Bibliografías temáticas / Learning Classroom management

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Literatura académica sobre el tema "Learning Classroom management"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Learning Classroom management"

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Zheleva, Petya. "E-LEARNING THROUGH THE MYTHWARE CLASSROOM MANAGEMENT PLATFORM FOR MULTIMEDIA INTERACTIVE LEARNING". Education and Technologies Journal 11, n.º 2 (1 de agosto de 2020): 359–65. http://dx.doi.org/10.26883/2010.202.2371.

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Presented a solution for effective classroom management through a platform for multimedia interactive learning Mythware Classroom Management. The main features and functions of the software and its compatibility with different operating systems are described. One way to actively involve students is to use software to organize and effectively manage the learning process through which interactive teaching and learning takes place.
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Javed, Muhammad Latif, Muhammad Asif Choudhary y Rashid Ahmad. "Classroom Management Techniques: A Framework to Practice". Review of Applied Management and Social Sciences 2, n.º 2 (26 de julio de 2020): 83–93. http://dx.doi.org/10.47067/ramss.v2i2.17.

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An effective classroom management is the key to better teaching-learning results and outcomes. It relates to creating a learning environment and focuses on developing an appropriate students’ behavior at early stage of students’ life. The main objective of the study was to analyze the classroom management techniques within the framework, used by elementary school teachers to make the process operative and successful at school level. The framework developed through the elements three main aspects static, dynamic and teachers’ perception about classroom management practices All the teachers teaching at elementary level and students enrolled at elementary level in district Mirpur (A.K) comprised the population. Data obtained was analyzed; the frequency, percentage and ranking were calculated. It revealed that the environment of classroom was generally suitable for teaching-learning process. It was recommended to provide teaching A.V Aids to teachers accordingly their classrooms need. Teachers should modify their management techniques to meet the students’ needs on basis of individual differences of students’ in classrooms. As authoritative attitude of teachers discourages the student in their learning, there was need for a friendly environment so that teachers and students can work together to produce good results.
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Kurti, Elida. "Classroom Management". European Journal of Multidisciplinary Studies 1, n.º 1 (30 de abril de 2016): 201. http://dx.doi.org/10.26417/ejms.v1i1.p201-210.

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This paper aims to reflect an effort to identify the problems associated with the educational learning process, as well as its function to express some inherent considerations to the most effective forms of the classroom management. Mentioned in this discussion are ways of management for various categories of students, not only from an intellectual level, but also by their behavior. Also, in the elaboration of this theme I was considering that in addition to other development directions of the country, an important place is occupied by the education of the younger generation in our school environments and especially in adopting the methods of teaching and learning management with a view to enable this generation to be competitive in the European labor market. This, of course, can be achieved by giving this generation the best values of behavior, cultural level, professional level and ethics one of an European family which we belong to, not just geographically. On such foundations, we have tried to develop this study, always improving the reality of the prolonged transition in the field of children’s education. Likewise, we have considered the factors that have left their mark on the structure, cultural level and general education level of children, such as high demographic turnover associated with migration from rural and urban areas, in the capacity of our educational institutions to cope with new situations etc. In the conclusions of this study is shown that there is required a substantial reform even in the pro-university educational system to ensure a significant improvement in the behavior of children, relations between them and the sound quality of their preparation. Used literature for this purpose has not been lacking, due to the fact that such problems are usually treated by different scholars. Likewise, we found it appropriate to use the ideas and issues discussed by the foreign literature that deals directly with classroom management problems. All the following treatise is intended to reflect the way of an effective classroom management.
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Akhtar, Dr Javaid, Dr Gokulnanda Patel y Nuzhat Khan. "Technology Adoption in Management Classroom Learning". INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 7, n.º 3 (15 de diciembre de 2013): 1110–24. http://dx.doi.org/10.24297/ijmit.v7i3.698.

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The paper aims to examine the factors affecting the intention to use technology by the MBA students. The Unified Theory of Acceptance and Use of Technology (UTAUT) is used as a research framework. Survey was conducted in seven metro cities in India viz; Mumbai, Pune, Kolkata, Delhi, Greater Noida, Bangalore and Chennai via questionnaire method. Out of 900 questionnaires distributed 517 students completed the survey questionnaire measuring their responses to five constructs in UTAUT. In addition to determining the factors which affect the usage of technology, the paper also enlists the  type of technologies used and their frequency of usage in classroom learning by the students. The students of AICTE approved and University affiliated colleges providing full time Masters degree in Business Administration (MBA) participated in this survey.
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Kaiser, Denise y Michael Abell. "Learning Life Management in the Classroom". TEACHING Exceptional Children 30, n.º 1 (septiembre de 1997): 70–75. http://dx.doi.org/10.1177/004005999703000114.

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Kumar, Mukul y Ziqian Liu. "Classroom Management Strategies and Student Learning". Advanced Journal of Social Science 5, n.º 1 (29 de mayo de 2019): 65–72. http://dx.doi.org/10.21467/ajss.5.1.65-72.

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Great teachers build great institutions. The teachers who have been playing a central role in human learning and effective teaching are believed to be the shapers of society. Usually, the effectiveness of an instructor is measured on the basis of the performance of his pupil. There exist many factors which affect the performance of the class. Classroom management is one of the important factors which matters a lot in the process of student learning. Classroom management can be considered as an art which varies from teacher to teacher i.e. every teacher has a unique style of managing his class but still there exist some general classroom practices. In this article, the emphasis is given on some of the general classroom management practices, following which can enhance the effectiveness of student learning.
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Dane-Staples, Emily. "Constructing a Sport Management Classroom". Sport Management Education Journal 7, n.º 1 (octubre de 2013): 25–33. http://dx.doi.org/10.1123/smej.7.1.25.

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As accountability and the nature of higher education are changing to an emphasis on teaching, it is critical for faculty to have pedagogical training to develop their classroom skills. Currently, most doctoral programs do not require pedagogical courses therefore faculty must independently seek knowledge on how to engage students and to teach the specifics of sport management. This article discusses the foundations of constructivist learning and some specific teaching strategies relevant for a sport management classroom. Drawing on educational and psychological theory, a six-element framework is outlined where instructors attempt to reach long-term learning, not just a memorization of facts. The overall framework and each element are discussed and then strategies such as the Fishbowl, Active Opinion, Talking in Circles, and group selection options are introduced. The benefit of this approach to the classroom is that it is not topic specific, and can be implemented in a variety of sport management classrooms.
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Rijal, Chanakya P. "Classroom Management in Schools". Journal of NELTA Surkhet 4 (4 de julio de 2015): 48–56. http://dx.doi.org/10.3126/jns.v4i0.12860.

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Among the various concepts emerged more recently in the field of formal education, especially in school education, classroom management has been considered as one of the integrated functions of institutional and functional intervention areas in teaching-learning. In this discourse, different professionals and institutions happen to proclaim different strategies and functional inputs so as to transform classroom as one of the most essential areas of school transformation. The scope of functional coverage of classroom management has expanded significantly these days from the concept of traditional physical structural shape to induction of newer approaches of student participation, learner focused teaching learning, collaborative and cooperative approaches to teaching-learning materials development and implementation, making classroom discourses more socio-ethically sound, and creating appealing classroom infrastructure and rules for teachers, students and also for the parents. In fact, there is no readymade capsule to swallow as the final solution for this issue and there is also no final destiny as the overall concept of classroom and its arrangement has been consistently overhauled globally. Journal of NELTA Surkhet Vol.4 2014: 48-56
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Findley, Bev y Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key". College Teaching Methods & Styles Journal (CTMS) 2, n.º 1 (22 de julio de 2011): 49. http://dx.doi.org/10.19030/ctms.v2i1.5252.

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Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.
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Findley, Bev y Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key". College Teaching Methods & Styles Journal (CTMS) 2, n.º 3 (22 de julio de 2011): 1. http://dx.doi.org/10.19030/ctms.v2i3.5262.

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

1

Kemp, Hermione. "Exploring a story-based learning design in a grade 4 science and technology classroom". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021017.

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Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
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Hitt, Sara Beth y false. "Learning Strategies and Classroom Management to Support All Learners". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4064.

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Mandale, Pankaj. "Impact of Stress Management on Learning in a Classroom Setting". TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/225.

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Stress is an important feature of the lives of college students and can impact negatively on learning. The effectiveness of an in-class stress management intervention for improving course content retention was tested with a cross-over design in two introductory graduate biostatistics classes. Each class met one day per week for the duration of the semester, and was taught by the same instructor, following the same syllabus. A pretest duplicating items on the midterm and final exam was administered to all students at the first class meeting. Identical midterm and final exams were administered in both classes. During the first half of the semester, each class session in one section was preceded by a ten minute deep breathing stress management procedure (n = 30). During the second half of the semester this procedure was discontinued in the first section and implemented in the other section (n = 10). There were no significant differences by age, citizenship, or gender between the two sections of the course. Based on the statistical analyses between the two groups the study did not give a clear answer if stress management was effective in improving learning.
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Muschamp, Yolande Mildred. "Pupil self assessment in the primary classroom". Thesis, University of the West of England, Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389512.

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This thesis examines the extent to which the construction of knowledge by young children involves the practical activity of self assessment and the ways in which such activities can be developed to enhance the learning process. The research programme was carried out using ethnographic and qualitative methods of data collection and analysis within an action research framework in seven classrooms. The investigation of self assessment activities involved the exploration of the children's conceptualisation of progress; their understanding of classroom tasks; their efforts to use their peers for guidance; and their attempts to ensure that their own performance matched that of their peers. It was found that the assessment processes including positive feedback by the seven teachers often provided mixed or erroneous messages and that assessment strategies were not directly taught. Children often failed to differentiate between the teachers I expectations a n relation to their behaviour and their academic performance within a task. A social constructivist model of learning provided a framework for the development and analysis of these self assessmentactivities. In particular it provided the basis for the development of the role of the teacher and of peers as the 'more capable other' and for the location of self assessment strategies within the stages of 'scaffolding', 'handover' and independent learning. The development of self assessment strategies within this framework included the identification and assessment of targets, the use of the pupil portfolio and the development of an assessment vocabulary by the teachers and pupils which ensured a shared understanding of assessment processes. The thesis concludes that self assessment strategies are integral to the learning process and that the development of these activities can enhance the learning process by raising awareness of the activities and allowing them to be taught directly. Self assessment can increase the efficacy of scaffolding by the more capable other which in turn can lead to greater independence for the child.
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Barnes, Andrew Floyd. "Instructional Video Object-Based Learning in a Flipped Construction Management Classroom". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103059.

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Traditional methods of teaching (i.e., didactic reading and lecture) remain the primary way instruction is delivered in construction management (CM) classrooms. This is true despite a growing body of literature promoting more contemporary, student-centered pedagogies that offer improvements over traditional teaching models. One of these is object-based learning (OBL), a student-centered approach that uses digital learning objects (LOs), such as videos, images, animations, mobile apps, and educational games, to facilitate deep and engaging learning experiences. One of the most common types of LO is instructional videos. Over the past quarter century, abundant research has been conducted in the field of computer science to advance the quality and reach of instructional video LOs. In contrast, a relatively small amount of research has been dedicated to understanding them in terms of their pedagogical efficacy. This is especially true for the field of CM. Very little empirical research currently exists at the intersection of CM and OBL. This dissertation examines the ability of supplemental instructional videos (SIVs) — a specific type of instructional video that complements other forms of instruction, including in-person teaching, readings, and group work, to deliver a full learning experience — to improve both the performance and the quality of the learning experience for undergraduate CM students. The first chapter of the dissertation is introductory, providing information about the major themes of the dissertation including construction management education, OBL, SIVs, and flipped classrooms. The second chapter explores the foundational learning theories that support OBL in a flipped CM classroom. A theoretical framework is proposed that can be used by teachers to guide them as they tailor their own approach for using instructional videos. The third chapter presents an interdisciplinary synthesis of best practices for the design and development of SIVs. Using these best practices, I document the production process of SIVs for an undergraduate CM course called Residential Construction Technologies. The fourth and fifth chapters cover a study in which the SIVs I developed were used as teaching aids for pre-class readings in Residential Construction Technologies. Chapter Four centers on a repeated measures experiment that was designed to evaluate the effectiveness of the SIVs at improving student performance. Chapter Five uses surveys and interviews to understand student perceptions of the SIVs. Overall, I found that the SIVs had little measurable effect on improving the student's grades. However, overwhelmingly, the students reported that they valued having the videos, and felt that they helped with their understanding of unfamiliar or complicated course topics. Chapter Six concludes the dissertation with a short synthesis of all chapters and summary of their major themes and findings.
Doctor of Philosophy
Increasingly, teacher-made instructional videos are being used as educational tools in university classrooms. Unfortunately, not much guidance is available to help teachers with this task, and many of the videos being produced today are both low quality and ineffective. This dissertation's purpose is to help teachers find an efficient way to produce effective and appealing instructional videos for their specific learning audiences. Although this work was executed in a construction management (CM) context, teachers in many fields can benefit from the research. The first major accomplishment of the dissertation is an educational framework that teachers can use to incorporate instructional videos in their own curriculums. Next, a collection of the current best-practice guidelines for the design and development of instructional videos was assembled and explained. Using the guidelines for ourselves, I produced twelve short videos on various construction topics to be used in an undergraduate CM course called Residential Construction Technologies. The videos were designed to accompany readings that the students were assigned to complete before coming to class. To understand if the videos were effective teaching aids, I conducted an experiment to measure whether the videos made a difference to the students' grades. Additionally, I asked the students with a survey and interviews to describe how they felt about the videos. Overall, I found that the videos had little impact in improving the student's scores. However, overwhelmingly, the students reported that they valued and appreciated having the videos and they felt that they helped with the reading topics.
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Henderson, Kalebra Henderson. "The Effect of Higher Education Classroom Management Behavior Strategies on Learning". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2214.

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Higher education instructors experience many uncivil behavior challenges among students in the classroom that affect learning. The purpose of this qualitative study was to investigate the effect of higher education classroom management behavior strategies on learning. Guided by Bandura's social learning theory and Piaget's cognitive theory, the research questions were designed to explore the perceptions of instructors and students about classroom management behavior strategies used in college settings and how student classroom incivility affects learning. The study included a panel of experts to aid in determining the feasibility of the project study protocol, testing the adequacy of research instruments, and identifying weaknesses in a study. There were 19 prewritten open-ended interview questions used to gather in-depth feelings, attitudes, and perceptions of 5 instructors' and 5 students' experiences toward classroom incivility from a 2-year college in Texas. Participant interviews were transcribed using open, axial, and selective coding to identify common themes. Discipline referral reports and researcher observation notes were gathered to triangulate the data. The findings indicated the instructors needed training on how to better manage uncivil classroom behaviors among students. The findings were used to develop a professional development training called "Classroom Incivility: Address it Now, Later, or Never." This project resulting from the study could have a direct effect on positive social change by equipping instructors with better tools to effectively manage uncivil behavior among students in their classrooms.
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Damonse, Selwyn. "Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school". Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1553_1360926110.

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South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo
learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo
responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.

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Harley, Joan Mary. "To what extent is the deep enjoyment of flow experienced in primary classroom learning, and under what teaching and learning conditions might the deep enjoyment of flow be facilitated /". Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040729.142903/index.html.

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Hermann, Tammy Ann. "Literacy learning centers in a second grade classroom". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1820.

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Chorost, Michael Murray. "Designing online environments to facilitate classroom management and student collaborative work /". Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004237.

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Libros sobre el tema "Learning Classroom management"

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Arthur, Michael. Classroom management: Creating learning positive learning environments. Southbank, Victoria: Thomson Learning, 2003.

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Evertson, Carolyn M. Looking into learning-centered classrooms: Implications for classroom management. Washington, DC: NEA, 2006.

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Evertson, Carolyn M. Looking into learning-centered classrooms: Implications for classroom management. Washington, DC: NEA, 2006.

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Hue, Ming-tak. Classroom Management: Creating a positive learning environment. Hong Kong: Hong Kong University Press, 2008.

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McDonald, Tim. Classroom management: Engaging students in learning. South Melbourne, Vic: Oxford University Press, 2010.

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Classroom management: Engaging students in learning. South Melbourne, Vic: Oxford University Press, 2010.

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S, Jones Louise y Jones Vernon F, eds. Comprehensive classroom management: Creatingpositive learning environments. 2a ed. Boston: Allyn and Bacon, 1986.

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Zabel, Robert H. Classroom management in context: Orchestrating positive learning environments. Boston, MA: Houghton Mifflin, 1996.

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H, Sapona Regina, ed. Managing classrooms to facilitate learning. Englewood Cliffs, NJ: Prentice-Hall, 1991.

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

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Capítulos de libros sobre el tema "Learning Classroom management"

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Morgan, James R. y Scott W. Slough. "Classroom Management Considerations". En STEM Project-Based Learning, 99–107. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-143-6_11.

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Arnold, Pamela L. y John A. Nunnery. "Classroom Management and Motivation". En Encyclopedia of the Sciences of Learning, 548–52. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1191.

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Wright, Tony. "Classrooms as Formal Contexts for Learning". En Classroom Management in Language Education, 19–54. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230514188_3.

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Black, Kate y Russell Warhurst. "Peer learning within the multi-cultural classroom". En Organisation Studies and Human Resource Management, 187–88. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429262937-22.

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Lam, Jeanne, Simon K. S. Cheung, Norris Lau y Jane Yau. "The Use of Virtual Classroom in Library and Information Management Courses". En Hybrid Learning, 352–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14657-2_32.

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Hong, Jer Lang. "Tools for Research Management". En Assessment for Learning Within and Beyond the Classroom, 137–46. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0908-2_13.

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Taylor, Edward W. "Student–Teacher Relationships: The Elephant in the Classroom". En Connecting Adult Learning and Knowledge Management, 69–83. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29872-2_4.

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Rubin, Joan y Claudia Acero Rios. "15. Empowering Teachers to Promote Learner Self-management". En Learning Strategy Instruction in the Language Classroom, editado por Anna Uhl Chamot y Vee Harris, 227–42. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415-024.

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Jin, Ying y Chunwang Zhang. "Back End Development of Classroom Management System Based on .Net". En Machine Learning and Intelligent Communications, 195–200. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66785-6_21.

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Davis, Jonathan Ryan. "Introduction: The Problem of Integrating Classroom Management into the Lives of Those Learning to Teach". En Classroom Management in Teacher Education Programs, 1–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63850-8_1.

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Actas de conferencias sobre el tema "Learning Classroom management"

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Whittington, Keith y Michael Yacci. "Active Learning for Classroom Management Model". En InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3238.

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This paper proposes the Active Learning for Classroom Management Model as a method to structure active learning experiences. The model was devised and tested in an Introductory Computer Programming course. Stages in the model are explained with examples of classroom activities. The model was evaluated twice in series of quasi-experiments and limited support was provided for improved student performance through the use of the model.
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McKenzie, J. "Management learning in a global classroom". En IEE Colloquium on Exploiting Learning Technology: Issues for Learners and Educators. IEE, 1998. http://dx.doi.org/10.1049/ic:19980745.

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Calleja Sanz, Gema, Mariona Vila Bonilla, Harold Torrez Meruvia y Adriana Sauleda Palmer. "A FLIPPED CLASSROOM EXPERIENCE IN MANAGEMENT LEARNING". En 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1673.

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Barth, Karla. "The Management Of Learning Difficulties In Classroom". En Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.137.

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Li, Fei y Jingyao Qi. "The effect of e-learning on students' cooperative learning behavior outside of classroom". En International Conference on Information Management and Management Engineering. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/imme140161.

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Rocha, Elisson, Marília Lima y Wylliams Barbosa Santos. "Problem Based Learning in the Project Management Classroom". En 13th CONTECSI International Conference on Information Systems and Technology Management. TECSI, 2016. http://dx.doi.org/10.5748/9788599693124-13contecsi/rf-4038.

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Wang, Dan, Rong Fu y Zuying Luo. "Classroom Attendance Auto-management Based on Deep Learning". En 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.327.

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Ku, Yu-Te, Han-Yen Yu, I.-Chang Tsai y Chao-Hung Liao. "DESIGN AND IMPLEMENTATION OF A CLASSROOM ATMOSPHERE MANAGEMENT SYSTEM". En International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0854.

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Pejić Papak, Petra y Renata Čepić. "DEMOCRATIC STYLE OF CLASSROOM MANAGEMENT IN PUPIL-CENTERED TEACHING". En 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1453.

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Gupta, Sujit Kumar, Ashwin T.S. y Ram Mohana Reddy Guddeti. "CVUCAMS: Computer Vision Based Unobtrusive Classroom Attendance Management System". En 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2018. http://dx.doi.org/10.1109/icalt.2018.00131.

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