Relevant bibliographies by topics / Primary Classroom management

Contents

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

Academic literature on the topic 'Primary Classroom management'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Primary Classroom management"

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Simbolon, Naeklan. "PROFESSIONAL TEACHER AND CLASSROOM MANAGEMENT IN PRIMARY SCHOOL." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 3, no. 1 (June 30, 2015): 19–23. http://dx.doi.org/10.24114/esjpgsd.v3i1.2186.

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Rytivaara, Anna. "Collaborative classroom management in a co-taught primary school classroom." International Journal of Educational Research 53 (January 2012): 182–91. http://dx.doi.org/10.1016/j.ijer.2012.03.008.

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Hamedoğlu, Mehmet Ali. "The Use of Information and Communication Technologies in Classroom Management in Primary Schools." Malaysian Online Journal of Educational Technology 7, no. 4 (October 1, 2019): 145–54. http://dx.doi.org/10.17220/mojet.2019.04.010.

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Wilks, Ray. "Classroom Management in Primary Schools: A Review of the Literature." Behaviour Change 13, no. 1 (March 1996): 20–32. http://dx.doi.org/10.1017/s0813483900003922.

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A considerable body of classroom management research has attempted to examine teacher and student variables believed to correlate with student academic achievement. However, only some of these variables are alterable by the school. Knowledge of these alterable variables may assist schools to make informed decisions about managing primary school classrooms to maximise student achievement. Evidence suggests that students' activity (level of academic engaged time and academic learning time) may be causally intermediate between the teacher's implementation of the curriculum (including a teacher's managerial skills, discipline procedures, and instructional methods) and the student's learning. This paper reviews the literature related to a number of alterable teacher and student variables that impact on a student's academic achievement. Existing difficulties of, and future directions for, classroom management research are discussed.
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Gunter, Philip L., and R. Kenton Denny. "Research Issues and Needs regarding Teacher use of Classroom Management Strategies." Behavioral Disorders 22, no. 1 (November 1996): 15–20. http://dx.doi.org/10.1177/019874299602200102.

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In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.
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Oghuvbu, Enamiroro Patrick, and Theresa Edirin Atakpo. "Analysis of Classroom Management Problems in Primary Schools in Delta State, Nigeria." Contemporary Issues in Early Childhood 9, no. 4 (January 1, 2008): 381–88. http://dx.doi.org/10.2304/ciec.2008.9.4.381.

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This article identifies classroom management problems, their causes, and possible ways to reduce these problems in primary schools located in Delta State, Nigeria. A total of 600 teachers selected from twelve local government areas participated in this study. Data were collected in a checklist containing 27 items and a two section questionnaire containing 19 items. Three research questions and three hypotheses were formulated and tested using percentage, bar and pie charts, chi-square and analysis of variance at 0.05 level of significance. The study revealed that common classroom management problems were related to students shouting, calling names, sleeping and talking/engaging in discussion during lessons. Identified causes of these problems were seen as originating in: overcrowded classrooms; parent neglect of the health conditions of children; and an unhygienic and below-standard teaching and learning environment. School location does not significantly influence teachers' views on identified causes and possible ways to reduce classroom management problems in primary schools in Delta State, Nigeria.
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Rahmadani, Anisa, and Farida Kurniawati. "Teacher Engagement Mediates Self-Efficacy and Classroom Management: Focus on Indonesian Primary Schools." Electronic Journal of Research in Education Psychology 19, no. 53 (April 1, 2021): 75–92. http://dx.doi.org/10.25115/ejrep.v19i53.3444.

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Introduction. The numbers of students with special needs studying in regular classes is increasing every year. This increase has consequences for teachers, who must manage classrooms to meet the students’ diverse needs and characteristics. The contributing factor to successful inclusive education is teachers’ self-efficacy in practicing it. Successful implementation of inclusive education, on the other hand, classroom management can be viewed as performance influenced by the extent to which teachers are involved in their work, that is, teachers’ “engagement.” Method. This quantitative correlational study aimed to determine whether teachers’ engagement mediates self-efficacy in inclusive practice and classroom management. A total of 242 inclusive primary school teachers in DKI Jakarta-Indonesia, completed three self-report questionnaires. Results. Teachers’ engagement significantly acts as mediator in the correlation between teachers’ self-efficacy and their classroom management. Discussion and Conclusion. Using motivational process in the job-demand model, results show that teachers’ self-efficacy functions as a personal resource in implementing inclusive education. This means that teachers’ self-efficacy conducted by teachers first raises the condition of the teacher involved in the role of work, before finally influencing the extent to which the teacher managed the classroom. Therefore that overall student, including students with special needs, get the optimal educational benefits.
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Fields, Barry A. "The Nature and Incidence of Classroom Behaviour Problems and their Remediation Through Preventive Management." Behaviour Change 3, no. 1 (March 1986): 53–57. http://dx.doi.org/10.1017/s0813483900009116.

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Classroom management rates highly as one of the major concerns and problems experienced by techers. Unfortunately, evidence of the extent and nature of management problems, particularly data related to behaviourally and emotionally disturbed children in classrooms is conflicting. The result is that differences in opinion exist as to the complexity and magnitude of the interventions required to deal with such children. This study investigates the proposition that extreme behaviour problems are rare in primary classrooms and that procedures for preventive management are sufficiently powerful to alleviate most classroom behaviour disturbances.
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Beyleroglu, Malik, Sakir Bezcı, Muhsin Hazar, Emre Ozan Tıngaz, and Hacer Ozge Baydar. "Examination of the Classroom Management Profiles of Secondary and Primary School Teachers." European Scientific Journal, ESJ 13, no. 28 (October 31, 2017): 66. http://dx.doi.org/10.19044/esj.2017.v13n28p66.

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The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.
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Shireen, Saira, Samreen Mehmood, and Mehwish Habib. "Effects of Class Size on Classroom Management: A Study on Elementary Schools." Global Educational Studies Review V, no. III (September 30, 2020): 207–13. http://dx.doi.org/10.31703/gesr.2020(v-iii).21.

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The main aim of this study was to see the relationship between class size and classroom management), Classroom management (CRM) for comparing teaching in overcrowded classes versus small sized classrooms. Primary data were collected from same teachers who had the experience of teaching both overcrowded classes and small sized classes. For overcrowded classes, it was hypothesized that teachers can very effectively maintain discipline in the small-sized classrooms as compared to the overcrowded classes. In case of class room management (CRM), it was hypothesized that overcrowded classes do not allow good class room management compared to small sized classes. Reliability tests were carried out to check consistency of the answers from respondents on all seven variables, in both the overcrowded and small-sized classes. The test chornbachs� alphas yielded acceptable to very good range. The mean values of variable Classroom management (CRMO) was estimate at 4.04. On the basis of descriptive statistics coupled with One-sample t test, this research concluded that majority of the teachers had found that overcrowded class rooms were not appropriate for Classroom management (CRMS). Considering the conclusions, the study recommends that classes should not be overcrowded to the best possible circumstances.
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Dissertations / Theses on the topic "Primary Classroom management"

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Türnüklü, Abbas. "Classroom management in Turkish and English primary classrooms." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30943.

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The purpose of this thesis is to examine primary school teachers' behaviour management and classroom setting strategies in the Turkish and English contexts. In order to accomplish this purpose, the present research was carried out in the 1997-98 academic year in Turkey and England. Two research methods, structured observation and semi-structured depth interview, were used in order to collect data. Structured classroom observation was used to collect quantitative data related to teachers' and students' managerial interaction. Semi-structured in-depth interviews were used to obtain deep and rich first hand information about teachers' classroom management and setting strategies in the primary classroom context. The sample consisted of 12 Turkish and 8 English primary classroom teachers. The study showed that the most common misbehaviours in the classrooms of both countries were speaking loudly and excessively, and inappropriate movement. The majority of misbehaviours involved distraction rather than severe disruption. Teachers reported that students' misbehaviour was usually caused by pupils' social and cultural background, particularly the home. However, in particular, the type and frequency of misbehaviour were also changed depending on pupils' gender and age, the time of day, seating arrangement and subject matter. Teacher strategies were investigated under the heading of preventive and reactive behaviour management. Some differences were found between Turkish and English teachers regarding preventive strategies particularly in their ability to anticipate misbehaviour before it occurred. There were also differences in the use of reactive strategies based on teachers' experience. These mainly concerned the balance between verbal and non-verbal interactions. Furthermore, although punishment was not observed during observation, both Turkish and English teachers reported using punishment on certain occasions. Although the majority of Turkish classrooms were arranged in rows and aisles, most of the English pupils sat around tables. Turkish teachers reported that where pupils sat (front, wall or near window sides) affected learning and interaction with teacher. A classroom management model was developed for primary school classrooms. Several recommendations, in particular for Turkish primary classrooms, such as provision for initial and inservice teacher training courses, whole school classroom management policies were put forward based on the model and the results of this research.
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Wragg, Caroline Maria. "Classroom management in the primary school." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384986.

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Yasar, Seda. "Classroom Management Approaches Of Primary School Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.

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This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables on classroom management approaches of teachers. Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers&rsquo
management approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.
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Muschamp, Yolande Mildred. "Pupil self assessment in the primary classroom." Thesis, University of the West of England, Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389512.

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This thesis examines the extent to which the construction of knowledge by young children involves the practical activity of self assessment and the ways in which such activities can be developed to enhance the learning process. The research programme was carried out using ethnographic and qualitative methods of data collection and analysis within an action research framework in seven classrooms. The investigation of self assessment activities involved the exploration of the children's conceptualisation of progress; their understanding of classroom tasks; their efforts to use their peers for guidance; and their attempts to ensure that their own performance matched that of their peers. It was found that the assessment processes including positive feedback by the seven teachers often provided mixed or erroneous messages and that assessment strategies were not directly taught. Children often failed to differentiate between the teachers I expectations a n relation to their behaviour and their academic performance within a task. A social constructivist model of learning provided a framework for the development and analysis of these self assessmentactivities. In particular it provided the basis for the development of the role of the teacher and of peers as the 'more capable other' and for the location of self assessment strategies within the stages of 'scaffolding', 'handover' and independent learning. The development of self assessment strategies within this framework included the identification and assessment of targets, the use of the pupil portfolio and the development of an assessment vocabulary by the teachers and pupils which ensured a shared understanding of assessment processes. The thesis concludes that self assessment strategies are integral to the learning process and that the development of these activities can enhance the learning process by raising awareness of the activities and allowing them to be taught directly. Self assessment can increase the efficacy of scaffolding by the more capable other which in turn can lead to greater independence for the child.
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Cordoba, Deborah Lea. "Developing and organizing a primary multigrade classroom." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1541.

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Ho, Wai-chun. "The effects of applied behavior analysis on on-task behaviour and quality of work in a local primary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183697.

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Roland, Erling. "School influences on bullying." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/1047/.

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Ye, Yujing. "From probationers to professionals : a study of first-year primary school teachers in Taiwan." Thesis, University of York, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319487.

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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
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Adams, Anthony PC. "An investigation into learner discipline at Silverlea Primary school." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1654.

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Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2004.
Corporal punishment was abolished in schools in June 1995 (Benson:1995). The suspension was sudden, and the Education Department provided very Little guidance with regard to alternative means of maintaining discipline. Teachers, who for years had the option of resorting to corporal punishment as a final means of instilling and maintaining leaner discipline, now had very little to fall back on to. An upsurge in disciplinary problems seemed to follow the suspension, and many schools struggled to maintain effective learner discipline. As with many other schools, Silverlea Primary School battled to come to grips with learner discipline in the post-corporal punishment era. Educators had little or no training in alternative methods of maintaining discipline, but still had to deal with the same, or worsening, levels of learner discipline. It is because of this perceived erosion of learner discipline that this study was undertaken. It is grounded in the belief that a positive, disciplined ~environment is essential for effective teaching and learning to happen consistently, and moves from the premise that the system of discipline and, to a large extent its effectiveness, is the creation of the staff of that school. This system, though, should operate within a supportive framework of the Department of Education. Discipline impacts strongly on the quality of education offered and received. It also affects the ability of educators to maintain consistently high standards. Although the environment from which the learners come affect their behaviour and discipline, the management of this discipline at school is dependent on the management skills and systems present at the school. Four concepts - effective discipline, curriculum, management styles, and the abolition of corporal punishment - are identified as being central to the study of discipline. They affect the running of the school, and thus the discipline adhered to at the school. This discipline in turn impacts on the educators who have to constantly be dealing with disciplinary problems rather than teaching. A descriptive research method was used
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Books on the topic "Primary Classroom management"

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Classroom pedagogy and primary practice. London: Routledge, 1994.

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Crisis in the primary classroom. London: D. Fulton Publishers, 1995.

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Simon, Brownhill, ed. Effective behaviour management in the primary classroom. Maidenhead: McGraw-Hill/Open University Press, 2008.

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Francesca, Gray, ed. Classroom management: A practical approach for primary and secondary teachers. London: D. Fulton, 1998.

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Wragg, E. C. Class management in the primary school. London: Taylor & Francis, 2001.

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Managing behaviour in the primary school. 2nd ed. London: D. Fulton Publishers, published in association with the Roehampton Institute, 1996.

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Wragg, E. C. Class management in the primary school. London: RoutledgeFalmer, 2001.

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Wragg, E. C. Class Management in the Primary School. London: Taylor & Francis Inc, 2004.

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Moyles, Janet R. Organizing for learning in the primary classroom: A balanced approach to classroom management. Buckingham: Open University Press, 1997.

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Moyles, Janet R. Organizing for learning in the primary classroom: A balanced approach to classroom management. Buckingham: Open University Press, 1992.

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Book chapters on the topic "Primary Classroom management"

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McDowell, Joanne, Revert Klattenberg, and Friedrich Lenz. "Performing Classroom Management in the Primary School Classroom." In De-gendering Gendered Occupations, 158–81. New York, NY : Routledge, 2021. | Series: Routledge research in language, gender and sexuality: Routledge, 2020. http://dx.doi.org/10.4324/9780429031434-10.

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Connor, Dawn. "Behaviour Management." In Supporting Children with Autism in the Primary Classroom, 63–75. Milton Park, Abingdon, Oxon; New York, NY: Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9780203712580-6.

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"Classroom management." In Organising Learning in the Primary School Classroom, 198–214. Routledge, 2013. http://dx.doi.org/10.4324/9780203717677-21.

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"Classroom Management and Organisation." In 500 Tips for Primary School Teachers, 13–38. Routledge, 2013. http://dx.doi.org/10.4324/9780203062258-7.

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"Classroom management: developing interrelated skills." In Key Issues for Primary Schools, 54–57. Routledge, 2003. http://dx.doi.org/10.4324/9780203003541-16.

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"Classroom organization and management." In A Student Teacher's Guide to Primary School Placement, 58. Routledge, 2003. http://dx.doi.org/10.4324/9780203464885-9.

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"SUCCESSFUL TEACHING AND EFFECTIVE CLASSROOM MANAGEMENT." In Creating the Effective Primary School, 118–40. Routledge, 2003. http://dx.doi.org/10.4324/9780203417065-10.

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"Effective whole-school and classroom management skills." In Tackling Behaviour in your Primary School, 137–53. Routledge, 2012. http://dx.doi.org/10.4324/9780203119853-17.

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"New approaches 4: Roles supporting classroom management." In Tackling Behaviour in your Primary School, 74–88. Routledge, 2012. http://dx.doi.org/10.4324/9780203119853-12.

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"Preschool and Primary Age Children: Classroom and Behaviour Management." In Prader-Willi Syndrome, 31–42. David Fulton Publishers, 2014. http://dx.doi.org/10.4324/9781315068503-9.

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Conference papers on the topic "Primary Classroom management"

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

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Yantoro, Issaura Sherly Pamela, Erni Ismaini, and Eka Purwanti. "Analysis of Teachers Ability of Classroom Management Applications in Primary School." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3453839.

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"Research on Curricular Expanding Reading Education of Primary Chinese Study in the Web-based Classroom." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.339.

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Tulyakul, Singha, Namchok Buaduang, Mohd Fuazee, and Fauzi Hussin. "The Effects of Classroom Management Approaches in Physical Education Class toward Learning Environment among Primary School Teachers in Southern Thailand." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009801106890696.

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Martin, Michael W., and Cale T. Polkinghorne. "Breaking Down Classroom Walls: Fostering Improved Communication and Relations Between Engineers and Tradesmen Through a Joint Semester Project." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62229.

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Recent engineering education research has suggested that most engineering curricula does not promote attainment of many characteristics desired in practicing engineers [1][2]. One such characteristic is effective communication with workers in other disciplines. A method to attain improved communication is simulation of workplace situations in the educational environment [3][4]. In an effort to improve communication between trades and to foster a higher appreciation for the other field, a project simulating the working relationship between engineers and machinists was implemented via a joint semester project coupling a Computer Numerical Control (CNC) machining course and an engineering design course. A significant body of knowledge exists regarding multidisciplinary education for engineering students. Nearly all of the multidisciplinary projects involve one discipline of engineering working with another engineering discipline (i.e. mechanical engineering students working with electrical engineering students). The multidisciplinary work between different disciplines of engineering students has documented benefits; however, the two groups of students are on a similar communication level. By coupling junior and senior level bachelor degree-seeking engineering students with students primarily pursuing a 1 year CNC machining certificate, many communication barriers are encountered that are not seen in typical university multidisciplinary projects. The students from the engineering class were tasked with designing a simple assembly that performs a specified function. The engineering student was responsible for generating a complete set of manufacturing prints. Each engineering student was matched with a group of two or three CNC machining students, who were responsible for manufacturing the parts designed by the engineering student. This type of collaboration closely simulates the design engineer working with the manufacturing shop floor employee in determining how a part is best produced and taking the project to completion by manufacturing and assembly of that part. Data collection methods included student surveys and instructor observations. Primary student outcomes appeared to be; 1) an appreciation for the importance of communication and, 2) greater understanding of the complete process needed to produce a product. The primary difficulties the students encountered were due to communication issues and project management breakdowns. Efforts to address these issues and other lessons learned will be discussed.
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Adam Assim, Mohamad Ibrani Shahrimin Bin, and Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.
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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
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Renu, Rahul, Anthony Garland, Sarah Grigg, John Minor, and Nighat Yasmin. "Improving Engineering Graphics Grading Using a Shape Similarity Algorithm: An Initial Investigation." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59597.

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Each year, over 700 students take the Engineering Graphics course taught within the General Engineering Program at Clemson University. A SCALE-UP (Student-Centered Activities for Large-Enrollment Undergraduate Programs) environment is utilized to provide a highly collaborative, hands-on classroom format with a primary emphasis on learning by guided inquiry and live demonstrations rather than by traditional lecturing. One of the goals of using this format is real-time assistance and rapid feedback. In the spring term, each class day, 400 student submit a solid model file. This presents a challenge to returning feedback before the next class period. The current grading method consists of students submitting solid model files to a course management system and awarding credit for submissions matching the mass of the presented design. However, this method does not allow students to earn partial credit based on the relative accuracy of their model. To date, instructors have been unable to reward partial credit in an automated or timely manner. The objective of this research is to evaluate the use of shape similarity algorithms to provide decision making support while grading solid models for this engineering graphics course. The proposed method of automated grading is to use a solid model similarity algorithm and the mass properties to assess the relative similarity of each submission to a correct solid model. The distribution of grades using the proposed method is compared to the existing method’s distribution. Use of the proposed method ensures that the results from this research can be applied to other engineering graphics courses, regardless of the solid modeling software used.
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Lewis, Barbara, Virginia MacEntee, Shirley DeLaCruz, Catherine Englander, Thomas Jeffrey, Elizabeth Takach, Sharon Wilson, and Jason Woodall. "Learning Management Systems Comparison." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2873.

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The trend toward conversion from traditional classroom to online courses follows the shift of learning theories from the behaviorist orientation that portrays learning as a primarily passive activity to theorist orientation which emphasize the active, reflective and social nature of learning. Learners are increasingly considered to be active constructors rather than passive recipients of knowledge. As this trend increases, questions have surfaced regarding the choice of a learning management system (LMS) to use in developing an online course. The selection of an LMS is critical to student success. That selection needs to be based on both the objectives of the online course and the students’ needs. The LMS must have components that will allow the instructor to create a course that emphasizes active learning experiences. This paper will compare nine learning management systems and highlight the product features which enhance their ability to accommodate active learning.
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Pavicic, Jurica. "School Principals as Jugglers." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.

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At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.
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