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Relevant bibliographies by topics / Effective classroom management

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Academic literature on the topic 'Effective classroom management'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Effective classroom management"

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Fifer, Fred L. "Effective Classroom Management." Academic Therapy 21, no. 4 (March 1986): 401–10. http://dx.doi.org/10.1177/105345128602100402.

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

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

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Tahir, Tehseen, Kifayat Khan, and Wajeeha Aurangzeb. "Effective Use of Classroom Management Techniques in Overcrowded Classrooms." Global Social Sciences Review IV, no. I (March 30, 2019): 137–44. http://dx.doi.org/10.31703/gssr.2019(iv-i).18.

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This study was conducted to find the effective use of classroom management techniques in overcrowded classroom. It also explored factors that influence overcrowded classrooms. 30 secondary school teachers participated in the study. A questionnaire and a check list were used for the collection of the data. The findings indicated that teachers used different management techniques in the overcrowded classrooms.

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Morrison, Thomas L. "Education and Experience as Factors in Effective Classroom Management." Psychological Reports 69, no. 3 (December 1991): 803–9. http://dx.doi.org/10.2466/pr0.1991.69.3.803.

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Teachers' classroom management and students' work involvement were observed in 32 classrooms, Grades 4 to 6. Teachers with advanced professional education controlled a greater proportion of boundary-related activity in their classrooms. Their classrooms had more work involvement by students, less passive uninvolvement, and less anxiety was reported by students. Over-all, amount of teaching experience was unrelated to measures of classroom boundary management or students' work involvement or reported anxiety. Teachers with more experience at their current grade level did have classrooms with less anxiety. In this setting, systematic feedback or other guidance may be necessary to facilitate the development of more effective performance based on experience.

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Tahir, Mohammed Mizel. "Effective ways for the Classroom Management." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 214, no. 2 (November 11, 2018): 67–84. http://dx.doi.org/10.36473/ujhss.v214i2.633.

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This study was conducted in order to determine the effective techniques of classroom management that can be used to minimize classroom misbehavior and maximize effective learning. Classroom management is probably the most difficult part of teaching .High school teachers in Iraq, like in all countries, face instances of misbehavior in the form of off-task behavior or more serious disruptions. When a teacher is forced to deal with constant disruptions or a teacher cannot control his or her classroom then learning is not taking place. Thus, the objective of this study is to determine what methods of classroom management are available for teachers. This study used different methods to gather information on the best ways of classroom management. There have been many studies that serve to support universal classroom methods of classroom management techniques. Throughout my humble experience as teacher in college of police I found many Iraqi universities professors and high school teachers are still sticking with traditional (outdated) ways and techniques of teaching English regardless of their learner's needs and motivations. Thus the teachers have to think with the central question being “what do these students need and how can I meet those needs.” The significance of this study is that Iraqi and Arab teachers (who use English language as a second language as a means of communication) who are having problems coping with misbehavior in their classroom can use the techniques recommended by this study in order to improve their classroom management. This study found that there are varieties of techniques taken from the classroom management theories that aid in improving classroom management.

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Sieberer-Nagler, Katharina. "Effective Classroom-Management & Positive Teaching." English Language Teaching 9, no. 1 (December 13, 2015): 163. http://dx.doi.org/10.5539/elt.v9n1p163.

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<p>This article offers practical information for primary teachers to become more knowledgable, skilled and effective in their work. Aspects of positive teaching and learning are explored. Innovative methods for transforming common classroom management struggles into opportunities for positive change and for changing negative behaviors into positive interactions are explained.</p><p>Classroom climate, expectations, motivation, and methods for constructive reflection on mistakes are investigated to support teachers in developing a positive learning environment.<strong></strong></p>

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Alderman, Gary L., and Susan K. Green. "Social Powers and Effective Classroom Management." Intervention in School and Clinic 47, no. 1 (May 17, 2011): 39–44. http://dx.doi.org/10.1177/1053451211406543.

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Marsh, Karen. "Motivational Interviewing for Effective Classroom Management." Motivational Interviewing: Training, Research, Implementation, Practice 1, no. 2 (January 8, 2013): 21. http://dx.doi.org/10.5195/mitrip.2013.35.

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Mykhalchuk, Nataliia, and Yuliia Danchuk. "Effective Classroom Management as a Way to Teach Pupils to Understand Novels." Collection of Research Papers "Problems of Modern Psychology", no. 53 (July 13, 2021): 191–211. http://dx.doi.org/10.32626/2227-6246.2021-53.191-211.

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Findley, Bev, and Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key." College Teaching Methods & Styles Journal (CTMS) 2, no. 1 (July 22, 2011): 49. http://dx.doi.org/10.19030/ctms.v2i1.5252.

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Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.

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Dissertations / Theses on the topic "Effective classroom management"

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Victor, Kelly R. "Identifying Effective Behavior Management in the Early Childhood Classroom." Cedarville University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1127229041.

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Nyarambi, Arnold. "Effective Classroom Management: The First Six Weeks of Teaching." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8240.

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Kaliska, Patricia. "A comprehensive study identifying the most effective classroom management techniques and practices." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002kaliskap.pdf.

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Pitzen, John G. "An analysis of effective and ineffective classroom management teacher's behaviors and characteristics /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009pitzenj.pdf.

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Lillig, Kimberly Jo. "IMPLEMENTATION OF SITUATIONAL LEADERSHIP AS AN EFFECTIVE CLASSROOM MANAGEMENT MODEL IN THE TRADITIONAL MIDDLE GRADE LEVEL CLASSROOM." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1885544391&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Brown, Catherine R. "Best practices for the English language learner and the special education student in the inclusive classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CBrown2006.pdf.

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McKinne, Mike. "A quantitative and a qualitative inquiry into classroom incivility in higher education." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5521.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 9, 2009) Vita. Includes bibliographical references.

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Ward, Lindsey L. "Exploring facets of classroom management to promote student learning routine, procedure, and teachers' belief systems /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0193.

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Van, Heerden Sene. "Newly qualified teachers ‘classroom practices as supported by initial teacher education." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2870.

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Thesis (MEd)--Cape Peninsula University of Technology, 2019.
The objective of initial teacher education is to prepare teachers to teach effectively in schools. The quality of schools of a country depends on the quality of teachers (Femin-nemser, 2001). Provision of good teachers is, thus, crucial for the quality of teaching in schools. This research seeks to explore newly qualified teachers experiences of learning to teach and how it supports their classroom practices. A mixed method study with an interpretivist emphasis was conducted with teachers, who were in their first year of teaching. Data generation ensued through questionnaires and discussions whereby only some aspects of these were used to complement the main data generation which was the focus groups. Pedagogic Content Knowledge is a knowledge base that allows teachers to effectively pass their content knowledge on to students. Drawing on existing literature, a conceptual framework was developed. The study used the content analysis method where data was categorised according to the themes. The findings show that the Newly Qualified Teachers found their Initial Teacher Education to have had both positive and negative influences on their classroom practices. The heavy administrative duties, adapting to school contexts, relationships with people of influence like lecturers during Initial Teacher Education and mentor teachers, teaching practice (which had the most profound influence on their classroom practice) and the professional knowledge and skills as taught during Initial Teacher Education all played a part in supporting the classroom practices of Newly Qualified Teachers. The implications for policy makers, initial teacher education providers and mentor teachers therefore suggest some adjustment to the structure of Initial Teacher Education programs that would enable improving the development of Pedagogic Content Knowledge including enhanced involvement of schools in Initial Teacher Education to support classroom practice of Newly Qualified Teachers.

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Rentz, Nancy Lee Davis Saxon Terrill F. "The influence of positive behavior support on collective teacher efficacy." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5083.

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Books on the topic "Effective classroom management"

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The effective classroom. London: Cassell, 1994.

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

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

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Robert, Laslett, ed. Effective classroom management: A teacher's guide. 2nd ed. London: Routledge, 1993.

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

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Nancy, Protheroe, and Turner Jennifer, eds. Effective classroom management to support student learning. Arlington, VA: Educational Research Service, 2005.

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Robertson, John. Effective classroom control: Understanding teacher-pupil relationships. 2nd ed. London: Hodder and Stoughton, 1989.

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C, Herman Keith, and Sprick Randall S, eds. Motivational interviewing for effective classroom management: The classroom check-up. New York: Guilford Press, 2011.

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A, Pauley Judith, and Pauley Joseph F, eds. Effective classroom management: Six keys to success. Lanham, MD: Rowman & Littlefield Education, 2006.

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The teacher's pocket guide for effective classroom management. Baltimore, Md: Paul H. Brookes Pub. Co., 2008.

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Book chapters on the topic "Effective classroom management"

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Tincani, Matt. "Myths and Facts About Effective Classroom Management." In Preventing Challenging Behavior in Your Classroom, 15–26. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237235-3.

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Wai-shing, Li. "Effective Classroom Management." In Classroom Management, 45–62. Hong Kong University Press, 2008. http://dx.doi.org/10.5790/hongkong/9789622098886.003.0003.

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Harris, Alma. "Effective classroom management and effective classroom time." In Teaching and Learning in the Effective School, 53–63. Routledge, 2019. http://dx.doi.org/10.4324/9780429398117-6.

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"Analysing classroom organisation." In Effective Classroom Management, 23–43. Routledge, 2002. http://dx.doi.org/10.4324/9780203130087-4.

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"Four rules of classroom management." In Effective Classroom Management, 13–22. Routledge, 2002. http://dx.doi.org/10.4324/9780203130087-3.

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"Imperturbable, resilient and disruptive teachers." In Effective Classroom Management, 90–104. Routledge, 2002. http://dx.doi.org/10.4324/9780203130087-10.

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"Rewards and punishments." In Effective Classroom Management, 107–22. Routledge, 2002. http://dx.doi.org/10.4324/9780203130087-12.

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"Teacher stress and teachers’ feelings." In Effective Classroom Management, 125–37. Routledge, 2002. http://dx.doi.org/10.4324/9780203130087-14.

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"Helping colleagues cope." In Effective Classroom Management, 138–53. Routledge, 2002. http://dx.doi.org/10.4324/9780203130087-15.

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"Reducing sources of friction." In Effective Classroom Management, 44–52. Routledge, 2002. http://dx.doi.org/10.4324/9780203130087-5.

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Conference papers on the topic "Effective classroom management"

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Lin, Chen. "Effective Classroom Management in Drama English Class." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.095.

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Živković, Ana, Radovan Tmušić, and Stanko Bulajić. "TEACHERS’ COMPETENCIES LEADING TO THE EFFECTIVE CLASSROOM MANAGEMENT." In 4th International Scientific – Business Conference LIMEN 2018 – Leadership & Management: Integrated Politics of Research and Innovations. Association of Economists and Managers of the Balkans, Belgrade, Serbia et all, 2018. http://dx.doi.org/10.31410/limen.2018.534.

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

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Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.

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Wang, Lu. "Study on Effective Construction of High Quality English Classroom Model." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.100.

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Yokomizo, Takuya, Ichiro Takano, and Miki Kobayashi. "Effective energy-saving on the campus classroom lighting by scheduling management." In TENCON 2009 - 2009 IEEE Region 10 Conference. IEEE, 2009. http://dx.doi.org/10.1109/tencon.2009.5395796.

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Xu, Xi-Jin, and Yi Jin. "A Preliminary Exploration of Carrying Out Effective Classroom Management for Teachers." In 2020 3rd International Seminar on Education Research and Social Science (ISERSS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.019.

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Fang Zhao. "Notice of Retraction: On the effective management of the college English classroom." In 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC 2011). IEEE, 2011. http://dx.doi.org/10.1109/aimsec.2011.6010341.

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Xu, Youping. "Study on the Construction and Evaluation of College English Effective Classroom Environment." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.186.

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"Organizational Construction of the Classroom Language "Effective and Reasonable"—Take the Classroom Teaching of Sino-foreign Cooperation School as an Example." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.064.

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Reports on the topic "Effective classroom management"

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

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