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Colvin, Ayris Bonet. ""Spare the Rod and Teach the Child" Exploring Alternative Approaches to Punishment in a Third Grade Jamaican Classroom." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/202682.
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Urban EducationEd.M.
Corporal punishment is a common practice that has been employed in classrooms in Jamaica for many years. This practice, as it is used to manage classroom behavior, although viewed as valuable by some, presents extremely detrimental effects. This study outlines positive approaches to classroom management to provide Jamaican classrooms with alternatives to corporal punishment. This is done by investigating the effectiveness of two Applied Behavior Analysis techniques, the Good Behavior Game and Differential Reinforcement of Low Rate Response, on disruptive behavior in a third grade classroom in a rural school in Jamaica. Results from the implementation of both procedures display positive outcomes and reveal that positive approaches to classroom management are effective in improving disruptive behavior. These procedures demonstrate the effectiveness of promoting positive behavior and refrain from utilizing corporal punishment. Such strategies also motivate students, increase instructional time, are cost efficient, and can be easily implemented by teachers.
Temple University--Theses
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McFaddin, Rita Jane. "Combinatorics for the Third Grade Classroom." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2227.
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After becoming interested in the beauty of numbers and the intricate patterns of their behavior, the author concluded that it would be a good idea to make the subject available for students earlier in their educational experience. In this thesis, the author developed four units in combinatorics, namely Fundamental Principles, Permutations, Combinations, and Pascal's Triangle, which are appropriate for third grade level.
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Fletcher, Stephanie. "The Impact of the 6E Model in a Third Grade Science Classroom." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308431440.
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Roberts, Oliver Thomas Wade. "Classroom Influences on Third Grade African American Learners' Mathematics Identities." UKnowledge, 2017. http://uknowledge.uky.edu/edsc_etds/27.
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Students’ mathematics identity has become a more prominent concept in the research literature (Jackson & Wilson, 2012). The experiences of African Americans are still underreported, with African American elementary students receiving the least attention. This dissertation uses a case study method to explore two learners’ experiences. The purpose of this qualitative study was to explore African American third grade students’ classroom interactions with mathematics in order to better understand factors that promote positive mathematics identities.
This research study explored the mathematics classroom influences on three third grade African American learners’ mathematics identities in a K-8 school in a north central Midwestern city in the United States. The school was classified as 100% free and reduced lunch and served approximately 900 students, with the vast majority of students classified as African American. The three student participants and their teacher were all African American. The student participants wore glasses that video recorded their perspectives. A stationary camera was also used to capture the wider classroom environment. Each student participant completed three interviews (Seidman, 2013). The teacher participant completed one interview. Additionally, the student participants completed a mathematics interest questionnaire.
Findings showed the importance of an explicit focus on the Standards for Mathematical Practice, a growth mindset, and positioning for promoting positive mathematics identities. In one case study, Janae’s experiences in lessons about fractions highlight the relevance of the Standards for Mathematical Practice, specifically attending to precision and making sense of and persevering in solving problems. In both the classroom and in interviews, she shows the importance of making sense of problems and persevering in solving them and of attending to precision. In the second manuscript, I explore Jaane and Kayla’s different experiences. Janae was positioned more positively and faces limited resistance in maintaining a positive mathematics identity. Kayla, on the other hand, regularly rejected and renegotiated the positions offered to her as she aimed for success and a positive mathematics identity. Kayla’s growth mindset and negotiation of positions offered to her in the classroom were critical factors in how she maintained a positive mathematics identity.
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Spinks, James D. Jr. "Students' Perception of Engagement in a Third-Grade Writing Classroom." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/100.
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Educators have been challenged for many years to engage their students, but often students still seem to be disengaged (Klem & Connell, 2004). Research indicates student engagement is critical to student achievement and success in school (Appleton, 2008; Connell, Spencer, & Aber, 1994; Easton, 2008; Fredricks, Blumenfeld, & Paris, 2004). Student engagement is imperative in all subject areas, yet, after considering the research, writing is a particularly significant school subject that may be impacted by student engagement.
Considering the research on engagement and the need to improve students’ literacy achievement, there is a compelling reason to know how and when students are engaged in writing. The aim of this study was to investigate the intersection of engagement theory and students’ engagement. Specifically, this inquiry focused on the students’ perceptions of engagement while identifying indicators of engagement and factors affecting engagement related to the student, task, or context within the writing classroom. My study addressed the following questions: (a) How can student’s engagement in a writing classroom be described? and (b) What are students’ perceptions of their engagement in a writing classroom?
The findings of this study prompt educators to consider the importance of focusing on engagement in our classrooms. Students identified factors that promoted their engagement: importance of choice, making connections and teacher modeling. This study also found engagement and attitude influenced each other resulting in a positive classroom environment. Finally, this research identified the significance of student voice and how students are able to ascertain their level of engagement, if asked.
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Fisher, Ellen Suzanne. "The effect of the physical classroom environment on literacy outcomes how 3rd grade teachers use the physical classroom to implement a balanced literacy curriculum /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5699.
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Thesis (M.S.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Vita. Includes bibliographical references.
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Bower, Patricia. "Effective use of multimedia in the classroom: Enhancing third grade science curriculum." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1426.
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Lewis, Rebecca Adams. "A Content Analysis of Inquiry in Third Grade Science Textbooks." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3171.
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Since the publication of the National Science Education Standards in 1996 efforts have been made to include inquiry into school science programs. An addendum on inquiry to these standards was published in 2000 presenting five essential features of classroom inquiry as indicators of the active use of inquiry in a science lesson. The purpose of this content analysis was to examine and identify the presence of these five essential features of classroom inquiry within publisher-identified inquiry activities found in the 2000 and 2010 teacher's editions of the third grade science textbooks published by Scott Foresman. The textbooks were read and coded using each of the five essential features of classroom inquiry as a priori categories. Data from both textbook editions indicated that although these activities were identified as inquiries, only a few contained all five essential features, while about half contained none. Approximately half of the publisher-identified inquiries were partial inquiries, containing less than five of the essential features. Teachers who use these resources should be aware of the presence or lack of the essential features in order to supplement the science curriculum. Publishers need to be more explicit in including these features and further research should be conducted in more textbooks to better understand the quality and quantity of inquiry activities found within these resources.
9
Wee, Jongsun. "Literature Discussion As Positioning : Examining positions in dialogic discussions in a third–grade classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274825811.
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Clay, Tausha Lynn. "The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1068.
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The purpose of this study was to determine if an association existed between student achievement scores and classroom practices used among third-grade teachers in Upper East Tennessee. The variables included classroom environment, instructional context, and social context, employing developmentally appropriate practices (DAP). Teacher characteristics, including type of degree, highest degree, years of experience, level of DAP knowledge, and degree granting institution, were analyzed for characteristics influencing developmentally appropriate practices. The instrument, Assessment of Practices in Early Elementary Classrooms (APEEC), was used to gather information; the Tennessee Comprehensive Assessment Program (TCAP/CRT) Reading/Language and Mathematics scores were used to determine student' achievement level. A demographic survey was used to collect teacher characteristic information.
An initial analysis of data incorporated simple descriptive statistics in the form of frequency tables. Independent samples t tests, analyses of variance (ANOVAs), and Pearson Product moment correlation coefficients were used to determine if there were associations in DAP levels among teacher characteristics. Finally, one-way-analysis of variance assessed the associations between the dependent variables (TCAP/CRT scores) and independent variables (environment, instruction, and social context).
The analysis of the data indicated that the majority of the third-grade teachers were certified in elementary education. Over half of the sample had master's degrees or above. Six had not taught any grades except third. The third-grade teachers had less experience in teaching kindergarten and more experience in first and second grades. An independent-samples t test indicated no significant differences in APEEC scores between teachers with early childhood degrees and teachers with other degrees; no significant differences in APEEC scores between teachers with a bachelor's degree and teachers with a master's or higher degree; and no significant differences between degree granting institutions. Correlation coefficients indicated APEEC scores were not significantly affected by teachers' years of experience. ANOVAs indicated significant differences in APEEC physical environment and social environment scores among teachers having a great deal of DAP knowledge but not in classroom instruction. ANOVAs indicated significant differences in classroom instruction and student achievement scores in Reading/Language, but not in Math. No significant differences were found in APEEC social and physical context scores.
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Arthur, Debbie. "THE EFFECT OF INQUIRY-BASED INSTRUCTION ON STUDENTS' PARTICIPATION AND ATTITUDES IN A THIRD GRADE SCIENCE CLASSROOM." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3660.
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The National Science Education Standards (1996) support inquiry-based instruction. According to the National Science Education Standards. When children or scientists inquire into the natural world they: ask questions, plan investigations and collect relevant data, and organize and analyze collected data. The purpose of this study was to investigate the effects of inquiry-based instruction on third-grade students' attitudes and participation in an elementary science classroom. Students were encouraged to ask and answer their own questions. In this study, analysis of data gathered form: pre and post survey, student journals, teacher field notes, and student interviews were triangulated to provide the support for findings reported in this study. Findins showed that inquiry-based science experiences positively affected students' attitudes in science and their participation. In addition, student worked collaboratively, made connections to other experiences, and demonstrated confidence in their ability to ask and answer their own questions through inquiry-based experiences.M.Ed.;
Department of Educational Studies
Education
K-8 Mathematics and Science Education
12
Dreisbach, Melissa D. "The Effects of a Classroom Based Yoga Intervention on Test Anxiety, Academic Performance and Attention in Third Grade Students." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1493296965835558.
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Carrillo, Mary, and Lorena Montoya. "Integrating a science/language arts curriculum through the use of theme cycles in a first and third grade classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1039.
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A collaborative science curriculum created by a first and third grade class. The students were provided with the global theme of change and were invited to brainstorm topics of interests that were utilized to create a science theme cycle.
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Price, Denise M. "Developing a second, third, and fourth grade environmental unit on water education." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/733.
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Hade, Daniel Dean. "Stances and events as foundations of children's responses to literature : an ethnographic study of a second and third grade literature-based reading classroom /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302726528.
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Church, Talitha. "Building Hypertext in the Elementary School Art Classroom: An Integrated Approach to Learning and Curriculum." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1448.
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In response to the many demands and pressures faced by both students and teachers in public schools, the art teacher in this action research study searched for ways to change her teaching practices to facilitate active inquiry. She utilized Thinking Maps®, a specialized form of graphic organizers, and Inspiration®, a hypertext linking program to promote interdisciplinary teaching and learning. The goals of the study were to increase student engagement, improve learning, and promote higher order thinking in elementary school art classes. The target group was comprised of the third grade students at Saunders Elementary School in Newport News, Virginia. Each third grade students researched the natural world through the lens of a chosen creature. The students then created personalized Inspiration® documents that described their creatures. Faced with limited time and a wide range of student abilities, the teacher used an interactive approach during the following class sessions to facilitate continued inquiry. As a result of this transition, the teaching methodology described underwent a transition from teacher-as-disseminator to teacher-as facilitator. The resulting classroom atmosphere became a student-centered community of learning. The students and the teacher collaborated to ask questions, find answers to those questions, and create relevant links within Inspiration® documents (webs). The teacher found that she could not control the design of the connections within the documents to the degree that she had previously hoped, but new revelations regarding hypertext design were assimilated. The documents produced during this study were forms of authentic assessment that held the potential for use in future teaching.
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Rondeau, Carol Tripoli. "Tell me a story about feathers: Teaching discipline through literature." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2735.
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This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.
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Cushman, Camille. "Re-imagining Reading Instruction for English Language Learners: A Performance Ethnography of Collaborative Play, Inquiry and Drama with Shakespeare in a Third Grade Classroom." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313604713.
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Cady, Julie. "The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5613.
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The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test&"174; 2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DSS), was the dependent variable. Other student data such as gender and socioeconomic status were also collected and used along with classroom structure to examine the extent to which third grade gifted students' reading and mathematics performance could be predicted. Random samples of students were drawn from the third grade gifted student population attending Florida Brevard County Public School System in the 2010-2011 and the 2011-2012 school years. Using an independent samples t-test, analysis of the 2011 FCAT 2.0 Reading and Mathematics found a statistically significant difference in both the students' FCAT 2.0 Mathematics and the students' FCAT 2.0 Reading achievement test scores based on the classroom structure. Specifically, there was enough evidence to support the claim that third grade gifted students who learned in a homogeneous high academic ability learning environment scored significantly higher on reading and mathematics standardize tests than did third grade gifted students who learned in a heterogeneous academic ability learning environment. Approximately 14% of the variance in reading and mathematics scores could be accounted for by classroom structure. However, different results were found with the 2012 FCAT 2.0 Mathematics and Reading scores. The results from the 2011-2012 school year indicated that there was not a significant difference in mean reading and mathematics scores between third grade gifted students who learn in a homogeneous high academic ability learning environment and third grade gifted students who learn in a heterogeneous academic ability learning environment. The recommendations include that subsequent studies incorporate a wider range of grade levels, perhaps even include methods of instructional delivery, types of gifted services provided, and teachers' years of experience. In addition, recommendations are that future studies address the academic performance of high academic ability non-gifted students who learn in homogeneous high academic ability classroom environments verses those who learn in heterogeneous academic ability classroom structures.Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Bernel, Rene Teruko. "A Study of the Effectiveness of Selected Instructional Strategies from the Marzano Causal Teacher Evaluation Model in a Third Grade Classroom at an Online Charter School." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1340994433.
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Gardner, Ralph. "Differential effects of hand raising and response cards on rate and accuracy of active student response and academic achievement by at risk and non at risk students during large group 5th grade science instruction /." Connect to resource, 1989. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239979414.
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Hensley-Pipkin, Charity. "Use of the Physical Classroom Environment as a Teaching and Learning Tool Including the Impact of the CCSSI in Kindergarten Through Third Grade Classrooms in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2556.
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The specific goal of this study was to determine the use of the physical classroom environment as a teaching and learning tool in an era of the implementation of the Common Core State Standards Initiative (CCSSI). This qualitative multi-case study focused on the learning principles and epistemological beliefs of primary teachers with reference to the physical classroom environment and the teaching process in regard to meeting the expectations set forth by the CCSSI. The researcher sought participation from a city school district in Northeast Tennessee which included a total of 8 participating teachers consisting of 2 each of grades kindergarten, first, second, and third. The Teacher Beliefs Survey (Woolley, Benjamin, & Woolley, 2004) was administered to determine teachers’ philosophical position regarding constructivist and traditional beliefs. Based upon responses, 8 teachers representing the most constructivist and most traditional teachers in each grade were selected for further participation. Teachers’ practices and perceptions of the role of the physical environment in the teaching and learning process including consideration of the CCSSI were further explored through interview. Each physical classroom environment was evaluated using the Primary Educators Environment Rating Scale (PEERS), a rubric designed to assess the use of the physical classroom environment on a continuum from traditional to constructivist practices (Evanshen & Faulk, under review). Observational field notes and photographs were collected in order to document environmental components of the physical classroom environment of each participant. Data was collected and triangulated through the use of the aforementioned methods. Through the data analysis process, the researcher found all participants to demonstrate support for the role of the physical environment in the teaching and learning process which was determined based on results of the interview in conjunction with findings of the PEERS and supporting photographic evidence. Each teacher’s personal experiences and philosophy of education was found to guide the physical classroom environment design and layout in various ways. While most teachers felt the CCSSI had little or no impact on their physical classroom environment, all shared in varying degrees the use of the physical environment as a tool to support students in developing 21st century skills.
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Bush, Jessica Marie. "The Relationship between Active and Passive Music Activities and Students’ On-task Behaviors in Fifth-Grade General Music Class." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493422893222217.
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Sharp, Patricia Ann. "How Do Teachers Learn New Skills for Reading Instruction and Transfer Their Learning into the Classroom?" TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/100.
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Huang, Ya Ling, and 黃雅羚. "An Action Research Of Applying Music Appreciation Teaching To An Elementary School Third Grade Classroom Management." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/30657449349551033066.
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碩士高雄師範大學
工業科技教育學系
97
An Action Research Of Applying Music Appreciation Teaching To An Elementary School Third Grade Classroom Management ABSTRACT This study aims at investigating the influence of applying music appreciation teaching to elementary school third grade students. The method used in this study is action research and the subjects are the researcher’s homeroom students. During the ten-week early-morning sessions of music appreciation teaching, through participating observations, interviewing, and document-collecting, we examine whether the music appreciation topics that students like best and the way the teacher conduct music appreciation teaching pose influence on classroom management. The major findings of the study are as follows: 1. On student-favored music appreciation topics. Students like melodies with high recognition and familiarity, liveliness and tempo-salience. Moreover, because they love certain specific musicians, they love the works as well. 2. On the influence of music appreciation on classroom management. Combining music appreciation teaching with classroom rules instruction, so as to build an orderly, respectful, and suitable learning environment, to improve the conditions of students’ emotional management and time management has positive influence on classroom management. 3. On music appreciation teaching’s influence on students’ overall learning. This new teaching method proves to have positive influence and boost students’ attentiveness, oral speech ability, and the whole class’ reading spirit Key words: music appreciation classroom management action research
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Lai, Yang-Chi, and 賴泱錤. "An Action Research of Classroom Management Strategies and Application in a Third Grade Class at an International School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/25581846877660970341.
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碩士國立臺南大學
教育學系課程與教學教學碩士班
104
The aim of the study was to explore classroom management implications, strategies and application in a third grade class at an international school with action research. The research setting had taken place in a third grade class of an international school, while the research subjects were third grade students. The data of the research was based on the collections of observations, video and audio recordings, partnership teacher meetings, teacher evaluation sheets, student reflections and interview records. During the process, the researcher found problems and tried to adjust strategies then find soultions to improve the efficacy of classroom management. The researcher implemented different aspects of classroom management listed below, while differentiating strategies and application. Based on the literature, research findings and discussions, the results were concluded as follows: 1. The strategies of administrative management in the classroom: Class essential agreement, teachers construct various activities for students’ self-management and ICT programs and websites aiding in classroom management. 2. The strategies of teaching management in the classroom: Personal learning goals setting, multiple teaching instruction methods, multiple assessments, reflections of teachers and students. 3. The strategies of environment management in the classroom: Teaching equipment and arrangement, classroom safety and a clean environment. 4. The strategies of routine management in the classroom: The principle of fairness and equality, implementing positive discipline, build up a caring and empathatic environment. 5. The strategies of counseling management in the classroom: Review student portfolios and build up counseling records, teach pro-active strategies encouraging students to solve their own problems in a positive and independent manner. 6. The strategies of interpersonal relationship management in the classroom: With sincere caring and communication, put yourself in the other’s shoes and respect each other, establish a common thought, belief and aim.
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Kitshoff, Jacoba Cornelia. "The utilization of co-operative learning in the management of a Grade 3 classroom." Diss., 2007. http://hdl.handle.net/2263/28228.
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Since the implementation of Curriculum 2005 and the Revised National Curriculum Statement (RNCS) in 2004, educators seem unsure of how to manage teaching and learning in the classroom. They find it difficult to develop their own teaching style, display leadership in class, plan and organize effectively to optimize teaching and learning experiences for their learners. The RNCS moved away from homogeneous ability grouping to heterogeneous grouping. Emphasis is placed on the acceptance of individual needs and differences, and equal learning opportunities. Large class groups and masses of administration have left educators with little time to spend with individuals. Group work seems to be the answer and a popular way to organize class work, especially if the educator controls the action well, but learners have minimal contact with the educator who mainly supervises and little cognitive development or interchange happens. Learners sit in groups, but mostly do not work collaboratively as groups. They talk to each other, but work as individuals. The aim of this qualitative study at a parallel medium primary school was to determine the utilization of co-operative learning in the management of a productive Grade 3 class. The results of the study were compared with findings of a similar Dutch study conducted by Veenman, Kenter&Post in 2000. Data was collected through observation, a semi-structured educator interview, and semi-structured group interviews with Grade 3 learners, randomly selected from a class list, the educator’s reflection on group formation, official documents like lesson plans and written assignments of learners based on two open questions put to them. From the study it is clear that the aim of co-operative learning is to empower learners to gain confidence, develop to their full potential to become responsible and disciplined citizens of our democratic society. To reach these goals, educators should fully understand co-operative learning implement it in a structured and well-planned manner. As educational leader in a productive classroom the educator needs to be well organized, creating a culture of teaching and learning in class. Learners, exposed to harmonious classroom relationships in a well-managed productive classroom where participation of all members are encouraged and valued and open communication is part of daily processes in class, will participate freely, be resourceful, happy, helpful and co-operative and be able to make the most of co-operative learning approaches in class through responsible, enthusiastic and confident participation.Dissertation (MEd (Education Management Law and Policy))--University of Pretoria, 2007.
Education Management and Policy Studies
MEd
unrestricted
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Ko, Mei-Yu, and 柯美瑜. "Action Research of a New Primary School Physical Education Teacher on the First Grade Classroom Management." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ynxvv4.
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碩士國立東華大學
體育與運動科學系
106
The purpose of this study was to survey a new physical education (PE) teacher developing the process of classroom management and the teaching effectiveness. The study adopted the action research on a variety of teaching strategy use in the first grade physical education. The researcher collected and analyzed the data through multiple methods such as classroom observation, interview records, reflection notes, and performance records of students in PE class. The main conclusions of this study can be summarized as follows: I. The process of classroom management is completed by the developing, teaching, performing, and evaluation. II. In terms of the effectiveness of enhancing classroom management. 1、 Establishing classroom management and introducing it clearly in PE class, students are willing to obey the rules of PE class. 2、 Keeping on teaching classroom management can improve students’ behaviors. 3、 Performing classroom management needs a complete system of rewards and punishments. 4、 Cooperating with master teachers can be of great benefit to researcher’s classroom management. III. The action process of PE classroom management facilitates researcher’s professional development. 1、 With Self-talk and reflections, researcher can make progress. 2、 Helping researcher develop a suitable mode of classroom management.
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YANG, SHU-CHUAN, and 楊淑娟. "The overview and results of class self-government from the classroom management perspective of homeroom teachers of the third-grade students of elementary schools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/89134394486609178154.
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碩士國立臺北教育大學
社會科教育學系碩士班
97
This study takes the social studies courses for the third-grade students of the elementary school as the main studying materials, and the series books about democracy foundation published by Taipei Bar Association (The Authority Concept of adolescent version) as the side resources. Brining the course into practice, this study discusses how the third-grade students recognize and practice authority and responsibility, and their growth of self-governing ability and classroom management after they learn the meaning of authority and responsibility. The researcher employs qualitative research methods, explaining, approaching and analyzing the information through observations on teachers, diaries of teachers, interviews with subject teachers and students, and the schoolwork and diaries of students. First, discuss the design of the teaching plan, goals and the learning situation of students. Second, discuss the differences of how students learn the authority of class supervisors, the interactions between class supervisors and the other students, and how they practice the class regulations after the operation of self-government in the class. Third, explain in what way that the authority of teacher should be applied to the self-government of the class in order to build good relationships and interactions between students and teachers. According to the results of study, the followings are the conclusion of the whole research: I. The thinking strategies of democracy foundation series books have positive impacts on self-government of the class. A. Class self-government is a method for classroom management; it put the students in the prior position; properly permitting the students’ rights and authority. The students are encouraged to participate in the self-government of the class because it helps them to develop self-assertion, and to build positive interactions in the class. B. The democracy foundation series books helps students cultivate the abilities of critical thinking. C. Efficiently participating in the class meetings helps students’ ability of self-management. D. In the operation of class self-government, the authority of teachers is the symbol of equity and justice. The authority of teachers should provide the students with equal chances to join the class self-government, to share the rights to set the group regulations, and to encourage the students’ sense of responsibility for the class. II. After the courses of self-governing has been brought into practice, the students have the difference understanding and practice of authority and responsibility: A. Before the courses of self-governing, students can understand the concept of authority, and there are positive interactions between class supervisors and the other students. B. After the courses of self-governing, students can understand the concept of responsibility, but there is room for improvement of the practice of class regulations. Key Words: class self-government, classroom management, authority, responsibility
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Chang, Kai-Li, and 張凱莉. "An action research on the development of third-grade financial management education instructional project：An example of “the master of money”." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/59155675952449911444.
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碩士國立臺北教育大學
課程與教學研究所
100
The objective of this study is to investigate the development process and implementation effect with regard to the teaching project of financial management education for grade 3 students. The work has employed the approach of action research, taking 29 grade 3 students from Manny class (alias) a prosperous elementary school in northern metropolitan area its subjects of study. The researcher will conduct 16 sessions of classes, and they will be conducted in test, interview, document collection, and journal of teaching reflection, while the information collected will be analyzed, reviewed, and corroborated. With conclusion of results from this study, subsequent conclusions and findings are obtained as follows: I.When researcher is investigating issues on education of financial management, it is found very few of them have mentioned with regard to financial management within present formal curriculum. Besides, since the concept of financial management has received greater importance internationally, it is considered that there is such need to teach students with such course. II.When students have received the teaching project on education of financial management with regard to the three major contents as “making money,” “spending money,” and “managing money,” they their cognition objectives in pertaining to “money value, “occupation understanding,” and “clarification between wanting and needing,” is found with tremendous progress (p<.01). As learned from qualitative information, attitude of students have achieved the goal. III.Through the operation process of actual financial management project, 80% of the students in the class will, in detail, discern the authenticity of advertisement, and learn to do book-keeping to manage money. With actual book-keeping and plan to save so as to render surprise to their mothers and complete their participation in the event, it has well indicated that they have, in skills and realization of objective, made much progress. The growth and reflection of researcher during the processes of teaching are found as follows: I.education of financial management should be improvised accordingly, so that it can receive support from parents, helping to convey the education of financial management. II. from the teaching activities, researcher has, in order to proceed with curriculum design, collected information from as many parties as possible to increase professional competence. III. during curriculum design, co-researcher has, in many occasions, provided consultation, helping to build up understanding for cooperation so as to bring further credit for the research. And it is conducive for the proceeding of teaching activity. Based on the aforementioned statements, the researcher will put forth suggestions with a focus on teaching practice of teachers and future studies.
31
LIN, HSUE-INN, and 林秀穎. "The Character Education Strategy with Family Simulation by Introducing Class Management-Evidenced from Third-grade Students in an Elementry School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ngf6y5.
Full textAbstract:
碩士環球科技大學
公共事務管理研究所
107
Researchers of this study were to, by action research means, import family-style simulation into class management strategy, for the purpose of improving students’ character qualities “responsibility” and “cooperation” through the process of family-style scenario arrangement and role play and through class management effectiveness. This study focused on observing the actions of 16 third grade students of an elementary school. Data collection in this study involved analysis of observation records sheet, pictures of classroom scenario arrangement, family meeting minutes, students’ diaries, anecdotal records. Through analysis of data of observation for six months, the following conclusions have been drawn: (1) Through designing class management strategy, family-style simulation could significantly improve students’ qualities of cooperation and responsibility; (2) During the research, it has been found that class management incorporated with family-style simulation is an effective class management strategy; (3) The scenario of family-style simulation could provide a reference for elementary school teachers to implement character education by applying class management planning; and (4) Researchers materialized professional learning and growth in the process of research.
32
Zwane, Simon Kully. "Problems encountered by educators with the implementation of curriculum 2005 in grade 8 classroom in township schools in the Bethal area." Thesis, 2009. http://hdl.handle.net/10210/2200.
Full textAbstract:
M.Ed.This research is aimed at investigating problems that educators are experiencing in grade 8 with the implementation of Outcomes-Based Education in township schools, in the Bethal area. The researcher was confronted on a daily basis by a horde of unwilling and unmotivated teaching staff who claimed that they were unable to find their way through the labyrinth of the Outcomes-Based Education programmes. I thus set out to find the reasons why educators in township schools encounter problems with the implementation of grade 8 outcomes-based education. Summarily, the purpose of this study is to suggest solutions to the problems encountered of the implementation of OBE of the five schools in the township The objectives of the study can be stated as follows: · To analyse and understand the problems educators are experiencing in teaching out-comes based education. · To know how to assess the learners. · To understand the concept out-comes based education. · To be able to assist the educators in solving problems
33
Msimanga, Mothofela R. "Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education District, Free State." Diss., 2014. http://hdl.handle.net/10500/18817.
Full textAbstract:
Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education
District, Free State is a study undertaken to determine how teachers manage teaching and learning in multi-grade classrooms. A qualitative research design has been used. Literature review explored the origins of multi-grade teaching, its advantages and disadvantages, teaching and learning in multi-grade classrooms, the use of resources, difficulties faced by teachers teaching in multi-grade classrooms and overcoming these difficulties. Data revealed that teachers struggle to manage teaching and learning in multi-grade classrooms because they use curriculum policy documents which are meant for mono-grade classrooms. Teachers are overloaded with work. Peer tutoring, self-directed learning and cooperative learning help teachers to manage teaching and learning. Based on the findings, recommendations were made to the teachers, PED and DBE. The findings and recommendations will help the teachers in managing teaching and learning in multi-grade classrooms.Curriculum and Instructional Studies
M. Ed. (Didactics)
34
Msimanga, Mothofela Richard. "Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education District, Free State." Diss., 2014. http://hdl.handle.net/10500/18817.
Full textAbstract:
Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education
District, Free State is a study undertaken to determine how teachers manage teaching and learning in multi-grade classrooms. A qualitative research design has been used. Literature review explored the origins of multi-grade teaching, its advantages and disadvantages, teaching and learning in multi-grade classrooms, the use of resources, difficulties faced by teachers teaching in multi-grade classrooms and overcoming these difficulties. Data revealed that teachers struggle to manage teaching and learning in multi-grade classrooms because they use curriculum policy documents which are meant for mono-grade classrooms. Teachers are overloaded with work. Peer tutoring, self-directed learning and cooperative learning help teachers to manage teaching and learning. Based on the findings, recommendations were made to the teachers, PED and DBE. The findings and recommendations will help the teachers in managing teaching and learning in multi-grade classrooms.Curriculum and Instructional Studies
M. Ed. (Didactics)
35
Luman, Christopher John. "Managing learner behaviour of Grade 9 boys at a public fee paying secondary school in Pietermaritzburg, KwaZulu-Natal." Diss., 2018. http://hdl.handle.net/10500/24463.
Full textAbstract:
The purpose of this study is to investigate how positive discipline of Grade 9 boys should be managed at a selected public fee paying school in KwaZulu-Natal and to determine how learner behaviour would improve through educators acting as mentors. Furthermore, how educators could assist in implementing positive discipline management strategies to help in improving learner behaviour, and which positive discipline management strategies have been successful.
This study could be regarded as primarily descriptive and exploratory in nature, incorporating the basic characteristics associated with quantitative research. As such, it was predominantly deductive and positivistic in nature.
This study highlighted the importance of effective management systems that would assist the educator in the classroom. Several theories regarding learner management were explained and the literature review focused on the need for positive discipline strategies to be employed in the classroom, which would ultimately make for better relationships between the educator and the learner.
The study found that it is essential that the SGB, principal and senior management all get behind and support a managing behaviour mentor system as it has the potential to create a pleasurable work environment resulting in a reduction in the number of disciplinary matters for both the educator and the learner.Educational Leadership and Management
M. Ed. (Education Management)
36
Tredoux, Marlise. "Managing multi-grade teaching for optimal learning in Gauteng West primary schools." Diss., 2020. http://hdl.handle.net/10500/26546.
Full textAbstract:
The researcher investigated the management of multi-grade teaching for optimal
learning in Gauteng West primary schools. Ten participants, including school
principals, heads of departments and educators participated in individual and focus
group interviews and in observation of multi-grade classroom contexts. Findings
revealed that educators involved in multi-grade teaching feel overwhelmed by
challenging work conditions pertaining to large learner numbers and a lack of
adequate didactical resources. This is exacerbated by a lack of professional
development by means of tailor-made training for multi-grade teaching and the
presumption that educators teaching such classes must merely change the monograde teaching format of the curriculum themselves for applicable implementation in
a multi-grade teaching context. This leaves educators socially, emotionally and
professionally isolated. Recommendations include the involvement of seasoned
educators with expert knowledge and experience of multi-grade teaching to present
training sessions constituting advice and support to inexperienced educators involved
in said teaching.Die navorser het die bestuur van meergraadonderrig by laerskole in Wes-Gauteng vir optimale leer ondersoek. Afgesien van individuele en fokusgroeponderhoude met skoolhoofde, departementshoofde en opvoeders, is waarneming in meergraadklaskamers gedoen. Volgens die bevindings bemoeilik groot klasse en ʼn gebrek aan didaktiese hulpmiddels meergraadopvoeders se taak. Meergraadopvoeders voel hulle geensins opgewasse teen hierdie werksomstandighede nie. ʼn Gebrek aan opleiding in meergraadonderrig en die veronderstelling dat opvoeders die eengraadformaat van die kurrikulum in ʼn meergraadformaat kan omskakel, vererger sake. Opvoeders is van mening dat hulle maatskaplik, emosioneel en professioneel in die steek gelaat word. Daar word aanbeveel dat gesoute opvoeders met kennis van en ervaring in meergraadonderrig onervare opvoeders oplei en adviseer.
Monyakisisi o dirile dinyakisiso ka ga go ruta dikereiti tse fapanego go fihlelela bokgoni le tsebo tikologong ya go thekga dinyakwa tsa baithuti dikolong tsa phoraemari go la Gauteng Bodikela. Batseakarolo ba lesome, go akaretswa dihlogo tsa dikolo, dihlogo tsa dikgoro le barutisi ba tseere karolo ditherisanong ka botee le dihlopha tseo di nepisitswego gape le temogo dikemong tsa diphaposi tsa dikereiti tse di fapanego. Dikhwetso di utollotse gore barutisi bao ba rutago dikereiti tse fapanego ba imelwa ke maemo a modiro wo o nyakago gore ba ntshe bokgoni bja bona ka moka ka lebaka la dipalo tse ntsi tsa baithuti le tlhokego ya dithusi tsa thuto tse di lekanego. Se se thatafiswa ke tlhokego ya tlhabollo ya profesene ye ka go fa tlhahlo yeo e lebanego ya go ruta dikreiti tse fapanego le kgopolo ya go re barutisi bao ba rutago ba swanela go no fetola popego ya lenaneothuto la kereiti e tee ka bobona go re ba le dirise kemong ya go ruta dikereiti tse fapanego. Se se dira gore barutisi ba ikhwetse ba se na kgokagano le setshaba leagong, ba hloka bao ba ka llelago go bona le go se be le bao ba nago le kgahlego go profesene ya bona. Ditshisinyo di akaretsa go ba gona ga barutisi bao e lego kgale ba ruta ba nago le maitemogelo le botsebi go ruta dikereiti tse fapanego go hlagisa dipaka tsa tlhahlo tseo di fago maele le thuso go barutisi bao ba se nago maitemogelo.
Educational Management and Leadership
M. Ed. (Education Management)