” will be carried out outstandingly if the step-teacher works more than 10 years compares with who works less than 5 years. Moreover, “classroom environment management strategies” and “curriculum and instruction” execute well in lower grade classes than in higher grade classes. Last but not the least, step-teachers who have taught the same grade before will be better in practicing “classroom management strategies” than those who have no experience. Thirdly, exceptional students are the most difficult position that step-teachers will face when they manage their classes. The biggest problem is the aspect of the “relationship”. Therefore, the assistance step-teachers need is based on providing help to exceptional students, the administrator offices also have to think what kind of resources they can support, however, the aspect of relationship demands immediate attention.
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I, CHANG KUANG, and 張廣義. "A study of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/09169346969852965671.
Full textAbstract:
博士國立屏東教育大學
教育行政研究所
94
A study of teaching-relevant capitals , teaching belief、 classroom management strategies and teaching performances. Abstract The main purpose of this study was to analyze the current situations about elementary school teachers’ teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances . In addition , a path correlation model about teaching performances based upon some relevant theories and research findings was constructed in this study . To try to explore the causes of teaching performance was another purpose of this study. The main research method was questionnaire survey , and empirical data was collected by 〝Teaching Performances Scale〞.1390 subjects from four different administrative regions were sampled by two-stage random sampling , and 1173 valid questionnaires were collected. The data obtained in this study were statistically analyzed by item-analysis , factor analysis , reliability analysis , t-test , one-way ANOVA , Pearson product-moment correlation and stepwise multiple-regression. In addition , LISREL8.51 and AMOS 5.0 were used to test the fit of the path correlation model in this study. The analysis of the data revealed the following main findings: (1) The mean of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances was considerably high. (2) The teacher with different background variables have significantly difference in teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances. (3) There are significant correlations between these main variablies. (4) The teaching performances of elementary school teachers can be predicted by the main factors of teaching-relevant capitals , teaching belief、classroom management strategies. (5) The path correlation model about teaching performance was fit . According to the major findings , the main research suggestions as follows: (1) School organization should create a trustworthy campus circumstance and encourage teachers design curriculum based upon teaching needs and learners’ life experiences. (2) Teachers should consider and respect the individual differences between students .In addition , team teaching , positive classroom management strategies and multiple evaluation are efficient strategies for promoting teaching performances. (3) Further research should use Delphi technique to develop questionnaire or try to take outlier study to analyze some characteristic teachers. In addition, further research should consider some important variables such as communicative strategies, adjustment strategies and teaching efficacy. Keyword：Teaching-relevant capitals （social capital, cultural capital and human capital）, Teaching belief , Classroom management strategies, Teaching performances , Structural equation modeling(SEM).
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"Classroom Impression Management in Early Adolescence: Exploring Students’ Academic Self-Presentation Strategies with Peers." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.46361.
Full textAbstract:
abstract: The current study expands prior work on early adolescents’ impression management in the classroom by developing a self-report measure that was used to explore students’ endorsement of four academic self-presentation strategies (i.e., exaggerate, downplay, honest, and avoid) depending on peer type (i.e., best friend and most popular classmate), academic performance condition (i.e., strong and poor performance), and whether gender differences emerged, when discussing one’s level of effort on a class project. Specifically, data were collected from 475 eighth-grade students (253 boys, 222 girls) within a high-performing educational context. Preliminary psychometric evidence is provided indicating that the measurement tool developed for the present study shows promise. Additionally, findings from the current study extend existing work in which eighth-grade students perceive that high-status youth are less academically engaged than one’s close friends, and students are reluctant to appear industrious to one’s peers; however, given the novelty of the measure and educational context in which data were collected, alternative interpretations and corresponding implications of study results are discussed. The current study also extends theoretical conceptualizations of how transactional processes among early adolescents’ perceptions of academic norms among classmates, concerns over one’s public image, and students’ use of academic self-presentation strategies with peers may have lasting effects on students’ educational identity and commitment.Dissertation/Thesis
Doctoral Dissertation Family and Human Development 2017
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Chou, Ching-ching, and 周菁菁. "An Action Research of Classroom Management Strategies for Elementary School Teachers in Penghu County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/12196900178274129579.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學澎湖碩士班
101
Through action, this research aimed to develop workable, effective and efficient classroom management strategies suitable for Penghu and thus create a win-win situation for both students and teachers. This study lasted for one year and was conducted to an elementary school class where the researcher herself served as the homeroom teacher. Research data were gathered by means of observation, video and audio recording, journal of reflection, note-keeping, documented letters to students and from parents, interviews, and two questionnaires for students and parents, respectively. The findings are as follows: 1. Class administration: The teacher should make a thorough classroom management plan, design a clearly readable class schedule, set up a well-accepted class autonomy system, and keep a detailed class portfolio. 2. Instruction: To ensure quality teaching, the teacher should prepare well before each class, perform well during each class, and use proper evaluation tools to assess teaching/learning effect after each session of instruction. 3. Classroom regulations: The teacher should set up classroom regulations, make the rules clear at proper times using real examples, make sure that the rules are kept as expected, and give effective consequences for misbehavior. 4. Classroom environment arrangement: The seats should be arranged in a way that group members can see each other face to face, and the classroom environment should be settled in favor of students’ learning, cleaning and tidying up, display of works of art, as well as motivation. 5. Students’ people skill development: The teacher should show empathy for students, guide students toward a positive view of life, help students cultivate positive personalities, adjust teaching method to match students’ learning status, and accept students’ individual differences unconditionally. 6. Teacher-parent relationship management: The teacher should build up channels for mutual communication, make good use of parents’ resources, promote teacher-parent cooperation, and host parent days.