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1
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&rsquomanagement 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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Pickens, Melanie Turnure. "Teacher and student perspectives on motivation within the high school science classroom." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/PICKENS_MELANIE_20.pdf.
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Reinke, Wendy M. "The Classroom Check-up : a brief intervention to reduce current and future student problem behaviors through classroom teaching practices /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181125.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 175-186). Also available for download via the World Wide Web; free to University of Oregon users.
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Ward, Lindsey L. "Exploring facets of classroom management to promote student learning routine, procedure, and teachers' belief systems /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0193.
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Shurtleff, Ingrid Lewis. "General Education Teachers' Self-Reported Response to Overt Student Problem Behavior in the Classroom." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8509.
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The need for teachers to respond effectively to student problem behaviors is vital for positive student outcomes. This study examined how general education teachers respond to different problem behaviors, what variables possibly predict those responses, and if dealing with problem behaviors plays a possible role in teacher attrition. Results were reported using descriptive and statistical analyses. Three-hundred sixty-three elementary and secondary teachers in five school districts were invited to participate in a survey. Findings indicate that teachers primarily use individually directed responses to problem behaviors and the responses had little differentiation according to intensity of behavior. The data revealed some statistically significant relationships between type of response with teacher gender and elementary and secondary teachers. A regression model identified four variables that predicted teacher intention of leaving the profession. Conclusions indicate that even though most teachers reported being satisfied with their job, there was still a substantial percentage that reported that they consider leaving the job, and problem behaviors influenced that intention. Further research is needed to make any generalizations.
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Jones, Jay R. "Assessing student teacher perceptions of preparedness using a dialogic evaluation process a pilot study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5898.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.
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Danyluk, Jill Danyluk. "From saboteurs to allies: The role of children and youth in teacher candidates’ development of classroom management." Thesis, Laurentian University of Sudbury, 2013. https://zone.biblio.laurentian.ca/dspace/handle/10219/2016.
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How do children and youth in the classroom impact on the development of student teachers’ classroom management skills during the teaching practicum? This study approached the problem through the sociology of childhood/youth, using a human development framework, and asked children and youth what role they believe they play in the formation of classroom management skills for teaching candidates. Utilizing a phenomenological method, this study sought to discover the perspectives of children and youth, and student teachers themselves, as classroom management developed.
Until now, the role that children and youth play in the development of classroom management for student teachers has largely been ignored. Through a series of observations, focus groups, student teacher questionnaires, and narratives, a portrait emerged of children and youth as active agents in the development of student teachers’ classroom management skills. The key findings indicate that children and youth utilize their agentic status to communicate their needs to student teachers verbally, physically, and through behaviour. A new model of student teaching emerged, suggesting a teaching quadrad where children and youth in the classroom are recognized as playing a role equal to or more significant than that of associate teachers or faculty in the development of classroom management for student teachers.
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Foote, Nancy I. "When laptops come to school how digital immigrant teachers cope /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3234.
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Thesis (Ph.D.)--George Mason University, 2008.Vita: p. 466. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Aug. 28, 2008). Includes bibliographical references (p. 455-465). Also issued in print.
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Chan, Kam-man. "A study of the quality of classroom management strategies." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B3195604X.
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Hirschstein, Miriam K. "Community at their heart : relationships between teachers' beginning-of-year practices and student social perceptions and behaviors /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7718.
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Beaman, Robyn. "Behavioural interactions in secondary classrooms between teachers and students what they say, what they do /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/13114.
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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Special Education Centre, 2006.Bibliography: leaves 458-476.
Introduction -- Teacher perceptions of troublesome classroom behaviour -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part I -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part II -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part III -- Student perceptions of the classroom environment in New South Wales secondary classrooms -- Natural rates of teacher approval and disapproval in the classroom -- Natural rates of teacher approval and disapproval in secondary classrooms in New South Wales -- Differential teacher attention to boys and girls in the classroom -- Differential teacher attention to boys and girls in New South Wales secondary classrooms -- Perceptions versus reality: behavioural interactions between teachers and students in New South Wales secondary classrooms.
The focus of this thesis is troublesome classroom behaviour and the behavioural interactions between teachers and students in secondary school. Following a review of the extant research literature, Section A of the thesis reports a study examining the perceptions of 145 secondary teachers from New South Wales with regard to behaviours they find troublesome in their classrooms. Talking out of turn was clearly identified as the classroom behaviour of most concern, most frequently occurring and, importantly, the main misbehaviour of the most troublesome individual students. In two studies completed in parallel, it was similarly shown that teachers who identified themselves as having particular difficulties with classroom behaviour, or who had identified ten percent or more of their class as troublesome, experienced higher levels of stress related to classroom behaviour and their students perceived the classroom environment to be characterised by differential treatment of students. Section B of the thesis comprises observational studies of teachers and classroom behaviour with a substantial focus on student and teacher gender. Reviews of the literature on teachers' "natural" use of approval and disapproval and on differential teacher behaviour towards boys and girls were followed by two parallel studies. The first study, involving 79 New South Wales secondary school teachers and their classes, showed that while teachers typically responded to students with more approval than disapproval, almost all approval was reserved for academic behaviour whereas approval for appropriate classroom behaviour was very infrequent. Teachers typically reprimanded students for inappropriate behaviour at a very high rate. The second study showed that boys attracted far more teacher responses than girls but that most of this involved reprimands for inappropriate behaviour. Section C of the thesis relates teacher perceptions to observed classroom behaviour. It was concluded that in classes with larger numbers of troublesome students there was reduced academic feedback to students and where teachers' rates of negative responding were higher there was a reduced perception of participation by students.
Mode of access: World Wide Web.
vi, 500 leaves
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Ladd, Kathryn L. "A comparison of teacher education programs and graduates' perception of experience /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998491.
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Tsui, Chung-kwan Paul. "An evaluation of classroom management through expert-novice comparison : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17947455.
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Yu, Lai-wah, and 余麗華. "A study of strategies adopted by student-teachers of the Hong Kong Institute of Education in classroom during their teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958394.
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Price, Vida. "Behavior intervention support teams : (BIST) and student attendance, achievement and self-esteem /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924915.
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Holdaway, Alex S. "Evaluating the Effects of a Formative Classroom Management Coaching Program for Pre-Service Teachers." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1500565483566359.
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Roseberry, Carrie. "A comparison of evaluations made by trained instructional evaluators and student evaluators of high school teachers' classroom performance." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2216.
Full textAbstract:
Purpose
The purpose of this study was to determine the extent to which the perceptions of trained instructional evaluators' ratings relate to those of student evaluators in assessing the classroom performance of high school teacher.
Methods and Procedures
The sample utilized for this study consisted of 30 classroom teachers, 30 trained instructional evaluators, and 120 students from a population that was selected from a metropolitan high school in which the staff and student body represented a diverse make-up.
Results
The results of this study were statistically insignificant because there were demographic differences, perceptual differences and affective differences among the classroom teachers, trained instructional evaluators and student evaluators. Therefore, data indicated that there was no significant relationship between the ratings by trained instructional evaluators and student evaluators on the classroom performance of high school teachers.
Conclusions and Recommendations
1. Ratings of students could be utilized by teachers as feedback for classroom instruction.
2. Trained instructional evaluators may need to observe classroom teachers for a full class period rather than a 15-minute period of observation.
3. Design an Instructional Improvement Council to include teachers and students to explore areas of students' concerns at the affective level.
4. Provide informative sessions for classroom teachers to discuss the teaching tasks on the Georgia Teacher Observation Instrument.
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Black, Jillian. "Pre-Service Teachers' Responses to Student Behavior in a Mixed Reality Environment." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1402474127.
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Zhou, Ning, and 周宁. "Solving the Chinese classroom paradox: a cross-cultural comparison on teachers' controlling behaviors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45690625.
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Sharick, Sara. "Case Study on How High School Teachers Incorporate Technology in the Classroom to Meet 21st Century Student Learning Needs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2887.
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Students are not adequately prepared to contribute to the workforce or engage in global citizenship in the 21st century. Research indicates proper education of students cannot be accomplished without teachers' acceptance of technology in the classroom, engagement in effective professional development, and ability to transform their curricula. Although there is an abundance of research supporting the use of technology in the classroom, little research has examined how to incorporate the technology into student-centered learning. The research questions in this study examined teachers' use and acceptance of technology in the classroom and how teachers incorporate technology to meet the 21st century learning skills requirements. This qualitative case study used Bandura's social cognitive theory and the Partnership for 21st Century Learning Framework. The purposeful sample included 6 participants teaching in Grades 9-12. Data were gathered using a selection survey, interviews, and course documents. The data analysis included the organization of participant responses and development of 6 primary themes. The results indicated that a high level of technology self-efficacy drove these teachers' integration of technology into student-centered activities that built 21st century learning skills. The results also showed a lack of effective professional development provided to teachers that focused on incorporating technology into the curriculum. These findings are significant for educators to understand how to meet the learning needs of their students. Implications for positive change include providing educators with knowledge and understanding of the importance to design professional development opportunities for teachers that not only teach how to use the technologies available to them but to also teach how to effectively incorporate that technology into the learning process.
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Hamilton, Karen D. "A study of the effectiveness of seven selected classroom management discipline systems and sixteen strategies as perceived by new and beginning teachers /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3090256.
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Kaufmann, Renee Monique. "TEACHER DISCLOSURE: DEVELOPING PRIVACY RULES, MANAGING BOUNDARIES AND BUILDING RELATIONSHIPS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/154.
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The roles and responsibilities of middle school teachers are never ending. From instructing students on state-mandated curriculum to the enrichment of character and inquiry, teachers make daily decisions about how and what to disclose to their students. The current study reexamines Hosek and Thompson’s (2009) study on how teachers develop privacy rules and coordinate boundaries using Petronio’s Communication Privacy Management as the theoretical framework. Studying middle school teachers, in lieu of college instructors, allows for a better understanding of how privacy rules and boundaries are constructed and used within the middle school. This provides a better understanding of the important factors that influence teachers’ communicative decision making within the classroom.
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Lai, Hon-hung John. "Teacher's perceptions on extra-curricular activities in Hong Kong secondary schools : implications for school administrators /." Hong Kong : University of Hong Kong, 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18494377.
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Poindexter, Betty S. "The relationship between allocated instructional time and student achievement in high school economics." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/439143.
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The purpose of this study was to compare the achievement of adult high school students enrolled in a one-semester economics course allocated 60 hours of instruction to the achievement of regular high school students in the same course that was allocated 73 hours of instruction.From three large high schools in Indiana offering both regular high school and adult high school credit programs, a sample of 178 students was selected. One case was dropped from the study, reducing the sample size to 177.The structure of the available adult education delivery system did not permit a direct comparison of adult high school credit classes with differing instructional time allotments.As a result, the achievement comparison was made between adult high school and regular high school students. To control for possible initial differences between the two groups of students with regard to academic aptitude, the Test of Cognitive Stills was administered.The Test of Economic Literacy Form A was selected as a pretest to measure each student's prior knowledge of economics. The Test of Economic Literacy Form B was administered at the completion of the course to measure the achievement gain.A two-by-two analysis of covariance was used to statistically analyze the data.FindingsThe null hypothesis was tested for significance at the .05 level. The null hypothesis of no difference was not rejected, and the following conclusion was made:ConclusionThe allocation of thirteen additional hours of classroom instructional time to senior high economics classes did not produce a significant gain in achievement.
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Bolt, Melanie A. "Teachers'' Perspectives on the Standards of Learning School Reform in Virginia." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27398.
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This study discussed the need for a broader public discourse on high-stakes accountability-based school reform that underscores teachersâ perspectives. Also, the study discussed the need for fuller disclosure of the possible undesirable classroom effects of the reform. To address these needs, the study described teachersâ perspectives on the Standards of Learning (SOL) school reform in Virginia, focusing upon teachersâ views on the reformâ s classroom effects. The domains of interest were (1) the adequacy of curriculum and the diversity of teachersâ instructional strategies, (2) the quality of student learning, (3) teachersâ sense of professional autonomy and level of teacher tension, and (4) school quality. The study examined whether there are differences in teachersâ views based the income level of the school locale where teachers teach (low-, middle-, or high-income), the school type (elementary, middle, or high school) in which they teach, and teachersâ status on whether they teach a SOL-tested subject (yes/no).
The participants of the study included 360 randomly selected teachers who were listed as members of Virginia Education Association (VEA). A survey research design was employed. The instrument included 80 Likert-type items, eight demographic items, and three open-ended questions. Inferential and descriptive statistics were reported for eight scales of the survey as were thematic trends in the qualitative data. The studyâ s results suggested that the SOL program contributes to a hurried, high-pressure classroom culture that depletes the potentiality of the very ends of education the program is intended to achieve.
Teachers tended to report (1) an inadequacy of the SOL content standards, (2) a reduction of teachersâ use of diverse instructional strategies and an inability of the SOL program to meet diverse student needs, (3) arbitrary SOL test cut-scores, (4) an inadequacy of the SOL pass rates to represent school quality, (5) a lack of diagnostic usefulness of SOL test scores, (6) an inadequacy of SOL testing and SOL test scores to hold schools accountable, (7) teachersâ sense of diminished professional autonomy, and (8) teachersâ mounting tension in the classroom. These results were juxtaposed to the views of policymakers and business leaders, the public at large, parents, and scholars in the field of education concerning the issue of high-stakes accountability-based school reform. Finally, the study discussed a conflict related to the purpose of public schooling between a prevailing narrative of many policymakers and business leaders and what have been the marginalized views of classroom teachers.Ph. D.
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Lofton, Dana Renia. "Guidebook for middle and high school teachers and students in conflict management." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2697.
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The purpose of the project was to design a one-semester core curriculum guidebook for middle and high schools. This curriculum will provide a tool to teach students to manage conflict in middle and high school settings. The curriculum, guidebook and materials developed will establish guidelines that can be used by middle and high school teachers to teach useful conflict management skills.
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Saun, Gabriel John. "Teachers' Perceptions of Behaviour Difficulties in Primary Schools: A Madang Province Perspective, Papua New Guinea." The University of Waikato, 2008. http://hdl.handle.net/10289/2342.
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Behavioural difficulty is probably the least understood area of special education as it is very problematic to identify a specific cause. Behavioural difficulties are those behaviours that students sometimes exhibit that are inappropriate and unacceptable in the classrooms or schools, as they disrupt the smooth process of teaching and learning. This study investigated primary school teachers' perspectives of the causal factors of students' behavioural problems and what can be done to minimise this problem. The study was carried out in the Madang Province involving two primary schools. From the two schools, twelve teachers (six from each school) participated in the study. The same participants were involved in both the questionnaire and the semi structured interview. The data gathered for the questionnaire and interview were analysed and transcribed respectively. The findings discovered that the family and school factors contributed substantially towards students' inappropriate behaviours. Family factors include parental problems, abuse in the families, and the constant struggle to provide the basic necessities due to the high living cost. School factors, on the other hand, include negative teacher attitudes, teacher lack of knowledge and skills to adapt the curriculum to include social skills, lack of teacher support and encouragement, and peer influences. The findings also discovered that teachers were more bothered about externalising behaviours such as disruption and aggression than internalising behavioural problems like withdrawal and depression displayed by students. Further, teachers' limited pre-service and in-service training and lack of experience in teaching students with behavioural problems contributed significantly for teachers not attending to students who behave inappropriately. Based on the findings identified in the study, several recommendations were made on how to intervene to alleviate this problem. Of particular importance is teacher training at both the pre-service and in-service level. Also government support is needed in terms of funding for training, involving specialists and other resources to respond to student behavioural problems effectively and efficiently. The findings may have particular relevance to future studies in this area and provide teachers with effective and workable intervention strategies for students' behavioural problems in the classrooms.
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Short, Selena Gutierrez. "An Analysis of EC-4 Pre-Service Teacher Perceptions of Knowledge and Use of Classroom Discipline Techniques." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5212/.
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The purpose of this study was to examine the perceptions of pre-service Texas Wesleyan University teachers' knowledge and use of classroom discipline techniques. The study was conducted to obtain data utilized for the evaluation of the research questions. A non-experimental, mixed research design using survey methodology was used. Part one of the Allen Classroom and Discipline Management Instrument (ACDMI) consisted of demographic information: current position, ethnicity, level of education, gender, age, teaching certification obtained, teaching certification anticipated to be obtained, type of teacher certification training, and number of clock hours received in discipline management. The demographic information was used as independent variables for comparing responses to survey items. Part two contained discipline management techniques from Skinner, Canter, Dreikurs, Gathercoal, Glasser, Faye and Funk, Curwin and Mendler, and Berne and Harris. These techniques were used to determine mean differences with the independent variables. Finally, part three was the qualitative section which consisted of four questions requesting information about helpful discipline techniques. The sample population consisted of 150 pre-service teachers from a small liberal arts university in Texas. Findings from the study indicated that EC-4 pre-service teachers' predicted use of discipline management techniques were the ones in which they were most knowledgeable. Furthermore, EC-4 pre-service teachers reported to be most knowledgeable of the following discipline management techniques: "Student Input in Developing Classroom Rules," "Social Reinforcement and Praise," and "Direct Teach and Model Appropriate Behavior." In addition, certified EC-4 pre-service teachers had more knowledge of classroom discipline techniques than non-certified EC-4 pre-service teachers. The qualitative analysis revealed a consensus among all EC-4 pre-service teachers with regard to their training in discipline management. All EC-4 pre-service teachers indicated that their overall training was inadequate in the area of classroom discipline management and that more was needed.
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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.
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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
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Lu, Yu-Yu, and 盧俞俞. "A Study on Teacher-Student Interactions and Classroom Management Effectiveness for Handicapped Students of Junior High School Homeroom Teachers in Taipei." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/3p824z.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
102
This study aims to understand the difference resulted from teacher-student interactions between handicapped students and classroom management effectiveness of Taipei junior high school homeroom teachers. The study uses the '' Survey of teacher-student interactions between handicapped students and class management effectiveness of Taipei hunior high school homeroom teachers '' questionnaire. All the data has been analyzed through statistical methods “t-test”, “one-way ANOVA” and “regression analysis ”. The analysis of the study is listed as follows: (1) For Taipei junior high school homeroom teachers, the overall and individual aspect in teacher-student interactions between handicapped students and class management stands at an intermediate level of perception; ''assistance with kindness'' is the optimal aspect, and the rest are ''student responsinility/ autonomous behavior '', ''considerate behavior'', ''considerate behavior'', ''punishment'', ''unsatisfactory behavior'', ''leadership behavior'', ''severe behavior'', ''unclear behavior'', and ''friendliness'' orderly. (2) Taipei junior high school homeroom teachers show an intermediate tendency toward classroom management effectiveness, ''teacher-student interaction'' is the optimal aspect, and the rest are ''classroom environment'', ''teaching quality'', ''classroom atmosphere'', and ''class norm''. (3) In terms of interactions between homeroom teacher and handicapped students, Taipei hunior high school homeroom teachers, who have enrolled in 3 units special education course or have been through the 54 hours special education practice , will have a significant better perception of understanding compared to those without similar training programs. (4) In terms of interactions between teacher and handicapped students, Taipei junior high school homeroom teachers show no significant difference because of teacher gender, teaching subject, parenthood, or seniority. (5) In terms of classroom management effectiveness for Taipei junior high school homeroom teachers, for overall and individual aspect, '' high tendency to interactions between teachers and handicapped students'' is the optimal factor, and the rest are ''intermediate tendency to interactions between teachers and handicapped students'', and ''low tendency to interactions between teachers and handicapped students'' orderly.
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Chen, Shin-Fang, and 陳世芳. "High school teachers in classroom management Use Facebook to interact with students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/57332215795848139582.
Full textAbstract:
碩士中原大學
資訊管理研究所
101
With the rapid development of technology and society, social networking services (SNS) have changed the way we used to acquire knowledge. Let’s take Facebook as an example. With its growing number of registered users, Facebook has become one of the most popular social networking sites. Nowadays, a great number of senior high students have become super active registered users; what’s more, they may further create their own common-interest user groups organized by the class they belong to in the school. Faced with such a trend, teachers, with traditional approaches to the classroom management, can no longer afford to take the challenge of dealing with those on-the-cutting-edge students as well as their parents, not to mention the drastically changing educational community. With this study, I would like to introduce the idea that by using Facebook as a new approach to classroom management, teachers are allowed to have a better understanding of student’s daily lives, not only in the campus but also outside the school. The thesis aims to suggest Facebook as an easy access for teachers to the overall knowledge of students’ conditions, including that of students’ manners and academic performance. This thesis conducts the research in terms of three aspects. They are listed as followed. First, it investigates how tutors value the application of Facebook to the virtual classroom management, and to which extent does the application can actually affect. Second, it compares the differences between the virtual classroom management and the real one, based on students’ genders, academic groups, and school years. Third, it probes how far the effect can reach when tutors get involved in the real classroom management. The research method I take is questionnaire survey. The subjects chosen are teachers in public county senior high schools. The number of valid questionnaires is 881. As for the approaches I take to analyze data are T-test, One-way ANOVA, and Liner Regression. They are used to see if there are significant differences between the use of virtual and real classroom management. As the results show, there do exist significant differences between teachers’ uses of virtual and real classroom management in the depth of teachers’ concern toward students. Students also have positive responses for those teachers who use Facebook as virtual classroom management. What’s more, another result has shown that teachers who instruct elective courses show more caring toward students than those who teach core courses. During the limited office hours, teachers teaching elective courses spend more spare time to care students, and they are also highly-valued in terms of their application of virtual classroom management. It is not easy to promote the idea of tutors’ application of Facebook to the classroom management, due to the fact that tutors today are required not only to equip themselves with specialized skills in teaching and to attend various forums and workshops, but also to meet the demands from the administration department. However, with the facilitation SNS provide, teachers can in turn benefit a lot, especially when in the face of various types of students. I hope the study can help teachers who take interests in the use of SNS in the field of classroom management.
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Skvarla, Lauren. "The use of student disciplinary referrals by high school teachers as it relates to empathy and classroom management." 2008. http://digital.library.okstate.edu/etd/umi-okstate-2617.pdf.
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Yang, Hui-Chih, and 楊惠筑. "The Study on Teachers’ Classroom Management and Students’ Learning Effectiveness of Senior High School Dancing Class." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/74698329053044725668.
Full textAbstract:
碩士中國文化大學
舞蹈學系
101
Abstract This study aimed to make a full understanding of current conditions behind “classroom management” and “learning effectiveness” achieved by high school students in the dancing classes and to understand any difference of dancing class teachers’ “classroom management” and “learning effectiveness” perceived by high school students with varied “personal background factors”; besides, the Study also discussed any relation or connection behind dancing classes teachers’ “classroom management” and “learning effectiveness” perceived by high schools’ dancing class students, followed by the explanatory force such as “personal background factor” imposes on dancing class teachers’ “classroom management” and “learning effectiveness”. Data collection was through “survey” in the Study herein and high school dancing class students studying in northern Taiwan (Taipei city, New Taipei city, Taoyuan County, Hsinchu Country and Yilang County) were selected as the subjects with sampling method called “Purposive sampling method” utilized. There were a total of 316 among 347 pieces of questionnaire sheet received with validation process where 31 of them were excluded; the valid return rate shall be 91.1% and the measurement tools used in the questionnaire shall consist of “Profile Survey”, “classroom management Scale” and “Learning Effectiveness Scale”. The results from the survey were analyzed by SPSS 18.0 for Windows, where frequency distribution, percentage, mean, standard deviation, single sample t test, independent sample t test, one-way ANOVA, Scheffe post-comparison method and Pearson correlation were included in the statistical methods. Here coming some focus of findings as follows: 1. Students of dancing class in a senior high school look good upon their dancing teacher’s situation in the “classroom management”. 2. Students of dancing class in a senior high school take good trends of “learning effectiveness” in the dancing class. 3. Difference behind students of dancing class in a high school with varied “personal background factors” viewing on dancing class teachers’ “classroom management”: 1) ”Female” students perceive better in each dimension of dancing class teachers’ “classroom management” than “male” students. 2) “Third grade” students of dancing class perceive better for dancing class teachers’ “classroom management” than “first and second grade” students. 3) Students with higher “seniority of learning dance” perceive better in overall situation of teachers’ “classroom management”. 4) Students with varied “favorite dancing subjects” do not have significant difference on the perception for dancing class teachers’ “classroom management”; however, students who are fond of “modern dance” have better perceptions on the dimension called “teacher care” than students who are fond of “ballet” and “improvisation”. 4. Difference behind students of dancing class in a high school with varied “personal background factors” viewing on dancing class teachers’ “learning effectiveness”: 1) Students with different ”gender” do not have significant difference on the perception for dancing class’ “learning effectiveness”; however, “female” students have better perception on the dimension called “feelings” than “male” students. 2) “Third grade” students of dancing class perceive better for “learning effectiveness” than “first grade” students do. 3) Students with higher “seniority of learning dance” have better “learning effectiveness” in the dancing class. 5. Better as students of dancing class in a high school perceive teachers’ “classroom management”, better as perception in the “learning effectiveness” for the dancing class. 6. Students with “higher seniority of learning dance” and “better perception on dancing class teachers’ classroom management” show better learning effectiveness. These two factors can be used to predict 65% variability of learning effectiveness of the samples. As a result, High school dancing class students should be more actively ask questions in the class, inspect self the situation of dance learning and clarify self motivation of dance learning to cultivate self confidence and continued to maintain good relationship with the dancing instructors as well as upgrade self’s learning effect. In addition, in order to facilitate the positive class management and learning effect, high school dancing class instructors continued to maintain a harmonious relationship with the students and encourage the students to ask questions and increase student confidence of learning and pay attention on the individual students differences of learning.
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Hsien, Shih Yu, and 施佑賢. "The Relationship between English Teachers’ Classroom Management Styles and Junior High School Students’ English Learning Interests in Changhua County." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/2erfcy.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
102
Abstract The main purpose of the study was to investigate the relationship of English teachers’ classroom management styles to junior high school students’ English learning interests in Changhua County. A total of 743 students responded to the Junior High School Students’ English Learning Experience Questionnaire. Descriptive statistics, Chi-square test, one-way MANOVA, and multiple regression were used to analyze the data. The results showed that most of English teachers’ classroom management style belonged to the Interactional but tended to the Interventional. High percentage of teachers in small schools and remote districts belonged to the Noninterventional style, whereas high percentage of teachers in large schools and urban districts belonged to the Interventional style. Students’ English learning interests reached to the intermediate-to-high level. Besides, teachers’ classroom management styles and background variables such as student gender, school size, and school location had significant effects on students’ learning interests. Finally, background variables and teachers’ classroom management styles could significantly predict students’ learning interests.
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WANG, AN-TI, and 王安蒂. "The Influence of Reading Enjoyment and Classroom Management Skills for Teachers on Reading Engagement of Junior High School Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3q5xf2.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
107
The purpose of this study was to explore the effects of reading enjoyment and classroom management skills for teachers on reading engagement, and to examine whether the impact of reading engagement would be moderated by the classroom management skills for teachers. The participants were 5,599 fifteen-year-od junior high school students from 158 different schools in Taiwan, who participated in the Programme for International Student Assessment(PISA) in 2009. The result of multi-level analysis indicated: (1) The reading enjoyment could effectively predict reading engagement. (2) The classroom management skills for teachers had significant contextual effects, and could positively predict the reading engagement of junior high school students (3) The influence of reading enjoyment on reading engagement was not moderated by classroom management skills for teachers. At last, the suggestions of instructional practice and future research are proposed.
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junghua, Cheng, and 鄭榮華. "Vision of the leadership of teachers, classroom management and student learning outcomes of the study － a private high school in Kaohsiung City as an example." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/69533316923253534347.
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碩士樹德科技大學
經營管理研究所
97
Abstract The main body of the school classroom for students, their learning throughout the process, regardless of academic or moral context, are affected by school teachers, as the proverb: "What teacher would bring out what kind of students." Classes as a result of the leadership of teachers, their vision will be integrated into the classes of business strategy. Through the appropriate leadership style to guide students to develop high-quality wind class for students to learn the effectiveness of significant impact, the question is worth studying. For a private high school in Kaohsiung City to study, school system of the type of process include the Department of High School and Junior High School, Vocational Department, Comprehensive high school, Classes of building and cooperation in education and the Department of further education.This study uses survey research methods, questionnaire survey is targeted at all types of academic classes. Implements the pretesting first, the grand total samples 55 classes, each class of 1 student carries on the questionnaire, 51 copies of the recovery, the recovery rate is 92.7%. The official questionnaire grand total samples 80 classes, each class of 7 students carry on the questionnaire, 547 copies of the recovery, the recovery rate is 97.6%. After the material collects entire, uses the related statistical software and implements the material analysis. The results showed that students with different personal background variables on the vision of leadership, classroom management, learning outcomes of some significant differences exist; different vision of leadership has a significant impact on part of the learning outcomes; different vision of leadership has a significant impact on classroom management; different classroom management has a significant impact on part of the learning outcomes; vision of the leadership classes will be operating through the intermediary effect of an impact on learning outcomes.
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Liu, Hsiu-Yu, and 劉秀玉. "A Study on the Correlationship Between Teachers who Practice〝Classroom Management 〞and Students who have Violent Behavior of Junior-high-school." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/63278357182945748854.
Full textAbstract:
碩士中華大學
科技管理學系碩士班
98
Based on the statistics and analysis of the juvenile crime rate produced by the Ministry of Justice in 2009, it indicates the aggression and violent behavior of junior high schools students were seriously increased in recent years. The committed crimes varied in the areas of Offenses of Armed Robbery, Offenses of Assault, Offenses of Sexual Assault, Offenses Against Narcotics Prevention, Offenses of Homicide, and Offenses of Larceny. As being an unshirkable responsible part of the whole society, families, and schools, it is worth while to emphasize and to pay highly attention on these phenomenons in order to provide students with the right values and attitudes. Teacher is form of fundamentality in a school education. The teaching philosophy and management strategic of a teacher has significant influences on juveniles with regards to their impetuous puberty. It is sincerely hoped that through this study on the relation in between Classroom Management and violent behavior, it builds up some indexes for ameliorating the existing classroom management approach and alternatively decreases or perhaps improves the violent behavior of junior high students. For a productive exploration, this research is adopted the statistics methodologies such as Descriptive-Statistics, T Test, The Single-Factor ANOVA etc. The questionnaires in total of 375 copies were given to students at a junior high school, covers a full range of juvenile educations, in HsinChu County as bases for this study. There were 15 classrooms students participated in the questionnaire, in which 5 classrooms students were randomly selected by using the Stratified Sampling methodology. The questionnaires were randomly given by classroom teacher to 25 students during a class study then been collected before end of the class period. There were 322 copies been retrieved; deduced the irrelevant questionnaires by untruthful answers or left-outs, the total effective questionnaires and samples for this study are 302. This study has found that in the interaction and correlation between Classroom Management and Violent Behavior where “Interchange Communication” vs “Physical Violence”, “Cooperative Management” vs “Behavioral Disorders”, “Self-surpassing” vs “Behavioral Disorders” or “Verbal Violence” or “Physical Violence” have noticeable relations. In addition, the correlation between Classroom Management and Cognitive Distortions also indicated the affiliation with “Goal Directed” vs “ Self-centered/Egocentric” or “The Worst-case Scenario” , and “Interchange Communication” vs “Self-centered/egocentric.” As results of this research, it also disclosed the significant correlation between Classroom Management and Cognitive Distortions, and Classroom Management and Violent Behavior which conform to the hypothesis of this research.
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Chen, Pei-i., and 陳佩宜. "A study of the effect of junior high school music teachers who emphasize psychology of learning and classroom management on students' learning behavior." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/87437078898331959270.
Full textAbstract:
碩士國立臺灣師範大學
音樂學系
93
Abstract The purpose of this study is to investigate the effect of junior high school music teachers who emphasize psychology of learning and classroom management on students’ learning behavior. It combines all the surveys of documentations in order to conclude more efficient ways to conduct classroom management, which can be the reference to music teachers to conduct classroom management and to change the way of learning. This research uses inquiry of documentations, questionnaire, and interview surveys. Findings and conclusions of this study are as following: 1. The ideas of the classroom management and the cognition of the psychology of learning for a music teacher: A. A music teacher should have the cognition for psychology and the skill of counseling in order to conduct classroom management effectively. B. A music teacher should provide more opportunities for students to participate classroom activities or public affairs. That makes students develop the spirit of teamwork, their abilities of dealing with difficulties and the senses of responsibility. C. The classroom management should focus on the development of moral integrity, the fundamental skills, and the admittance of the life combining arts and humanities. D. Teachers should respect every individual’s diversity and use various teaching methods to inspire student’s suitable development. E. The modernized classroom management should emphasize on the integration of electronic technology of learning and managing process. 2. The methodology of classroom management for a music teacher A. A music teacher should use various methodologies to catch the students’ attention toward the contents. B. The musical pedagogy should have diversity, creativity, and entertaining elements to reinforce the students’ learning motivation. C. The pedagogical contents should be based on the students’ cognitive development and combine their former experiences. That would produce enthusiasm and the voluntarism in students’ attitudes. D. The music teacher should value students’ learning demands. Besides, the music teacher should promote students’ voluntarism and the ability to communicate with people by cooperative learning. E. A music teacher should use immediate reinforcement, intermittent reinforcement, and continuous reinforcement to promote the students’ learning interests, reinforce and maintain their good behaviors. F. The encouragement and the punishment for students should be made efficiently. Encouragement should be more than punishment, and it should guide the students to self-constraint. G. A music teacher should break the traditional limitation for learning space. He should dedicate himself to the design of the learning environment by using creative ideas, and he should allow students to participate in arranging and decorating the classroom in order to influence and change the students unobtrusively. H. A music teacher should care about the students with respect, acceptability, and understanding. He should create intimate interaction between teachers and students, and he should create mutual communication between teachers and parents. He could co-work with parents to reduce students’ behavioral and academic problems. According to this research, a music teacher should aware of the changes of the pedagogical environment, the tendency of the pedagogical innovation, the skills for classroom management, and the ability to adjust his methodology according to practical pedagogy to have remarkable instruction.
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Yan-Ryh, Wu, and 吳炎日. "An Exploration Study on Teachers' Classroom Management, Teaching Methods And Students' Learning Motivations at High, Vocational High, and Combo High School in Tainan County –Using Physical Education Class as an Example." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/07949711648895343919.
Full textAbstract:
碩士致遠管理學院
教育研究所
94
The purpose of this study is to investigate the current practices, differences, correlation and prediction between students’ learning motivations and teachers’ classroom management and teaching methods at high school, vocational high school and combo high school in Tainan County. The results of the study are expected to show students’ learning motivations in PE class for PE teachers in different kinds of high schools in Taiwan to improve teachers’ classroom management and teaching methods, and to lift students’ learming effects. The sample is 1350 second grade students from high school, vocational high school and combo high school in Tainan County. A self-developed guestionare is the tool for this study. The number of usable returned guestionares is 1293, and the usable returned rate is 95.8%. The statistical technigues to analyze the data include descriptive statistics, t-test, one-way ANOVA and stepwise multiple regression. The findings of this study are as follows; 1. The factors affecting students’ learning motivations are teachers’ classroom management and teaching methods. They are highly related and strongly affect students’ learning motivations. 2. Data from this study showed that teachers’ classroom management affect students’ learning motivations directly and indirectly. Good teachers’ classroom management leads to higher students’ learning motivations. 3. Students learn and highly expect to gain physical education knowledge and skills. Moreover, they highly identify the value of learning and the honorable responsibility , belief of control and affection from learners. 4. There’s no significant difference between classroom management and learning motivations from male and female students Both male and female students think that teachers’ classroom management affect students’ learning motivations. 5. There are significant differences in Teachers’ classroom management between public and private high, vocational high, and combo high school. According to the analysis of the study, public high school students have higher perception of teachers’ classroom management.
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Barker, Kim Stevens. ""More than Just a Teacher”: Anticipatory Advocacy as Vision and Defense in Urban High-need Schools." 2016. http://scholarworks.gsu.edu/mse_diss/31.
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Specialized teacher preparation programs are graduating teachers with commitments to advocacy. This expanded definition of teaching stands in opposition to traditional expectations for the role of teachers that have developed during the history of U.S. education into organizational and social frames that reinforce tradition and work against reform. These influences constitute forces of professional weathering that may wear down teachers’ visions and actions for their work. This multicase study focused on four graduates from an intensive two-year teacher preparation program that included initial certification along with induction support in the second year of the program as they completed master’s degree requirements. The inquiry sought to understand how they envisioned their roles as teacher advocates and how they enacted and sustained their visions, resisting traditional teacher roles.
Participants were graduates of the same cohort of the preparation program who were completing their second year of teaching in urban high-need schools and who had been nominated and confirmed as effective teachers of diverse students by faculty members of the university program and of local schools. Program materials were analyzed as background material to establish context. Primary data that were inductively and iteratively analyzed included extant course assignments, three individual interviews with each participant, three school-related observations, and three focus group interviews.
Findings provide insight into the ways in which the teachers enacted a vision of anticipatory advocacy. Anticpatory advocacy includes intervening actions that are the result of a dual awareness of students’ immediate and future needs and have implications beyond boundaries of time and space in an effort to positively influence students’ lives in the immediate as well as distant future. The teachers, each of whom held beliefs that aligned with the culturally relevant foundations of the program prior to their selection, employed tools related to responsive classroom management, ambitious teaching strategies, and professional collaboration that they acquired and honed during their program. By working backward from the classrooms of effective teachers, the study links classroom practices with teacher preparation, providing direction for stakeholders concerned with the development and retention of high quality teachers for all children, especially in challenging school contexts.
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Matwadia, Zyliekha. "The influence of digital media use in classrooms on teacher stress in Gauteng schools." Diss., 2018. http://hdl.handle.net/10500/25504.
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In 2014, Gauteng Education MEC announced the “Big Switch On” project in which he envisaged paperless classrooms in Gauteng schools over the next three years. He also said that this would see digital media such as iPads and other electronic Tablets replacing textbooks and stationery. He had a vision that the chalkboard would disappear and projectors would take their place. When the MEC for Education introduced the Big Switch On project, he emphasised the positive effects that paperless classrooms will have on the learners. Education authorities were concerned about and wanted to improve the quality of learning and teaching for disadvantaged learners. However, the MEC for Education failed to highlight the possible impact that paperless classrooms will have on educators. It is important that educators are given an opportunity to provide input with regard to the implementation of paperless classrooms.
This study will focus on the perceived stress experienced by teachers in Gauteng, whose schools have been part of the Big Switch On project and have had to mandatorily include the use of digital tablets in their classrooms. This study sought to investigate the influence of digital media use in classrooms on teacher stress in Gauteng schools. It is important to conduct a contextual study that explores the perceived stress factors experienced by teachers in the Gauteng schools that were selected in the Big Switch On project. The research from other contexts can only provide general frameworks regarding the constructs involved. It cannot replace the research conducted specifically for the Big Switch On project.
The purpose of this study is threefold. Firstly, the Big Switch On project has been introduced in 2015 in seven Gauteng schools, and was expanded to 375 schools in the following two years. For many schools, this is a first time, thereby rendering it a scarcely researched topic. The implications and effects of the project have yet to be considered. Secondly, it is often assumed that the use of digital tablets in the classroom makes teachers lives easier and reduces their workload. The research that will be undertaken will address this question scientifically to make reliable and valid conclusions that go beyond assumptions. Thirdly, related research has indicated barriers and challenges to the implementation of digital tablets in the classroom. The research will address these barriers and make recommendations regarding future implementation of digital tablets in the classroom.
In this qualitative study, I chose a multi-site case study with purposeful, convenience sampling. Two secondary schools that were part of the Big Switch On project were selected. The classrooms in the schools had smartboards, the teachers were given laptops and learners were given tablets. Furthermore, a lot of money was spent on the upgrade of the infra-structure of the schools. These schools were chosen as sites to study the influence of digital media use in the classroom on teacher stress. I chose to interview all levels of teachers and principals, which would allow me to make comparisons as well as provide me with data from which I would be able to reflect on my own practices. I chose to gather data by means of semi-structured face to face interviews.
The data revealed that teachers were not part of the decision-making process to introduce digital media in the classroom. Although teachers cited benefits, they felt that the challenges were frustrating with the implementation of digital media in the classroom. Teachers expressed that the initial workload increased but felt that it would decrease over time. Whilst teachers felt that the quality of teaching has improved, they indicated that the quality of learning has deteriorated because learners use the tablets for off-task behaviour.
Teachers made recommendations that mirrored the recommendations from the literature and if these concerns are addressed, it would make the implementation of digital media in the classroom more effective and at the same time empower teachers.
In order to address school effectiveness, one needs optimum levels of commitment and performance from teachers. Therefore, it is important to emphasize any notion affecting the performance capability of teachers and learners and to create stress free working conditions. It is with this in mind that the study was conducted.Educational Leadership and Management
M. Ed. (Educational Leadership and Management)