Relevant bibliographies by topics / Student teachers Classroom management. Student teachers High school teachers Classroom management

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Student teachers Classroom management. Student teachers High school teachers Classroom management'

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

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Journal articles on the topic "Student teachers Classroom management. Student teachers High school teachers Classroom management"

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Moradi, Neda. "The Impact of Classroom Management on Students’ Communication Skills in English Language Classrooms." Language Testing in Focus: An International Journal 2 (October 2020): 22–33. http://dx.doi.org/10.32038/ltf.2020.02.03.

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The way the teacher manages and controls the classroom plays an important role in enhancing students’ learning abilities. Teachers apply different styles of classroom management based on their attitude to student development and learning, each of which can have different effects on students. The main purpose of this study was to investigate the impact of classroom management on students’ communication skills in English language teaching. Interventionist style, Interactive style and Non-Interventionist style are considered based on Wolfgang and Gleickman theory as three types of classroom management styles. The study population was all female secondary high school students in Iran, Bojnourd city in the academic year 2019-2020. The classroom management style of English language teachers was measured by using the Wolfgang and Gleikman Classroom Management Questionnaire in a sample of 20 teachers. Based on the results of the data analysis, the students of the interaction oriented teachers have higher and stronger communication skills compared to the students of the interventionist teachers.
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Colson, Tori, Kelly Sparks, Gina Berridge, Renee Frimming, and Clarissa Willis. "Pre-service Teachers and Self-Efficacy: A Study in Contrast." Discourse and Communication for Sustainable Education 8, no. 2 (December 1, 2017): 66–76. http://dx.doi.org/10.1515/dcse-2017-0016.

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AbstractWith increased emphasis on student achievement in schools, teacher education programs are challenged to meet the demand for highly effective teachers. Ensuring that pre-service teachers feel confident in their ability to teach, prompted one Midwestern University to implement an extended student teaching placement. The idea behind this endeavor was two fold; first to provide future teachers a more robust and diverse classroom experience; and secondly to provide more opportunities for students to get experience in high-risk school settings. There is very limited research on the impact of year-long student teaching on a teacher’s sense of efficacy. The purpose of this study was to compare the efficacy of teacher candidates placed in a year-long student teaching placement to teacher candidates placed in a traditional one semester (16 week) placement. All teacher candidates completed a 24 questionTeachers’ Sense of Efficacy Scaleas well as nine demographic questions. The survey developed at Ohio State University by Tschannen-Moran and Woolfolk Hoy (2001), measures teacher attitudes towards working with students, student engagement, instructional practices, and classroom management. Specifically, the questions represent essential tasks in teaching such as assessment, differentiating lessons for individual students, dealing with students with learning challenges, repairing student understanding, and encouraging student engagement and interest. The results of the study indicated that pre-service teacher candidates in a year-long student teaching placement were more satisfied with their ability to engage students and manage classroom behavior than their counterparts in a traditional one semester placement.
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Mireles-Rios, Rebeca, John A. Becchio, and Shadi Roshandel. "Teacher Evaluations and Contextualized Self- Efficacy." Journal of School Administration Research and Development 4, no. 1 (July 20, 2019): 6–17. http://dx.doi.org/10.32674/jsard.v4i1.1938.

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Teacher feedback from administrators can play an important role in continuous teacher development, especially in making the classroom safe, challenging, and engaging for all students. In this study, interview data was collected from 28 high school teachers from three different comprehensive high schools within the same school district in Southern California to examine teachers' perceptions of feedback from administrators in the areas of classroom management, instructional feedback, and student engagement. Results indicated that teacher feedback from administrators can play an important role in increasing teachers' self-efficacy. Types of feedback varied depending on the context (classroom management, instructional strategies, and engaging students), individual teacher needs, and the population served. For this reason, feedback from administrators may need to be tailored accordingly. Implications are discussed and may be useful for administrators to conduct teacher evaluations with a set of concrete solutions for teachers in specific areas.
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Moalosi, Smitta Waitshega Tefo. "Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?" Journal of International Education Research (JIER) 9, no. 4 (December 2, 2013): 397–406. http://dx.doi.org/10.19030/jier.v9i4.8266.

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Self-efficacious teachers are viewed as having the ability to organize relevant activities, patient with students who are struggling in learning, and spending more time designing relevant teaching activities. The teachers exhibit good performance and probably remain committed to their work. And they are committed to organizing appropriate teaching activities, engaging students in learning. Teachers with high self- efficacy keep students on task and perform better because they use innovative teaching methods that encourage students autonomy and reduce custodial control. The main purpose of this paper is to report non-significant findings of a study that was carried out in Botswana with 1000 junior secondary school teachers in Gaborone and surrounding areas between November 2010 and February 2011. The study was about teacher efficacy and classroom management among Botswana junior secondary school teachers. Teacher Sense of Efficacy scale (TSES) instrument was used to collect data for the study. TSES comprises of three subscales, Efficacy in Student Engagement, Instructional Strategies and Classroom Management. Efficacy in Student Engagement was the only significant subscale among other sub-scales of TSES. The TSES means of districts, cities, towns and villages were not significant. This prompted the researcher to report non-significant results because they can assist teacher educators and stakeholders on how best to improve the training of pre-service and in-service teachers. Teacher commitment to work can enhance student learning. Teacher effectiveness can also promote positive effect in student learning, because teachers can plan their work using relevant materials that can motivate students to learn. Managing classrooms can enhance student learning if teachers encourage students to be responsible to their learning, and can put students on task and to reduce students undesirable behaviors that may interfere with their learning.
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Afiah, Devi Siti. "Classroom Management Problems Faced by Pre-Service Teachers Study Case: At Senior High School 1 of Plumbon." Academic Journal Perspective : Education, Language, and Literature 6, no. 1 (May 30, 2018): 32. http://dx.doi.org/10.33603/perspective.v6i1.1129.

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This research studied about classroom management problems faced by pre-service teacher. Pre-service teacher is student teachers before they have under taken any teaching. Before they are graudate, they have to accomplish teacher training subject. When they come to schools to teach students, they find so many new things, such as; the real instructional devices, students’s characters of senior high school, students’ responses in learning process. In this study, the writer investigated the students’ responses in learning process, and it become challanging for pre-service teacher to solve bed students’ responses. There are some classroom mangement problems that pre-service teacher faced, they are: students always lots of students played mobile phone, been lazy, had chat, been passive students during learning process.
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Küçükalioğlu, Tevfik, and Güler Tuluk. "The Effect of Mathematics Teachers’ Self-Efficacy and Leadership Styles on Students’ Mathematical Achievement and Attitudes." ATHENS JOURNAL OF EDUCATION 8, no. 3 (February 5, 2021): 221–38. http://dx.doi.org/10.30958/aje.8-3-1.

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The aim of this study was to examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students’ mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in North-West Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher’s Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semi-democratic based on the Leadership Style Scale. And low, moderate, high level according to teachers’ scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p<0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students’ mathematical achievement and their attitude towards the subject. Teachers’ self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students’ mathematical achievement. However, it was found that teachers’ self-efficacy for instructional behaviour, classroom management and student management affected students’ attitude towards mathematics. Keywords: Mathematical achievement, attitude towards mathematics, Teachers’ Self-Efficacy, Leadership Styles of Teachers.
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Colson, Tori, Yajuan Xiang, and Moriah Smothers. "How Professional Development in Co-teaching Impacts Self-Efficacy Among Rural High School Teachers." Rural Educator 42, no. 1 (April 29, 2021): 20–31. http://dx.doi.org/10.35608/ruraled.v42i1.897.

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The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy among general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy in student engagement, instructional practices, and classroom management. One-way analysis and independent samples t-test was used to analyze these data using SPSS statistical software. The results indicated a significant difference between teachers with and without experience in a co-teaching classroom regarding their efficacy in using instructional practices. Furthermore, ANOVA results indicated a significant difference in the number of hours of professional development a teacher received in co-teaching as it relates to their efficacy in student engagement, instructional practices, and classroom management. Further discussion and recommendations are also included.
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Hartono, Juni, Aswandi Aswandi, and Sukmawati Sukmawati. "The Effect of Class Management and Identity Crisis on Class 7 of Students’ Behavior Digression at Junior High School in Sambas District." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 354. http://dx.doi.org/10.26737/jetl.v4i2.1902.

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Students' behavior digression can be caused by factors that originate in students who are experiencing an identity crisis or teacher classroom management in the class is less effective. This study aims to describe the effect of class management and identity crisis together on behavior digression of class VII ( 7th Grade) students in the state junior high school class in Subrayon 4 Tebas, Sambas District. The research method used is descriptive expost method, with a quantitative research approach. The population in this study were all public junior high school teachers in Subrayon 4 Tebas, Sambas District as many as 174 people and the samples were taken by random sampling. The data needed in this study are in the form of questionnaires regarding class management, student identity crisis, and behavior digression of state junior high school students in Subrayon 4 Tebas, Sambas District. The data sources in this study were primary sources (through respondents) and secondary (through documents) consisting of teachers who taught at State Junior High School in Subrayon 4 Tebas of Sambas District, students who sat in class VII of state junior high school in Subrayon 4 Tebas of Sambas District, the results of data from BP teacher and homeroom teacher. The data collection technique chosen in this study was using indirect communication techniques with a data collection tool using closed questionnaires. The results of the research obtained are (1) teacher class management influences student behavior digression; (2) there is significant influence between student identity crisis and behavior digression; (3) there is a jointly significant relationship between teacher class management variables and student identity crisis towards student behavior digression. Based on the results of the research conducted, it can be concluded that teacher classroom management and student identity crisis significantly influence students' behavioral deviations in the class VII of state junior high school in Subrayon 4 Tebas, Sambas District.
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Et.al, Ramlee Ismail. "Financial Cost For Protecting Instructional Time: A Pilot Study of Primary and Secondary Schools in Malaysia." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 2873–82. http://dx.doi.org/10.17762/turcomat.v12i3.1317.

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The education sector is truly a labor-intensive industry. A large chunk of the financial cost for managing this industry is the workforce, that is, salaries for the teachers. The absenteeism of teachers, whether due to absence from the school or occupied with other duties, causes a disruption in the teaching and learning process. Classroom productivity is affected because instruction cannot take place and this will give rise to the students to experience an adverse economic impact. This financial loss to students can be estimated based on the salaries received by teachers. Two schools, a primary and a secondary school, are used for the pilot study. This case study involved 112 teachers from a primary school and 75 teachers from a high school in Kuala Lumpur. Data collected, over a period of one year, include attendance records, teacher movement records and medical appointment letters. On average, teachers who were absent from school or the classroom comprised10% of the school year. 50% of the teacher absenteeism was due to personal reasons, and 50% was due to work duties. The financiallossto students due to teacher absenteeism is estimated to be equal to that of the teacher’s average monthly salary. The total costs to both schools were calculated to be more than half a million Malaysian Ringgit for an academic year of schooling. This amount is enough to pay the annual salaries of almost seven teachers for each school. Instructional time lost needs to be prevented as this means high financial costs and an adverse impact on student learning. It also indicates the inefficient use and management of economic resources. However, the findings based on one case study alone are insufficient tojustify for an immediate change in the education policies. Further in-depth study involving more samples and more comprehensive research needs to be carried out to obtain a better picture.
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Aida, Lia. "An Investigation of the Practice of Effective Teaching Strategies in Three Islamic Senior High Schools in South Jakarta." IJEE (Indonesian Journal of English Education) 2, no. 1 (June 25, 2015): 59–72. http://dx.doi.org/10.15408/ijee.v2i1.2195.

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Some research has argued that effective teachers significantly influence students’ performance. However, becoming effective teachers are not easy because they have to apply some strategies of effective teaching. For that reason, this paper intends to investigate whether teachers from three Islamic Senior High Schools in South Jakarta practice effective teaching strategies. These schools have been considered good due to the high mean score of English subject in Ujian Nasional. The framework of effective teaching follows the model developed by Creemers and Kyriakides, which relate teacher behavior in the classroom and student achievement . The framework consists of orientation, structuring, questioning, teaching modeling, applications, teacher role in making classroom a learning environment, management of time, and classroom assessment.
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Dissertations / Theses on the topic "Student teachers Classroom management. Student teachers High school teachers Classroom management"

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Calhoun, Susan. "When Good People are Happy People: Looking at Emotional Expressivity of Student-Centered Junior High School Teachers." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195365.

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Learning emotional responsibility, including emotionally letting go, is an important part of the development of every teacher. When letting go is difficult, it can be helpful to have examples of people who have already matured. This study focuses on the emotional stance, or awareness, of eight effective student-oriented teachers. Sixteen different teachers, from six different middle schools were recommended by their principals as excellent classroom managers. From these, eight were chosen who demonstrated clear authority and a student-centered approach. These eight teachers were interviewed according to the Hilda Taba method for the Interpretation of Data (Maker and Schiever 2005). The questions were structured to help teachers consider their feelings and attitudes as causes of events. When the interviews had been transcribed, they were examined for common emotional dispositions. The dispositions found included those that orient teachers toward perspective taking, considering students to be their own authority, desiring relationships with students, having a positive attitude and being emotionally present. Implications for education include allowing students to determine a portion of their final evaluation.
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Yang, She-king Sheila, and 楊舒琼. "A study of the effects of different courses on student teachers' attitude and classroom behaviour during their teaching practice inlocal secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956245.

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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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Yu, Lai-wah. "A study of strategies adopted by student-teachers of the Hong Kong Institute of Education in classroom during their teaching practice." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778099.

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Gibson, Adrienne T. "Teachers' perceptions of student understanding in the science classroom." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12868.

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In the USA, science teachers are challenged by the National Science Education Standards (NSES) to "select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners" (NRC, 1996, p. 30). While standards do not explicitly refer to constructivist learning theory, they are entirely consistent with the view that knowledge is a human construction, learning is based on prior knowledge, and students respond to their environment to build new understandings. Paralleling the NSES reforms, with their constructivist underpinnings, there is also a strong and often contradictory pressure on teachers to prepare students for national and state standardised tests. The need for teachers to balance these competing demands while trying to teach for understanding sets the context for this research.The purpose of this research has been to focus on "how" teachers determine students' understanding and "why" they employ the instructional and assessment strategies that they do. Interpretive case studies of five teacher participants from one school district are used to describe how these teachers teach for understanding in the face of the competing pressures of conforming to the NSES and preparing students for success on standardised multiple-choice achievement tests. These case studies are analysed to identify common themes and propositions about teaching for understanding.The teachers in this study used a variety of instructional and assessment strategies. Their choices of strategies made a difference in the degree of understanding that their students achieved. Frequently, the teachers' decisions were affected by their grasp of science concepts and ideas about how students learned. When teaching for understanding, these teachers preferred informal knowledge of student understanding to that obtained from standardised ++
tests Although subjected to conflicting pressures regarding how teachers were able to disregard assessments that did not provide evidence of student understanding. This research has implications for the five teacher participants, myself as a researcher, the district as a whole and educators with an interest in implementing assessment strategies that foster student achievement for understanding.
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Price, Beverly Pearson Witte Maria Margarita. "Teacher perceptions of the impact of professional development and teacher-student relationships on school climate." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.

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Leung, Chi-mei Doris. "Differences between teachers with promotion and prevention focus in managing student classroom behaviors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791248.

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Shippy, Tanya L. "Relationships among teachers' pupil control ideology, teachers' pupil control behavior, student achievement, and self-regulating behaviors /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842582.

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Fielder, Robin L. Shannon David M. "A simulation exercise in decision-making in an elementary classroom." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/FIEDLER_ROBIN_45.pdf.

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Boysen, Colby James. "Teachers and Cheating: The Relationship Between the Classroom Environment and High School Student Cheating." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/250.

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Academically dishonest behaviors pose a major threat to education. High rates of cheating have been reported at all levels of education, and by most accounts seem to be on the rise. Classroom environment research has demonstrated that environments created by classroom teachers have a significant impact on many aspects of education. Using a mixed methods approach, the current study investigated the relationship between cheating and the high school classroom environment. Quantitative data were collected from two surveys. The Academic Integrity Survey (AIS) asked students to self report cheating behaviors, and the Classroom Environment Scale (CES) asked students about their perceptions of the classroom environment. Qualitative data were collected from classroom observations and student interviews. The results of this study indicate that the classroom environment is significantly related to student cheating; the more positive the environment, the less students will cheat. Regression analyses indicated that 2 CES subscales, order and organization and involvement, were negatively related to student cheating and explained 40% and 23% of the variance respectively. The regression analyses also indicated that 3 other study variables, school sports participation, after school employment, and grade level were positively related to student cheating and explained 15%, 12%, and 11% of the variance, respectively. Qualitative analyses yielded 5 major findings. It was found that students cheat more in environments where students are not involved, that lack order and organization, and that lack teacher control. Students cheat more when their teachers are oblivious and are not respected, and larger systemic issues are related to student cheating behaviors. This study represents rare attempts to access the student perspective on cheating as well as to understand teachers’ role in student cheating. This study concludes that teachers can reduce the rates of cheating in their classes by improving their classroom environments, especially in the areas of order and organization and student involvement, and by increasing their use of authentic standards based assessments. However, most of these improvements will only impact students’ opportunity to cheat. Educators will have a difficult time affecting students’ desire to cheat until larger systemic problems with the current educational system are addressed.
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Books on the topic "Student teachers Classroom management. Student teachers High school teachers Classroom management"

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Transparent teaching of adolescents: Defining the ideal class for students and teachers. Lanham, Maryland: Rowman & Littlefield Education, 2012.

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Keller, Mindy. Transparent teaching of adolescents: Defining the ideal class for students and teachers. Lanham, Maryland: Rowman & Littlefield Education, 2012.

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The ten students you'll meet in your classroom: Classroom management tips for middle and high school teachers. Thousand Oaks, Calif: Corwin Press, 2007.

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Chernow, Carol. Classroom discipline survival guide for middle school/junior high teachers. West Nyack, N.Y: Center for Applied Research in Education, 1989.

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Osborne, Barry. Setting up an intercultural encounter: An ethnographic study of "settling down" a Thursday Island high school class. Townsville, Qld: Dept. of Pedagogics and Scientific Studies in Education, James Cook University of North Queensland, 1987.

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

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Emmer, Edmund T. Classroom management for middle and high school teachers. 8th ed. Upper Saddle River, N.J: Pearson, 2009.

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1935-, Evertson Carolyn M., ed. Classroom management for middle and high school teachers. 9th ed. Boston: Pearson, 2013.

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1935-, Evertson Carolyn M., Worsham Murray E, and Emmer Edmund T, eds. Classroom management for middle and high school teachers. 7th ed. Boston: Pearson/Allyn and Bacon, 2006.

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1953-, Kennedy Harry, and MacGrath Michelle, eds. Get their attention: How to gain pupils' respect and thrive as a teacher. London: David Fulton, 2003.

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Book chapters on the topic "Student teachers Classroom management. Student teachers High school teachers Classroom management"

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Fricke, Katharina, Isabell Van Ackeren, Alexander Kauertz, and Hans E. Fischer. "Students’ Perceptions of their Teachers’ Classroom Management in Elementary and Secondary Science Lessons and the Impact on Student Achievement." In Interpersonal Relationships in Education, 167–85. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-939-8_11.

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Röhl, Sebastian, and Wolfram Rollett. "Student Perceptions of Teaching Quality: Dimensionality and Halo Effects." In Student Feedback on Teaching in Schools, 31–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_3.

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AbstractThis chapter deals with the factorial structure of survey instruments for student perception of teaching quality. Often, high intercorrelations occur between different theoretically postulated teaching quality dimensions; other analyses point to a single unified factor in student perceptions of teaching quality, seemingly reflecting a “general impression” instead of a differentiated judgment. At the same time, findings from research on social judgment processes and from classroom research indicate that the teachers’ communion (warmth or cooperation) as well as students’ general subject interest can be important biasing factors in the sense of halo effects in student ratings of teaching quality. After presenting an overview of studies on the dimensionality of various survey instruments, we discuss whether aggregated data is impacted by an overall “general impression”. We confirmed this hypothesis using a sample of N = 1056 students from 50 secondary school classes. Moreover, this general impression could be explained at student and class level to a large extent by students’ perception of the teacher’s communion. Student general subject interest showed a medium effect but only at the individual level. These findings indicate that student perceptions of teaching quality dimensions are indeed influenced by a general impression which can be explained largely by teacher's communion.
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Bradbeer, Chris. "The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration." In Teacher Transition into Innovative Learning Environments, 47–60. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_5.

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AbstractImplicit within the design of many Innovative Learning Environments (ILEs) in New Zealand primary schools is the intention of a group of co-located teachers working together with an ‘up-scaled’ community of students. To some these socio-spatial settings are suggestive of pedagogical and spatial freedom, of high levels of professional and student agency, and a transformation away from routines established in previous traditional classroom environments. The shift into ILEs may therefore encourage possibilities for novel approaches, the utilisation of individual strengths and opportunities for teachers to determine together how facets of learning, time and space are organised. However, the level of structure required by teams to successfully and collaboratively achieve this presents as a complex, and time-consuming task, with teachers often finding themselves in a space between practicality and potential. This paper draws on observational and interview data from one primary school ILE—part of a wider case study of teacher collaboration in six New Zealand schools. It considers the role of pedagogical and organisational structures alongside levels of autonomy experienced by teachers on adapting to new spaces. The findings indicate that while the occupation and ongoing inhabitation of Innovative Learning Environments may well present opportunities for teachers, tensions may be felt between predominating or created structures, and aspired or idealised practice.
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Reed, Kimberly, and Tara Madden-Dent. "Social Emotional Learning as a Lever for High School Student Mental Health and Academic Success." In Leading Schools With Social, Emotional, and Academic Development (SEAD), 148–65. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6728-9.ch008.

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The following case study demonstrates how one high school Social Studies teacher embedded social emotional learning (SEL) into content and classroom management practices for eight years at a large urban school in the American Southwest. The collected data (e.g., teacher reflections, student reflections) provide a variety of viewpoints around how SEL influenced the teacher and student experience. Through collective analysis, this study's qualitative data contributes to new understanding of the importance of social, emotional, and academic development practices in high schools for students and teachers, especially around supporting classroom safety, mental health, and wellness.
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Ozdemir, Murtaza. "Practices and Attitudes of Students and Teachers Using iPads in High School Mathematics Classes." In Student Engagement and Participation, 1162–77. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch057.

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This chapter reports on a study that examined the practices and attitudes of students and teachers in using iPads in high school mathematics classes. Participants in the study were 5 teachers and 80 students in a charter school in New Jersey. The study examined the students' classroom behavior and their perceptions along with the teachers' perceptions of the new class environment throughout a six-week period. The results show that the replacement of class materials with a single device helped students to become more organized and better prepared. The study also reveals that the use of iPads enabled students to interact with the materials through enriched multimedia content, which increased their interest and engagement. Utilizing iPads created a dynamic and collaborative learning environment that enhanced student-centered active learning. However, findings also show that iPads could become a source of potential distraction if used inappropriately, which creates new challenges for teachers in classroom management and instruction.
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Ozdemir, Murtaza. "Practices and Attitudes of Students and Teachers Using iPads in High School Mathematics Classes." In Tablets in K-12 Education, 262–77. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6300-8.ch015.

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This chapter reports on a study that examined the practices and attitudes of students and teachers in using iPads in high school mathematics classes. Participants in the study were 5 teachers and 80 students in a charter school in New Jersey. The study examined the students' classroom behavior and their perceptions along with the teachers' perceptions of the new class environment throughout a six-week period. The results show that the replacement of class materials with a single device helped students to become more organized and better prepared. The study also reveals that the use of iPads enabled students to interact with the materials through enriched multimedia content, which increased their interest and engagement. Utilizing iPads created a dynamic and collaborative learning environment that enhanced student-centered active learning. However, findings also show that iPads could become a source of potential distraction if used inappropriately, which creates new challenges for teachers in classroom management and instruction.
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Milman, Natalie B., Marilyn Hillarious, Vince O’Neill, and Bryce Walker. "Going 11 with Laptop Computers in an Independent, Co-Educational Middle and High School." In Pedagogical Applications and Social Effects of Mobile Technology Integration, 156–74. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2985-1.ch009.

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This chapter describes some of the findings from a QUAL + QUAN concurrent mixed method study that examined the first-year implementation of a one-to-one (1:1) laptop initiative in a suburban, independent, co-educational middle and high school in the United States. Overall, the 1:1 laptop implementation was viewed as a positive learning experience for students, teachers, staff, and the school administration. Nevertheless, several problems developed over the course of implementation. These were: technical problems, issues with student distraction and off-task behavior, inappropriate uses of technology, as well as challenges to pedagogical and classroom management, and inclusion of teachers’ voices in implementation decisions. They are introduced in addition to several possible solutions. The chapter closes with suggestions for future research, such as the need to research 2:1 and 3:1 mobile technology initiatives, which are sure to become a part of the 21st century teaching and learning landscape.
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Milman, Natalie B., Marilyn Hillarious, Vince O'Neill, and Bryce L. Walker. "Going 1:1 with Laptop Computers in an Independent, Co-Educational Middle and High School." In Professional Development and Workplace Learning, 895–913. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch050.

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This chapter describes some of the findings from a QUAL + QUAN concurrent mixed method study that examined the first-year implementation of a one-to-one (1:1) laptop initiative in a suburban, independent, co-educational middle and high school in the United States. Overall, the 1:1 laptop implementation was viewed as a positive learning experience for students, teachers, staff, and the school administration. Nevertheless, several problems developed over the course of implementation. These were: technical problems, issues with student distraction and off-task behavior, inappropriate uses of technology, as well as challenges to pedagogical and classroom management, and inclusion of teachers' voices in implementation decisions. They are introduced in addition to several possible solutions. The chapter closes with suggestions for future research, such as the need to research 2:1 and 3:1 mobile technology initiatives, which are sure to become a part of the 21st century teaching and learning landscape.
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"Learning for classroom management and control." In Mentoring Student Teachers, 112–41. Routledge, 2012. http://dx.doi.org/10.4324/9780203355237-10.

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Xiong, Caiping, Xuejun Wang, Xiangyang He, and Wenzheng Yang. "Promoting a Balanced Development of High Quality Teacher Resources with Network Technology." In Transforming K-12 Classrooms with Digital Technology, 291–305. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4538-7.ch016.

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In China, the availability of high quality teacher resources varies from region to region and differs even among different schools in the same region. Two approaches were taken to solve this resource problem (i.e., traditional educational support and traditional instructional research). The former approach was attempted to relieve the shortages of high quality teacher resources in resources-poor schools by sending excellent teachers to assist in instruction and school management. The latter approach was intended to improve teachers’ teaching skills within resources-poor schools by conducting instructional research on the spot. However, both had little effect. What can be done to increase the availability of high quality teacher resources? What is the most effective way to improve the teachers’ teaching skills? How does one find new ways to solve the problem of imbalanced allocation of high quality teacher resources? These questions have puzzled the educational professional for a long time. This chapter introduces two innovated approaches to develop high quality teacher resources by using network technology. Network-based educational research approaches allow the teachers in resource-rich schools to teach the students of resource-poor schools through network video conference systems without leaving his or her own school. The network-based instructional research approach enables the teachers of both resource-rich and resource-poor schools to build alliances according to disciplines and to collaborate on instruction by network videoconference systems.
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Conference papers on the topic "Student teachers Classroom management. Student teachers High school teachers Classroom management"

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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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"Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4045.

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Aim/Purpose: [The full paper was previously published in the International Journal of Community Development & Management Studies, 1, 39-47. Available at http://ijcdms.org/Volume01/v1p063-071Fosu3785.pdf] The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background: Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology: Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution: To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings: The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners: The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers: There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society: The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research: More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.
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Yusuf, Munawir, and Dr Sasmoko. "The Role of Classroom Behavior Management in Enhancing Student Emotional Intelligence." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.47.

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Adams, Tom. "THE DEVELOPMENT OF STUDENT TEACHERS' CLASSROOM MANAGEMENT COMPETENCE AT THE WORKPLACE DURING TEACHER EDUCATION INTERNSHIP." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0165.

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Chin, Jessica, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Bridging High School STEM Abstract Concepts and Application: Teachers’ Implementation." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70563.

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Many educational models are derived from a specific pedagogical stance ultimately manifesting into teacher personal pedagogy based on previous knowledge and inherent instinct. Past educational models like T4E emphasize core concepts such as structure of content for the learner, effective and engaging communication, and promotion and encouragement of hands-on learning. However, many of the educational models fall short of showing teachers how to implement new methods in their classrooms, and in providing them with the needed tools. The CAPSULE professional development was created and designed to fill this gap. Further, CAPSULE is designed to address the existing national problem of lack of interest in STEM subjects with high school students. Nevertheless, the problem is not with students but in the delivery method of STEM education. There is a disconnect between abstract STEM concepts and real-world application, therefore a loss of interest by students. Engineering-based learning (EBL) is a new approach that was designed to mitigate this problem by using existing and established tools and apply them to the high school classroom. EBL utilizes the engineering-design process (EDP), computer-aided design (CAD), and the capstone experience to relate theoretical STEM concepts to real-world applications. By leveraging these tools, we have created a unique methodology to take a recognized university capstone course model and modify it for high school STEM courses. The purpose of this study is to contribute to our understanding of how high school students learn and absorb basic STEM principles. Our goal is to disseminate engineering-based learning through our teacher professional development workshop. This paper presents the CAPSULE model and teacher feedback. It also presents sample implementation plans of teachers in their classroom as well as their student feedback.
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Cope, Chris, and Peter Ward. "Teachers' Perceptions of Learning Technologies: An Informing Issue in High School Education." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2363.

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A study of the perceptions of learning technologies of a group of high school teachers was undertaken. Underlying the study was the research-based notion that enhanced learning outcomes are likely only if learning technologies are perceived as a means for students to seek the meaning of the subject material. The teachers were interviewed about their perceptions at the beginning and end of a two year period. The interview transcripts were analyzed using phenomenographic research approaches to identify critical variation in perception. The teachers' perceptions of learning technologies were found to have unrelated "what" and "how" components. The "what" component concerned perception of technology. The "how" component concerned perception of the nature of enhanced learning. The various perceptions were found to be inadequate with regard to the "how" component and unlikely to lead to enhanced student learning outcomes. The research findings lead to the suggestion that the teachers need professional development in the nature of enhanced learning and how learning technologies can be used in the classroom to facilitate better learning outcomes.
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Greenwald, O. N. "CODE SWITCHING AT EFL CLASSROOM IN THE MULTINATIONAL STUDENT GROUPS." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.175-183.

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The article deals with code switching as a teachers' strategy at EFL lessons. The analysis of foreign colleagues' experience is given, enabling to classify the instances of code switching at EFL lessons into three groups: curriculum access, classroom management, interpersonal relations. The deliberate and judicious use of the strategy at EFL university classroom is proved to promote foreign language learning. The need for investigating code switching as a possible positive strategy of foreign language teaching in the multinational student groups is concluded.
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Christiana, Elisabeth, and Vryscha Novia Ningsih. "Efectivity of Expressive Writing Technique to Increase The Emotional Anger Management to 10th Grade Electrical Engineering Student In State Vocational High School 1 Driyorejo, Gresik, East Java." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.73.

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Karbalaei, Alireza, Damla Turgut, Melissa Dagley, Eleazar Vasquez, and Hyoung J. Cho. "Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87491.

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The objective of the NSF RET (Research Experiences for Teachers) site program hosted by the University of Central Florida is to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things, from the manufacturing of a sensor, to the hardware and software that allows it to connect to the Internet. This program gives teachers learning opportunities to explore the practical use of science for engineering applications, and provide a context in which students in their classroom can test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of this site program lies in the engagement of teachers in various facets of scientific, engineering, and educational methods based on Train-the-Trainer model with rotation in multiple research labs. In order to support the STEM educational services for teachers and students in middle and high schools, our site program aims at creating competent teacher trainers who ensure quality pre-service and in-service teacher education, by providing multidisciplinary experiences that are relevant to the current technical development. Teachers in the adjacent public school districts are primary participants in this site program. Significant efforts have been made to recruit teachers serving underrepresented student populations, and female and minority teachers who can reach out to them. In our RET site program, the participants rotated to four different laboratories with a 1.5–3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories on the university campus under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes in the final week and were invited back to share their educational implementation experiences in their classes. This site program provided teachers with interdisciplinary engineering design experiences relevant to innovative technical development, and helped them develop teacher-driven teaching modules that can be deployed in the classroom.
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Orgoványi-Gajdos, Judit, and Ida Zagyváné Szűcs. "A tanárképzés fejlesztendő területei a képző intézmények szakmai együttműködésének fényében." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.50.

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Korábbi hazai felmérések rámutattak arra, hogy a pedagógusképzésben résztvevő hallgatók képzéssel kapcsolatos elvárásai nem minden esetben teljesülnek. A jelöltek úgy érzik, az egyetemi képzés nem szentel kellő figyelmet a tanulási-tanítási folyamat hatékony irányításához szükséges szakmai kompetenciák fejlesztésére. Ezek az adatok egybecsengenek a kezdő pedagógusok kihívásaival foglalkozó hazai és nemzetközi kutatásokkal is. Kutatásunk a gyakorlóiskolák tanárképzésben betöltött szerepét és hatékonyságát vizsgálta ún. felderítő típusú esettanulmányon keresztül. A mintát az Eszterházy Károly Egyetem gyakorlóiskolai képzésében résztvevő hallgatók (N=22), az egyetemen tanító szakmódszertanos oktatók (N=16) és a gyakorlóiskolában tanító pedagógusok (N=102) alkották. Mérőeszközeink nyílt és zárt (likert-skálás, egyválasztós, többválasztós) kérdéseket tartalmazó online kérdőívek voltak. Az általuk nyert adatok segítségével leíró és matematikai statisztikai vizsgálatokat végeztünk. A nyílt kérdésekre adott válaszok elemzése tartalomelemzéssel, nyílt kódolással történt, a kategóriák megbízhatóságát intra-kódolás biztosította. Eredményeink szerint a tanárképzés hallgatók által visszajelzett hiányosságainak hátterében számos okok között az intézményen belüli és intézmények közötti szakmai együttműködés hiánya áll. A kölcsönösségen alapuló egyenrangú szakmai együttműködés gondolata sem a gyakorlóiskola pedagógusai sem pedig az egyetemi oktatók nézetrendszerében nem élvez prioritást. A csoportos gyakorlat fő célja a hallgatók egyéni tanítási képességeinek fejlesztése, ugyanakkor azok a képességek, amelyek a szakmai együttműködést tennék lehetővé, nem kapnak kellő figyelmet. Emellett a pedagógusok tanítási-tanulási folyamatra vonatkozó nézeteiben sem jelenik meg domináns fogalomként a szakmai együttműködés. Eredményeink alapján olyan javaslatokat fogalmaztunk meg, amelyek támogatják a hazai pedagógusképzés megújítását. ----- Fields which should be developed in Teacher Education in the mirror of professional cooperation ----- arlier Hungarian researches pointed out that student teachers’ expectations related to Teacher Education have not always been fulfilled. The candidates think that during their university training certain professional competences are not adequately developed. These professional competences are classroom management, supporting students with special needs and cooperation with parents. These data coincide with the results of Hungarian and international studies dealing with challenges which novice teachers have to cope with. Our research examined the role and effectiveness of practice schools in Teacher Education with a descriptive case-study. The sample consisted of student teachers doing their MA courses at Eszterházy Károly University (N=22), university instructors of subject methodology (N=16) and teachers working at the university’s practice school (N=102). Our research tools were online questionnaires containing Likert-scales and open-ended questions. The data were analysed with descriptive and mathematical statistics. The open-ended questions were content analysed with an open coding process of the answers. The reliability of our categories was provided with intra-coding. Our results showed that the one of some weaknesses of the present system is the lack of cooperation between the university and the practice school. The main goal of the school group practice is to improve candidates’ individual skills but those of enhancing collaboration are not developed adequately. Moreover, the lack of cooperation is a relevant issue among school teachers concerning their beliefs related to the teaching-learning process. On the basis of our results we formed some proposals in connection with renewing Hungarian Teacher Education. We hope that our suggestions will help change the student teachers’ group practice and form new foundations of the partnership between the university and the practice school.
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Reports on the topic "Student teachers Classroom management. Student teachers High school teachers Classroom management"

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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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