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Artykuły w czasopismach na temat „Classroom change”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Umbeck, Lindsay M. "Navigating Classroom Change." Mathematics Teaching in the Middle School 17, no. 2 (2011): 88–95. http://dx.doi.org/10.5951/mathteacmiddscho.17.2.0088.

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Alshreef, Nadyah, and Nashwa Saaty. "The Influence of Students' Independent Use of Generative AI Tools on the EFL Writing Classroom: Recommendations for Students, Teachers, and Policymakers." International Journal of English Language Education 13, no. 1 (2025): 152. https://doi.org/10.5296/ijele.v13i1.22832.

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This research explores the influence of generative AI tools on the EFL writing classroom through the lens of Complexity Dynamic Systems Theory (CDST), particularly with regard to the influence on classroom dynamics. The data were collected through semi-structured interviews with both teachers and students using an exploratory qualitative design. The results show that generative AI has disrupted writing classroom dynamics and resulted in a shift in assessment and classroom instructions. Also, since the rise of generative AI, noticeable changes have occurred in students’ writing. These tools hav

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Kadambi, Rajeev. "Need to Change the Classroom: Reconciling Inquiry and Teaching." Socio-Legal Review 09, no. 2 (2013): 122. http://dx.doi.org/10.55496/imst5667.

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In this narrative I share my thoughts about teaching constitutional law (I & II) in the background of pedagogical challenges o inclusion that surface in an undergraduate class room. My purpose here is to portray challenges I encountered in whetting teaching Ath inquir in designing the curriculum, teaching style, examinations, and pattern in evaluations in a constitutionalaw course. Two aspects that underlie my concern are, how do we nurture lifelong learners who can persist nAth inquiry in their own pace? And related to this, how does the teacher' attitude teach more than his or her academ

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Moller, Arlen C., Emma Forbes-Jones, and A. Dirk Hightower. "Classroom age composition and developmental change in 70 urban preschool classrooms." Journal of Educational Psychology 100, no. 4 (2008): 741–53. http://dx.doi.org/10.1037/a0013099.

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TARAS, HOWARD L. "Behavior Change in the Classroom." Journal of Developmental & Behavioral Pediatrics 17, no. 2 (1996): 124. http://dx.doi.org/10.1097/00004703-199604000-00016.

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Cleverley, Pat. "Classroom Hot Spots Change Again." Geography 70, no. 3 (1985): 206–11. http://dx.doi.org/10.1080/20436564.1985.12451954.

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Nussbaum, Joseph. "Classroom conceptual change: philosophical perspectives." International Journal of Science Education 11, no. 5 (1989): 530–40. http://dx.doi.org/10.1080/0950069890110505.

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KULA KARTAL, Seval. "Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment." International Journal of Assessment Tools in Education 9, Special Issue (2022): 19–27. http://dx.doi.org/10.21449/ijate.1127958.

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The change of the learning and teaching definitions in psychology has also changed the nature of classroom assessment implementations. One of these important changes is that the targeted skills in the classroom assessment, and item structures utilized to measure these skills have changed. Teachers have started to use items and tasks that can represent the significant knowledge and skills of subject better and provide rich information and evidence for students’ development rather than utilizing items measuring only remembering the bits of knowledge or simple comprehension. The second important

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V, Preetha P. "An Alternative Language Pedagogy in Online Classroom Language Learning." Journal of the faculty of Education 1, no. 17 (2023): 133–41. http://dx.doi.org/10.60037/edu.v1i17.1187.

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There is nothing that is devoid of change. Changes in the educational scenario with the upheveal of the pandemic have been quite of a storm. A classroom transaction earlier used to be a closed intimate framework, where it was practically impossible for anyone other than the teacher and the students to be present. That structure has changed in totality with the advent of digital sessions. From a preschool learner to the postgraduates in colleges, all have been transformed into virtual learners. The changeover has been too sudden that the entire school fraternity has been battling hard to arm th

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Wang, Ya-huei. "Embracing Dissonant Voices In English Classrooms." Contemporary Issues in Education Research (CIER) 3, no. 3 (2010): 21. http://dx.doi.org/10.19030/cier.v3i3.183.

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The purpose of this study is to determine whether a pedagogy grounded in dialogical ideals has the potential to empower students to make changes in English classroom interaction. The study first scrutinized the traditional “banking” educational system in English classrooms in which students were passive learners to realize students’ silence and powerlessness in classrooms. Then, after realizing students’ silence and resistance in traditional English classrooms, with a vision of social change, the researcher proposed the dialogical interaction pedagogy to the English class to challenge the trad

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Kim, Hye Jeong, and Hwan Young Jang. "Sustainable Technology Integration in Underserved Area Schools: The Impact of Perceived Student Change on Teacher Continuance Intention." Sustainability 12, no. 12 (2020): 4802. http://dx.doi.org/10.3390/su12124802.

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This study aims to examine the determining factors of teachers’ continuance intention to integrate technology in a smart classroom of schools in underserved areas. Smart classrooms provide a supportive learning environment for students by equipping them with advanced multi-functional and mobile technologies. A smart classroom can provide opportunities for teaching and learning by facilitating curriculum implementation and encouraging student success. The sustainable integration of technology in a smart classroom depends on the teacher’s ability to effectively utilize digital technology in the

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Love, Hannah B., Ellyn M. Dickmann, and Ellen R. Fisher. "What is an “ArchintorTM?” A paradigm shift in teaching, facilitation, and learning: The impact of different types of coursework expectations on classroom network structures." PLOS ONE 18, no. 7 (2023): e0288136. http://dx.doi.org/10.1371/journal.pone.0288136.

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Hypothetically, a student could attend a class, listen to lectures, and pass the class without knowing or interacting with other students. What happens to the network when the classroom expectations change? For example, there is a coursework expectation that students exchange contact information, or the instructor uses collaborative learning practices. Or what if the principal investigator (PI) of a scientific team goes on a sabbatical? This study uses the framework of classrooms because of their relatability across science. We asked how do different instructor coursework expectations change n

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Maxon, Antonia Brancia, Diane Brackett, and Sjef A. van den Berg. "Classroom Amplification Use." Language, Speech, and Hearing Services in Schools 22, no. 4 (1991): 242–53. http://dx.doi.org/10.1044/0161-1461.2204.242.

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The use of wireless FM systems as school-worn amplification has increased since the implementation of P.L. 94–142. Through the use of a questionnaire, data were collected from speech, language, and hearing professionals working with hearing-impaired children. Data from two sampling periods (1981–82, 1988–89) revealed few significant changes in the daily implementation of classroom FM system use, and no significant change in attitudes about these systems, although some trends may be emerging that will bear continued monitoring.

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Mascia-Lees, Fran. "Social Change Begins in the Classroom." Anthropology News 40, no. 1 (1999): 23. http://dx.doi.org/10.1111/an.1999.40.1.23.4.

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Reardon, S. "Climate Change Sparks Battles in Classroom." Science 333, no. 6043 (2011): 688–89. http://dx.doi.org/10.1126/science.333.6043.688.

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Judith, N. Ubod. "Classroom Management The Challenge of Change." International Journal of Trend in Scientific Research and Development 4, no. 2 (2020): 1078–81. https://doi.org/10.5281/zenodo.3854980.

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Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most im

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Kumka, Antonina. "Technology Tips: The Paperless Classroom." Mathematics Teacher 108, no. 3 (2014): 226–29. http://dx.doi.org/10.5951/mathteacher.108.3.0226.

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The time has come to reflect on how we teachers can change our practices so that they are sustainable with respect to paper consumption. As teachers, we must change our classrooms, our methods, and our attitudes to ensure that students understand from an early age that change is inevitable and important. Implementing a paperless mathematics classroom is a great way to teach students about sustainability, promote independent learning as well as collaboration, and let them experience an effective use of technology.

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18

Flett, John D., and John Wallace. "Change Dilemmas for Classroom Teachers: Curriculum Reform at the Classroom Level." International Journal of Educational Reform 11, no. 4 (2002): 309–33. http://dx.doi.org/10.1177/105678790201100404.

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McDermott, Victoria, and Drew Ashby-King. "“It’s Been a Good Reminder That Students Are Human Beings”: An Exploratory Inquiry of Instructors’ Rhetorical and Relational Goals During COVID-19." Journal of Communication Pedagogy 5 (2021): 62–77. http://dx.doi.org/10.31446/jcp.2021.2.10.

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As colleges and universities moved to remote learning during the Spring 2020 semester due to COVID-19, the traditional higher education classroom format was challenged. This study examines how instructors reconceptualized their rhetorical and relational goals in the pandemic classroom. A thematic analysis of 68 qualitative survey responses revealed that instructors adapted their rhetorical and relational approaches to instruction due to a perceived change in students’ needs. Moreover, findings suggest that instructors intend to continue to use many of these instructional changes in their post-

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Zong, Jie, Wenjun He, Lingna Wang, Hongkai Chai, Yingying Zhao, and Jiying Liu. "Experimental study on indoor environment quality in a naturally ventilated classroom of a university using natural ventilation and ventilation fan." E3S Web of Conferences 165 (2020): 04082. http://dx.doi.org/10.1051/e3sconf/202016504082.

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Strengthening indoor ventilation is an important measure to improve air quality. In transitional season between spring and summer, a university classroom in Jinan city was selected as the research object. Mechanical air supply is adopted to solve the problem of insufficient fresh air or excessive carbon dioxide concentration in the classroom. CO2 concentration and air change rates are compared in natural ventilation and mechanical classrooms. The experiment shows that the indoor CO2 concentration of mechanical ventilation classroom is relatively low. Under natural ventilation, mechanical venti

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Fiksl, Majda, and Boris Aberšek. "CLASSROOM CLIMATE AS A PART OF CONTEMPORARY DIDACTICAL APPROACHES." Problems of Education in the 21st Century 61, no. 1 (2014): 28–36. http://dx.doi.org/10.33225/pec/14.61.28.

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To achieve successful teaching in the 21st century school, teachers must change their didactical approaches in order to create a stimulating pro-activeness in a pleasant classroom climate for better development of student’s achievement. A classroom climate in the present research means the combination of variables within a classroom that work together to promote learning in a comfortable environment. In the present research, classroom’s climate will be evaluated, and what kind of influence different didactical approaches have on the atmosphere in the classroom. The classroom climate of two 6th

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Tirado, Jesús Alejandro. "A Snapshot of the Latinx Teaching Experience in the New Latino Diaspora." Association of Mexican American Educators Journal 13, no. 1 (2019): 42. http://dx.doi.org/10.24974/amae.13.1.439.

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As the nation’s classrooms (and the nation itself) undergo a demographic change, we have to wonder what will happen to the teaching profession and attitudes as minority teachers start to fill the ranks of this profession. This paper seeks to contribute to this work with the interviews of four Latinx teachers who are working in the New Latino Diaspora. These teachers come from a variety of fields, math, English and social studies and work in different places. Their words and ideas help us understand the ideas and practices that they implement and how they will change the classroom. Exploring th

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Coke, Pamela K. "Using Genius Hour to Change What We Do with What We Know." English Journal 107, no. 6 (2018): 26–30. http://dx.doi.org/10.58680/ej201829707.

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The author asks, “Where can we, as English language arts teachers, create room in our classrooms for curiosity— for students and for ourselves?” She outlines ways to use Genius Hour to help create an equitable, level classroom with access and ownership for all.

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Chen, Zongyi. "Can Flipping the Classroom Change the Traditional Teaching Method of “Economic Research Methods”?" Lifelong Education 9, no. 5 (2020): 14. http://dx.doi.org/10.18282/le.v9i5.1193.

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The course “Economics Research Methods” is often unsatisfactory because of its abstract nature and high requirements for students’ knowledge reserves. Flipping the classroom has changed the timing of knowledge transfer and knowledge internalization, which is helpful for students to make up for their knowledge reserves, and helps to improve the process of knowledge internalization through active classroom discussions with teachers, and it is more conducive to students to establish economic thinking and knowledge Picture. Of course, “Economics Research Methods” also requires teachers and student

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Sandholtz, Judith Haymore, Cathy Ringstaff, and David C. Dwyer. "Teaching in High-Tech Environments: Classroom Management Revisited." Journal of Educational Computing Research 8, no. 4 (1992): 479–505. http://dx.doi.org/10.2190/y5ne-v9rq-fd63-wc2n.

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The addition of computers to classrooms influences not only instruction but also classroom management, producing both unexpected problems and benefits. This article summarizes the experiences of thirty-two elementary and secondary teachers as they adapted to teaching in high-access-to-technology classrooms. Using a three-stage model, this article presents the teachers' classroom management concerns, their strategies for solving problems, and their abilities to utilize the technology to their advantage. Teachers moved from frustration to success in coping with changes brought about by the intro

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Baker, H. E. "Dynamics of Change: Precipitated Resistance To Change in the Classroom." Journal of Management Education 13, no. 4 (1989): 134–37. http://dx.doi.org/10.1177/105256298801300417.

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Agarwal, Parul, Sheikh Mohammad Idrees, and Ahmed J. Obaid. "Blockchain and IoT Technology in Transformation of Education Sector." International Journal of Online and Biomedical Engineering (iJOE) 17, no. 12 (2021): 4–18. http://dx.doi.org/10.3991/ijoe.v17i12.25015.

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Technology has impacted every field of life, and Education sector is no exception. It has seen seismic changes off-late. The traditional classroom teaching-learning process involved teachers and students using the black-board approach. But, the past years have seen a change in dynamics of this process. Technology has crept in and has profoundly changed it for better. On one hand, when traditional classrooms had teachers, students and books as players, the current classroom has teachers, students, robots, e-books, laptops and books as the players. Today’s classrooms have enabled the teaching-le

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Fraser, Barry J., John A. Malone, and Jillian M. Neale. "Assessing and Improving the Psychosocial Environment of Mathematics Classrooms." Journal for Research in Mathematics Education 20, no. 2 (1989): 191–201. http://dx.doi.org/10.5951/jresematheduc.20.2.0191.

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Despite international interest in research on classroom environment, very little attention has been given to exploring how mathematics teachers might apply ideas from that research in guiding practical improvements in mathematics classrooms. To facilitate the use of classroom climate assessments, an economical, hand-scorable short form (25 items) of the My Class Inventory was developed. Data supported each scale's internal consistency, discriminant validity, and ability to differentiate between the perceptions of students in different classrooms. Some methods for improving classrooms are illus

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Cook, Michelle D., Mary H. Wiedenhoeft, Thomas A. Polito, Lance R. Gibson, Sherry Pogranichniy, and Russ E. Mullen. "Using Outcomes Assessment to Change Classroom Instruction." Journal of Natural Resources and Life Sciences Education 35, no. 1 (2006): 42–47. http://dx.doi.org/10.2134/jnrlse2006.0042.

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Johnson, Roberta. "Tackling Climate Change in the Science Classroom." Educational Horizons 91, no. 4 (2013): 12–15. http://dx.doi.org/10.1177/0013175x1309100405.

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Gardner, Philip. "Classroom Teachers and Educational Change 1876-1996." Journal of Education for Teaching 24, no. 1 (1998): 33–49. http://dx.doi.org/10.1080/02607479819908.

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de Pasquale, Mario, and Giuseppina Labellarte. "Resistance to Change in a Classroom Group." Group Analysis 24, no. 3 (1991): 257–62. http://dx.doi.org/10.1177/0533316491243004.

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Cappella, Elise, Diane L. Hughes, and Meghan P. McCormick. "The Hidden Role of Teachers: Child and Classroom Predictors of Change in Interracial Friendships." Journal of Early Adolescence 37, no. 8 (2016): 1093–124. http://dx.doi.org/10.1177/0272431616648454.

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Children in late elementary and middle school tend to form friendships with same-race peers. Yet, given the potential benefits of cross-race friendships, it is important to understand the individual and contextual factors that increase the likelihood of cross-race friendship over time. Guided by contact hypothesis and systems theory, we examine the student and classroom predictors of change in same-race friendships over 1 school year using a sample of 553 African American and European American students in 53 classrooms. Results suggest that same-race friendships increase over time, with greate

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Zeng, Chen. "Application of Large-Scale Cognitive Social Networks Based on Cooperative Transmission Mechanisms in Exploration of Flipped Classroom Teaching Strategy." Complexity 2021 (June 14, 2021): 1–11. http://dx.doi.org/10.1155/2021/8988165.

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With the deepening of the research on flipped classroom teaching theory, the flipped classroom teaching model has gradually been applied to classroom teaching at all levels and types of schools, and some beneficial results and experiences have been obtained. Due to the relatively low self-learning ability and motivation level of students, in the implementation of flipped classrooms, the quality of preclass self-study links is difficult to guarantee, resulting in unsatisfactory results of flipped classroom teaching in secondary vocational schools. This article aims to solve the current dilemma

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Fabris, Marta E. "Using Multimedia in the Multicultural Classroom." Journal of Educational Technology Systems 21, no. 2 (1992): 163–71. http://dx.doi.org/10.2190/pluc-3h0v-6gxg-nag7.

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A salient characteristic of American society is diversity. Educators who recognize the rapidly evolving nature of the society at large and our classrooms in particular, will agree with the idea that there is an urgent need for new kinds of instructional environments which are consistent with today's diverse society. Recent demographic changes in the school population demand some changes in educational theory, curriculum, and teaching strategies. Multimedia technology has the potential to impact and enhance the multicultural classroom experience. Multimedia in the hands of a resourceful teacher

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Gao, Mingjia. "The Reinvention of Modern Classroom Management in the new period." Journal of Education and Educational Research 1, no. 3 (2023): 57–60. http://dx.doi.org/10.54097/jeer.v1i3.4409.

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The development of modern education has led to the introduction of educational drama into school classrooms. The study explores the realistic shackles of educational drama applied to modern classroom management from the perspective of problems, from three dimensions of students, teachers and schools, and finally proposes the path of reshaping the pattern of modern classroom management in terms of subject cultivation, teacher innovation and system innovation, namely: students change their concepts and promote knowledge transfer; teachers reduce their discourse and innovate classroom forms; scho

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Howe, Nina, and Ellen Jacobs. "Mentors’ Perceptions of Factors Associated with Change in Early Childhood Classrooms." Alberta Journal of Educational Research 59, no. 4 (2014): 591–612. http://dx.doi.org/10.55016/ojs/ajer.v59i4.55736.

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Mentors’ perceptions of factors associated with educational change were identified following an individualized mentoring program about constructivist curriculum for early childhood educators. A qualitative case study analysis of the mentors’ journals of six classrooms was conducted to review their perceptions of change. Classroom environment quality was assessed with the Early Childhood Environmental Rating Scale-Revised (ECERS-R) before and after the intervention program. At post-intervention, mentors reported that classrooms with increased ECERS-R Activities scores were likely to engage in b

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Skhepehe, Melikhaya, and Martha Matashu. "The Use of Technology in Accounting Classrooms During COVID-19: What Do Accounting Teachers in the Eastern Cape, South Africa, Have to Say?" Research in Social Sciences and Technology 6, no. 2 (2021): 267–78. http://dx.doi.org/10.46303/ressat.2021.30.

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It was mentioned that accounting classrooms must keep pace with rapidly changing technology, which is influencing all aspects of our daily lives. This study examined accounting teachers’ views on the use of technology in their classrooms during Covid-19. To this end, the researchers employed a qualitative approach and a case study. Data were obtained from accounting teachers through interviews, with the sample of ten participants having been purposively selected. The results indicated that allowing learners to bring their own personal technological devices to the classroom represented a contra

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Waters, Stewart, and Matt Hensley. "A Practical Guide to the Benefits & Barriers to Mobile Technology Integration In Social Studies." Curriculum and Teaching 35, no. 1 (2020): 53–61. http://dx.doi.org/10.7459/ct/35.1.04.

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Mobile technology continues to change and evolve the way people and society function in their everyday lives. Much like the phenomenon that was the Internet 20 years ago, educators now find themselves facing increasing pressure to adapt classroom instruction to accommodate for new and emerging technologies. This article offers practical considerations from our own classroom experiences surrounding the benefits and barriers of incorporating mobile technology in social studies instruction. We provide readers with a rationale for the use of mobile technology in social studies classrooms, as well

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Tian, Jingming. "Integrate Technology into Secondary Mathematics Flipped Classroom." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1947–53. http://dx.doi.org/10.54097/ehss.v8i.4621.

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Innovative strategies have the potential to change the framework of mathematics education and learning. Therefore, it is essential to encourage educators to be receptive to new techniques and engage in novel activities. The flipped classroom is a novel and growing mode of instruction. This method of teaching has the potential to significantly improve mathematics education. This article examines strategies that include mathematics and technology in flipped classrooms as well as the roles teachers and students play in flipped classrooms from both the teachers' and students' perspectives. The stu

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Yoo, Ji Young, Jee Hyun Lee, and Yeon Soo Kim. "A study on the possibility of a change in culture and arts education curriculum by shooting “METACLASSROOM” in the COIVD19 pandemic era." Cypriot Journal of Educational Sciences 17, no. 5 (2022): 1603–21. http://dx.doi.org/10.18844/cjes.v17i5.7239.

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This study was intended to hear from experts. Meta-classroom is a university curriculum in the field of culture and arts. The research area is a Korean university lecture room. The target audience is the master's program, doctoral program and related experts, and the departments are performing arts, media communication, and film department. Outside were educators and experts. Due to the COVID-19 environment, meta-classrooms were provided to the educational environment. The purpose is to find the Meta-classroom and the possibility of curriculum progress. The content of the curriculum consists o

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Lee, Hansol, Daechul Park, and Hyunwook Kim. "Effects of Carbon Dioxide Concentration and Noise Level in Classroom on Attention and Problem Behavior of Elementary School Students." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 10 (2023): 369–84. http://dx.doi.org/10.22251/jlcci.2023.23.10.369.

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Objectives The purpose of this study is to examine changes in carbon dioxide concentration and noise levels in classrooms, and to analyze the effects of these changes on elementary school students' attention and problem behaviors. Methods First, To measure the change of carbon dioxide and noise levels in classrooms, theses levels were measured in general classroom, specific subject classroom, and specific subject classroom with ventilation system operating. Second, to analyze the effect of carbon dioxide and noise levels on students’ attention and problem behavior, situations where both carbon

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Kirtman, Lisa. "Restructuring Teachers' Work." education policy analysis archives 10 (May 8, 2002): 25. http://dx.doi.org/10.14507/epaa.v10n25.2002.

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Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the stu

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Warren, Louis L. "Teachers Leading Beyond the Classroom." Advances in Social Sciences Research Journal 10, no. 11 (2023): 183–92. http://dx.doi.org/10.14738/assrj.1011.15876.

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The role of teachers has evolved significantly, extending far beyond the traditional confines of the classroom. This paper explores the multifaceted role of teacher leaders who embrace a more comprehensive and influential position within the education system. Teacher leadership is a term that encompasses various roles and responsibilities, and its definition can vary depending on the organizational structure of the school. This study delves into how teacher leaders catalyze change within their classrooms and at broader levels, such as the school, district, and national levels. Teachers leading

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Hubbard, Lindsey, Stella Jackman-Ryan, and Margareta Thomson. "Immersive Research Experiences: Influences on Science Teaching Motivation and Practices." IAFOR Journal of Psychology & the Behavioral Sciences 8, no. 1 (2022): 69–86. http://dx.doi.org/10.22492/ijpbs.8.1.05.

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The push for inquiry-based learning in science classrooms has been met with anxiety and oftentimes low teaching self-efficacy among science teachers (Martin, et al., 2019). Professional development offers an opportunity for teachers to gain confidence through experiencing a real research lab. The current study investigates the outcomes of an extensive 8-week professional development program (N=8) on teachers’ classroom instruction and explores the influential factors in instructional change. Focus groups and individual interviews were conducted to understand teacher’s PD experiences. Three maj

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O’Neill, Sue C. "Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?" Australasian Journal of Special Education 40, no. 2 (2015): 117–40. http://dx.doi.org/10.1017/jse.2015.10.

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Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional experience, postprofessional experience, and postcoursework), during a semester-long course focused on managing challenging behaviours in the inclusive classroom. CMSE increased between the time points, significantly so, pre–post course. The sources of eff

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Varma, Virajanand. "Developing Change Readiness: A Video-Based Classroom Exercise." Management Teaching Review 5, no. 1 (2019): 20–31. http://dx.doi.org/10.1177/2379298118822497.

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Leading change is a significant element of a management career, and therefore, discussions on change management are integral to leadership and organizational behavior courses in business programs. However, given their limited work experiences with organizational transitions, most business students fail to appreciate the challenge involved in getting others to accept and implement the change. This classroom activity serves to help students better understand the concerns of change recipients when a top-down change is mandated. The assignment involves students watching an organizational change vi

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Shosh, Joseph M., and Charlotte Rappe Zales. "Daring to Teach Writing Authentically, K–12 and Beyond." English Journal 95, no. 2 (2005): 77–81. http://dx.doi.org/10.58680/ej20054348.

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For Joseph M. Shosh and Charlotte Rappe Zales and their teacher inquiry support group, sharing their classroom experiences and discussing relevant research has led them all to take risks in their instruction, leading to meaningful and productive change in their classrooms.

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Roberts, Carolyn. "Looking Back to Find a Way Forward." Papers on Postsecondary Learning and Teaching 6 (March 23, 2023): 49–55. http://dx.doi.org/10.55016/ojs/pplt.v6y2023.75787.

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Looking back and learning from Indigenous knowledges in education holds the key to supporting change in educational spaces today to be more inclusive and wholistic. Indigenous practices, passed down from generation to generation, hold important knowledge that can be used in classroom teaching. My hope is that by using this Indigenous lens of education, a path for change will be created in the current colonial education system. In this paper, I examine how I view classroom teaching through my own Indigenous worldview and with the support of those Indigenous scholars that have been doing this wo

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James, Pauline. "Masculinities under Reconstruction: Classroom pedagogy and cultural change." Gender and Education 11, no. 4 (1999): 395–412. http://dx.doi.org/10.1080/09540259920474.

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