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Dissertations / Theses on the topic 'Classroom Rules'
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1
Patet, Pradnya. "Rules in the kindergarten classroom : an ethnography /." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-152052/.
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2
Bixler, Cynthia L. ""Because I said so ... an examination of rule-governed behavior within the classroom /." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1264560256.
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3
Kaya, Songul. "Examining The Process Of Establishing And Implementing Classroom Rules In Kindergarten." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614870/index.pdf.
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The aim of the present study is to examine the source and characteristics of the
classroom rules adopted by kindergarten teachers and to identify the difficulties
confronted in the process of establishing and implementing classroom rules. In
addition to thisin the current study, the possible effects of teaching experience on the practices of kindergarten teachers regarding classroom rules were also examined. The data of this study were collected through the survey developed by Gü
nay (2005). The instrument was adapted by the researcher in order to use it with kindergarten teachers. Reliability and validity checks of the adapted scale were conducted and a pilot study was constructed before using the instrument in the actual study. The data collected in the study were analyzed through the use of a statistical analysis program. The participants of the current study consisted of 231 in-service kindergarten teachers working in both public and private schools in Ankara with children between the ages of 4 to 6. Descriptive results of the present study illustrated that the main source of the classroom rules implemented in kindergarten indicated both &ldquo
teachers and students&rdquo
. In relation to the characteristics of the classroom rules
it was found that kindergarten teachers mainly establish rules which are positively stated and which are related to &ldquo
not harming friends&rdquo
. Kindergarten teachers did not report any difficulties when establishing classroom rules but rather they reported some difficulties that result from the families when implementing classroom rules. Finally
the results of the MANOVA analysis indicated that there is not a mean difference between less and more experienced teachers in relation to classroom rules practices.
4
Melrose, Bradford Alan Patrick. "Rule Establishment in Two High School Classrooms." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/306147.
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This study explored how rule systems evolved in two high school social studies classes. To accomplish this, detailed descriptions and analysis of the practices and processes by which teachers established and maintained rules were conducted in two classrooms over a nine-week observational timeline. In addition, the teachers were interviewed at the beginning, middle, and end of the observation period to gain insight into how they thought about their classes and reacted to the daily experiences they were having in these settings. Findings indicated that the teachers utilized the same enactment practices to uphold their management and rule systems, however, each operationalized these practices in dissimilar ways. This was largely due to the fact that the teachers' goal structures and beliefs about the function of management and classroom rules affected their implementation practices. Both set similar goals for managing the classroom and fostering self-discipline and student responsibility, yet each experienced problems attempting to balance student affordances for responsibility with teacher surveillance and interventions. One system thrived on explicitness and enforcement, while the other was dedicated to helping students develop autonomous morality. In reaction, both teachers had mixed feelings and/or satisfaction regarding the outcomes. This contrast was especially useful in demonstrating the inherent tensions in classroom systems that attempt to orchestrate students' personal responsibility. Such systems depend upon general norms and/or rules to guide student behavior. When students do not accept these norms, a teacher is constrained from imposing explicit rules and consequences because such practices take responsibility away from students and thus undermine the very system the teacher is attempting to implement. Overall, further research on this inherent tension is needed to better understand how teachers can orchestrate student responsibility in schools and classrooms.
5
Rosebrock, Sarah E. "Implementation of Student-Created Classroom Rules that Decreased Off-Task Behavior in a Second Grade Classroom." Defiance College / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=def1281637491.
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Johnson, Mary Frances. "Experimental analysis of negative vs. positive rules in the "Good Behavior Game"." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/546124.
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The Good Behavior Game (Barrish, Saunders, & Wolf, 1969) has been demonstrated to be an effective group-oriented contingency technique to decrease disruptive classroom behaviors. Typically, competing groups of students play a game by following negatively worded rules to attain specified consequences. The present study investigated the effects of rules stated in positive terms in the Good Behavior Game format to increase appropriate classroom behaviors. A class of third grade students was divided into three teams to play the game. The flip of a coin determined daily conditions and the effects of the use of positive rules were compared to the effects of negative rules. A changing criterion, multielement research design revealed both conditions effective in increasing on-task behavior. No differential was shown. However, students did indicate a preference for positive rule game days. It was recommended that research be continued comparing positive and negative conditions to increase academic performance.Department of Educational Psychology
7
Sonck, Gerda. "Developmental acquisition of three verb placement rules in dutch by adult french-speaking classroom learners." Doctoral thesis, Universite Libre de Bruxelles, 1989. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213385.
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Kaufmann, Renee Monique. "TEACHER DISCLOSURE: DEVELOPING PRIVACY RULES, MANAGING BOUNDARIES AND BUILDING RELATIONSHIPS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/154.
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The roles and responsibilities of middle school teachers are never ending. From instructing students on state-mandated curriculum to the enrichment of character and inquiry, teachers make daily decisions about how and what to disclose to their students. The current study reexamines Hosek and Thompson’s (2009) study on how teachers develop privacy rules and coordinate boundaries using Petronio’s Communication Privacy Management as the theoretical framework. Studying middle school teachers, in lieu of college instructors, allows for a better understanding of how privacy rules and boundaries are constructed and used within the middle school. This provides a better understanding of the important factors that influence teachers’ communicative decision making within the classroom.
9
Zhang, Zhiyin. "“I never thought about those rules in all my languages” : A comparative study of teaching the English articles in the multilingual classroom from a monolingual or a multilingual approach." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157917.
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This study is conducted to compare the effect of practicing a multilingual approach to a monolingual approach in teaching the English article system for students with multilingual backgrounds. Through a structured experiment in light of sociolinguistic and second language acquisition theories, two different discourses (complexes of signs and practices that organize social existence and social reproduction) structuring different legitimate languages are implemented in each respective approach. In the multilingual approach, all languages in the participants’ language repertoire are legitimized and encouraged, while only Standard English is legitimized in the monolingual approach. Three groups of informants participated in the experiment. Two groups of young informants with low English proficiency, and one group of adult informants with intermediate English proficiency participated in the experiment. The majority of the participants have more than two languages in their language repertoires. The multilingual approach was adopted in one of the young groups and the adult group. The study shows that all informants improved in their use of the English article system, regardless of the different approaches. The informants with lower English proficiency level and with a strongest [-ART] language (language with no articles) improved 40.9% in the multilingual approach, which is almost twice as much as the improvement in the monolingual approach. However, the young informants in both groups tend to be confused about the use of the indefinite article a/an after the exercise. The improvements tend to remain in a longer period of time with the multilingual approach in both the adult group and the young group. In addition, the participants tend to show higher rates of concentration, positive emotional feelings and engagement during and after the multilingual approach. The results suggest that it is beneficial to deploy the multilingual approach, through intentional structuring of the legitimized languages in classroom.
10
Strauss, Bradley Stead. "School discipline and collaboration rule-making : pupil perception." Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1926.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2006Teachers often complain of a lack of discipline in the school environment. In addition, these breakdowns in discipline become, on occasion, media headlines when violence, bullying, vandalism and intimidation flare up into major incidents. This, coupled with the desire of the national Department of Education (DOE) to encourage teachers to use more co-operative disciplinary methods, has led to this investigation. This dissertation explores the perceptions of senior secondary pupils around school discipline, with a particular focus on collaborative rule-making. Pupil perceptions were ascertained through a structured interview process. A framework of understanding was established by examining the pupils' interpretation of the meaning of discipline; the state of discipline in their school and recommendations to address problem areas; authority; corporal punishment; power and prefectship; power and non-prefect matrics; prefect versus nonprefect views on discipline; the prefect system; the fairness of school rules; and pupil input into school rules. The understanding gleaned from the pupils' perceptions of these notions established a solid base from which an investigation into collaborative rule-making was launched. Thereafter, the notion of collaborative rule-making, the viability of collaborative rule-making, the advantages and disadvantages of collaborative rule-making and the implementation of collaborative rule-making were examined. The pupils came out strongly in support of collaborative rule-making and were keen to have an input into the school's disciplinary structures. The potential advantages far outweighed any possible disadvantages. These findings support both Bernstein's (1996) principle of pupil participation and the premise of pupil input into Codes of Conduct as detailed by the South African Schools Act (No. 84 of 1996).
11
Wilson, Melissa J. "Of tilting earths, ruler swans, and fighting mosquitoes: First graders writing nonfiction." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342731873.
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12
Osafo-Acquah, Aaron. "The Role of Teacher-Child Verbal and Nonverbal Prompts in Kindergarten Classrooms in Ghana." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6920.
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While previous studies have examined the educational system in Ghana, there seemed to be very little or no studies that had explored participation and engagement through teacher-child interactions in early childhood education in Ghanaian classrooms (Twum-Danso, 2013). The purpose of this video-based multiple case studies qualitative study of three Kindergarten classrooms in Cape Coast in the Central Region of Ghana was to identify verbal and nonverbal prompts that related to children’s participation in Ghanaian Kindergarten classroom settings. The data for the study were secondary, having been collected by a team of researchers for the New Civics Grant Program in an initial study to find apprenticeship and civic themes in Ghanaian Kindergarten classrooms. The design for the study was a qualitative video analysis of three early childhood centers in Cape Coast in the Central Region of Ghana using video cameras to capture classroom interactions to be able to answer the questions: What is the nature of Ghanaian Kindergarten teachers’ verbal and non-verbal prompts that relate to children’s participation during the instructional process? In what ways do children in Ghanaian Kindergartens participate during the instructional process?
I applied the sociocultural perspective of Rogoff’s (1990, 1993, 2003) three foci of analysis that provided a useful conceptual tool for analyzing research with young children (Robbin, 2007). It highlights how children’s thinking is integrated with and constituted by contexts, collaboration, and signs and cultural tools (p. 48). The findings indicated that Ghanaian Kindergarten teachers’ verbal and nonverbal prompts that related to children’s participation during the instructional process were the use of questions, appreciation, gestures etc. The findings also showed that the ways in which Ghanaian Kindergarten children participated during the instructional process were verbal/oral responses, doing exercises and activities, and also using gestures. It was also found that pedagogical attitudes such as pedagogical sensitivity and understanding, discussion and conversation, and rules and management related to children’s participation during the instructional process.
Ghanaian specific culturally relevant ways and practices of interactions between teachers and children were observed in the participant schools. Teachers used silence to convey messages of disapproval to the children, used eyeing to send messages of disapproval, and also used punishments and rewards to either encourage good behavior or stop bad behavior. Singing and dancing, building classroom community, and value on interpersonal connections were also found to be Ghanaian specific culturally relevant ways of interactions that teachers applied to the classroom interactions. All the teachers in the participant schools showed various forms of appreciation to the children as a way of reinforcing their behaviors and also for praise and redirection of attention.
From the findings of the study, the following recommendations are made:
1. Pre service teacher preparation, and teacher education in general should be reorganized so that the contexts in which the teachers operate will then be guided by contextually relevant pedagogy (Young, 2010). Ghana needs a type of pedagogy that will empower teachers intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (p. 248).
2. The provision of adequate teaching and learning materials would enable teachers engage children more on exercises and activities during the instructional process. The materials would help teachers to provide enough activities to engage the children’s attention during the instructional process.
3. Ghanaian specific culturally relevant ways of interactions between teachers and children must be taught as a course at the University of Cape Coast to help in the preparation of pre-service teachers.
13
Pihlgren, Ann S. "Socrates in the Classroom : Rationales and Effects of Philosophizing with Children." Doctoral thesis, Stockholm : Department of Education, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7392.
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Brooks, Lisa. "Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6249.
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This qualitative study documents the establishment of new social and sociomathematical norms in a second grade classroom. The teacher allowed students to speak directly to one another without having to raise their hands first during whole group mathematics instruction. Reform efforts in mathematics and the standards for mathematical practice contained in the Common Core State Standards call for students to discuss their reasoning with each other.
Data were collected through interviews with the teacher and students, field notes, and video-recorded lessons over the course of 23 days. An online survey tool was utilized to share selected video of the teacher's instruction. Initial professional development topics were chosen from research in mathematics education related to the social construction of understanding. Ongoing professional development was responsive to what occurred during instruction.
The literature suggests that teachers often utilize traditional teaching methods and struggle to deviate from established patterns regardless of their desire to implement change. The teacher in this study learned that allowing students to talk openly provided him with insight into their mathematical conceptions and misconceptions. The students initially viewed mathematics as a set of rules to follow and exhibited the role of passive recipients of information. This changed as students were provided opportunities to participate in discussions and in doing so developed a new understanding of their role during mathematics lessons. Mathematical errors became a catalyst for communication and were viewed by students as opportunities for assisting their peers.Ed.D.
Doctorate
Education and Human Performance
Education
15
Tsai, Chiaying, and 蔡佳穎. "Kindergarten Children's Understanding and Evaluation of Classroom Rules." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/30277179832040301071.
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碩士國立臺北教育大學
幼兒與家庭教育學系碩士班
100
This study explored how young children thought about their class rules in a kindergarten affiliated to a public primary school in Taipei, including the children’s awareness, understanding and identity degree of the rules as well as their evaluation of the violations of the rules. The researcher made twenty-eight classroom observations to understand the way class rules were practiced. Showing pictures of five everyday situations of the class, namely “free play”, “group discussion”, “rhythmic movement”, “lunch & snack time”, and “afternoon snap,” the researcher invited every child to name the rules they know in the first interview. In the second interview, fourteen most frequently violated rules observed by the researcher and confirmed by the teachers were used to elicit children’s opinions in the second interview. The research findings were as follows: first, the children were aware of more rules than the teachers and they attended to more minute aspects of the rules. ; besides, during the period of “free play” which were supposed to be more “free,” the number of the rules children perceived and reported was the largest. Second, children provided the reasons why the rules existed mainly by concerning the possible outcomes of violating the rules. The outcomes mentioned by most of the the children were “I would be punished,” followed by “It may cause harm or discomfort to others”. Thirdly, according to the children, the most important and indispensable rules were those related to “health and hygiene”, such as “Brush your teeth after dinner”, “Wash your hands with soap before eating”, “Drink enough water” and so on. They also agreed that violations of these rules were very serious and the violators were regarded to be badly-behaved. Finally, those who often violated rules had three kinds of comments (or understanding) on the rules that they usually broke: “I didn’t realize the rules”, “I realized the rules but was not clear of the reasons of their existence”, “I realized the rules and also knew the reasons of their existence.” Moreoever, given the fact that some children said that “I know I violated the rules and I know why we had these rules. I think it was bad to break the rules”, they violated the rules all the time. Based on the findings, the researcher discussed the educational implication s of the study and made comments on the concepts of “punishment”, “violation” and “well-behaved.” It is suggested that adults attend to the positive values of “children’s violations of the rules.” Lastly, the researcher provided some advices regarding how to interview children and proposed some valuable topics for further study.
16
Wang, Ying-Chiao, and 王營橋. "An Action Research about How to Manage Classroom Rules of First Grade of Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/73376098208165467886.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學教學碩士班
102
The study aimed at discussing management of classroom rules of first grade in elementary school on action research. It has been concluded as four research purpose: 1.Discussion on the procedure of classroom rules of first grade in elementary school；2. Strategies on how first-grade homeroom teachers managed the classroom rules effectively；3. Discussion on changes of students’ behaviors when the researcher has implemented classroom rules management；4. Discussion on proficiency of teachers when the researcher implements classroom rules management. The research setting has been taken place in first-grade classrooms of elementary school, while research subject was first-grade students. The researcher based on data collections of observation, videotaping, partnership teacher meetings, records of students’ behaviors, teacher evaluation, and student worksheets. Moreover, the researcher has collected data of strategies on management of classroom rules, students’ behaviors, and achievements. After the analysis of text data, it can be concluded as following results: 1. The process of management of classroom rules of first grade in elementary school is divided into three phrases. They were rule establishment and instruction, classroom rules implementation, and classroom rules amendment. It suggested the effectiveness and feasibility of classroom rules management. 2. There are eight managing strategies of classroom rules management，such as 1.Observation；2.Description；3.Demonstration；4.Peer strategy；5.Strengthening；6.Caring；7.Weakening；8. Creative strategy.Teacher has applied the strategy to solve the problem of students’ behaviors. 3. Recorded students’ behavior weekly and analyzed it monthly in order to observe the changes of their behaviors. Teacher has kept track of students’ performance with seven behavior items, instructed them and done consoling individually when necessary. The result indicated decreasing tendency of students violating rules. 4. The reseach process that has been encountered problems could reflect the reality of teaching situation. 5. The problem of implementing classroom rules was solved under the process of action research and cooperation of partnership teachers. Teacher has advanced in proficiency via the reflection.
17
Hsieh, Ya-Hsin, and 謝雅欣. "An Action Research on Effects of the Classroom Rules Management Strategy for the Third Graders in Elementary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/867s8d.
Full textAbstract:
碩士國立臺南大學
教育學系教育行政碩士在職專班
103
The aim of the study was to explore the effects of classroom rules management strategies for third graders in elementary school by action research. To achieve the purpose of the study, the students taught by the researcher in a third-grade class were selected as the subject. The data of the research were based on the collections of observation and sound-recording, records of students’ behavior, teacher’s self-evaluation forms and notes, team-teaching peer evaluation, feedbacks from students, worksheet, and records of students’ interview. According to the analysis of the data, the results of the study were concluded as follows: 1.There are ten main strategies of the classroom rules management and can be developed into twenty-eight detailed strategies. 2.The applying of strategies of the classroom rules management effectively decreased the frequency of students’ violating behaviors. 3.During the process of this study, the researcher adopted appropriate strategies and effectively solve problems when confronting difficulties in teaching and students’ violating behaviors. . 4.The cooperation between the partnership teacher and the researcher through action research assisted in solving teaching problems. Moreover, the process of introspection and correction is beneficial for teacher’s professional growth. Finally, the results of this study provided concrete suggestions as reference for implementing classroom rules management and future studies.
18
Stewart, Jr Phillip. "Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom." Thesis, 2013. https://doi.org/10.7916/D8QJ7QH4.
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Games in science education is emerging as a popular topic of scholarly inquiry. The National Research Council recently published a report detailing a research agenda for games and science education entitled Learning Science Through Computer Games and Simulations (2011). The report recommends moving beyond typical proof-of-concept studies into more exploratory and theoretically-based work to determine how best to integrate games into K-12 classrooms for learning , as well as how scaffolds from within the game and from outside the game (from peers and teachers) support the learning of applicable science. This study uses a mixed-methods, quasi-experimental design with an 8th grade class at an independent school in southern Connecticut to answer the following questions: 1. What is the nature of the supports for science content learning provided by the game, the peer, and the teacher, when the game is used in a classroom setting? 2. How do the learning gains in the peer support condition compare to the solo play condition, both qualitatively and quantitatively? The concept-integrated physics game SURGE (Scaffolding Understanding through Redesigning Games for Education) was selected for this study, as it was developed with an ear towards specific learning theories and prior work on student understandings of impulse, force, and vectors. Stimulated recall interviews and video observations served as the primary sources and major patterns emerged through the triangulation of data sources and qualitative analysis in the software QSR NVivo 9. The first pattern which emerged indicated that scaffolding from within the game and outside the game requires a pause in game action to be effective, unless that scaffolding is directly useful to the player in the moment of action. The second major pattern indicated that both amount and type of prior gaming experience has somewhat complex effects on both the uses of supports and learning outcomes. In general, a high correlation was found between students who were more successful navigating supports from the game, the teacher, and the peer and higher gain scores from pre- to posttest. However, students with a lot of prior game experience that found the game to be easy without much assistance did not do as well from pre- to posttest as they did not need as much assistance from the game to do well and therefore missed out on important physics connections to impulse, force, and vectors. However, those students with little prior game experience did not find game scaffolds as useful and did not do as well from pre- to posttest without significant teacher and peer support to bolster or supplant the game's intended scaffolding. Implications for educators, educational game designers, and games in science education researchers are presented. It is argued that teachers must find ways to extract those scaffolds from the game which are easy to miss or require failure to activate so that all students, even those who find the game easy, are exposed to the intended learning in the game. Ideally, game designers are encouraged to find new ways to present scaffolds such that players of any ability can benefit from the connections from the game to physics.
19
Hung, Yu-chuan, and 洪玉娟. "An Interpretative Study on Teacher's Belief of Classroom Management and the Learning Process of Class Rules for Third-graders." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/30595956415094947578.
Full textAbstract:
碩士臺北市立師範學院
國民教育研究所
91
An Interpretative Study on Teacher’s Belief of Classroom Management and the Learning Process of Class Rules for Students abstract The purpose of this research is to understand how a teacher’s classroom-managementbelief guide the teaching and the influence of a child’s rule-learning in the classroom. This study is based on the interpretative approach. Observation and interviews with a third-grade class in Taipei, from October 2001 to January 2003, are applied in the study. The results are described in two parts: story telling and discussion. The interaction between the teacher and students is described in the first part while the discussion and analysis of the issue in the study is presented in the second part. The findings are as follows: 1.Teacher’s belief: Miss Lee’s teaching belief focuses on the interaction of the peers relationship. She tried to help students build their self-value, on the other hand, she wanted them to have the sympathy. She wanted students not to lie and help other people with a kind heart. As to the role of a teacher, she thought she had the responsibility to help students improve their sympathy. As to the students, she knew everyone would make mistakes, but she also believed that they could reform themselves. So that she wanted the students to take the responsibilities for themselves. It shaped the special culture in her class, including the strong identity to the class, the honor to the class, and the supervision system. 2. Influence of rule-learning: The main effects of the rule learning were as follows: self-concept, the relation between the teacher and students, peers relationships. As for Wei, he was used to escape or self-comfort to decrease the upset. Every time when he felt frustrated, he always escaped. He thought there’s nothing he could change. Both of Wei and Miss Lee insisted on their opinions, thus it became a tense situation between them. Finally, as the conflicts increasing, the peers gave him the low evaluation. As for Bu, he had positive interaction with Miss Lee in learning rules. Therefore, he had more improvement on his self—control of his behavior and study, and that promoted his self-concept, too. It also decreased the conflicts with the peers. The peers gave him higher evaluation. At last, based on the findings, some suggestions are proposed to relative educational personnel: 1. A teacher should perceive their own belief. 2. A teacher needs to play a predominant role to break the stalemate. 3. Parents need to aware whether children integrate class rules with self-behaviors. 4. The feasible aspects on the follow-up study. Key word : teacher’s belief, classroom management, class rules learning, teacher-student interaction
20
TIEN, WU CHENG, and 吳政典. "Study on Relation between Practice of School Rules and Effectiveness of Classroom Management in Public Junior High Schools in Taipei City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/75326383358262066235.
Full textAbstract:
碩士國立臺灣師範大學
公民教育與活動領導學系在職進修碩士班
102
This study aims to explore relation between practice of school rules and effectiveness of classroom management. There are five purposes in this study: (1) to explore the current situation of practice of school rules in public junior high schools in Taipei city, (2) to investigate the current situation of effectiveness of classroom management in public junior high schools in Taipei city, (3) to analyze relation between public junior high teachers’ practice of school rules and their effectiveness of classroom management in Taipei city, (4) to investigate how well Taipei city public junior high teachers’ practice of school rules predicts their effectiveness of classroom management, (5) to give suggestions to junior high teachers and policy makers as references. Questionnaire survey was employed and junior high teachers were targeted participants in this study. 1,172 junior high school teachers participated in this survey and 1,008 questionnaires were collected in which 996 were effective. Overall effective response rate was 84.98%. Collected data were analyzed by descriptive statistics, independent-sample T test, one-way ANOVA, and multiple regression analysis. The conclusions are as follows. (1) Junior high school teachers’ practice of school rules is overall good. The dimension “understanding of school rules” is the best, while other dimensions like “school rules identification”, “school rules use” and “school rules formation” follow. (2) Junior high school teachers’ practice of school rules is overall good. Dimensions such as “classroom management”, “individual teaching belief”, and “classroom atmosphere shaping” are all positive. (3) Senior teachers, teachers with administrative work, homeroom teachers, and teachers in larger-scale schools practice school rules better. (4) Senior teachers, teachers with administrative work, homeroom teachers, and teachers in larger-scale schools manage classrooms better. (5) The better teachers practice school rules, the more predicts their effectiveness of classroom management is.
21
Hsin, Hung Jo, and 洪若馨. "An action research about how to establish classroom rules and routine procedures for a teacher of first grade of elementary school." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/90480107887262269190.
Full textAbstract:
碩士國立屏東師範學院
國民教育研究所
91
Classroom management is the major problem not only for novice teachers, but also for experienced teachers. It happens usually that students break the rules, and it needs much time and energe to handle for teachers. Therefore, classroom rules and routine procedures are important in classroom management. It is a critical time for an elementary school student to make the learning habit, learning attitude, learning behavior and living habit. And it is more important for first grade students. Therefore first-grade students were chosen as the study subjects. And by doing it we can understand how to establish classroom rules and routine procedures efficiently, which make students be behaved, be clear, have good manners, and can study efficiently. Hopely from the results of this study, researchers and teachers can learn something. This research adapts the way called action research to study, and there are five steps in that. They are: finding problem, reference review, making action program, practicing action program, value and feedback, revise action program, practicing action program again, and writing papers. Researcher took the first step on august 2001, then revised it after a semester’s reflection. On February 2002, step 2 begins. This research used the way of observation, talking, and writing teaching diary to collect data besides recording the video. At the end of semester, school teachers and professor will value the students’ performance in order to realize the achievement about classroom rules and routine procedures. Through one year’s study, conclusions from the outcome of the study are as follows: 1.The action research is helpful to solve and improve the problem of the classroom rules and routine procedures. 2.After the action research , I can construct reality of knowledge which suits myself and the specific class for establishment of classroom rules and routine procedures. 3.Teacher must have the knowledge so that he can know how to establish classroom rules and routine procedures. 4.A teacher needs to research the action research that is important. And finally, according to the results of this study, some suggestions can be provided for the collegiate education, in-service teacher and further studies.
22
Cheng, Yu Chuan, and 鄭幼鵑. "A correlation study of personality traits, cellphone use habits, and the effects of classroom rules on in-class concentration of college students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/z7crjn.
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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
105
The purpose of this study is to establish the relationship between the personality traits, cellphone use habits, classroom rules, and in-class concentration of university students in Taiwan. Furthermore, this study will examine the effectiveness of university students' cellphone habits and classroom rules towards predicting their in-class concentration. The study was conducted with three questionnaires: a Personality Trait Questionnaire, a partially edited Cellphone Use and Classroom Rules Questionnaire, and an edited In-class Concentration Questionnaire. The questionnaires were distributed electronically over the Internet, with a total of 380 valid responses, which underwent descriptive statistical analysis, Pearson correlation analysis, and stepwise regression analysis, to produce the following conclusions: 1.The personality traits of university students in Taiwan showed the highest agreeableness and the lowest neuroticism. 2. For the frequency of cellphone use in class by university students in Taiwan, the most common response was "sometimes", mostly at 10-20 minutes of phone use per class. 3. In terms of the mentality of phone use by university students in class, the greatest proportion of students saw their phone as a tool,while fewer of them use their phones for entertainment purposes. 4. When the instructor strictly forbids the use of cellphones in class, most university students in Taiwan would put their cellphones away. 5. University students' in-class concentration was the highest for " Movement ", and lowest for " Duration ". 6. There is a significant correlation between the personality traits, cellphone use habits, classroom rules, and in-class concentration of university students in Taiwan. 7. The personality traits, cellphone use habits, and classroom rules of university students in Taiwan can predict their in-class concentration.
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HUANG, SU-GHIU, and 黃素秋. "An Action Research on the Effectiveness of Classroom Rules on the 1st-grader in Elementary School Based on the Implementation of Token Economy." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/pkg6jv.
Full textAbstract:
碩士國立臺中教育大學
教育學系教育行政與管理碩士在職專班
107
This research aimed to discover how the token economy system can be used to improve classroom discipline in the first grade classroom. This study examined the experiences and reflections of 28 the first grade students, including 14 female students and 14 male students, in an elementary school for one year. “My Classroom Rules Checking List” is designed for the students to reflect their daily behaviors, which includes 10 rules that the students needed to improve most: being on time, prepared with supplies and completed homework, being kind, polite, and courteous to others, no running, keeping clean, getting in line quietly, finishing lunch on time, washing hands and brushing teeth, doing homework precisely, being knowledgeable person by reading more often . If the students behave appropriately on one goal on “My Classroom Rules Checking List”, one score could be given to the students. The full scores are ten for one day. The scores would be exchanged into token economy, which is used to purchase the reinforcement. The study reflected on the practices of applying token economy system during the students’ learning progress and made an effective improvement on classroom disciplines. The findings from this study are as follows: 1. Applying token economy system could guide the first grader to acquaint with the classroom rules. 2. Applying token economy system could improve the students’ behavior. 3. Through the action research case study, the instructor’s classroom management and counseling skills were also improved. 4. While applying token economy system in the first grade classroom, the rules should be defined clearly and easy to understand. 5. While applying token economy system, the helper could be selected among the students and be trained to calculate the token economy. 6. Keep track of records during the process so we could testify the results. Throughout this study, the researcher concluded the results and gave some suggestions to improve the efficiency of the token economy system and the reinforcement of the behaviors of first grade students.
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Moreira, Liliana Silva Mouta. "Implementing effective strategies to promote group work in the teaching Enlish to young learners´ classroom." Master's thesis, 2020. http://hdl.handle.net/10362/109916.
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The present report describes the action research I took part in as part of my practicum as a trainee teacher in my Master’s degree in teaching English in the first cycle education. It investigated how group work can be promoted by using and implementing effective strategies such as routines, rules and roles. The investigation project was carried out in a public primary school in the outskirts of Lisbon from mid-September until the second week of December. The research study was completed in a 26 students’ fourth year class. The class had one hour of English lessons twice a week in the afternoon period.
The results show that with an effective set of routines, rules and roles specific for group work, students engage more in collaborative work and focus more with the work ahead while helping and communicating better with each other.O presente relatório descreve as fases de investigação da minha prática de ensino supervisionada como parte do Mestrado em Ensino de Inglês no 1º. Ciclo do Ensino Básico. O objetivo do relatório é responder à minha questão inicial e investigar como o trabalho de grupo nas aulas de inglês do primeiro ciclo pode ser desenvolvido, fomentado e encorajado pelo uso eficaz de estratégias como rotinas, regras e papéis. O projeto de investigação foi desenvolvido numa escola primária do ensino público, nos arredores de Lisboa, entre meio de setembro até à segunda semana de dezembro. O projeto de investigação foi completado numa turma de 4º ano com 26 alunos. A turma tinha uma hora de inglês, duas vezes por semana no período da tarde. Os resultados demonstram que com um conjunto eficaz de rotinas, regras e papéis específicos para o trabalho em grupo, que os alunos colaboram mais uns com os outros e se focam e comprometem quer com o grupo quer com o trabalho a realizar, comunicando cada vez mais em inglês.
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葉曙江. "A Case Study on the Establishment of Classroom Rules and Procedures by 3thand 5th Grade Elementary SchoolTeachers at the Beginning of the School Year --Two Examples of Taipei City Elementary Homeroom Teachers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/05541085462726627501.
Full textAbstract:
碩士臺北市立教育大學
課程與教學研究所課程與教學碩士學位班
99
This study mainly investigated on the establishment of classroom rules and procedures by 3th and 5th grade elementary school homeroom teachers at the beginning of the school year. This study involves how teachers developed and teached classroom rules and procedures, the teachers’ concept of classroom management, and the management strategy for students of different sex. This research adopts the case study method. The subjects are two teachers and their classes of public elementary school of Taipei City. The female teacher teaches third- grade class and the male teacher teaches fifth-grade class. Observation of these two elementary school teachers started from the first day of the school year and lasted for seven days. The findings of this study are summarized as followings: 1.The items of classroom procedures of third-grade class are more than the fifth grade class. The classroom procedures of third-grade specify the student behavior during intervening class period and interaction routines. 2.The classroom rules meet the needs of students. The classroom rules of third-grade emphasize essential moral attitudes and classroom life. The classroom rules of fifth-grade stress on the teacher’s expectations for students’ behavior and higher-level moral attitudes. 3.Both teachers have the authority to decide the classroom rules and procedures. 4.Both teachers use three types of control measures(preventive, supportative, corrective)to affect pupil behavior. At the beginning of the school year, both teachers use preventive measures frequently to minimize the onset of the disciplinary problems .Then the teachers utilize supportative and corrective control measures to handle students’ behavior problems. 5.Compare with fifth-grade students, third- grade students obey their teacher. 6. Both teachers are interventionists. The goal of classroom rules and procedures is helping students learn to control their behaviors by themselves, without teacher's supervision. 7.Intervention measure has immediate effect on classroom disciplinary problems. 8. Both teachers emphasize the importance of gender equality. For the differences of sex, they adjust slightly the treatments for male and female students.
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"Kids Rule: Supporting the Individual Needs of Frequent Classroom Disruptors." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29625.
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abstract: Arcadia Elementary School is an urban Title 1 school that serves 800 students in kindergarten through eighth grade. The school uses a commercial program called Make Your Day to manage student behavior. This program, aligned to the tenets of Positive Behavior Interventions and Supports (PBIS), meets the needs of most students but not the most frequent classroom disruptors. This mixed methods participatory action research study explores the how an understanding of a frequently disruptive student's ecology can lead to more effective support and improved behavioral outcomes. The Behavior Intervention Team process consists of effective data tracking tools and practices and a team-based, data-driven approach to student behavior analysis and is a model for how urban schools can leverage existing resources to better support disruptive students.Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2015
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Kuželová, Petra. "Specifika péče o klima ve 3. ročníku ZŠ." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354597.
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TITLE: Specification of the care for climate at the 3th grade of the primary school SUMMARY: The objective of this diploma work was to research whether alternating of three and more teachers might have a negative impact on the classroom climate. The theoretical part provides a definition of personality characteristics of pupils in the third grade of primary school with respect to the management of classroom climate. I analyse the factors influencing the classroom climate such as family influence, pupils' groups and particularly personalities of teachers, their management and organisationof teaching, further their communication style, evaluation and cooperation among teachers. The practical part focuses on the research of the classroom climate using the method My Class Inventory (MCI). Another applied method is interviewing class teachers. The practical part is completed with a questionnaire filled out by pupils. The results of the research confirmed the change of the classroom climate in the third grade where three and more teachers alternate. These changes are manifested especially by more frictions and higher competitiveness. KEY WORDS: classroom climate, teacher's personality, pupil's social development in the third grade, group of peers, socialization, class rules, cooperation among teachers
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Kolářová, Kateřina. "Osobnostní a sociální výchova jako součást dalšího vzdělávání učitelek mateřských škol." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-327775.
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This thesis deals with the personal and social development of preschool teachers as one of the possibilities for their further education. The theoretical part describes the current available types of professional competencies of current preschool teachers and focuses on their professional development through personal and social education (PSE). The aim of the empirical part is to create, implement and reflect short-term practical training for kindergarten teachers in selected topics of personal and social education through a form of action research. Selected topics (issue of rules in kindergarten, communication and mental hygiene) came from a questionnaire of interest in education issues of PSE. The aim of the course is skills training and improving of professional competence of teachers in selected areas through self-experience activities. Also the course leads teachers to think about appropriate solutions of problematic educational situations through joint discussion, sharing of professional experiences, reflection and self-reflection of teachers. The secondary purpose is to show the topics from the view of teachers' working with children and to link them with key competencies for preschool education, educational areas and expected outcomes of the national curriculum Framework Educational Program...
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Hájková, Soňa. "Posílení efektivity komunikace ve třídě primární školy." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354564.
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This thesis describes a level of communication among a class teacher, her pupils and the pupils themselves in a master class at a first stage, where the author works. The aim of the class teacher is to develop communicative competences that will lead to more effective communication in the class among the class teacher, her pupils and pupils themselves. The theoretical part gives a support to the practical part based on theoretical knowledge. It formulates specifics of pedagogical communication, features verbal communication, observes effective ways and barriers in communication. It submits tools by Personal and social education defining. The tools can reach expected outputs in communication defined in the National Curriculum and the Minimum Preventive Programme. The author introduces the teacher's personality and his skills as possible factors that affect the pupil's development. The practical part monitors the initial situation in the classroom. On the basis of a teacher action research the teacher wants to enhance communication efficiency. She uses the particular method of observation, reflection, Personal and social education techniques, audio and video recordings analysis and additionally verbal evaluation. She also relies on the application of the preventive programme. Data collection and the...
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Vallam, Rohith Dwarakanath. "Game-Theoretic Analysis of Strategic Behaviour in Networks, Crowds and Classrooms." Thesis, 2014. http://hdl.handle.net/2005/2955.
Full textAbstract:
Over the past decade, the explosive growth of the Internet has led to a surge of interest to understand and predict aggregate behavior of large number of people or agents, particularly when they are connected through an underlying network structure. Numerous Internet-based applications have emerged that are as diverse as getting micro-tasks executed through online labor markets (also known as crowd sourcing) to acquiring new skills through massively open online courses (also known as MOOCs). However, there has been a major inadequacy in existing studies with respect to evaluating the impact of strategic behavior of the agents participating in such networks, crowds, and classrooms. The primary focus of this doctoral work is to understand the equilibrium behaviour emerging from these real-world, strategic environments by blending ideas from the areas of game theory, graph theory, and optimization, to derive novel solutions to these new-age economic models. In particular, we investigate the following three research challenges:
(1) How do strategic agents form connections with one another? Will it ever happen that strategically stable networks are social welfare maximizing as well?
(2) How do we design mechanisms for eliciting truthful feedback about an object (perhaps a new product or service or person) from a crowd of strategic raters? What can we tell about these mechanisms when the raters are connected through a social network?
(3) How do we incentivize better participation of instructors and students in online edu-cation forums? Can we recommend optimal strategies to students and instructors to get the best out of these forums?
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Lee, Yen Hui, and 李彥慧. "The Study of Setting Fundamental Democratic Participation and Rule of Law in Students--The perspective of teachers' classroom management in elementary schools as starting point." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/04649177752144476009.
Full textAbstract:
博士國立臺灣師範大學
公民教育與活動領導學系
99
With the teachers' classroom management as starting point, this study inspects the outcomes of implementing the concept of democratic participation and legal system ideology by the teachers in students' classroom affair participation, class organization's formation, methods of classroom management, policy making, principles to dispute handling and teachers' involvement in counseling the students, etc. The study shows the affects of such implementation to the learning of democratic legal system by students of elementary school's small school society, to structure viable model that complies with democracy and rule of law and further apply the model in schools, thus achieving the goal of setting democratic participation and legal system ideology foundation in students. This study used qualitative research methods, with teachers and upper-class students from each of two elementary school in Taipei as subjects. The data and documentary information were collected through field observations from the classes, in-depth interviews, informal interviews, group discussion, etc. Methods such as triangular inspection, peer check , written interviews, etc. ensured the truthfulness and credibility of the study. After discovering and searching problems, answering uncertainties, and other complicated studying process, the study showed significant differences in the learning efficiency and result of democratic participation and rule of law by students in “teacher-centric” and “student-centric” classroom-management models. The findings are as follows: 1. In a "student centered" classroom management model, the students were able to learn, in the aspect of “democratic participation,” the correct understanding of democracy, responsible attitude, freedom of expression and develop self-discipline. 2. In a "student centered" classroom management model, on the aspect of “legal system concept,” the students formed enhanced understanding and development of normative values, law-abiding and responsible attitude, understanding of their own rights and obligations and other awareness. 3. The roles of the elementary school teachers and their methods when counseling students in their learning of democratic participation and the rule of law —approach through educational diagnosis and problem identification. 4. Possible ways for teachers to implement democratic law-raleted programs and activities in class—starting with open discussion of class affairs. 5. Possible ways for students to participate in class governance and policy making—starting from making class organizations and policies. Finally, the study sums up the above findings and proposed advice for implementing democratic legal system ideology in elementary school as reference for educational administrative agencies, school-related personnel and future studies.