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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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ELLIS-SCHWABE, MICHELLE ANDREE. "PREDICTION OF CLASSROOMS THAT ARE AT RISK: IMPLICATIONS FOR STAFF DEVELOPMENT (ARIZONA)". Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183910.
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This study was designed to isolate variables that could predict classrooms where there is some risk of low academic achievement. Observations were conducted in 18 second through sixth grade classrooms in Tucson, Arizona. A minimum of three observations were conducted in each classroom for each of two subject areas, reading and mathematics. The California Achievement Test was used as the pre and post outcome measure. Multiple correlation analyses were used to predict classrooms that would be expected to have low academic achievement gains over the course of one year of instruction. These "at-risk" classrooms were identified using variables derived from a model of academic learning time. The results indicated that the best predictors of reading achievement were process variables such as focusing on task and receiving corrective feedback. This was true when both achievement gain and achievement residuals were time variables such as allocated and engaged time. Though further research is necessary, this study suggests that variables associated with a model of academic learning time appear promising as predictors of classrooms that are at-risk. The possibility of early and valid predictions of this kind has obvious implications for staff development programs. Using the data from classroom observations, specific inservice procedures could be used to alleviate the causes of academic risk. Staff development programs targeted to classrooms that are identified as at-risk would also allow more efficient use of scarce inservice dollars.
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Harris, Lisa y Lisa Harris@rmit edu au. "Electronic Classroom, Electronic Community: Virtual Social Networks and Student Learning". RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080717.144715.
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The capacity for online learning environments to provide quality learning experiences for students has been the focus of much speculation and debate in the higher education sector from the late 1990s to the present day. In this area, 'quality' has become synonymous with engaging students in a learning community. This study reports on a qualitative research project designed to explore the significance of community for students when they study in online learning environments. This project used three case studies to explore tertiary students' thoughts and expectations about community in the online environment. The research was constructed iteratively. Data from the initial case suggested the need to explore the relationship between the constructed online learning environment and the development of learning communities or what I have termed Social Learning Support Networks (SLSN). To explore this issue further, the project was expanded and subsequent cases were chosen that included fundamentally different types of online learning environments. The project had two significant results. Firstly, students not only confirmed popular educational theories on the value of learning communities, but also described how this form of social connection might practically benefit their learning. Secondly, the project found that certain forms of synchronous online environments provided enhanced opportunities for students to form social connections that supported their learning. This project provides new evidence of the benefit of community for students studying online and argues that future online learning environments should be shaped by five key principles designed to foster a sense of social connection between students.
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Tai, Chin Tong. "Silence in the classroom". HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/392.
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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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Rogers, Andrew Lewis. "Student voice : bridge to learning /". Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7645.
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Nel, Rika. "Classroom management of attention-deficit-hyperactivity disorder (ADHD) in learners in the Lejweleputswa district". Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/681.
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Thesis (M.Ed. (Education Management )) - Central University of Technology, Free State, 2014In keeping with international trends in education, South Africa has embraced inclusive education which makes provision for all diverse learners with learning barriers, such as Attention Deficit/Hyperactivity Disorder, to be educated and included in the mainstream classroom. ADHD is a common disorder known to be associated with behavioural and academic difficulties, creating challenges for both teachers and learners. Putting inclusive education into practice within diverse classrooms imply that teachers have to support and teach according to a variety of needs and preferences of learners, including learners with ADHD. I believe that teachers present one of the most valuable sources of information with regard to referral and diagnosis of the disorder. They are also responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. However, since some doubt exists as to whether teachers have the appropriate knowledge of ADHD and management skills to fulfill this important role, this research study has sought to examine and evaluate how the presence of learners with Attention Deficit Hyperactivity Disorder (ADHD) impacts upon the educational and behavioural climate of the mainstream classroom in the Foundation Phase in primary schools in the Lejwleputswa District. The study moreover addressed the knowledge levels of teachers and support systems in place at both institutional and departmental level. Analysis of the information gathered through interviews revealed that ADHD learners have a predominantly negative impact on the mainstream classroom. The study found that teachers often hold negative beliefs regarding behaviour problems exhibited by ADHD learners, tend to be pessimistic about teaching these learners, and feel that they require extra time and effort to teach them. This could be attributed to a lack of knowledge and management skills of ADHD. Furthermore, it became evident that the majority of teachers view medication as the most effective treatment strategy. Recommendations for the DoE, teachers and further study were made.
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Hubbard, Jamie Helton. "Classroom Management Practices for Male African American Students with Behavioral Disorders". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1588.
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Male African American students with disabilities in a South Carolina school district have received a greater proportion of discipline referrals and exclusionary consequences than have other demographic groups. The purpose of this sequential mixed methods study was to explore classroom management strategies that may reduce this disproportionality. The conceptual framework was Skinner's applied behavior theory, which states that to change behavior, the environment must be changed. The qualitative guiding question investigated teacher beliefs about best classroom management practices. The quantitative research questions were intended to provide a description of discipline preferences. Quantitative data were collected through the Behavior and Instructional Management Scale (BIMS) survey (n = 20). Qualitative data were gathered from interviews with and observations of teachers of male African American students with behavioral disorders. Descriptive statistics of 20 BIMS responses indicated that participants' self -reported preferences were instructional management strategies and approaches that emphasized organizing the learning environment. Qualitative interview and observation data were analyzed using axial coding and a matrix. Findings indicated that although participants could identify disciplinary best practices, they lacked confidence to implement them. Based on these results, a professional development workshop for teachers was developed to implement research-based classroom management practices. This project will introduce social change for teachers by improving their efficacy in managing challenging behaviors and increasing instructional time. Students will also benefit from improved productivity in the learning environment.
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Skelton, David J. E. "An investigation into the learning environments of blended delivery (e-learning and classroom) in a tertiary environment". Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18577.
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This thesis describes research investigating the learning environment of tertiary students undertaking their studies through a mixture of online learning management systems and traditional tertiary classroom delivery. A review of the literature examined traditional learning environments, pure online virtual environments and more recent literature pertaining to a blended environment. The examination of student and staff perceptions of learning environments in different contexts served to generate recommendations to help tertiary teachers optimise online and traditional teaching practices within a mixed-mode environment. Students' experiences of their learning environment were discovered through quantitative and qualitative methods. Quantitative data on students' experiences were gathered by using an adapted version of the Web-based Learning Environment Instrument (WEBLEI). Qualitative data on students' experiences were collected by discussion questions added to the WEBLEI survey. Qualitative data on the use of online and blended learning environment experiences by tertiary staff were gathered by email and supplementary interviews. The study synthesised results from these multiple sources within a tertiary institute environment and made recommendations and gave insight into optimal blended learning environments within the tertiary sector. Overall, the study provided a perspective on the psychology and strategic view of the learning environment for the future tertiary institute.
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Gage, Charles Quincey. "The meaning and measure of school mindfulness an exploratory analysis /". Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1069683954.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xiii, 169 p.; also includes graphics. Includes abstract and vita. Advisor: Wayne K. Hoy, Dept. of Educational Policy and Leadership. Includes bibliographical references (p. 154-169).
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Lee, Scott. "A COMPARISON OF STUDENT PERCEPTIONS OF LEARNING IN THEIR CO-OP AND INTERNSHIP EXPERIENCES AND THE CLASSROOM ENVIRONMENT: A STUDY". Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2313.
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This study analyzed hospitality management student perceptions of learning both inside the classroom environment and student perceptions of learning in their experiential learning assignments outside the classroom. There were 681 students attending the Rosen College of Hospitality Management at the University of Central Florida who participated in this study. A modified version of the Predicting Learner Advancement through Cooperative Education (P.L.A.C.E.) instrument was used in order to collect data for the study. The P.L.A.C.E. instrument was developed to be a standardized instrument measuring pre-graduation learning outcomes in the following four areas: (a) career development, (b) academic functions achievement, (c) work skills development, and (d) personal growth/development (Parks et al., 2001). This study attempted to add to the literature regarding learning outcomes by contrasting learning in the classroom environment and cooperative education learning assignments. Many leading hospitality curriculums currently incorporate an experiential learning component into their curriculums. Some of the documented benefits of experiential learning or cooperative education programs include: (a) improved student self confidence, self-concept, and improved social skills (Gillan, Davies, & Beissel, 1984). (b) increased practical knowledge and skills (Williams et al. (1993), and (c) enhanced employment opportunities (Clark, 1994; Sharma, Mannel & Rowe, 1995). This study confirmed all of these previously documented benefits of experiential learning, and identified new learning outcomes or benefits for students who participate in experiential learning, such as an increased understanding of how organizations function, increased ability to view career expectations realistically, an increased network of professional contacts, increased ability to take initiative, increased ability to adapt to change, increased leadership skills and increased financial management skills. Unlike many other studies, this study investigated student perceptions of learning in both their classroom environments and their experiential learning assignments at the same time. This allowed the researcher a unique opportunity to compare and contrast each learning environment and identify specific benefits for each.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Noel, Brett Riley. "Conflict Resolution Education in Indonesia: Mapping Adaptations and Meanings". Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1216822963.
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Hillman, Daniel Charles Alexander. "Improving coding and data management for discourse analysis : a case study in face-to-face and computer-mediated classroom interaction". Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284988.
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GILMER, JAMES FREDERICK. "FACTORS RELATED TO THE SUCCESS AND FAILURE OF TEACHER ASSISTANCE TEAMS IN ELEMENTARY SCHOOLS". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188066.
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The purpose of this study was to identify team development activities which occurred in public elementary schools during the implementation year of the Teacher Assistance Team (TAT) and determine if there were any significant differences between highly effective and less effective teams. The sample under study consisted of 42 elementary schools which were implementing the Teacher Assistance Team model during the 1983-84 school year. A questionnaire survey instrument was used to obtain information from the schools regarding team development activities. School staff were asked to respond to eight general areas thought to impact upon the adoption of the Teacher Assistance Team model in the school. These areas were level of service delivered, effectiveness of service delivered, personnel training, team membership, scheduling of meetings, principals' support strategies, technical assistance needs, and teacher reactions to the team process. Statistical analysis revealed the high and low service teams did not differ significantly in school enrollment, personnel trained, scheduling of team meetings, or 26 of the 27 support strategies employed by building principals. However, the analysis indicated significant differences between the high and low service levels. The high service teams operated for a larger proportion of the months possible; served a larger proportion of the student enrollment; and considered more cases per month and per team than did the low service teams. Additionally, the high service teams attempted to resolve a larger proportion of team development problems and actually resolved more problems than the low service teams. Building principals among the high service teams demonstrated more of a commitment to the team process by personally selecting team members and requiring that teachers experiencing learning or behavior problems in the classroom refer to the team for assistance. The results of this study hold implications for teachers and school administrators. Recommendations were developed enabling state and local educational agency personnel and building principals to increase the effectiveness of Teacher Assistance teams during the first year of the team's operation in the school. Future research is directed to address three outcomes of the team process. These are: referral and cost effectiveness; classroom intervention; and teacher satisfaction.
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Dillard, Patricia Hutcherson. "Learning-Inhibiting Problems Experienced by Middle School Teachers: Implications for Staff Development". Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/37486.
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This study sought to determine if there were statistically significant differences between years of teaching experience and education relative to learning-inhibiting problems in the classroom. These differences were measured by responses on surveys, classroom observations, review of summative teacher appraisal instruments and focus group interviews.
A population of 271 middle school teachers of language art, social studies, mathematics and science were selected from one urban school district. Analysis of variance (ANOVA) was the statistical analysis procedure utilized to analyze the data.
Thirteen null hypotheses were tested at the .05 alpha level. The research failed to reject 12 null hypotheses of no statistically significant difference between years of teaching experience (0-5, 6-12, 13-20, 21+) and education (middle school trained, middle school untrained) and learning-inhibiting problems (chronic talking, refusing request, tardiness, inattentiveness, talking back to teachers) experienced by middle school teachers in the classroom. The only null hypothesis rejected was that no statistically significant difference existed between 0-5 years of teaching experience and the non-instructional strategy (consultation with an administrator) used to prevent learning-inhibiting problems in the classroom. The results of the data analysis revealed that teachers in the 0-5 range of teaching experience preferred consultation with administrators as the strategy for preventing disruptive behavior in the classroom.
Upon classroom observation, there was no statistically significant difference between years of teaching experience and the ability to manage a classroom. It was observed that teachers who circulated throughout the classroom while directing instruction and using questioning techniques were better able to manage the classroom and have fewer disruptions than teachers who stood in front of the class or who were seated and directed instruction.
Focus group members indicated that many disruptive behaviors can be addressed through appropriate instructional planning and delivery. Therefore, staff development should address a variety of instructional strategies that would prevent and eliminate specific learning-inhibiting problems as chronic talking, tardiness, inattentiveness, refusing request of teachers, and talking back to teachers in the classroom.Ed. D.
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Basson, L. C. "WebCT : an alternative for the traditional classroom training". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53220.
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Thesis (MBA)--Stellenbosch University, 2002.ENGLISH ABSTRACT: Technology and especially Internet has advanced rapidly during the last ten years. Universities have been in the forefront with access to Internet, but are only now beginning to wake up to the opportunities that exist within the technological arena. Unfortunately Universities have been slow to accept the possibilities of the World Wide Web and its uses within the classroom. Student demographics are changing and their requirements are changing. The Students of today are no longer studying full time and in their early twenties. They are older, are working part-time and need to arrange their study-time to accommodate their work schedules. Universities have to adapt some of their courses or lose out to the competition, which has become global due to technological advances. Web based learning is a perfect answer to the problems working students face, but the mindset of lecturers and even students need to be changed to accept this new form of learning. Many universities have already started distance-learning projects, which are perfect for certain parts of the world and certain students, generally in the Western world. The best ways to start changing perceptions is by combining webbased learning and traditional classroom education and then gradually move on to a full online virtual classroom scenario. In this project a software package called WebeT was used to move a People Management MBA course, which was previously only presented via a traditional classroom into the realm of a virtual classroom. This was achieved by giving the students online access to all information they would traditionally get physically, such as course information. The move of classroom information onto WebCT resulted in file downloads, questionnaires and other information becoming available online. As a direct result the traditional classroom contact for the People Management course was shortened from twelve sessions to seven sessions. The course is close to becoming a complete online course.
AFRIKAANSE OPSOMMING: Tegnologiese ontwikkeling en veral die gebruik van die Internet het gedurende die afgelope tien jaar baie gevorder. Universiteite het reeds 'n geruime tyd toegang tot die Internet, maar begin nou eers besef watter voordele hierdie tegnologiese era vir hulle inhou. Ongelukkig was Universiteite stadig om die potensiaal van die 'World Wide Web" binne die tradisionele klaskamer te ontgin. Die demografiese profiel van studente het in die laaste paar jaar baie verander. Die hedendaagse student is nie meer 'n voltydse student in sy vroeë twintigs nie. Studente is nou ouer, werk deeltyds en hul studietyd moet kan aanpas by hul werkskedules. Universiteite sal of hul kursusse hierby moet aanpas, of studente aan die kompetisie verloor, wat weens die tegnologie nou globaal is. Web gebaseerde onderrig is die perfekte antwoord vir die probleme wat werkende studente ervaar. Die persepsie van die lektor en ook die student moet egter verander om hierdie nuwe vorm van onderrig te aanvaar. Universiteite het alreeds met afstand onderrig begin, wat baie goed werk in sekere lande en met sekere studente. Die doeltreffendste manier om persepsies te verander, is.deur web gebaseerde onderrig en tradisionele klaskamer onderrig te begin kombineer. Hierna kan daar stelselmatig beweeg word na 'n volle virtuele klaskamer scenario. In hierdie projek is 'n sagteware program WebCT gebruik om 'n MBA-kursus in Mensebestuur, wat tradisioneel 'n klaskamer gebaseerde kursus is, te omskep in 'n virtuele klaskamer kursus. Dit is bewerkstellig deur die kursus informasie, wat tradisioneel in fisiese notas aan die studente oorgedra is, direk aanlyn beskikbaar te stel. Die gebruik van WebCT het tot gevolg gehad dat studente nou informasie kon aflaai en vraestelle beantwoord op die Internet. Die tradisionele klaskamer sessies van die Mensebestuurkursus is hierdeur verkort van twaalf sessies na sewe sessies. Hierdie verandering het veroorsaak dat hierdie kursus bykans geheel en al in 'n virtuele klaskamer kursus omskep is.
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van, Limbeek Catherine A. H. "What adaptations and modifications do regular classroom teachers report making to their programs and practices in order to meet the needs of students with mild disabilities and learning difficulties? /". Canberra, 2008. http://erl.canberra.edu.au/public/adt-AUC20081216.113453/index.html.
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Cowell, E., R. Fawbush, Joshua L. Ray y C. Allen Gorman. "CIVAMITAWSED: A Mnemonic Exercise to Increase Comprehension, Critical Thinking, and Enhance Classroom Discussions". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/419.
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Smith, Colin James. "Coping with difficulties in learning and behaviour : classroom management, school organisation and support teaching: a collection of publications and research". Thesis, University of Birmingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325621.
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Addis, P. W. "A case study investigating classroom teachers', pupils' and school management responses to the use of ICT in teaching and learning". Thesis, Queen's University Belfast, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437900.
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Sutton, Charles T. Mr. "Teacher Attitudes and Practices that Support Student Learning". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2358.
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Generally in today’s classrooms educators have the responsibility to develop teaching practices that are best suited for a particular group of learners. Since the early days of 1-room schools, various teaching styles have been developed to accommodate a changing world. As the curriculum has broadened through the years, individual student needs have remained the focus as teachers have become more and more accountable for student learning.
The purpose of this qualitative study is to investigate or identify how successful teachers manage their classrooms. It defines key student behavior issues that most teachers experience daily. The study further investigates the hypothesis that lesson planning and productive teaching with overall good student behavior is not a product of good luck or chance; it results from efforts made by caring teachers who aid learning for their student. I attempt to determine what the typical teacher does in efforts to reach the goal of effectively educating students and managing various issues that arise within the classroom setting simultaneously.
The study was conducted in a rural community within middle school grade levels. All teachers were interviewed and asked open-ended questions during the 2013-14 school year. Also, the teachers were observed in their actual classrooms. I examined the practices that enable them to teach. The teacher responses offered valuable information about perceptions pertaining to excellent teaching, classroom management, and the relevance of teaching factors that enhance student learning.
Exerting extra effort toward minimizing classroom disruptions, while consistently providing a learning environment, requires an assertive approach in planning before the students enter the classroom. This research can provide all educators insight to such of an educational environment that has proven to be productive in today’s complex world. These teaching attributes would better assure students upon their arrival to the classroom each day, a routinely excited, enthused, and caring educator.
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Hernández, Rentería Luis Alejandro. "Gamified layer for Google Classroom to improve the user experience and engagement of students with ADHD". Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-14237.
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The implementation of a Course Management System into an educational institution oriented to students with learning disabilities such as ADHD, represents a big challenge since these students experience persistent impairments in attention (or concentration) that impact negatively on their learning outcomes, engagement and motivation. It’s crucial to adapt and enhance these environments having in consideration the students’ special learning needs, in order to improve their user experience and engagement during their learning process. This thesis address the design and development of gamified layer that brings a current analog gamification practice into a Course Management System Environment, Google Classroom (GC). The prototype developed retrieves, transforms and shows the GC data in form of game elements such as points, badges, and progress bars, among others. After using the prototype during three weeks, the students showed an easy familiarization with the gamified layer of GC and an active participation and persistence during their course activities.
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Ameerbakhsh, Omair. "Towards the use of interactive simulation for effective e-learning in university classroom environment". Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27939.
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In this PhD thesis, the utilisation of interactive simulation in a higher education e-learning classroom environment was explored and its effectiveness was experimentally evaluated by engaging university students in a classroom setting. Two case studies were carried out for the experimental evaluation of the proposed novel interactive simulation e-learning tool. In the first case study, the use of interactive agent-based simulation was demonstrated in teaching complex adaptive system concepts in the area of ecology to university students and its effectiveness was measured in a classroom environment. In a lab intervention using a novel interactive agent-based simulation (built in NetLogo). For the purpose of teaching complex adaptive systems such as the concept of spatially-explicit predator prey interaction to undergraduate and postgraduate students in the University of Stirling. The effectiveness of using the interactive simulation was investigated by using the NetLogo software and compared with non-interactive simulation built using R programming language. The experimental evaluation was carried out using a total of 38 students. Results of this case study demonstrates that the students found interactive agent-based simulation to be more engaging, effective and user friendly as compare to the non-interactive simulation. In the second case study, a novel interactive simulation game was developed (in NetLogo) and its effectiveness in teaching and learning of complex concepts in the field of marine ecology was demonstrated. This case study makes a twofold contribution. Firstly, the presentation of a novel interactive simulation game, developed specifically for use in undergraduate and postgraduate courses in the area of marine ecology. This novel interactive simulation game is designed to help learners to explore a mathematical model of fishery population growth and understand the principles for sustainable fisheries. Secondly, the comparison of two different methods of using the interactive simulation game within the classroom was investigated: learning from active exploration of the interactive simulation game compared with learning from an expert demonstration of the interactive simulation game. The case study demonstrated the effectiveness of learning from passive viewing of an expert demonstration of the interactive simulation game over learning from active exploration of the interactive simulation game without expert guidance, for teaching complex concepts sustainable fishery management. A mixed methods study design was used, using both quantitative and qualitative methods to compare the learning effectiveness of the two approaches, and the students’ preferences. The investigation was carried out by running interventions with a mixture of undergraduate and postgraduate students from the University of Stirling in a classroom environment. A total of 74 participants were recruited from undergraduate and postgraduate level for both case studies. This thesis demonstrated through two case studies effectiveness of the proposed novel interactive simulation in university e-learning classroom environment.
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Lo, Ya-Yu. "Functional assessments and individualized intervention plans increasing the behavior adjustment of urban learners in general and special education settings /". Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060619211.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xvii, 319 p.; also includes graphics Includes bibliographical references (p. 227-238). Available online via OhioLINK's ETD Center
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Akar, Hanife. "Impact Of Constructivist Learning Process On Preservice Teacher Education Students&". Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/1102136/index.pdf.
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The purpose of this study was to examine the impact of constructivist learning process on preservice teacher education students�
performance, retention, and attitudes in Classroom Management Course. In this study, an experimental design and a case study design were used together. The sample (n = 144) were third year preservice teachers at the Foreign Languages Education program at Middle East Technical University, Turkey. The experimental group (n = 76) was subjected to social constructivist learning process, while the control group (n = 68) was subjected to traditional instruction for eleven weeks. Data were collected through qualitative and quantitative methods. Findings show that posttest scores were not statistically different between the experimental and the control groups. However, a significant difference was found in the retention scores in favor of the experimental group. The conceptual change the learners went through was evident in their metaphorical images which tend to change from a more controlling image to images that depict leadership, sensitivity to individual differences, and student learning. Descriptive findings indicate that retention was fostered through constructivist activities that mainly included reflective writing, critical thinking, and problem solving. Factors such as active learning, meaningful and enjoyable learning environment, and the attitudes of instructors had a positive impact on student learning. Nevertheless, the load of reflective diary writing and portfolio preparation tasks, and collaborative work could be overwhelming and discouraging and these impacted negatively on learners&
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attitudes towards the course.
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Herson, Laurie A. "Brain-compatible research: using brain-based techniques to positively impact student learning". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001668.
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van, Limbeek Catherine A. H. y n/a. "WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?" University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081216.113453.
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Integration has been the policy of the New South Wales Department of Education and
Training since 1981. Regular classroom teachers are responsible for implementing this policy
at the classroom level. In order to achieve this, teachers need to make informed decisions
about aspects of the class program and practice that may need to be adapted or modified to
provide opportunities for integrated students to participate meaningfully in regular classroom
environments.
The purpose of this study is twofold: to extend research into adaptations made by New South
Wales teachers under a policy of integration by surveying teachers' perceptions on various
adaptations/modifications and to explore factors related to teachers? implementation of these
adaptations/modifications to programs and practices for students with mild disabilities and/or
learning difficulties. Researchers have studied integration (variously named and interpreted)
since the eighties and the current research is based on a body of research conducted over the
last twenty-five years. The current research identified the frequency of different types of
adaptations/modifications used by regular classroom teachers. An attempt is made to identify
various barriers and isolate particular factors that may influence the use of these
adaptations/modifications in regular classrooms.
Results indicated that teachers reported using different adaptations and modifications to
varying degrees. Teachers indicated that they held a preference for adaptations and
modifications that could easily be implemented for all students in the class. Teachers reported
that barriers such as: 'Lack of preparation and planning time'; 'Demands on instruction time';
and 'Inadequate staff ratios' have the greatest affect on their implementation of adaptations
and modifications. The level of qualifications held by the teachers was the only factor that
had a significant correspondence to the frequency of adaptations and modifications
implemented for students with mild disabilities and learning difficulties. Further research is
recommended to investigate across a larger area of population, the type and level of
disabilities experienced by the students and the influence of teachers? choice on frequency of
adaptations and modifications.
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Nordahl, Kristina. "Authentic Authority: The Heart of Effective Teaching". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29795.
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The purpose of this thesis paper is to explore the elements of effective teaching. The main research questions that are dealt with regard how teachers can establish themselves as authentic authorities in the classroom and what strategies are conducive to effective teaching. The thesis paper aims to identify specific strategies and techniques that can be employed to increase teachers’ authority and provide a learning environment conducive to cooperative, on-task learning.This investigation will be in the form of a case study of an eighth grade English teacher at a secondary school in southern Sweden. The case study consists of two parts: an in-class observation of six English lessons forms the basis for a follow-up semi-structured interview.This thesis highlights the importance of teachers’ ability to establish referent and expert authority in their teaching role.
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Watkins, Megan. "Discipline and learn : theorising the pedagogic body /". View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031001.154138/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2003."A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 314-323.
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Finch, Peter Dallas. "Superintendent perspectives on learning-walks a study of the perspectives of twelve public school superintendents in Washington State regarding the presence of principals in the classroom /". Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/p_finch_042409.pdf.
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Burke, Mack D. "An examination of function-based instructional and antecedent interventions for elementary students with escape-maintained problem behaviors /". view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024510.
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Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-200). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3024510.
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Altmann, Mattis, Alexander Clauss, Anne Jantos, Florian Lenk, Samuel Reeb, Ali Akbar Safavi y Eric Schoop. "Digitalisation in Higher Education: A Flipped Classroom Arrangement to foster Internationalisation". TUDpress, 2019. https://tud.qucosa.de/id/qucosa%3A36571.
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This practical paper presents a successful international teaching & learning project in Higher Education (HE), which can be used as blue print for similar international HE teaching/learning cooperations. A virtual module, delivering 5 ECTS to participants from Germany and Iran, was organized as flipped classroom (FC), consisting of 2 phases: (1) online phase of 7 weeks, having started at April 12, 2019, with 15 students from Shiraz University, Iran, and 23 students from TU Dresden, Germany, collaborating in mixed teams of 5–6 participants each on a complex business case under tight guidance by qualified learning community managers, and (2) a follow-up on-site meeting at TU Dresden in the first week of July with 3 intensive workshops applying different techniques to consolidate the prior online collaboration results.
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Montague, Marcia. "Expert Secondary Inclusive Classroom Management". 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343.
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The purpose of this study was to gain an understanding of the management practices of expert secondary general education teachers in inclusive classrooms. Specifically, expert teachers of classrooms who included students with severe cognitive disabilities, including autism, intellectual disability, and traumatic brain injury were of interest in this study. Further, this study was designed to determine how the teachers learned to expertly manage their inclusive classrooms. Eight teachers met criteria for inclusion in this study as expert teachers, through confirmed nomination, experience requirements, holding required teaching certifications, and through evidencing positive impacts on their included students with disabilities. Interviews were conducted with these eight teachers, in addition to telephone interviews with their special education teaching peers. Through a constant-comparative method of data analysis, it was found that teachers learned to manage their inclusive classes in a variety of ways. They learned from traditional opportunities, self-directed learning, and through learning from others. Each of these teachers engaged in continual learning strategies that began during pre-service preparation and continued through professional development while in-service. Additionally, the teachers in this study managed their classrooms in a variety of ways which addressed student learning, the environment, and student behavior. Management of student learning was evidenced through 17 identifiable practices, including ones such as modifying product expectations, including multi-sensory opportunities, and including real-world applicability. Teachers managed their inclusive classroom environments through 11 different practices, such as establishing a structure with rules, working as a whole group/class, and creating a calm learning environment. Management of behavioral expectations was executed by these expert teachers through 12 distinct management practices, including consistency with consequences, maintaining a respectful attitude ant tone with the class, and being aware of student stressors. Management practices of these expert teachers additionally aligned well with the principles of Universal Design for Learning (UDL).
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Salazar, Tammy Tomberlin. "Community and the college classroom: an exploration of teacher, student, and classroom variables". Thesis, 2006. http://hdl.handle.net/2152/2635.
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Chih, Chuang Wen y 莊文志. "The collaborative action research on implementation of learning classroom management". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/45663489905386712275.
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碩士國立花蓮師範學院
國民教育研究所
90
Abstract The purpose of the traditional classroom management is to build a good teaching environment, but neglect to foster student’s ability to study independently and actively. Learning organization theory is a managerial way to emphasize group interaction and then collective thinking. This theory has been discussed and applied in the business and school administration popularly. Is it also feasible to be applied in the classroom management? The purpose of this study was to investigate the feasibility of implementing learning organization theory in the classroom of elementary school. The researcher firstly analyzed the necessity of learning classroom management through literature review. Secondly, according to learning organization theory and learning school concept of Senge, the researcher developed the model of learning classroom management. And finally, the researcher adopted the collaborative action research method collaborating with an elementary school teacher to examine the feasibility of implementing this model in the classroom. This study developed “learning classroom management model”, and found that in order to build a learning classroom, the teacher must be based on “system thinking” to develop teacher’s and students’ abilities on “personal mastery”, “good interaction of a group”, “common discussion”, and “shared vision”. The results of the study were summarized as follows: 1. System thinking facilitated the level of students’ thinking, and helped the teacher to have a new view of managing class affairs. 2. Personal mastery raised students’ learning motives effectively. 3. Good interaction of a group can promote the affective intercommunication of class and build a harmonious classroom climate. 4. Reflection and exploration were beneficial to the common discussion between teacher and students. 5. It was not easy to build a shared vision of class, and students had a common goal only when they held class activities. Based on the study, the researcher presented some suggestions for teachers in classroom management. Key words: learning organization, classroom management, collaborative action research
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Su, Po-Chun y 蘇柏均. "Design and Implementation of Learning Management System for Flipped Classroom". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/u22p76.
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碩士國立臺北科技大學
電機工程系所
102
In this thesis, we based on Claroline to implement a learning management system (LMS) and combine with the course recording system. The LMS can synchronize with school''s informix database every semester to retrieve all the courses, and also synchronize with the course recording system to get all the new videos. The system allows teachers to upload related documents, open an on-line assignments and design on-line quizs. While students can download related documents, and watch the videos uploaded by the teacher previously in the flipped classroom. It also provides teacher and student to discuss and sharing links in the discussion section to achieve on-line interaction. The system has been used at National Taipei University of Technology since February 17, 2014. The total number of people is 12,607.The total number of courses is 2,557.
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Yu, Ai-Hua y 余愛華. "Design and implementation of a Learning Management System for Flipped Classroom". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/mfwd9h.
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碩士國立高雄應用科技大學
資訊工程系
102
Flipped classroom, which is a new concept that is different from the traditional mode of teaching, has quickly become the subject getting much attention at all levels of education in recent years. From elementary schools to higher education institutions, an increasing number of teachers want to implement the paradigm of flipped classroom. For the business organizations, there is also a great momentum to think about how to integrate the concept of flipped classroom into the training program within an enterprise. Although flipped classroom has many benefits and superior features, how to implement this new concept in the education field is still a challenging issue, including the design of learning contents and teaching activities, the adaptation of teaching and learning for teachers and students, how to effectively interact with others, and so on. In view of this, the purpose of this study is to design and implement a learning management system to effectively support the philosophy of flipped classroom. The proposed system has been used in several practical courses. We draw some observations and conclusions from the practices of the proposed system.
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FANG, SHU-CHE y 方淑貞. "The Study on the Relationship between Classroom Management and Learning Motivation". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/32449020589765999439.
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碩士聖約翰科技大學
企業管理系碩士班
105
The purpose of this research was to explore the relationship between classroom management and learning motivation. The population was New Taipei Municipal Jin-Shan High School students. The return rate was 100%, including 199 valid samples students. The questionnaire was constructed into two parts: class tutors’ classroom management and students’ learning motivation. The statistics used in this study were descriptive statistics, Pearson correlation matrix, one-way ANOVA, and regression. The major conclusion of this study were summarized as follows: 1. There were significant differences between tutors’ gender on class tutors’ classroom management; 2. There were significant differences between tutors’ experiences on class tutors’ classroom management; 3. There were significant differences between tutors’ teaching experiences on students’ learning motivation; 4. The teaching management has a significant positive effect on students’ learning motivation; 5. The class rules have significant positive effect on students’ learning motivation. Based on the results of this study, some conclusions and suggestions are offered. Keywords: classroom management, learning motivation.
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Hsu, Yalan y 許雅嵐. "The Relationship Among Classroom Management, Leadership Behavior And Students’ Learning Motivation". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/89597463973347759869.
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碩士義守大學
管理學院管理碩士在職專班
100
The study majorly aims at the relationship among classroom management, leadership behavior and students’ learning motivation. The questionnaire based on Likert Scale includes four parts: (1)subject profile (2) classroom management (3) leadership behavior, (4) students’ learning motivation. The data were analyzed by using SPSS V12.0 for Windows to verify the hypothesis to further analyze and write proposals. The subjects are the seventh graders of Ymjh Junior High School in Kaohsiung. There are 161 returned with 153 valid samples. The researcher analyzed the survey data by various statistical methods such as Descriptive Statistic Analysis，Factor Analysis，Reliability Analysis，Independent-Samples T Test， Paired-Samples T Test， Pearson Correlation Analysis and Simple Regression Analysis. The empirical results indicated that: （1）Teacher’s classroom management has great influence toward students’ motivation of study. Therefore, teachers should make good use the classroom management to meet the students’ needs and, hence improve their learning motivation. （2）Leadership behavior has obvious effects toward students’ learning motivation. And the results show obviously that in order to improve students’ learning motivation, teacher’s leading manners must meet students’ expectation; as a result, we can focus on teacher’s manners to increase students’ learning motivation.（3）The 12-year compulsory Education policy has a clear effect on students’ learning motivation. So, the government should promote the policy widely before it comes into realization; to decrease the false myth of “no pressure to attend the GEPT” means “no need to learn.” Furthermore, they should supply relative connected measures to avoid the impact when the policy is put into practice.
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Segatlhe, Mmapula Joyce. "Classroom organization and management for effective teaching and learning at the intermediate phase in the Mafikeng District of the North West Province / Mmapula Joyce Segatlhe". Thesis, 2003. http://hdl.handle.net/10394/11324.
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This study concerns itself with issues relating to classroom management and organisation
for effective teaching and learning. The study focuses on these aspects of classroom
management and organisation: What is classroom management? What is effective within
the management of the classroom? What role does or should a teacher play in classroom
management? What contributions do discipline and 'tasks' make to effective classroom
management in the Mafikeng District? Eighteen primary schools were selected from the six circuits in the Mafikeng District and five educators of grade four, five and six were chosen. The principal deputy principal, heads of department and educators who were part of the eighteen schools formed the sample.
Questionnaires and interviews were used to collect information on the following issues:
location of the school, personal details, qualifications, position held, age category, teaching experience, educator behaviour, how educators give directions and assignments, classroom climate, how to maintain discipline in the classroom, classroom management and lesson delivery.
Conclusions drawn from the study reveal that there is a need for improvement in the issues of classroom management and organisation. The School Management Team (SMT) must also help the educators to improve their classroom management. The In-Service Empowerment must also help to emphasise the importance of intervention and prevention strategies in the classroom. The study ends with recommendation on how problems, lack of knowledge in classroom management and organisation can be alleviated.Thesis (M.A.) North-West University, Mafikeng University, 2003
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Hsu, Yueh-Chen y 徐月貞. "A study of Applying Bidding Strategies on Classroom Management and Learning Achievement". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54125248453509035712.
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碩士高苑科技大學
經營管理研究所
99
The purpose of this study was to investigate the efficacy on improving classroom management and students’ achievement in health education for fourth-grade students by using bidding strategies in token system. The study used quasi-experimental design. The participants were two fourth-grade classes, each class involved 30 students and a total of 60 students. One class was experimental group and the other class was control group. The experimental group applied bidding strategies token system (BSTS) during health class within 8 weeks, each week one time and each time lasted for 40 minutes. While the control group applied traditional token system (TTS) during health class. The research instruments were “the questionnaire of efficacy of classroom management” and “test of learning achievement of course in health”. These two groups received pre- and post-test and the data derived from these tests were analyzed through ANCOVA analysis and correlation analysis to compare the differences between these two systems in classroom management and learning achievement. In addition, according to semi-structured “health education questionnaire” and in-deep interviews with 6 students from each group, the researchers made a further understanding of the effects caused by the BSTS. The results of this study were (1) the BSTS affected the classroom management for fourth-grade students, (2) the BSTS affected the mid-level fourth-grade students during classroom management, (3) the BSTS affected the learning achievement of fourth-grade students’ health education, (4) the BSTS affected both low- and high-level learning achievement of fourth-grade student in health education, (5) the classroom atmosphere and the learning achievement of health education were most highly related, (6) according to the questionnaires, over 90 percent of the students in the experimental group acknowledged the BSTS activities. Over half of the students of experimental group improved their learning achievement of health education, and (7) according to interviews, each level student in the experimental group acknowledged the BSTS activities, and most middle-level students could feel the improvement of class atmosphere. Finally, according to the results, some important implications were discussed and suggestions for education in classroom management and teaching were also provided.