WorldWideScience

Sample records for behavior classroom management

  1. Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

    Science.gov (United States)

    Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

    2015-04-01

    Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  2. The Case for Individualizing Behavior Management Approaches in Inclusive Classrooms

    Science.gov (United States)

    Grossman, Herbert

    2005-01-01

    In today's heterogeneous classrooms, one-method-fits-all-students behavior management approaches are ineffective and often harmful. To succeed with all of their students, teachers should determine whether students have emotional disorders, conduct/behavior disorders, robust male-typical behavior patterns, culturally influenced behavior, learning…

  3. MANAGING DISRUPTIVE BEHAVIOR OF STUDENTS IN LANGUAGE CLASSROOM

    Directory of Open Access Journals (Sweden)

    Siti Khasinah

    2017-05-01

    Full Text Available This article describes students’ disruptive behaviors in language classroom that may greatly affect language teaching and learning process, especially in ESL or EFL classes. Teachers should know what disruptive behavior is to enable them to deal with problems occurred in their classroom or to take preventive actions to keep their students well-behaved during the class. This can reduce the occurrence of misbehavior of students in their classroom. To prevent disruption in the classroom, teachers should establish behavioral expectations in the first day of the semester and the expectations can be based on students attendance, arrivals and departures, class participation, full English speaking, and other appropriate conducts in the syllabus and discuss them at the outset of the term. The agreement is then assigned as a learning contract or a code of conducts with which bounds the whole class. Consequently, whenever students are misbehaved, teachers and other students will directly know and recognize that the behaviors are out of the code. There are factors reasoning students to behave badly, so teachers as trouble solvers have to find appropriate strategies that are effective in helping students keep the code. Otherwise, the disruptions will escalate quickly and the problems will increase in numbers rapidly and finally, teachers will have to work very hard to avoid teaching failure and “losing face” when they cannot manage the disruption as listed in the expectation.

  4. Teacher Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior

    Science.gov (United States)

    Oliver, Regina M.; Wehby, Joseph H.; Reschly, Daniel J.

    2011-01-01

    Despite the large research base grounded in behavioral theory for strategies to increase appropriate behavior and prevent or decrease inappropriate behavior in the classroom, a systematic review of multi-component universal classroom management research is necessary to establish the effects of teachers' universal classroom management approaches.…

  5. Classroom Management Affects Literacy Development of Students with Emotional and Behavioral Disorders

    Science.gov (United States)

    Garwood, Justin D.; Vernon-Feagans, Lynne

    2017-01-01

    Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their…

  6. Torey Hayden's Teacher Lore: Classroom Behavior Management of Children with Emotional and Behavioral Disorders

    Science.gov (United States)

    Marlowe, Mike; Disney, Gayle

    2006-01-01

    Torey Hayden's portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: "One child", "Somebody else's kids", "Just another kid", "Ghost girl" and "Beautiful child". Each of these books unfolds within the…

  7. Teaching the Social Curriculum: Classroom Management as Behavioral Instruction

    Science.gov (United States)

    Skiba, Russ; Ormiston, Heather; Martinez, Sylvia; Cummings, Jack

    2016-01-01

    Psychological science has identified positive classroom management and climate building strategies as a key element in developing and maintaining effective learning environments. In this article, we review the literature that has identified effective strategies that build classroom climates to maximize student learning and minimize disruption. In…

  8. Working the Crowd: Behavior Management through Strategic Classroom Arrangement

    Science.gov (United States)

    Martin, Jeff

    2015-01-01

    Every day in K-12 classrooms across the country, teachers are struggling to keep their students focused and on task during instructional time. There are hundreds of theories floating around about how to manage a classroom effectively, but nothing is as simple or as effective in engaging students as the physical presence of the teacher (Brophy,…

  9. Teachers' Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

    Science.gov (United States)

    Moore, Tara C.; Wehby, Joseph H.; Oliver, Regina M.; Chow, Jason C.; Gordon, Jason R.; Mahany, Laura A.

    2017-01-01

    Teachers' reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed "Survey of Classroom and Behavior Management." On average, teachers reported to…

  10. Social Skills, Problem Behaviors and Classroom Management in Inclusive Preschool Settings

    Science.gov (United States)

    Karakaya, Esra G.; Tufan, Mumin

    2018-01-01

    This study aimed to determine preschool teachers' classroom management skills and investigate the relationships between teachers' classroom management skills and inclusion students' social skills and problem behaviors. Relational screening model was used as the research method. Study group consisted of 42 pre-school teachers working in Kocaeli…

  11. Classroom Management of Children with Emotional and Behavioral Disorders. A Storied Model: Torey Hayden's One Child

    Science.gov (United States)

    Marlowe, Mike; Disney, Gayle; Wilson, Kayce Jo

    2004-01-01

    Torey Hayden's style of classroom management in her nonfiction book "One Child" was examined. "One Child" unfolds within the space of a special education classroom for children with severe behavioral impairments and focuses on Sheila, a troubled 6-year-old, who has tied a 3-year-old boy to a tree and critically burned him. Each technique Hayden…

  12. A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes

    NARCIS (Netherlands)

    Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone

    This meta-analysis examined which classroom management strategies and programs enhanced students’ academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade

  13. Behavior Modification in the Classroom

    Science.gov (United States)

    Whitman, Mryon; Whitman, Joan

    1971-01-01

    This article presents the theoretical rationale for behavior modification, principally through its comparison with traditional psychotherapies, and suggests some behavior modification techniques for the classroom management of maladaptive behavior. (Author)

  14. Effects of Teacher Consultation on Evidence-Based Classroom Management Strategies: Teacher and Student Behavior

    Science.gov (United States)

    Funk, Kristin M.

    2013-01-01

    The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress…

  15. Complementary Roles of Care and Behavioral Control in Classroom Management: The Self-Determination Theory Perspective

    Science.gov (United States)

    Nie, Youyan; Lau, Shun

    2009-01-01

    This study examined how classroom management practices--care and behavioral control--were differentially associated with students' engagement, misbehavior, and satisfaction with school, using a large representative sample of 3196 Grade 9 students from 117 classes in Singapore. Results of hierarchical linear modeling showed differential relations.…

  16. Self-management as a strategy to improve the classroom behavior of adolescents with ADHD.

    Science.gov (United States)

    Shapiro, E S; DuPaul, G J; Bradley-Klug, K L

    1998-01-01

    This article reports on the application of a self-management strategy for improving the classroom behavior of students with attention-deficit/hyperactivity disorder (ADHD). Based on the work of Rhode, Morgan, and Young (1983), the intervention focuses on teaching students to systematically rate their own behavior according to the rating of their teacher. Although, historically, self-management strategies based on cognitive control have not been found to be effective for students with ADHD, strategies based on contingency management have not been widely reported in the literature. A description of the intervention and two case study illustrations are provided. Potential limitations and implications for research in using this strategy are discussed.

  17. A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes

    Science.gov (United States)

    Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone

    2016-01-01

    This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003-2013). Results showed small but significant…

  18. Student Perceptions regarding Vocational High School Teachers' Problem Solving Methods against Undesired Behaviors in Classroom Management

    Science.gov (United States)

    Gulcan, Murat Gurkan

    2010-01-01

    Teachers' classroom management approach varies depending on several factors such as the social, psychological, cultural and educational status of the student, classroom level, the physical conditions of the school, organization structure. There are different approaches in classroom management. These approaches are gathered under three headings in…

  19. Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

    Science.gov (United States)

    Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

    2017-01-01

    Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support (PBS) is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

  20. Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams.

    Science.gov (United States)

    Hansen, Blake D; Caldarella, Paul; Williams, Leslie; Wills, Howard P

    2017-09-01

    Classroom management in dual immersion classrooms includes unique challenges. The teacher must instruct and correct in the L2 language, in which students are beginning learners, and effective classroom management strategies appropriate to the L2 context. Class-Wide Function-Related Intervention Teams (CW-FIT) is a positive classroom management program that teaches social skills and uses group contingencies to improve behavior. The present study examined the ability of French immersion teachers to implement CW-FIT in the L2, including the effects of CW-FIT on teacher praise and reprimand rates and as well as on students' classroom behavior. Social validity was also assessed. A single-subject multiple baseline design with embedded reversals was used to evaluate impact in second-, third-, and fourth-grade dual immersion classrooms. Results indicated that dual immersion teachers were able to implement CW-FIT in L2 with fidelity. The intervention significantly increased teacher praise and improved classroom on-task behavior. Changes in teacher reprimand rates were inconsistent. Students and teachers reported CW-FIT to be socially valid.

  1. A Cross-Cultural Study of Students' Behaviors and Classroom Management Strategies in the USA and Korea

    Science.gov (United States)

    Shin, Sunwoo; Koh, Myung-sook

    2008-01-01

    The purpose of this cross-cultural study is to investigate comparative students' problem behaviors and classroom behavior management strategies for students in urban public schools between teachers in the United States and Korea. This study incorporated data collected from two different teacher self-reported survey questionnaires, the Student…

  2. CLASSROOM MANAGEMENT STRATEGIES IN AN EFL CLASS

    OpenAIRE

    Eva Fitriani Syarifah; Raynesa Noor Emiliasari

    2017-01-01

    In a foreign language context, classroom management is very important to be considered by the teachers since the target language is taught mostly in classroom. However, managing classroom is not an easy task to do. Most of teachers think it is difficult because they need to organize the class, deal with students‘ behavior and manage the time. Taking the issues above into account, this research was conducted to find out strategies in managing EFL classrooms applied by a teacher ...

  3. Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices

    Science.gov (United States)

    Reddy, Linda A.; Dudek, Christopher M.

    2014-01-01

    In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…

  4. The Role of Knowledge and Skills for Managing Emotions in Adaptation to School: Social Behavior and Misconduct in the Classroom

    Science.gov (United States)

    Lopes, Paulo N.; Mestre, Jose M.; Guil, Rocio; Kremenitzer, Janet Pickard; Salovey, Peter

    2012-01-01

    Students' ability to evaluate emotionally challenging situations and identify effective strategies for managing emotions in themselves and others was negatively related to poor classroom social behavior across three studies. These studies, involving 463 students from two Spanish high schools and one American university, examined indicators of…

  5. Self- Versus Teacher Management of Behavior for Elementary School Students with Asperger Syndrome: Impact on Classroom Behavior

    Science.gov (United States)

    Shogren, Karrie A.; Lang, Russell; Machalicek, Wendy; Rispoli, Mandy J.; O'Reilly, Mark

    2011-01-01

    The purpose of this study was to evaluate and compare the effectiveness of a token economy and a self-management intervention in an inclusive kindergarten classroom. Two 5-year-old children with Asperger syndrome who were struggling to follow classroom rules participated in the study. An ABACABAC (A = baseline, B = token economy, C =…

  6. Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades

    OpenAIRE

    McClowry, Sandra Graham; Snow, David L.; Tamis-LeMonda, Catherine S.; Rodriguez, Eileen T.

    2009-01-01

    A prevention trial tested the efficacy of INSIGHTS into Children?s Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher?s Rating Scale of Child?s Actual Competence ...

  7. Constructive Classroom Management.

    Science.gov (United States)

    Dollard, Norin; And Others

    1996-01-01

    Reviews classroom management strategies that are child-centered and consistent with constructivist approaches to education, in which teachers create situations that facilitate learning. Describes strategies including techniques for establishing dialog, cognitive interventions (including self management and conflict resolution), cognitive…

  8. Increasing On-Task Behavior in Students in a Regular Classroom: Effectiveness of a Self-Management Procedure Using a Tactile Prompt

    Science.gov (United States)

    Moore, Dennis W.; Anderson, Angelika; Glassenbury, Michele; Lang, Russell; Didden, Robert

    2013-01-01

    Self-management strategies have been shown to be widely effective. However, limited classroom-based research exists involving low performing but developmentally normal high school-aged participants. This study examined the effectiveness of a self-management strategy aimed at increasing on-task behavior in general education classrooms with students…

  9. Managing Classroom Problems.

    Science.gov (United States)

    Long, James D.

    Schools need to meet unique problems through the development of special classroom management techniques. Factors which contribute to classroom problems include lack of supervision at home, broken homes, economic deprivation, and a desire for peer attention. The educational atmosphere should encourage creativity for both the student and the…

  10. Effects of Classroom Management Profiles of Pre-School Teachers on Social Skills and Problem Behaviors of Children

    OpenAIRE

    METİN, Şermin; AYDOĞAN, Yasemin; KAVAK, Şule; MERCAN, Zerrin

    2018-01-01

    Thisresearch was conducted to determine the classroom management profile ofpreschool teachers and to examine the influence of teachers' classroommanagement profiles on children's social skills and problem behaviors. Theresearch was carried out in 2015-2016 educational year with teachers workinginkindergartens affiliated to Provincial Directorate of National Education inGaziantep province center and children in their classes. The study groupconsists of 485 children and 45 teachers wh...

  11. Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades.

    Science.gov (United States)

    McClowry, Sandra Graham; Snow, David L; Tamis-Lemonda, Catherine S; Rodriguez, Eileen T

    2010-03-01

    A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in INSIGHTS, compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in INSIGHTS, compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent.

  12. Managing Your Classroom for Success

    Science.gov (United States)

    Wong, Harry; Wong, Rosemary; Rogers, Karen; Brooks, Amanda

    2012-01-01

    Effective teachers view classroom management as a process of organizing and structuring classroom events for student learning. Creating a well-managed classroom with established procedures is the priority of a teacher the first two weeks of school. In an elementary classroom where each day may have a different array of subjects and at different…

  13. Classroom Management and Learning.

    Science.gov (United States)

    Brophy, Jere E.

    1982-01-01

    Survey results show that planning and constant vigilance are the price of effective teaching. Effective classroom management involves awareness, good organizational skills, preparation, letting students know what is expected of them and following through, and the ability to diagnose student problems. (CT)

  14. Effective Classroom Management

    Science.gov (United States)

    Mansor, Azlin Norhaini; Eng, Wong Kim; Rasul, Mohamad Sattar; Hamzah, Mohd Izham Mohd; Hamid, Aida Hanim A.

    2012-01-01

    This paper attempts to explore and identify the characteristics of an effective teacher who teaches English as a second language to 10 year old students from different ethnics, various social economic background and multi-level language ability, at a private primary school in Malaysia. The study focused on classroom management using a case study…

  15. The Relationship between Teachers' Implementation of Classroom Management Practices and Student Behavior in Elementary School

    Science.gov (United States)

    Gage, Nicholas A.; Scott, Terrance; Hirn, Regina; MacSuga-Gage, Ashley S.

    2018-01-01

    Teachers' classroom management practices have a direct impact on their students' probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which…

  16. A Comparative Study of Elementary Teachers' Beliefs and Strategies on Classroom and Behavior Management in the USA and Korean School Systems

    Science.gov (United States)

    Koh, Myung-sook; Shin, Sunwoo

    2014-01-01

    The purpose of this cross-cultural study is to investigate elementary teachers' beliefs and inter-cultural perspectives in classroom management (instructional environment and behavior management) for students in public schools of the U.S. and Korea. The results supported that the two groups of teachers showed similar beliefs in instructional…

  17. High-Performance Classrooms for Women? Applying a Relational Frame to Management/Organizational Behavior Courses.

    Science.gov (United States)

    Buttner, E. Holly

    2002-01-01

    Attributes of relational theory, based on women's development, include preventive connecting, mutual empowering, achieving, and team building. These attributes are compatible with the practices of high performance work organizations. Relational practices should be integrated into management and organizational behavior courses. (Contains 53…

  18. Revolving Classroom Door: Management Strategies To Eliminate the Quick Spin.

    Science.gov (United States)

    Rancifer, Jesse L.

    This paper presents classroom management practices that can be used to avoid the "revolving classroom door." In the revolving classroom door, misbehaving students are sent to the principal, and eventually returned to the classroom with no gains in student behavior or opportunity for learning. The paper begins by discussing the meaning of classroom…

  19. A Cross-Cultural Study of Teachers' Beliefs and Strategies on Classroom Behavior Management in Urban American and Korean School Systems

    Science.gov (United States)

    Shin, Sunwoo; Koh, Myung-Sook

    2007-01-01

    The purpose of this study is to investigate teachers' beliefs on classroom behavior management strategies for students in urban public high schools between teachers in the United States and the Republic of Korea. This study incorporates data collected from teacher self-reported survey questionnaire, which is the Attitudes and Beliefs on Classroom…

  20. Validation of the Classroom Behavior Inventory

    Science.gov (United States)

    Blunden, Dale; And Others

    1974-01-01

    Factor-analytic methods were used toassess contruct validity of the Classroom Behavior Inventory, a scale for rating behaviors associated with hyperactivity. The Classroom Behavior Inventory measures three dimensions of behavior: Hyperactivity, Hostility, and Sociability. Significant concurrent validity was obtained for only one Classroom Behavior…

  1. Nonverbal Cues: The Key to Classroom Management.

    Science.gov (United States)

    Petrie, Garth; Lindauer, Patricia; Bennett, Brenda; Gibson, Sherri

    1998-01-01

    Principals should familiarize teachers with the benefits of nonverbal procedures for classroom management and discipline enforcement. A behavior-management checklist of nonverbal techniques (eye contact, touching, smiling, and frowning) can be used in a series of short visits. At least 75% of control techniques should be nonverbal. Relying on…

  2. Pupil Behavior in Junior Classrooms

    Science.gov (United States)

    Boydell, D.

    1975-01-01

    The purpose of the exploratory study reported here was to investigate the nature of children's behavior in unstreamed, informal, junior classrooms where the children sit in small groups and the incidence of private teacher talk to small groups and individual children is high. (Author)

  3. Educational Theory and Classroom Behavior.

    Science.gov (United States)

    Swanson, Ronald G.; Smith, William S.

    1979-01-01

    Described are two instruments used in a workshop designed to help teachers clarify their own beliefs about education and to shape their classroom behavior accordingly. The Student-Content Inventory concerns styles of student-teacher interaction and the Educational Theory Inventory correlates the respondent's beliefs to major educational theories.…

  4. Concussion Management in the Classroom.

    Science.gov (United States)

    Graff, Danielle M; Caperell, Kerry S

    2016-12-01

    There is a new emphasis on the team approach to pediatric concussion management, particularly in the classroom. However, it is expected that educators are unfamiliar with the "Returning to Learning" recommendations. The authors' primary objective was to assess and improve high school educators' knowledge regarding concussions and management interventions using an online education tool. A total of 247 high school educators completed a 12 question pretest to assess core knowledge of concussions and classroom management followed by a 20-minute online literature-based education module. Participants then completed an identical posttest. The improvement in core knowledge was statistically significant (P weakness were the description and identification of concussions. Questions regarding concussion classroom management also showed a statistically significant increase in scores (P knowledge of educators regarding concussions and classroom management as well as the significant improvement after an online educational module. © The Author(s) 2016.

  5. Academic Practices to Gain and Maintain Student-Teacher Connectedness and Classroom Behavioral Management, Related to Educator Demographics

    Science.gov (United States)

    Kendall, Leslie Threadgill

    2015-01-01

    Connectedness and classroom management has been defined as the ability to relate to students and keep order and maintain successful relationships with individuals. This qualitative study utilized surveys, questionnaires, interviews, and observations to examine the best practices implemented by educators to develop and maintain connections with…

  6. Dimensions of Person-Centered Classroom Management

    Science.gov (United States)

    Freiberg, H. Jerome; Lamb, Stacey M.

    2009-01-01

    Public opinion trends over the last five decades show that lack of discipline continues to be one of America's top public educational concerns. This trend suggests that alternatives to the traditional model are urgently needed. In this traditional model of classroom management, based on behaviorism and still common in some areas, discipline is…

  7. Classroom Management: What Does Research Tell Us?

    Science.gov (United States)

    Postholm, May Britt

    2013-01-01

    The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral…

  8. The Good Behavior Game: A Classroom-Behavior Intervention Effective across Cultures

    Science.gov (United States)

    Nolan, Julene D.; Houlihan, Daniel; Wanzek, Megan; Jenson, William R.

    2014-01-01

    Few classroom behavioral interventions have been thoroughly studied using culturally and linguistically diverse populations, international student populations, or those from diverse socio-economic backgrounds. Yet, having such tools for school psychologists and teachers is critical for behavior management in the classroom. One important exception…

  9. Classroom Management. TESOL Classroom Practice Series

    Science.gov (United States)

    Farrell, Thomas S. C., Ed.

    2008-01-01

    This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…

  10. Managing Behavior by Managing the Classroom: Making Learning Accessible for Deaf and Hard of Hearing Students with Autism Spectrum Disorders

    Science.gov (United States)

    Szymanski, Christen A.

    2012-01-01

    The prevalence of Autism Spectrum Disorders (ASD)--a group of developmental disabilities that cause severe problems with socialization, behavior, and communication--continues to grow. In 2008, the year that "Odyssey" focused on autism, the estimated prevalence of ASD for hearing children was 1 in 150 (CDC, 2007), while today estimates suggest…

  11. A Rationale and Bibliography for Classroom Management and Intervention Techniques.

    Science.gov (United States)

    Karr-Kidwell, PJ

    This 51-item bibliography offers a selection of writings on issues and problems related to classroom management and discipline. Most citations concern works written between 1972-1983. Intervention techniques in dealing with deviant behavior are highlighted along with discipline and control in the classroom. Articles on methods of behavior…

  12. The Dance of Elementary School Classroom Management

    Science.gov (United States)

    Powell, Pamela

    2014-01-01

    At times, classroom management and guidance elude even the most seasoned teachers. Yet, students need guidance and practice in self-regulatory skills to assist in the learning that occurs in classrooms. Teachers need both practical and research-based classroom management strategies that benefit the environment and help create a space conducive to…

  13. Routines Are the Foundation of Classroom Management

    Science.gov (United States)

    Lester, Robin Rawlings; Allanson, Patricia Bolton; Notar, Charles E.

    2017-01-01

    Classroom management is the key to learning. Routines are the foundation of classroom management. Students require structure in their lives. Routines provide that in all of their life from the time they awake until the time they go to bed. Routines in a school and in the classroom provide the environment for learning to take place. The paper is…

  14. Effective Classroom Management Techniques for Secondary Schools

    African Journals Online (AJOL)

    Effective Classroom Management Techniques for Secondary Schools. ... engagement of students in activities, use of innovative instructional strategies by teachers, ... and teachers in their perception regarding the effects of teachers classroom ...

  15. Predicting Academic Achievement from Classroom Behaviors

    OpenAIRE

    Flynt, Cynthia J.

    2008-01-01

    PREDICTING ACADEMIC ACHIEVEMENT FROM CLASSROOM BEHAVIORS by Cynthia J. Flynt Nancy Bodenhorn & Kusum Singh, Co-Chairs Counselor Education (ABSTRACT) This study examined the influence of behaviors exhibited in the classroom on reading and math achievement in the first, third and eighth grades; and the influence of teacher perceptions on reading and math achievement of African-Americans versus White students and male versus female students. Lastly, the study examined te...

  16. Behavioral Contracts in the Martial Arts Classroom.

    Science.gov (United States)

    Corder, Gregory W.

    This paper discusses the use of behavior contracts for students with behavior problems in martial arts classrooms. Highlighted is the experience of one marital arts teacher with a preteen student who constantly disrupts the class. The behavior contract let the student continue participating while outlining specific expectations for him, his…

  17. Social Dynamics Management and Functional Behavioral Assessment

    Science.gov (United States)

    Lee, David L.

    2018-01-01

    Managing social dynamics is a critical aspect of creating a positive learning environment in classrooms. In this paper three key interrelated ideas, reinforcement, function, and motivating operations, are discussed with relation to managing social behavior.

  18. Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior

    Science.gov (United States)

    Smith, Jaime

    2009-01-01

    Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to have behavior management strategies to manage the students' negative behaviors within the classroom setting. This article will provide a rationale for embedding literacy instruction within behavior management strategies to…

  19. Classroom Management for Early Childhood Music Settings

    Science.gov (United States)

    Koops, Lisa Huisman

    2018-01-01

    Classroom management is a common concern for preservice teachers and can be a key to success for in-service teachers. In this article, I discuss six strategies for classroom management: design and lead engaging music activities, employ music-rich transitions, balance familiarity and novelty, plan for success, communicate clear expectations, and…

  20. The Three Fs of Classroom Management

    Science.gov (United States)

    Daniels, Mark L.

    2009-01-01

    This article describes a cohesive theory of classroom management, developed by the author. This "three Fs" theory, predicated upon extant empiricism and scholarship vis-a-vis classroom management, was devised and implemented over several semesters within a field-based course at the University of Texas at Austin for preservice mathematics majors…

  1. Five Approaches to Avoid When Managing the Middle School Classroom

    Science.gov (United States)

    Englehart, Joshua M.

    2013-01-01

    Too often, teachers encountering difficulties with classroom management focus only on the students rather than critically examining the influence of their own approaches on student behavior. Given the particular challenges that middle school students present, certain practices and expectations exacerbate management issues, and a lack of awareness…

  2. Increasing On-Task Behavior in Students in a Regular Classroom: Effectiveness of a Self-Management Procedure Using a Tactile Prompt

    NARCIS (Netherlands)

    Moore, D.W.; Anderson, A.; Glassenbury, M.; Didden, H.C.M.; Lang, R.B.

    2013-01-01

    Self-management strategies have been shown to be widely effective. However, limited classroom-based research exists involving low performing but developmentally normal high school-aged participants. This study examined the effectiveness of a self-management strategy aimed at increasing on-task

  3. Scholar Dollars: Their Use in Classroom Management.

    Science.gov (United States)

    Deery, Ruth

    Suggestions and background information to help teachers use classroom currency to influence students' behavior and academic efforts are provided. There are five parts to the publication. Part 1 discusses the many uses of classroom currency in teaching economics content, for motivation, and in discipline. For example, if teachers find that…

  4. Testing the Classroom Citizenship Behaviors Scale: Exploring the Association of Classroom Citizenship Behaviors and Student Traits

    Science.gov (United States)

    Katt, James; Miller, Ann Neville; Brown, Tim

    2017-01-01

    This study investigated the reliability and validity of Myers and colleagues' Classroom Citizenship Behavior scale, as well as the relationship between student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, openness, and communication apprehension) and CCBs. Two hundred and thirteen students completed…

  5. The relationship between EFL teachers’ beliefs and actual practices of classroom management

    OpenAIRE

    Mohammad Aliakbari; Mohsen Heidarzadi

    2015-01-01

    This study aimed at analyzing Iranian EFL teachers’ beliefs toward classroom management and the relationship between teachers’ beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional management scale inventory and direct class observation through a researcher made classroom management observation checklist. The findings showed that EFL te...

  6. Comprehending Elementary School Teachers' Classroom Management Approaches

    Science.gov (United States)

    Sahin, Ali E.

    2015-01-01

    This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)? The…

  7. The Implementation of a Positive Behaviour Management Programme in a Primary Classroom: A Case Study.

    Science.gov (United States)

    Atherley, Carole

    1990-01-01

    Positive behavior management has been recommended as a more acceptable form of classroom management than traditional behavioral modification. This paper discusses the application of stimulus and contingency control methods (positive behavior management) to elicit more socially and academically acceptable behavior from elementary school children.…

  8. Classroom Management and Students' Self-Esteem: Creating Positive Classrooms

    Science.gov (United States)

    Demirdag, Seyithan

    2015-01-01

    Middle school students experience substantial changes in their emotion and cognition while they grow. They have mixed feelings, which may negatively affect their motivation, self-esteem, and academic success due to different classroom management strategies of their teachers. There is available research about motivation of middle school students…

  9. 282 Effective Classroom Management Techniques for Secondary ...

    African Journals Online (AJOL)

    FIRST LADY

    2011-01-18

    Jan 18, 2011 ... classroom management effectiveness is a powerful motivator of student's learning. As regards the ... attainment of organizational goals. ... reciprocal behaviour that occurs between individuals such as exchange of information ...

  10. Review and Analysis of Literature on Self-Management Interventions to Promote Appropriate Classroom Behaviors (1988-2008)

    Science.gov (United States)

    Briesch, Amy M.; Chafouleas, Sandra M.

    2009-01-01

    In the late 1980s, J. W. Fantuzzo and colleagues conducted a review of the self-management literature in order to better define the characteristics of this class of interventions. Results indicated that many interventions were minimally student-directed despite the title "self-managed" and that student-managed interventions demonstrated…

  11. Preschool Teachers' Views about Classroom Management Models

    Science.gov (United States)

    Sahin-Sak, Ikbal Tuba; Sak, Ramazan; Tezel-Sahin, Fatma

    2018-01-01

    This survey-based quantitative study investigates 310 Turkish preschool teachers' views about classroom management, using the following six models of disciplinary strategy: behavioral change theory, Dreikurs' social discipline model, Canter's assertive discipline model, the Glasser model of discipline, Kounin's model, and Gordon's teacher…

  12. Mistake management in a foreign language classroom

    OpenAIRE

    Volkova, Ekaterina

    2012-01-01

    The aim of the thesis is to design general recomendations on mistake management in a foreign language classroom which would meet both teachers' and learners' requirements and methods of mistake management in a foreign language classroom which would contribute to development of learners' communicative competence. The following methods were used in the research: analysis of literature on pedagogy, psychology and methodology of foreign language teaching, interview, questionnaire and observation....

  13. Classroom Behavior Patterns of EMH, LD, and EH Students.

    Science.gov (United States)

    McKinney, James D.; Forman, Susan G.

    1982-01-01

    Investigated whether classroom teachers could differentiate among educable mentally handicapped (EMH), learning disabled (LD), and emotionally handicapped (EH) students based on perceptions of classroom behavior patterns. Ratings from classroom behavior inventory scales revealed that EMH students were distinguished by low intelligence, creativity,…

  14. Caregiver Cognition and Behavior in Day-Care Classrooms.

    Science.gov (United States)

    Holloway, Susan D.

    A study examined the relationship between change in daycare children's classroom behavior and the teacher's socialization behavior. Various behaviors of 69 children in 24 classrooms were observed and coded in the fall and spring of the school year. Observers coded teacher behavior according to the Caregiver Interaction Scale, which assesses…

  15. Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

    Directory of Open Access Journals (Sweden)

    E.G. Balcik

    2011-12-01

    Full Text Available The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measurement tool was applied to a total of 54 teachers at 5 schools in Gölcük district of the Kocaeli province. The data collection tool is composed of three sections. The first section is for establishing teachers’ personal information. In this study, as a data collection tool, a questionnaire was used. When preparing questions for the questionnaire, following the examination of resources available, the questionnaire prepared by Aksoy (1999 and used in the thesis study entitled “Classroom Management and Student Discipline in Elementary Schools of Ankara” and also used in the thesis study by Boyraz (2007 entitled “Discipline Problems that Candidate Teachers Servicing at Elementary Schools Encounter in the Classroom” was employed. Although the validity and reliability of the questionnaire was tested by Aksoy (1999 and Boyraz (2007, the reliability study for the questionnaire was retested and found to be 0,9. The questionnaire include 42 items. 19 of them are related to the reasons of undesirable behaviors observed in the classroom and 23 of them are related to undesirable behaviors observed in the classroom.

  16. Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity.

    Science.gov (United States)

    Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W; Jackson, Daisy R

    2013-12-01

    Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties-social network equity-had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.

  17. Teachers' Perceptions of Effective Classroom Management within an Inner-City Middle School.

    Science.gov (United States)

    Turner, Catana L.

    This study was undertaken to obtain descriptive information about teachers' perceptions of effective classroom management within an inner-city middle school. Thirteen teachers in one such school in Tennessee were interviewed about their classroom management behaviors. Teachers appeared to have an elaborate system of beliefs related to the themes…

  18. The Relationship between EFL Teachers' Beliefs and Actual Practices of Classroom Management

    Science.gov (United States)

    Aliakbari, Mohammad; Heidarzad, Mohsen

    2015-01-01

    This study aimed at analyzing Iranian EFL teachers' beliefs toward classroom management and the relationship between teachers' beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional…

  19. Measurement of Child Behavior via Classroom Observations in the Good Behavior Game Professional Development Models Randomized Control Trial

    Science.gov (United States)

    Kurki, Anja; Wang, Wei; Li, Yibing; Poduska, Jeanne

    2013-01-01

    The Good Behavior Game (GBG) is a classroom-based behavior management strategy aimed at reducing aggressive/disruptive behavior and socializing children into the role of student. GBG, delivered in first and second grades, has been shown to reduce rates of substance abuse and other deleterious outcomes into young adulthood (Brown, C.H. et al 2007,…

  20. A Review of Single-Case Studies Utilizing Self-Monitoring Interventions to Reduce Problem Classroom Behaviors

    Science.gov (United States)

    Sheffield, Kim; Waller, Raymond J.

    2010-01-01

    Trying to manage the problem behaviors of one or two students in the classroom can take teachers away from valuable instructional time with all students. However, these problem behaviors can be reduced and student engagement increased by teachers implementing effective behavior management strategies. 2008). Because behavior management is only one…

  1. Assertive classroom management strategies and students’ performance: The case of EFL classroom

    OpenAIRE

    Mohammad Aliakbari; Bafrin Bozorgmanesh

    2015-01-01

    Ample research findings support the effective role that classroom management strategies play in enhancing students’ learning. Drawing upon Iranian high school teachers’ classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies affect students’ performance. Conducting a survey including 123 female students, it was found out that Iranian teachers apply classroom management stra...

  2. Assertive Classroom Management Strategies and Students' Performance: The Case of EFL Classroom

    Science.gov (United States)

    Aliakbari, Mohammad; Bozorgmanesh, Bafrin

    2015-01-01

    Ample research findings support the effective role that classroom management strategies play in enhancing students' learning. Drawing upon Iranian high school teachers' classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies…

  3. Student Civility in the College Classroom: Exploring Student Use and Effects of Classroom Citizenship Behavior

    Science.gov (United States)

    Myers, Scott A.; Goldman, Zachary W.; Atkinson, Jordan; Ball, Hannah; Carton, Shannon T.; Tindage, Melissa F.; Anderson, Amena O.

    2016-01-01

    The purpose of this investigation was to identify the types of citizenship behavior students use in the college classroom, and to examine the link between their use of citizenship behavior and their perceptions of classroom climate, interest, and self-reports of learning outcomes. Participants were 416 undergraduate students enrolled at a large…

  4. Exploring Strategic Behavior in an Oligopoly Market Using Classroom Clickers

    Science.gov (United States)

    Brouhle, Keith

    2011-01-01

    This article discusses an innovative technique to teach strategic behavior in oligopoly markets. In the classroom exercise, students play the role of a firm that maximizes its profit given the behavior of other firms in the industry. Using classroom clickers to communicate pricing decisions, students explore first-hand the strategic nature of…

  5. A Preliminary Analysis of a Behavioral Classrooms Needs Assessment

    Science.gov (United States)

    Leaf, Justin B.; Leaf, Ronald; McCray, Cynthia; Lamkins, Carol; Taubman, Mitchell; McEachin, John; Cihon, Joseph H.

    2016-01-01

    Today many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA) to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various components of ABA and general classroom set up. In…

  6. Teachers' classroom management variables and students' academic ...

    African Journals Online (AJOL)

    Teachers' classroom management variables and students' academic achievement in French in Cross River State, Nigeria. JU Emeh, CA Agbor. Abstract. No Abstract. Global Journal of Humanities Vol. 4(1&2) 2005: 25-27. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD ...

  7. Embracing Ubuntu in managing effective classrooms | Maphalala ...

    African Journals Online (AJOL)

    Journal Home > Vol 15, No 4 (2017) > ... Ubuntu is founded on three pillars, namely, interpersonal values, intrapersonal values and environmental values. ... the infusion of an African perspective into classroom management which currently considers mainly Western principles in creating a conducive learning environment.

  8. Coin Counter: Gamification for Classroom Management

    Science.gov (United States)

    Carlson, John; Harris, Ranida; Harris, Ken

    2017-01-01

    In recent years, gamification has been utilized in a number of different contexts, including educational applications. This paper describes a unique application of coin-based gamification classroom management system in undergraduate programming classes. The coin-based gamification allowed students to earn and spend coins as a form of classroom…

  9. Classroom Management and the ADHD Student

    Science.gov (United States)

    Colberg, Laura

    2010-01-01

    Meeting the academic needs of a student with Attention Deficit Hyperactivity Disorder (ADHD) can be taxing on teachers and students. This research highlights classroom management strategies that general education teachers might include in their teaching to support the academic growth students with ADHD, while continuing to support all students in…

  10. On the Relationship between EFL Teachers' Classroom Management Approaches and the Dominant Teaching Style: A Mixed Method Study

    Science.gov (United States)

    Kazemi, Ali; Soleimani, Neda

    2016-01-01

    As a factor contributing to a successful teaching career, classroom management can be affected by many latent and explicit variables. In this mixed method study, the researchers sought to scrutinize the possible connections among EFL teachers' classroom management approaches at two dimensions of behavior management and instructional management and…

  11. Bringing Reality to Classroom Management in Teacher Education

    Science.gov (United States)

    Eisenman, Gordon; Edwards, Susan; Cushman, Carey Anne

    2015-01-01

    Learning how to manage a classroom effectively is a difficult task for preservice teachers. This is compounded by the lack of attention that classroom management receives in many teacher preparation programs and in the field of education in general. This article offers a rationale for the lack of attention to classroom management in teacher…

  12. Social-Emotional Learning Is Essential to Classroom Management

    Science.gov (United States)

    Jones, Stephanie M.; Bailey, Rebecca; Jacob, Robin

    2014-01-01

    Research tells us that children's social-emotional development can propel learning. A new program, SECURe, embeds that research into classroom management strategies that improve teaching and learning. Across all classrooms and grade levels, four principles of effective management are constant: Effective classroom management is based in…

  13. A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions

    Science.gov (United States)

    Rusk, Robert Brian

    2016-01-01

    This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive…

  14. Strategies in Managing Rapport in Classroom Discussion

    OpenAIRE

    Reski Reski

    2018-01-01

    This paper aims to find out the strategies, applied by students in classroom interaction particularly in discussion, to maintain their interpersonal rapport as well as to enhance their rapport management with their fellow students. There are five strategies based on Spencer-Oatey (2008) that the interactants apply in social interactions. The strategies are request, compliments, apologies, gratitude and disagreement. The research is done to see whether the students realize the management of ra...

  15. Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education.

    Science.gov (United States)

    Breeman, L D; Wubbels, T; van Lier, P A C; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T

    2015-02-01

    The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both the individual and classroom levels among 414 children with emotional and behavioral disorders placed in special education. Two models were specified. In the first model, children's classroom adjustment was regressed on social relationships and teacher characteristics. In the second model, reversed links were examined by regressing teacher characteristics on social relationships and children's adjustment. Results of model 1 showed that, at the individual level, better social and emotional adjustment of children was predicted by higher levels of teacher-child closeness and better behavioral adjustment was predicted by both positive teacher-child and peer interactions. At the classroom level, positive social relationships were predicted by higher levels of teacher competence, which in turn were associated with lower classroom levels of social problems. Higher levels of teacher wellbeing were directly associated with classroom adaptive and maladaptive child outcomes. Results of model 2 showed that, at the individual and classroom levels, only the emotional and behavioral problems of children predicted social classroom relationships. At the classroom level, teacher competence was best predicted by positive teacher-child relationships and teacher wellbeing was best predicted by classroom levels of prosocial behavior. We discuss the importance of positive teacher-child and peer interactions for children placed in special education and suggest ways of improving classroom processes by targeting teacher competence. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  16. The influence of classroom aggression and classroom climate on aggressive-disruptive behavior.

    Science.gov (United States)

    Thomas, Duane E; Bierman, Karen L; Powers, C J

    2011-01-01

    Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

  17. Classroom Management in Foreign Language Education: An Exploratory Review

    Directory of Open Access Journals (Sweden)

    Diego Fernando Macías

    2018-01-01

    Full Text Available This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods.

  18. The relationship between EFL teachers’ beliefs and actual practices of classroom management

    Directory of Open Access Journals (Sweden)

    Mohammad Aliakbari

    2015-12-01

    Full Text Available This study aimed at analyzing Iranian EFL teachers’ beliefs toward classroom management and the relationship between teachers’ beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional management scale inventory and direct class observation through a researcher made classroom management observation checklist. The findings showed that EFL teachers favored interactionalist orientation on behavior and instructional management dimensions. Findings also indicated that male teachers were not significantly different from females in terms of the relationship between their beliefs and actual practices. However, there was a significant relationship between teachers’ beliefs and their actual practices of classroom management among less experienced teachers. It was further found that increase in teachers’ educational level led to decrease in discrepancy between their beliefs and actual practices.

  19. Construct Validation of the Behavior and Instructional Management Scale

    Science.gov (United States)

    Martin, Nancy K.; Sass, Daniel A.

    2010-01-01

    Beliefs related to classroom management vary among teachers and play an important role in classrooms. Despite the importance of this construct, valid measures have proven difficult to develop. This study evaluated the psychometric properties of the Behavior and Instructional Management Scale (BIMS), a short but valid measure of teachers'…

  20. Coping Styles as Mediators of Teachers' Classroom Management Techniques

    Science.gov (United States)

    Lewis, Ramon; Roache, Joel; Romi, Shlomo

    2011-01-01

    This study reports the relationships between coping styles of Australian teachers and the classroom based classroom management techniques they use to cope with student misbehaviour. There is great interest internationally in improving educational systems by upgrading the quality of teachers' classroom management. However, the relationship between…

  1. On the relationship between EFL teachers’ classroom management approaches and the dominant teaching style: A mixed method study

    OpenAIRE

    Ali Kazemi; Neda Soleimani

    2016-01-01

    As a factor contributing to a successful teaching career, classroom management can be affected by many latent and explicit variables. In this mixed method study, the researchers sought to scrutinize the possible connections among EFL teachers' classroom management approaches at two dimensions of behavior management and instructional management and the dominant teaching style. To this end, the researchers administered the Behavior and Instructional Management Scale (BIMS) ...

  2. Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education

    NARCIS (Netherlands)

    Breeman, L.D.; Wubbels, T.; van Lier, P.A.C.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, N.T.

    2015-01-01

    The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both

  3. Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education

    NARCIS (Netherlands)

    Breeman, L.D.|info:eu-repo/dai/nl/390776114; Wubbels, T.|info:eu-repo/dai/nl/070651361; van Lier, P.A.C.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, Nouchka|info:eu-repo/dai/nl/298678012

    The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher–child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both

  4. Mystery Motivator: A Tier 1 Classroom Behavioral Intervention

    Science.gov (United States)

    Kowalewicz, Eva A.; Coffee, Gina

    2014-01-01

    This study is an examination of the effectiveness of the Mystery Motivator--an interdependent group contingency, variable-ratio, classwide intervention--as a tool for reducing disruptive classroom behavior in eight diverse general-education elementary school classrooms across seven different schools. The study was conducted using an ABAB, changing…

  5. Making Amends: A Restorative Justice Approach to Classroom Behavior

    Science.gov (United States)

    Erb, Cathy Smeltzer; Erb, Peyton

    2018-01-01

    Enticed by developing skills that would empower students to solve problems, take responsibility for their own actions within the classroom community, and model real-life processes for resolving conflict, a team of third-grade teachers responsible for nearly 100 students embarked on creating a classroom behavior system titled "Making…

  6. Examining classroom influences on student perceptions of school climate: the role of classroom management and exclusionary discipline strategies.

    Science.gov (United States)

    Mitchell, Mary M; Bradshaw, Catherine P

    2013-10-01

    There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student-teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student-teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  7. Managing a Behavioral Management Program

    DEFF Research Database (Denmark)

    Schapiro, Steve; Lambeth, Susan P.

    2017-01-01

    The behavioral management of captive nonhuman primates (NHPs) can be significantly enhanced through synergistic relationships with noninvasive research projects. Many behavioral and cognitive research procedures are challenging and enriching (physically, cognitively, and/or socially......) for the animals (Hopper et al. 2016; Hopkins and Latzman 2017) without involving any invasive (surgical, biopsy, etc.) procedures. Noninvasive behavioral research programs present the primates with opportunities to choose to voluntarily participate (or not), providing them with greater control over...

  8. Self-Management for Primary School Students Demonstrating Problem Behavior in Regular Classrooms: Evidence Review of Single-Case Design Research

    Science.gov (United States)

    Busacca, Margherita L.; Anderson, Angelika; Moore, Dennis W.

    2015-01-01

    This review evaluates self-management literature targeting problem behaviors of primary school students in general education settings. Thirty-one single-case design studies met inclusion criteria, of which 16 demonstrated adequate methodological rigor, according to What Works Clearinghouse (WWC) design standards. Visual analysis and WWC…

  9. The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review.

    Directory of Open Access Journals (Sweden)

    Geraldina F Gaastra

    Full Text Available Children with attention-deficit/hyperactivity disorder (ADHD often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students' age, gender, intelligence, and medication use. Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs for 24 within-subjects design (WSD and 76 single-subject design (SSD studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08, with largest effects for consequence-based (WSDs: MSMD = 1.82 and self-regulation interventions (SSDs: MSMD = 3.61. Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students' age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates' behavioral and academic outcomes.

  10. PROSPECTIVE EFL TEACHERS’ PERCEPTIONS OF CLASSROOM MANAGEMENT AND MISBEHAVIOUR

    OpenAIRE

    CABAROĞLU, Nese

    2014-01-01

    The purpose of this small scale study was to determine pre-service teachers’ perceptions of classroom management, misbehaviour, and of their own ability to teach in relation to classroom management. Semi-structured interviews were conducted before and after teaching practice with eleven EFL (English as a Foreign Language) student teachers. Findings suggest that they have a narrow conception of classroom management, often focusing one aspect of it. Additionally, their confidence to teach seem ...

  11. Developing a protocol for evaluating teachers' classroom management styles

    OpenAIRE

    Đigić, Gordana; Stojiljković, Snežana

    2011-01-01

    The paper first defines the concept of classroom management and highlights the key-elements and presuppositions of successful classroom management. Further follows a description of different styles based on views of Martin and Baldwin who stress three dimensions of classroom management: personality (the teacher's convictions about the student's personality and actions based on them), teaching (what the teacher does to initiate and maintain class activities) and discipline (the procedures the ...

  12. Classroom management, student-teacher relationships and quality in education

    DEFF Research Database (Denmark)

    Christensen, Mette Vedsgaard

    Knowledge about classroom management is crucial for both teachers’ and students’ well-being and educational success. Studies have indicated that teaching and learning cannot take place effectively in poorly managed classrooms (Jones & Jones, 2012; Marzano, Marzano & Pickering, 2003), and research...... classroom management strategies and teacher-student relations, and by adjusting and applying insights from theory in pedagogical practice, we have introduced new ways of managing learning environments....... unanimously concludes that the competence to establish and maintain good teacher-student relations is a central teacher competence (Nordenbo et al., 2008;Cornelius Whiite, 2007; Mitchell, 2008; Hattie, 2009).This paper presents the findings from recent research and development projects concerning classroom...

  13. The Development of Novice Teachers' Culturally Responsive Classroom Management Practice

    Science.gov (United States)

    Patish, Yelena

    2016-01-01

    While extensive research has been conducted on classroom management little research exists on culturally responsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturally responsive management practice (CRCM) to better meet the needs of their students. My analysis was…

  14. Classroom Management and Teachers' Coping Strategies: Inside Classrooms in Australia, China and Israel

    Science.gov (United States)

    Romi, Shlomo; Lewis, Ramon; Roache, Joel

    2013-01-01

    This paper discusses the degree to which recently reported relationships between the classroom management techniques and coping styles of Australian teachers apply in two other national settings: China and Israel. Little is known about which teacher characteristics relate to their approach to classroom management, although researchers in Australia…

  15. Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills

    Science.gov (United States)

    Jackson, Cliff; Simoncini, Kym; Davidson, Mark

    2013-01-01

    Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…

  16. An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement. Classroom Insights from Educational Psychology

    Science.gov (United States)

    Davis, Heather A.; Summers, Jessica J.; Miller, Lauren M.

    2012-01-01

    Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student…

  17. Classroom

    Indian Academy of Sciences (India)

    in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. ... research, could then both inject greater vigour into teaching of ... ture, forestry and fishery sciences, management of natural resources.

  18. Child perceptions of teacher interpersonal behavior and associations with mathematics achievement in Dutch early grade classrooms

    NARCIS (Netherlands)

    Zijlstra, H.; Wubbels, T.; Brekelmans, M.; Koomen, H.M.Y.

    2013-01-01

    This study analyzed children's generalized perceptions of teacher interpersonal behavior in terms of two dimensions, control and affiliation, referring to the degree of teacher leadership/management and teacher friendliness/cooperation in the classroom, respectively. An adapted version of the

  19. The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder : A Meta-Analytic Review

    NARCIS (Netherlands)

    Gaastra, Geraldina F; Groen, Yvonne; Tucha, Lara; Tucha, Oliver

    2016-01-01

    Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of

  20. Classroom Management in Foreign Language Education: An Exploratory Review

    Science.gov (United States)

    Macías, Diego Fernando

    2018-01-01

    This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of…

  1. Exploring Teachers' Knowledge of Classroom Management and Control

    Science.gov (United States)

    Ayebo, Abraham; Assuah, Charles

    2017-01-01

    Purpose: This paper presents the results of a study that sought to determine teacher conceptions of classroom management and control. The study explored classroom management knowledge of participants, and how the knowledge was gained. It also investigated the extent to which participants held various conceptions, including rule-based, dominance…

  2. Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study

    Science.gov (United States)

    Hildenbrand, Susan M.; Arndt, Katrina

    2016-01-01

    This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…

  3. A Resource-Allocation Theory of Classroom Management.

    Science.gov (United States)

    McDonald, Frederick J.

    A fresh approach to classroom management, which responds both to the present body of knowledge in this area and extends to beginning teachers a practical, flexible, and simple method of maintaining classroom control, is presented. Shortcomings of previous management theories (in particular, the Direct Instruction Model) are discussed, and the need…

  4. Geography Teachers' Attitudes and Beliefs Regarding Classroom Management

    Science.gov (United States)

    Dikmenli, Yurdal; Çifçi, Taner

    2016-01-01

    This study scrutinizes geography teachers' attitude and belief levels regarding classroom management. As a matter of fact, classroom management is one of the prominent areas emphasized by all educators. Descriptive correlational survey model was used in the study. Study group includes 58 geography teachers working in Sivas province during the…

  5. Assertive classroom management strategies and students’ performance: The case of EFL classroom

    Directory of Open Access Journals (Sweden)

    Mohammad Aliakbari

    2015-12-01

    Full Text Available Ample research findings support the effective role that classroom management strategies play in enhancing students’ learning. Drawing upon Iranian high school teachers’ classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies affect students’ performance. Conducting a survey including 123 female students, it was found out that Iranian teachers apply classroom management strategies of organization, teaching management, teacher–student relationship, and teacher punishment–rewards (consequences with varying degrees. In the results section, Pearson correlation is applied between students’ achievement and each part of teacher management strategies. Finally, a positive relationship between teachers’ assertiveness and students’ performance was approved. The findings led to implications for in-service training programs for EFL teachers.

  6. Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

    OpenAIRE

    E.G. Balcik; S. Gulec

    2011-01-01

    The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measure...

  7. The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers' Classroom Management Strategies

    Science.gov (United States)

    Carlson, John S.; Tiret, Holly B.; Bender, Stacy L.; Benson, Laurie

    2011-01-01

    This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for…

  8. Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?

    Science.gov (United States)

    O'Neill, Sue C.

    2015-01-01

    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…

  9. Flexible Grouping as a Means for Classroom Management in a Heterogeneous Classroom

    Science.gov (United States)

    Rytivaara, Anna

    2011-01-01

    This article concerns issues of classroom management in heterogeneous classrooms. Although research in the field of learning styles has yielded mixed results, there is a call for information about how they could be used to individualize instruction, especially in primary schools. This article is part of an ethnographic study aiming to examine…

  10. Classroom as a social community and its management

    OpenAIRE

    Kovač, Nina

    2016-01-01

    The aim of this master′s thesis is to present classroom as a social community, focusing on teacher’s work. In the theoretical part, the thesis describes the history of schooling in Slovenian geographical area and defines concepts such as group, teacher, student and classroom. The most typical and commonly used classroom management styles are also presented. Data for the qualitative research are obtained from three class teachers who voluntarily participate in the research. Each teacher...

  11. Classroom Management Skills of The Language Teachers

    Directory of Open Access Journals (Sweden)

    Arif Sarıçoban

    2005-04-01

    Full Text Available Teachers or educators, most of the time, concentrate on the theoretical aspects oflanguage teaching and study them as much as possible. However, in practice, we start thinkingthat we will have to keep a number of people together in the same place. These are often thepeople who come from many different backgrounds and whose expectations differ. In thiscase, it becomes more and more difficult to appeal to every individual in class. Therefore, asteachers we should initially be trained on how to manage our classrooms and how to providethe necessary environment to put into practice the things we have learned to teach a language.Obviously, we need management skills as well as the language teaching skill. Actually, it isnot as difficult as many people think. As teachers if we fulfill our duties properly, a wellmanagedclass will ensue. In this study, therefore, the definition of class management isregarded roughly “to keep people from different environments directed to one single goal”.When this is accomplished, we are unlikely to live discipline problems.

  12. Observing Children's Stress Behaviors in a Kindergarten Classroom

    Science.gov (United States)

    Jackson, Lori A.

    2009-01-01

    This study used qualitative methods to determine whether kindergarten children exhibited stress behaviors during the academic work period of the day. Sixteen children (8 male, 8 female) ages 5-6 years were observed. The data consisted of classroom observations by the researcher, open-ended interviews with teachers, artifacts collected from the…

  13. Children of Divorce: The Impact on Classroom Behavior.

    Science.gov (United States)

    Shinoda, Kevin Seiji

    This paper presents research on the influence of divorce on the classroom behavior of school-aged children. It attempts to uncover some contributing factors that may play a role in how a child deals with divorce. It explores the role of the teacher and school in the intervention and discusses what teachers have observed in working with children of…

  14. Assessing the Flipped Classroom in Operations Management: A Pilot Study

    Science.gov (United States)

    Prashar, Anupama

    2015-01-01

    The author delved into the results of a flipped classroom pilot conducted for an operations management course module. It assessed students' perception of a flipped learning environment after making them experience it in real time. The classroom environment was construed using a case research approach and students' perceptions were studied using…

  15. Classroom Management: Seating Solutions [and] Hooray for Volunteers.

    Science.gov (United States)

    Novelli, Joan; Edgar, Susan

    1997-01-01

    Two articles present suggestions for enhancing classroom management in creative ways. The first article describes how to use flexible seating arrangements to encourage cooperation, friendship, and community. The second article discusses how to encourage and work with classroom volunteers from the community. (SM)

  16. How an Active Learning Classroom Transformed IT Executive Management

    Science.gov (United States)

    Connolly, Amy; Lampe, Michael

    2016-01-01

    This article describes how our university built a unique classroom environment specifically for active learning. This classroom changed students' experience in the undergraduate executive information technology (IT) management class. Every college graduate should learn to think critically, solve problems, and communicate solutions, but 90% of…

  17. Classroom Organization: A Key to Successful Management.

    Science.gov (United States)

    Guernsey, Marsha A.

    1989-01-01

    Suggestions are presented to increase the special education teacher's organizational efficiency, focusing on instructional planning and use of time and space as they relate to classroom organization. (JDD)

  18. Behavioral management of obesity

    Science.gov (United States)

    The behavioral management of obesity is an approach designed to provide individuals with a set of skills that promote a healthier weight. A number of strategies are used to assist individuals in making gradual changes that can realistically be incorporated into their lives. Evidence is promising f...

  19. Behavioral Teratology Comes to the Classroom.

    Science.gov (United States)

    Brackbill, Yvonne

    1987-01-01

    The article discusses types of teratogenic agents, (behavioral defects caused by toxic agents) behavioral targets, organismic vulnerability during growth spurts, teratogenic "routing" (path to the brain), exposure, and duration of effects. Lead is used as a paradigm of chemical neurotoxins known to affect cognitive and noncognitive…

  20. Evaluation of Teachers' Opinions About Effective Classroom Management Practices

    Directory of Open Access Journals (Sweden)

    Soner DOĞAN

    2014-12-01

    Full Text Available The aim of this study is to evaluate teacher behaviour in creating an effective classroom management process with regard to the views of the teachers working in primary and secondary schools. This is a qualitative study in which the case study design was used. The related literature was scanned and 9 open-ended questions were prepared. These questions that based on maximum variation sampling method were posed to 18 teachers. The data were collected by interview forms and were examined by descriptive and content analysis methods. According to the findings obtained, teachers have stated that pre-determination of classroom rules, asking for students' advices, lecturing in a planned manner, planned teaching, various methods, communication skills, time management, being a model and transitions between activities affect the process of classroom management positively; while punishment affects it in a partly positive way and the differences among the discipline perceptions affect the classroom management negatively

  1. The Special Educator's Toolkit: Everything You Need to Organize, Manage, and Monitor Your Classroom

    Science.gov (United States)

    Golden, Cindy

    2012-01-01

    Overwhelmed special educators: Reduce your stress and support student success with this practical toolkit for whole-classroom organization. A lifesaver for special educators in any K-12 setting, this book-and-CD set will help teachers expertly manage everything, from schedules and paperwork to student supports and behavior plans. Cindy Golden, a…

  2. Self-Management of Social Initiations by Kindergarten Students with Disabilities in the General Education Classroom

    Science.gov (United States)

    Reynolds, Brooke M.; Gast, David L.; Luscre, Deanna

    2014-01-01

    The effectiveness of a self-management intervention on social interaction behaviors was evaluated for students with disabilities and social deficits. Four students enrolled in a general education kindergarten classroom were taught to self-monitor social initiations during nonstructured social time via a digital wrist counter. The number of social…

  3. Differential Effectiveness of Interdependent and Dependent Group Contingencies in Reducing Disruptive Classroom Behavior

    Science.gov (United States)

    Hartman, Kelsey; Gresham, Frank

    2016-01-01

    Disruptive behavior in the classroom negatively affects all students' academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom. The Good Behavior Game is a Tier 1 classwide intervention that utilizes an interdependent group…

  4. Consumer Behavior Classroom Exercises that Really Work.

    Science.gov (United States)

    Kimmel, Allan J.

    1999-01-01

    Describes five in-class exercises for use in consumer behavior classes that encourage student involvement in group and class discussions, promote student interest in course material, and stimulate critical thinking. Explains that the exercises can be adapted for other related courses and are equally successful with students of varying abilities.…

  5. An International Perspective on Classroom Management: What Should Prospective Teachers Learn?

    Science.gov (United States)

    Wubbels, Theo

    2011-01-01

    Drawing upon a review of relevant literature, this paper provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology,…

  6. · Attitude towards Computers and Classroom Management of Language School Teachers

    Directory of Open Access Journals (Sweden)

    Sara Jalali

    2014-07-01

    Full Text Available Computer-assisted language learning (CALL is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more learner-centered and conducive language learning environment. The current study explored the relationship between computer attitudes and behavior and instructional classroom management approaches implemented by English institute teachers. In so doing, a total of 105 male (n = 27 and female (n = 78 EFL teachers participated in this study. A computer attitude questionnaire adapted from Albirini (2006 and a Behavior and Instructional Management Scale (BIMS adopted from Martin and Sass (2010 were benefitted from for the purpose of collecting the data. The results of the Pearson Correlation Coefficient revealed that there were no significant relationships between attitude and behavior and instructional management across gender. However, it was found that the more male teachers experience tendency toward using computers in their classes, the more teacher-centered their classes become. In addition, the more female teachers are prone to use computers in their classes, the more student-centered and lenient their classes become.

  7. Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom

    Science.gov (United States)

    Sutherland, Kevin S.; Singh, Nirbhay N.

    2004-01-01

    Students with emotional or behavioral disorders (E/BD) are characterized by academic deficits and classroom behavioral problems. The relationship between problem behavior and academic difficulties is complex, and some researchers have hypothesized that the classroom behavior problems of students with E/BD are responses to aversive stimuli, namely…

  8. Japanese Classroom Behavior: A Micro-Analysis of Self-Reports versus Classroom Observations--With Implications for Language Teachers

    Science.gov (United States)

    Bohn, Mariko T.

    2004-01-01

    This article examines the influence of Japanese cultural values, beliefs, and educational style on Japanese students learning English as a second language in an American classroom. In contrast to the Japanese students' high motivation to learn English, their classroom behavior and roles reflect their own cultural perspectives rather than the…

  9. Examining Teachers' Behavioral Management Charts: A Comparison of Class Dojo and Paper-Pencil Methods

    Science.gov (United States)

    Krach, S. Kathleen; McCreery, Michael P.; Rimel, Hillary

    2017-01-01

    Many teachers report using behavioral management charts in their classrooms as a means of managing student behaviors, but little is known about exactly what behaviors teachers are charting, or specifically how. Misunderstanding over how real-world teachers maintain behavioral charts may cause miscommunication between the teacher and the school…

  10. Managing students' learning in classrooms: Reframing classroom research

    Science.gov (United States)

    Fawns, Rod; Salder, Jo

    1996-06-01

    Research on improving teaching typically focuses on the public statements of teachers and students. In the treatment of transcripts only the public “on task” utterances are usually coded and formally enter the research. In this paper the authors analysed Year 8 students' public and private statements to themselves and their peers collected in the course of their multi-year study of teacher management of communication in cooperative learning groups. The authors analysed the students' utterances as data about their cognitive and emotional responses to the management strategies The data reflect how the students perceived and responded to subtle features in the public enactment of the curriculum, the task and the setting during the ongoing lesson. The approach allows a better understanding of students' actual experiences, their responses to the overt and covert curriculum, their use of prior knowledge and their strategies for engaging with the science curriculum.

  11. The Relationship between Classroom Management and Graduate Students' Academic Procrastination

    Directory of Open Access Journals (Sweden)

    naser nastiezaie

    2017-06-01

    Full Text Available AWT IMAGE Background and Objective: Academic procrastination is one of the common phenomena among students that can affect classroom management in different ways.. This study aimed to investigate the relationship between classroom management and academic procrastination in graduate students at University of Sistan and Baluchistan. Materials and Methods: This study is descriptive-correlational (regression. The study population was all graduate students of the University of Sistan and Baluchestan in the first half of the academic year 2015-2016. By using stratified convenience sampling method, 328 students were selected and studied through applying two questionnaires of class management that were made by researchers and Savari’s academic procrastination questionnaire. To analyze the data, Pearson correlation coefficient, simultaneous multiple regression analysis, and SPSS21 software were used. Results: Mean scores were as follows: designing and organizing (3.49±0.452, leadership (3.58±0.422, monitoring and control (3.42±0.48, evaluation (2.92±0.708, classroom management (3.35±0.346, academic procrastination (2.05±1.169. Correlation coefficients of designing and organizing, leadership, monitoring and control, evaluation, classroom management with academic procrastination were -0.3,-0.391,-0.414,-0.544 and -0.637 (p<0.01 respectively. Based on the results of regression analysis, class management components showed 41.5 of the variance of academic procrastination (p<0.01. Conclusion The faculty can effectively and efficiently manage their classroom by improving designing and organizing, leadership, monitoring and control, and evaluation skills. This may result in reduction of students' academic procrastination. Keywords: Classroom management, Designing and organizing, Leadership, Monitoring and control, Evaluation, Academic procrastination.

  12. Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms.

    Science.gov (United States)

    Friedman-Krauss, Allison H; Raver, C Cybele; Neuspiel, Juliana M; Kinsel, John

    2014-01-01

    The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers' perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers' executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers' health.

  13. Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms

    Science.gov (United States)

    Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John

    2017-01-01

    Research Findings The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy Many early childhood teachers do not receive sufficient training for handling children’s challenging behaviors. Child behavior problems increase a teacher’s workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children’s school readiness skills and teachers’ health. PMID:28596698

  14. Understanding Pupil Behaviour: Classroom Management Techniques for Teachers

    Science.gov (United States)

    Lewis, Ramon

    2009-01-01

    This book describes a system of successful classroom behaviour management techniques developed by the author over more than twenty-five years. It outlines the difficulties confronting teachers trying to manage pupils' misbehaviour in schools and describes four types of pupil who can be helped to behave responsibly. In "Understanding Pupil…

  15. On the relationship between EFL teachers’ classroom management approaches and the dominant teaching style: A mixed method study

    Directory of Open Access Journals (Sweden)

    Ali Kazemi

    2016-07-01

    Full Text Available As a factor contributing to a successful teaching career, classroom management can be affected by many latent and explicit variables. In this mixed method study, the researchers sought to scrutinize the possible connections among EFL teachers' classroom management approaches at two dimensions of behavior management and instructional management and the dominant teaching style. To this end, the researchers administered the Behavior and Instructional Management Scale (BIMS by Martin and Sass (2010 and the Teaching Style Inventory (TSI by Grasha (1996 to 103 randomly selected EFL teachers working at private language learning centers. Following the quantitative phase of the study, semi- structured interview sessions were held to gain more in-depth understanding of the research problems. Descriptive statistics, Pearson moment correlational analyses, regression analyses and theme analyses were implemented to analyze the data. The results of the study showed that Iranian EFL teachers followed interventionist or controlling classroom management approaches (at both dimensions of behavior and instructional management and predominantly use the formal authority teaching style. Moreover, their teaching style(s significantly correlated with both behavior management and instructional management. The findings of this study have important implications for practicing teachers, teachers in training and teacher trainers. Practicing teachers need to examine their own classroom management approaches and teaching styles to see whether these practices are conducive to successful language learning.

  16. Professional Vision of Classroom Management and Learning Support in Science Classrooms--Does Professional Vision Differ across General and Content-Specific Classroom Interactions?

    Science.gov (United States)

    Steffensky, Mirjam; Gold, Bernadette; Holdynski, Manfred; Möller, Kornelia

    2015-01-01

    The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation…

  17. Teachers' Conflict Management Styles: The Role of Attachment Styles and Classroom Management Efficacy

    Science.gov (United States)

    Morris-Rothschild, Britta K.; Brassard, Marla R.

    2006-01-01

    Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy (CMEFF) and security of attachment (low on avoidance,…

  18. Behavior Management in Afterschool Settings

    Science.gov (United States)

    Mahoney, Joseph L.

    2014-01-01

    Although behavioral management is one of the most challenging aspects of working in an afterschool setting, staff do not typically receive formal training in evidence-based approaches to handling children's behavior problems. Common approaches to behavioral management such as punishment or time-out are temporary solutions because they do not…

  19. Teacher-led relaxation response curriculum in an urban high school: impact on student behavioral health and classroom environment.

    Science.gov (United States)

    Wilson, H Kent; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Drewel, Emily; Riklin, Eric; Saul, Southey; Fricchione, Gregory L; Benson, Herbert; Denninger, John W

    2015-01-01

    Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P management behaviors at that point. Using a Bonferroni correction (P management behaviors (P classroom productivity (eg, increased time spent on activities and instruction from pre- to postintervention). This study showed that teachers can lead an RR curriculum with fidelity and suggests that such a curriculum has positive benefits on student emotional and behavioral

  20. Behavior Management: Examining the Functions of Behavior

    Science.gov (United States)

    Alstot, Andrew E.; Alstot, Crystal D.

    2015-01-01

    Appropriate student behavior is essential for the success of a physical education lesson. Despite using effective proactive management strategies, teachers may need to also use reactive techniques to reduce problem behaviors by applying suitable consequences. For these consequences to be effective, they must be aligned with the function, or cause,…

  1. Is It Incivility or Mental Illness? Understanding and Coping with Disruptive Student Behavior in the College Classroom

    Science.gov (United States)

    McNaughton-Cassill, Mary E.

    2013-01-01

    Rising rates of incivility in the college classroom can generate stress for both faculty and students. However, incivility can take multiple forms, have different causes and require different management techniques. In some cases disruptive behavior is the result of student faculty interactions, and can be ameliorated by improved communication or…

  2. The Relationship of Student Teachers' Bureaucratic Orientation to Verbal Classroom Behavior.

    Science.gov (United States)

    Sturm, Dieter W. F.

    1979-01-01

    Determines the relationship of student teachers' commitment to values, attitudes, and behaviors characteristically fostered by bureaucratic organizations and their verbal classroom behavior while teaching. Findings reveal no difference in verbal classroom behavior of student teachers high and low in bureaucratic orientation, and no difference in…

  3. Pre Business College Freshman Perception of Classroom Behavior: An Analysis among and between Genders

    Science.gov (United States)

    Alexander, Melody W.; Mundrake, George A.; Brown, Betty J.

    2009-01-01

    The focus of this study was 1) to identify pre business college freshman observed classroom behavior (personal, technical, and collaborative behaviors) in high school versus college, and to compare by gender (male to male; female to female), and 2) to identify pre business college freshman perceptions of classroom behavior in college, and to…

  4. The Influence of Cultural Values on Classroom Behaviors of Adult Vietnamese Refugees.

    Science.gov (United States)

    Boss, Roberta S.

    A study examined the influence of cultural values on classroom behaviors of adult Vietnamese refugees. More specifically, the study was designed to determine the effect of culturally acquired attitudes and personality traits on the refugees' classroom behaviors, the relationship between these behaviors and the cognitive learning styles favored by…

  5. The effect of altering self-descriptive behavior on self-concept and classroom behavior.

    Science.gov (United States)

    Lane, J; Muller, D

    1977-09-01

    This research examined the impact of operant reinforcement of positive self-descriptive behavior on the self-concepts and classroom behavior of 60 fifth-grade students. Three groups of 10 male and 10 female low self-concept students wrote a series of eight essays describing their school performance. The first group (P) received written reinforcement for positive self-descriptions of their school performance. The second group (G) received an equal number of reinforcements for general statements. The third group (C) received no reinforcement for written statements. Three areas of self-concept were measured with the Primary Self-Concept Inventory: personal-self, social-self, and intellectual-self. A frequency count was also made of nine classroom behaviors thought to be influenced by self-concept. The P group displayed increases in the frequency of positive self-descriptive statement and in intellectual self-concept but no changes in personal self-concept, social self-concept, or the nine classroom behaviors. The G and C groups showed no change in self-description, self-concept, or the nine classroom behaviors.

  6. Investigating the Usability of Classroom Management Strategies among Elementary Schoolteachers

    Science.gov (United States)

    Briesch, Amy M.; Briesch, Jacquelyn M.; Chafouleas, Sandra M.

    2015-01-01

    Although teachers are often asked to implement classroom interventions to address student behavior, little is known about their perceived usability of many evidence-based strategies. One thousand five elementary schoolteachers completed the Usage Rating Profile-Intervention-Revised (URP-IR) with regard to the use of one of five evidence-based…

  7. Using Leadered Groups in Organizational Behavior and Management Survey Courses

    Science.gov (United States)

    Andre, Rae

    2011-01-01

    In organizational behavior and management survey courses, students are likely to maximize certain career-appropriate knowledge when their classroom groups are leadered rather than leaderless. Using leadered groups facilitates the learning of the professional and managerial skills associated with formal leadership while reducing some problematic…

  8. The Influence of Early Malnutrition on Subsequent Behavioral Development. II: Classroom Behavior.

    Science.gov (United States)

    Galler, Janina R.; And Others

    The classroom behaviors of 129 Barbadian children (77 boys and 52 girls) ages 5 to 11 years, who had suffered from moderate to severe protein-energy malnutrition in the first year of life were compared with children with no history of malnutrition. Data were gathered from questionnaires administered to teachers who were unaware of the children's…

  9. Authoritative Classroom Management: How Control and Nurturance Work Together

    Science.gov (United States)

    Walker, Joan M. T.

    2009-01-01

    Despite broad recognition that teaching excellence requires meeting students' intellectual and social needs, teachers struggle to manage--and learning theory struggles to explain--the interplay between the academic and social dimensions of classroom life. Drawing from research on parenting and child development, the author offers parenting style…

  10. Simulating Variation in Order to Learn Classroom Management

    Science.gov (United States)

    Ragnemalm, Eva L.; Samuelsson, Marcus

    2016-01-01

    Classroom management is an important part of learning to be a teacher. The variation theory of learning provides the insight that it is important to vary the critical aspects of any task or subject that is to be learned. Simulation technology is useful in order to provide a controlled environment for that variation, and text as a medium gives the…

  11. A Review of Literature on Teacher Efficacy and Classroom Management

    Science.gov (United States)

    Dibapile, Waitshega Tefo Smitta

    2012-01-01

    The purpose of this paper was to review the literature on teacher efficacy and classroom management. The conceptual framework of this paper was based on the theories of Rotter (1966) and Bandura (1977). The review of literature indicated that teacher efficacy helps teachers plan effective instructional strategies, increases performance, and…

  12. Managing Learning Experiences in an AACSB Environment: Beyond the Classroom

    Science.gov (United States)

    Spruell, James; Hawkins, Al; Vicknair, David

    2009-01-01

    The study explores the development and management of a rich learning environment that extends the traditional classroom to include significant co-curricular programs. Learning enrichment is guided by the individual mission of the business school, accreditation agency (AACSB), and in our case, the Jesuit mission. That central framework provides a…

  13. Interdependence and Management in Bilingual Classrooms. Final Report.

    Science.gov (United States)

    Cohen, Elizabeth G.; Intili, Jo Ann

    Applying industrial organizational theory to classroom management, the authors examined the organization of a complex bilingual curriculum for the effects of shared authority among students and teachers and the effects of shared decision-making among staff. Using a math-science curriculum called "Finding Out: Descubrimiento," the nine…

  14. Classcraft: From Gamification to Ludicization of Classroom Management

    Science.gov (United States)

    Sanchez, Eric; Young, Shawn; Jouneau-Sion, Caroline

    2017-01-01

    In this article, we discuss the concept of gamification, based on a literature review and preliminary feedback from teachers using "Classcraft," a role-playing game supported by a digital platform and a mobile application that were developed to answer high school teachers' classroom management needs. Our results come from two experiments…

  15. An Evaluation of CHAMPS: A Classroom Management Program

    Science.gov (United States)

    Minnear, Holly J.

    2015-01-01

    This dissertation was designed to examine the impact of Conversation, Help, Activity, Movement, Participation, Success (CHAMPS), a classroom management program in elementary schools in a district in North Carolina. The participants included principals and teachers who attended a 2-day training course and implemented the CHAMPS program at their…

  16. Transformational Leadership: Practicing What We Teach in the Management Classroom

    Science.gov (United States)

    Pounder, James S.

    2008-01-01

    In a Hong Kong study, the author examined the effect on undergraduate business students of university business school instructors' exhibiting a transformational leadership style in the classroom. Transformational leadership is one of the central concepts in management, and research has indicated that a positive association exists between this…

  17. Gender in the Management Education Classroom: A Collaborative Learning Journey

    Science.gov (United States)

    Bilimoria, Diana; O'Neil, Deborah A.; Hopkins, Margaret M.; Murphy, Verena

    2010-01-01

    In this article, the authors describe a classroom incident and their subsequent learnings about effectively managing issues of gender diversity in an MBA course titled "Women in Organizations." The authors employ Kolb's learning cycle as a framework for describing the incident ("concrete experience"), reflecting on and discussing what occurred…

  18. Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

    Science.gov (United States)

    Akin, Sibel; Yildirim, Ali; Goodwin, A. Lin

    2016-01-01

    This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15…

  19. A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers

    Science.gov (United States)

    Baker, Credence; Gentry, James; Larmer, William

    2016-01-01

    Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation…

  20. PROFICIENT CLASSROOM MANAGEMENT THROUGH FOCUSED MATHEMATIC TEACHING

    Directory of Open Access Journals (Sweden)

    Marcus Samuelsson

    2017-12-01

    Full Text Available A not entirely unusual position among teachers is that they believe that they must first establish a peaceful classroom before they can begin to teach the subject. This research, shows how a proficient mathematics teacher teaches his subject and thereby creates a quiet and focused classroom and exerts effective leadership, just by teaching mathematics. The researchers observed a male mathematics teacher for almost half a year, i.e. one semester. The results of research present several patterns that the researchers saw during the observations of his teaching. The teacher showed an interest in each student’s mathematical thinking and expressed explicitly how students were expected to learn mathematics. He also directed students’ attention to mathematics and established a culture where all solutions were important in the teaching process. In the teaching process, he used multiple representations to motivate students and a lot of supportive expressions that made them feel that they were able to learn mathematics. He worked patiently to establish structures, and there was almost no disruptive behaviour. Students simply did not have time to interfere because they were so engaged in learning mathematics.

  1. Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school.

    Science.gov (United States)

    Murray, Desiree W; Rabiner, David L; Kuhn, Laura; Pan, Yi; Sabet, Raha Forooz

    2018-04-01

    The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (d=0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (d=0.54) and inattention (d=-0.34). Results highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  2. Systems approach to managing educational quality in the engineering classroom

    Science.gov (United States)

    Grygoryev, Kostyantyn

    Today's competitive environment in post-secondary education requires universities to demonstrate the quality of their programs in order to attract financing, and student and academic talent. Despite significant efforts devoted to improving the quality of higher education, systematic, continuous performance measurement and management still have not reached the level where educational outputs and outcomes are actually produced---the classroom. An engineering classroom is a complex environment in which educational inputs are transformed by educational processes into educational outputs and outcomes. By treating a classroom as a system, one can apply tools such as Structural Equation Modeling, Statistical Process Control, and System Dynamics in order to discover cause-and-effect relationships among the classroom variables, control the classroom processes, and evaluate the effect of changes to the course organization, content, and delivery, on educational processes and outcomes. Quality improvement is best achieved through the continuous, systematic application of efforts and resources. Improving classroom processes and outcomes is an iterative process that starts with identifying opportunities for improvement, designing the action plan, implementing the changes, and evaluating their effects. Once the desired objectives are achieved, the quality improvement cycle may start again. The goal of this research was to improve the educational processes and outcomes in an undergraduate engineering management course taught at the University of Alberta. The author was involved with the course, first, as a teaching assistant, and, then, as a primary instructor. The data collected from the course over four years were used to create, first, a static and, then, a dynamic model of a classroom system. By using model output and qualitative feedback from students, changes to the course organization and content were introduced. These changes led to a lower perceived course workload and

  3. Functional Thinking for Managing Challenging Behavior

    Science.gov (United States)

    Allday, R. Allan

    2018-01-01

    Challenging student behavior remains one of the biggest trials for classroom teachers. Understanding why a student performs a specific behavior is important in determining how to develop an intervention that targets the function of the behavior. This column focuses on how thinking functionally about behavior can help teachers understand why…

  4. Teacher Professional Knowledge and Classroom Management: On the Relation of General Pedagogical Knowledge (GPK) and Classroom Management Expertise (CME)

    Science.gov (United States)

    König, Johannes; Kramer, Charlotte

    2016-01-01

    Due to the need for measurement instruments that allow an investigation of teachers' situational cognition and thus go beyond the limited scope of classical paper-and-pencil-tests, we ask how a specific video-based measurement of teachers' classroom management expertise can provide additional information when compared with an established…

  5. Positive Classroom Management. A Step-by-Step Guide to Successfully Running the Show Without Destroying Student Dignity. 2nd Edition.

    Science.gov (United States)

    DiGiulio, Robert

    This book provides K-12 teachers with concrete, step-by-step guidance on how to improve student behavior through positive classroom management. It explains how to take control of the classroom, offering an alternative to threats, rewards, and punishments. The book is divided into an introduction and three sections with seven chapters. The…

  6. Self-Regulated Assignment Attack Strategy: Evaluating the Effects of a Classroom-Level Intervention on Student Management of Curricular Activities in a Resource Context

    Science.gov (United States)

    Ness, Bryan M.; Sohlberg, McKay Moore

    2013-01-01

    The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was…

  7. Classroom management at the university level: lessons from a former high school earth science teacher

    Science.gov (United States)

    Lazar, C.

    2009-12-01

    Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment

  8. Classroom behavior and family climate in students with learning disabilities and hyperactive behavior.

    Science.gov (United States)

    Margalit, M; Almougy, K

    1991-01-01

    The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the nondisabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth.

  9. Advance Organizers in Secondary Special Education Resource Classrooms: Effects on Student Engagement Behaviors

    Science.gov (United States)

    King, Lisa

    2013-01-01

    Student engagement and appropriate behaviors are essential for effective instruction in secondary special education classrooms. Research suggests that proactive engagement strategies and interventions can have a greater effect on overall classroom behaviors than negative consequences. A single case experiment measured the effects of…

  10. The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior

    Science.gov (United States)

    Davis, Tonya N.; Durand, Shannon; Fuentes, Lisa; Dacus, Sharon; Blenden, Kara

    2014-01-01

    In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…

  11. Teacher Self-Efficacy and Classroom Management Styles in Jordanian Schools

    Science.gov (United States)

    Abu-Tineh, Abdullah M.; Khasawneh, Samar A.; Khalaileh, Huda A.

    2011-01-01

    Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in…

  12. According to Candidate Teachers Views Classroom Management Problems of Teachers in Traditional and Technology-Supported Classrooms

    Science.gov (United States)

    Tas, Said

    2017-01-01

    In this research, it is aimed to investigate classroom management problems of middle school 6th and 7th grade teachers in traditional and technology-supported classrooms and differences between them. For this purpose the opinions of the students in the 4th grade of Primary Education Department in Faculty of Education of Süleyman Demirel University…

  13. Contrapower Harassment in the Sport Management Classroom

    Science.gov (United States)

    Taylor, Elizabeth A.; Hardin, Robin; Rode, Cheryl R.

    2018-01-01

    Sexual harassment and incivility in the workplace are the unwanted sexual attention and bullying of employees by their superior. There are times, however, when the roles are reversed and the superior is the target of such behavior. Contrapower harassment refers to subordinate incivility and/or sexual attention directed toward a superior. The focus…

  14. Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention.

    Science.gov (United States)

    Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Newcomer, Lori; David, Kimberly

    2013-11-01

    Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.

  15. The impact of the Good Behavior Game, a universal classroom-based preventive intervention in first and second grades, on high-risk sexual behaviors and drug abuse and dependence disorders into young adulthood.

    Science.gov (United States)

    Kellam, Sheppard G; Wang, Wei; Mackenzie, Amelia C L; Brown, C Hendricks; Ompad, Danielle C; Or, Flora; Ialongo, Nicholas S; Poduska, Jeanne M; Windham, Amy

    2014-02-01

    The Good Behavior Game (GBG), a method of teacher classroom behavior management, was tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985-1986 school year. The intervention was directed at the classroom as a whole to socialize children to the student role and reduce aggressive, disruptive behaviors, confirmed antecedents of a profile of externalizing problem outcomes. This article reports on the GBG impact on the courses and interrelationships among aggressive, disruptive behavior through middle school, risky sexual behaviors, and drug abuse and dependence disorders through ages 19-21. In five poor to lower-middle class, mainly African American urban areas, classrooms within matched schools were assigned randomly to either the GBG intervention or the control condition. Balanced assignment of children to classrooms was made, and teachers were randomly assigned to intervention or control. Analyses involved multilevel growth mixture modeling. By young adulthood, significant GBG impact was found in terms of reduced high-risk sexual behaviors and drug abuse and dependence disorders among males who in first grade and through middle school were more aggressive, disruptive. A replication with the next cohort of first-grade children with the same teachers occurred during the following school year, but with minimal teacher mentoring and monitoring. Findings were not significant but generally in the predicted direction. A universal classroom-based prevention intervention in first- and second-grade classrooms can reduce drug abuse and dependence disorders and risky sexual behaviors.

  16. IDEIA and the Means to Change Behavior Should Be Enough: Growing Support for Using Applied Behavior Analysis in the Classroom

    Science.gov (United States)

    Bloh, Christopher; Axelrod, Saul

    2008-01-01

    With the passage of the Individuals with Disabilities Education Improvement Act, classrooms are now mandated to employ behavioral methods to address target behaviors. These relevant behavioral strategies have long been advanced and disseminated by the field of Applied Behavior Analysis (ABA). Notwithstanding this capability, proponents of the…

  17. Increasing In-Service Teacher Implementation of Classroom Management Practices through Consultation, Implementation Planning, and Participant Modeling

    Science.gov (United States)

    Hagermoser Sanetti, Lisa M.; Williamson, Kathleen M.; Long, Anna C. J.; Kratochwill, Thomas R.

    2018-01-01

    Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical…

  18. Classroom Management Training for Teachers in Urban Environments Serving Predominately African American Students: A Review of the Literature

    Science.gov (United States)

    Larson, Kristine E.

    2016-01-01

    The purpose of this paper was to review the literature in terms of professional development activities that researchers have enlisted to reduce student problem behaviors and improve classroom management competencies among teachers who work in urban environments serving predominately African American students. First, the author conducted a…

  19. Classroom

    Indian Academy of Sciences (India)

    Classroom. In this section of Resonance, we in'Vite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or in'Vite responses, or ... "Classroom" is equally a forum for raising broader issues and .... Now we can approach the question from a different viewpoint.

  20. Classrooms.

    Science.gov (United States)

    Butin, Dan

    This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…

  1. Collaborative Research and Behavioral Management

    DEFF Research Database (Denmark)

    Schapiro, Steve; Brosnan, Sarah F.; Hopkins, William D

    2017-01-01

    The behavioral management of captive nonhuman primates (NHPs) can be significantly enhanced through synergistic relationships with noninvasive research projects. Many behavioral and cognitive research procedures are challenging and enriching (physically, cognitively, and/or socially......) for the animals (Hopper et al. 2016; Hopkins and Latzman 2017) without involving any invasive (surgical, biopsy, etc.) procedures. Noninvasive behavioral research programs present the primates with opportunities to choose to voluntarily participate (or not), providing them with greater control over...

  2. Behavioral Management of Pan spp

    DEFF Research Database (Denmark)

    Reamer, Lisa; Haller, Rachel; Lambeth, Susan P.

    2017-01-01

    The behavioral management of captive nonhuman primates (NHPs) can be significantly enhanced through synergistic relationships with noninvasive research projects. Many behavioral and cognitive research procedures are challenging and enriching (physically, cognitively, and/or socially......) for the animals (Hopper et al. 2016; Hopkins and Latzman 2017) without involving any invasive (surgical, biopsy, etc.) procedures. Noninvasive behavioral research programs present the primates with opportunities to choose to voluntarily participate (or not), providing them with greater control over...

  3. Training of Classroom Relevant Behaviors with the "Staats Box." Technical Report #9.

    Science.gov (United States)

    Sueoka, Sarah; And Others

    This case study of a kindergarten boy in the Kamehameha Early Education Program (KEEP) suggests that specific operant training in school-relevant behaviors can facilitate classroom adjustment if the training is coordinated with the regular classroom teacher. The subject, considered unmanageable, hyperactive, and aggressive by the staff at his…

  4. Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk

    Science.gov (United States)

    Cappella, Elise; Hwang, Sophia H. J.; Kieffer, Michael J.; Yates, Miranda

    2018-01-01

    Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology…

  5. Classroom quality at pre-kindergarten and kindergarten and children's social skills and behavior problems

    NARCIS (Netherlands)

    Broekhuizen, Martine L.; Mokrova, Irina L.; Burchinal, Margaret R.; Garrett-Peters, Patricia T.

    2016-01-01

    Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's social skills and behavior problems in kindergarten and

  6. Children's Play Behavior During Board Game Play in Korea and America Kindergarten Classrooms

    Science.gov (United States)

    Choi, Kee-Young

    2005-01-01

    This study explored Korean and American children's play behaviors during board games in a kindergarten classroom using an ethnographic approach. The Korean participants were 20 children and one teacher of one classroom at attached kindergarten of public elementary school. The American participants were 11 kindergarten children and one teacher from…

  7. Increasing On-Task Behavior in Every Student in a Second-Grade Classroom during Transitions: Validating the Color Wheel System

    Science.gov (United States)

    Fudge, Daniel L.; Skinner, Christopher H.; Williams, Jacqueline L.; Cowden, Dan; Clark, Janice; Bliss, Stacy L.

    2008-01-01

    A single-case (B-C-B-C) experimental design was used to evaluate the effects of the Color Wheel classroom management system (CWS) on on-task (OT) behavior in an intact, general-education, 2nd-grade classroom during transitions. The CWS included three sets of rules, posted cues to indicate the rules students are expected to be following at that…

  8. A Self-Regulatory Approach to Classroom Management: Empowering Students and Teachers

    Science.gov (United States)

    Alderman, M. Kay; MacDonald, Suzanne

    2015-01-01

    Development of motivation and self-regulated learning skills can take classroom management beyond the role of maintaining order in the classroom to empower students and teachers for lifetime learning. The authors describe self-regulated learning, student strategies, and the classroom structure that supports motivation and self-regulation.

  9. Managing the College Classroom: Perspectives from an Introvert and an Extrovert

    Science.gov (United States)

    Braden, Stephen W.; Smith, Deborah N.

    2006-01-01

    One of the biggest challenges facing college instructors in the 21st century is classroom misbehavior. The authors propose that how one handles classroom incivility is a matter of personality type. One of the authors is an extrovert; the other an introvert. The authors discuss personality theory, general classroom management, how to identify…

  10. Symbolic behavior in regular classrooms. A specification of symbolic and non-symbolic behavior

    Directory of Open Access Journals (Sweden)

    Stefan eBillinger

    2011-06-01

    Full Text Available Students’ capabilities to use symbolic information in classroom setting could be expected to influence their possibilities to be active and participating. The development of strategies for teachers to compensate for reduced capability need specific operational definition of symbolic behavior. Fifty-three students, aged 11 to 13 years old, 29 boys and 24 girls, from three classes in the same Swedish compulsory regular school participated in the current study. After a short training sequence 25 students (47% were defined as showing symbolic behavior (symbolic, and 28 students (53% were not (non-symbolic, based on their follow-up test performances. Symbolic and non-symbolic differed significantly on post test performances (p. < .05. Surprisingly, non-symbolic behavior deteriorated their performance, while symbolic enhanced their performance (p. < .05. The results indicate that the operational definition used in the present study may be useful in further studies relating the capability to show symbolic behavior and students’ activity and participation in classroom settings.

  11. A Comparison of Self-Monitoring with and without Reinforcement to Improve On-Task Classroom Behavior

    Science.gov (United States)

    Davis, Tonya N.; Dacus, Sharon; Bankhead, Jenna; Haupert, Megan; Fuentes, Lisa; Zoch, Tamara; Kang, Soyeon; Attai, Shanna; Lang, Russell

    2014-01-01

    In this study we analyzed the effects of a self-monitoring and self-monitoring plus reinforcement intervention on classroom behavior. A typically-developing high school student demonstrating difficulty staying on-task during classroom instruction was observed in three classroom settings associated with high levels of off-task behavior. During…

  12. Developing entrepreneurial competencies in the healthcare management undergraduate classroom.

    Science.gov (United States)

    Rubino, Louis; Freshman, Brenda

    2005-01-01

    Recently, entrepreneurial behavior is becoming more accepted in the healthcare field. This article describes an attempt to foster development of positive entrepreneurial competencies in the undergraduate health administration classroom. Through a literature review on entrepreneurs, eight competency clusters are identified; decision making, strategic thinking, risk taking, confidence building, communicating ideas, motivating team members, tolerance of ambiguity, and internal locus of control. These clusters are used to promote entrepreneurial skills for students though identified learning-centered activities and supplement an instructional style that facilitates thoughtful reflection.

  13. Teacher Perceptions of the Classroom Behavior of Reflective and Impulsive Children

    Science.gov (United States)

    McKinney, James D.

    1975-01-01

    Four second-grade teachers completed the Classroom Behavior Inventory for every student in their class (N=101). Subjects were classified as either reflective (N=32) or impulsive (N=32) by using the Matching Familiar Figures Test (MFF). (Author)

  14. Children's behavioral regulation and literacy: The impact of the first grade classroom environment.

    Science.gov (United States)

    Day, Stephanie L; Connor, Carol McDonald; McClelland, Megan M

    2015-10-01

    Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. Copyright © 2015. Published by Elsevier Ltd.

  15. Analysing Mentoring Dialogues for Developing a Preservice Teacher's Classroom Management Practices

    Science.gov (United States)

    Sempowicz, Tracey; Hudson, Peter

    2011-01-01

    A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee's classroom management. Using multiple data sources (e.g., lesson…

  16. Applying Behavior Analytic Procedures to Effectively Teach Literacy Skills in the Classroom

    Science.gov (United States)

    Joseph, Laurice M.; Alber-Morgan, Sheila; Neef, Nancy

    2016-01-01

    The purpose of this article is to discuss the application of behavior analytic procedures for advancing and evaluating methods for teaching literacy skills in the classroom. Particularly, applied behavior analysis has contributed substantially to examining the relationship between teacher behavior and student literacy performance. Teacher…

  17. Undesired Behaviors Faced in Classroom by Physics Teachers in High Schools

    Science.gov (United States)

    Bayar, Adem; Kerns, James H.

    2015-01-01

    The aim of this study is to define undesired behaviors in the classroom, to better understand the reasons of these undesired behaviors, and to offer strategies to overcome these behaviors. The researchers have used a qualitative research approach in this study. For this aim, the researchers have purposefully selected 12 physics teachers who work…

  18. Managing bereavement in the classroom: a conspiracy of silence?

    Science.gov (United States)

    Lowton, Karen; Higginson, Irene J

    2003-10-01

    The ways in which teachers in British schools manage bereaved children are underreported. This article reports the impact of students' bereavement and their subsequent management in primary and secondary school classrooms in Southeast London. Thirteen school staff working in inner-city schools took part in in-depth interviews that focused on the impact of bereaved children on the school and how teachers responded to these children.All respondents had previously had contact with a local child bereavement service that aims to provide support, advice, and consultancy to children, their parents, and teachers. Interviews were audiotaped, transcribed verbatim, and analyzed using ATLAS-ti. Three main themes were identified from analysis of interview data. Firstly, British society, culture, local communities, and the family were significant influences in these teachers' involvement with bereaved students. Secondly, school staff managed bereaved students through contact with other adults and using practical classroom measures such as "time out" cards and contact books. Lastly, teachers felt they had to be strong, even when they were distressed. Surprise was expressed at the mature reaction of secondary school students to deaths of others. The article recommends that future research needs to concentrate on finding the most effective way of supporting routinely bereaved children, their families, and teachers.

  19. Teaching Students with Behavioral Disorders to Use a Negotiation Procedure: Impact on Classroom Behavior and Conflict Resolution Strategy

    Science.gov (United States)

    Bullock, Cathy

    2012-01-01

    The impact of the instruction of a six-step problem solving negotiation procedure on the conflict resolution strategies and classroom behavior of six elementary students with challenging behaviors was examined. Moderately positive effects were found for the following negotiation strategies used by students: independent problem solving, problem…

  20. Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement.

    Science.gov (United States)

    Kim, Ha Yeon; Cappella, Elise

    2016-03-01

    Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools. © Society for Community Research and Action 2016.

  1. Classroom

    Indian Academy of Sciences (India)

    In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom ... sharing personal experiences and viewpoints on matters related to teaching and learning ... Is there any well charaderised example of.

  2. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Quantum Theory of the Doppler Effed. Generally text books give only the wave ...

  3. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a foru11J. for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Point Set Topological ... a new way of looking at this problem and we will prove.

  4. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ... I shall give the solution to the problem, along with relevant.

  5. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and .... Research Institute, Bangalore ... From Bohr's theory we can calculate v = (En - En -1) / h the ... important reason for the failure of the qualitative arguments. An.

  6. A Study of Preservice Educators' Dispositions to Change Behavior Management Strategies

    Science.gov (United States)

    Shook, Alison C.

    2012-01-01

    Student behavior problems contribute to poor academic achievement and poor teacher retention. This study investigated preservice teachers' dispositions to implement positive and proactive strategies for managing behavior in the general education elementary urban classroom. The author interviewed 19 preservice teachers in a large urban school…

  7. Evaluation of Increasing Antecedent Specificity in Goal Statements on Adherence to Positive Behavior-Management Strategies

    Science.gov (United States)

    Cohrs, Corey M.; Shriver, Mark D.; Burke, Raymond V.; Allen, Keith D.

    2016-01-01

    We evaluated the impact of antecedent specificity in goal statements on adherence to positive behavior-management strategies. Teaching staff were recruited from 2 different school settings where there were routine expectations to use behavior-specific praise in the classroom, but adherence was poor. In a concurrent multiple baseline design, the…

  8. Pre-Service Secondary Science and Mathematics Teachers' Classroom Management Styles in Turkey

    Science.gov (United States)

    Yilmaz, Kursad

    2009-01-01

    The aim of this study is to determine Pre-service secondary science and mathematics teachers' classroom management styles in Turkey. In addition, differences in pre-service secondary science and mathematics teachers' classroom management styles by gender, and field of study were examined. In the study, the survey model was employed. The research…

  9. From Discipline to Dynamic Pedagogy: A Re-Conceptualization of Classroom Management

    Science.gov (United States)

    Davis, Jonathan Ryan

    2017-01-01

    The purpose of this article is to re-conceptualize the definition of classroom management, moving away from its traditional definition rooted in discipline and control toward a definition that focuses on the creation of a positive learning environment. Integrating innovative, culturally responsive classroom management theories, frameworks, and…

  10. A Study on Teacher Candidates' Competencies in Classroom Management

    Science.gov (United States)

    Selçuk, Gülenaz; Kadi, Aysegül; Yildirim, Remzi; Çelebi, Nurhayat

    2017-01-01

    The objective of this paper is to examine competencies in classroom management of teacher candidates. Research design was determined as pre-experimental research design. Research was conducted with 388 teacher candidates. In this research, these were found; Attitudes of students about competencies in classroom management differ according to…

  11. Predicting Language Teachers' Classroom Management Orientations on the Basis of Their Computer Attitude and Demographic Characteristics

    Science.gov (United States)

    Jalali, Sara; Panahzade, Vahid

    2014-01-01

    The advent of modern technologies has had a remarkable role in revolutionizing the classroom setting. It is, therefore, incumbent on teachers to utilize strategies for effective managing of the change. The aim of the present study was to find out English as a Foreign Language (EFL) teachers' beliefs regarding classroom management. In so doing, the…

  12. "This Has to Be Family": Humanizing Classroom Management in Urban Schools

    Science.gov (United States)

    Ullucci, Kerri

    2009-01-01

    Classroom management in urban schools is frequently steeped in mythology. Students are seen as difficult and disrespectful, needing highly structured discipline policies in order to function. However, a different reality exists. This study looks at the way well-respected teachers in urban schools utilize their classroom space, manage their…

  13. Effective Classroom Management and Instruction: An Exploration of Models. Executive Summary of Final Report.

    Science.gov (United States)

    Evertson, Carolyn M.; And Others

    A summary is presented of the final report, "Effective Classroom Management and Instruction: An Exploration of Models." The final report presents a set of linked investigations of the effects of training teachers in effective classroom management practices in a series of school-based workshops. Four purposes were addressed by the study: (1) to…

  14. Classroom Management for Kids Who Won't Sit Still and Other "Bad Apples"

    Science.gov (United States)

    Cahill, Susan M.

    2006-01-01

    This article presents a case description of collaboration between an occupational therapist and a general education teacher to develop an effective classroom management system. The classroom management system described here was based on the Alert Program for Self-regulation: How Does Your Engine Run? In addition, the case description provides a…

  15. A Qualitative Study Investigating Facility Managers' Perceptions of the Classroom Learning Environment

    Science.gov (United States)

    Parr, Eric Shannon

    2017-01-01

    Facility managers have the challenge of adhering to community college policies and procedures while fulfilling requirements of administration, students, and teachers concerning specific needs of classroom aesthetics. The role of facility manager and how specific entities affect perceptions of the design and implementation of classroom aesthetics…

  16. 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

    OpenAIRE

    Segatlhe, Mmapula Joyce

    2003-01-01

    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...

  17. Information Management Tools for Classrooms: Exploring Database Management Systems. Technical Report No. 28.

    Science.gov (United States)

    Freeman, Carla; And Others

    In order to understand how the database software or online database functioned in the overall curricula, the use of database management (DBMs) systems was studied at eight elementary and middle schools through classroom observation and interviews with teachers and administrators, librarians, and students. Three overall areas were addressed:…

  18. Students as Employees: Applying Performance Management Principles in the Management Classroom

    Science.gov (United States)

    Gillespie, Treena L.; Parry, Richard O.

    2009-01-01

    The student-as-employee metaphor emphasizes student accountability and participation in learning and provides instructors with work-oriented methods for creating a productive class environment. The authors propose that the tenets of performance management in work organizations can be applied to the classroom. In particular, they focus on three…

  19. Designing an iPad App to Monitor and Improve Classroom Behavior for Children with ADHD: iSelfControl Feasibility and Pilot Studies.

    Science.gov (United States)

    Schuck, Sabrina; Emmerson, Natasha; Ziv, Hadar; Collins, Penelope; Arastoo, Sara; Warschauer, Mark; Crinella, Francis; Lakes, Kimberley

    2016-01-01

    Children with Attention Deficit/Hyperactivity Disorder (ADHD) receive approximately 80% of instruction in the general education classroom, where individualized behavioral management strategies may be difficult for teachers to consistently deliver. Mobile device apps provide promising platforms to manage behavior. This pilot study evaluated the utility of a web-based application (iSelfControl) designed to support classroom behavior management. iSelfControl prompted students every 'Center' (30-minutes) to self-evaluate using a universal token-economy classroom management system focused on compliance, productivity, and positive relationships. Simultaneously, the teacher evaluated each student on a separate iPad. Using Multi Level Modeling, we examined 13 days of data gathered from implementation with 5th grade students (N = 12) at a school for children with ADHD and related executive function difficulties. First, an unconditional growth model evaluated the overall amount of change in aggregated scores over time as well as the degree of systematic variation in scores within and across teacher-student dyads. Second, separate intercepts and slopes were estimated for teacher and student to estimate degree of congruency between trajectories. Finally, differences between teacher and student scores were tested at each time-point in separate models to examine unique 'Center' effects. 51% of the total variance in scores was attributed to differences between dyads. Trajectories of student and teacher scores remained relatively stable across seven time-points each day and did not statistically differ from each other. On any given day, students tended to evaluate their behaviors more positively (entered higher scores for themselves) compared to corresponding teacher scores. In summary, iSelfControl provides a platform for self and teacher evaluation that is an important adjunct to conventional classroom management strategies. The application captured teacher/student discrepancies

  20. Designing an iPad App to Monitor and Improve Classroom Behavior for Children with ADHD: iSelfControl Feasibility and Pilot Studies.

    Directory of Open Access Journals (Sweden)

    Sabrina Schuck

    Full Text Available Children with Attention Deficit/Hyperactivity Disorder (ADHD receive approximately 80% of instruction in the general education classroom, where individualized behavioral management strategies may be difficult for teachers to consistently deliver. Mobile device apps provide promising platforms to manage behavior. This pilot study evaluated the utility of a web-based application (iSelfControl designed to support classroom behavior management. iSelfControl prompted students every 'Center' (30-minutes to self-evaluate using a universal token-economy classroom management system focused on compliance, productivity, and positive relationships. Simultaneously, the teacher evaluated each student on a separate iPad. Using Multi Level Modeling, we examined 13 days of data gathered from implementation with 5th grade students (N = 12 at a school for children with ADHD and related executive function difficulties. First, an unconditional growth model evaluated the overall amount of change in aggregated scores over time as well as the degree of systematic variation in scores within and across teacher-student dyads. Second, separate intercepts and slopes were estimated for teacher and student to estimate degree of congruency between trajectories. Finally, differences between teacher and student scores were tested at each time-point in separate models to examine unique 'Center' effects. 51% of the total variance in scores was attributed to differences between dyads. Trajectories of student and teacher scores remained relatively stable across seven time-points each day and did not statistically differ from each other. On any given day, students tended to evaluate their behaviors more positively (entered higher scores for themselves compared to corresponding teacher scores. In summary, iSelfControl provides a platform for self and teacher evaluation that is an important adjunct to conventional classroom management strategies. The application captured teacher

  1. Designing an iPad App to Monitor and Improve Classroom Behavior for Children with ADHD: iSelfControl Feasibility and Pilot Studies

    Science.gov (United States)

    Emmerson, Natasha; Ziv, Hadar; Collins, Penelope; Arastoo, Sara; Warschauer, Mark; Crinella, Francis; Lakes, Kimberley

    2016-01-01

    Children with Attention Deficit/Hyperactivity Disorder (ADHD) receive approximately 80% of instruction in the general education classroom, where individualized behavioral management strategies may be difficult for teachers to consistently deliver. Mobile device apps provide promising platforms to manage behavior. This pilot study evaluated the utility of a web-based application (iSelfControl) designed to support classroom behavior management. iSelfControl prompted students every ‘Center’ (30-minutes) to self-evaluate using a universal token-economy classroom management system focused on compliance, productivity, and positive relationships. Simultaneously, the teacher evaluated each student on a separate iPad. Using Multi Level Modeling, we examined 13 days of data gathered from implementation with 5th grade students (N = 12) at a school for children with ADHD and related executive function difficulties. First, an unconditional growth model evaluated the overall amount of change in aggregated scores over time as well as the degree of systematic variation in scores within and across teacher-student dyads. Second, separate intercepts and slopes were estimated for teacher and student to estimate degree of congruency between trajectories. Finally, differences between teacher and student scores were tested at each time-point in separate models to examine unique ‘Center’ effects. 51% of the total variance in scores was attributed to differences between dyads. Trajectories of student and teacher scores remained relatively stable across seven time-points each day and did not statistically differ from each other. On any given day, students tended to evaluate their behaviors more positively (entered higher scores for themselves) compared to corresponding teacher scores. In summary, iSelfControl provides a platform for self and teacher evaluation that is an important adjunct to conventional classroom management strategies. The application captured teacher

  2. Student Well-Being Interventions: The Effects of Stress Management Techniques and Gratitude Journaling in the Management Education Classroom

    Science.gov (United States)

    Flinchbaugh, Carol L.; Moore, E. Whitney G.; Chang, Young K.; May, Douglas R.

    2012-01-01

    Student well-being in the management classroom is of concern to both educators and managers. Well-being is conceptualized here as students' reduction in stress, enhanced experienced meaning and engagement in the classroom, and, ultimately, heightened satisfaction with life. The authors investigated whether purposeful semester-long classroom…

  3. Traditional Classroom vs E-learning in Higher Education: Difference between Students' Behavioral Engagement

    Directory of Open Access Journals (Sweden)

    Fei Li

    2014-03-01

    Full Text Available We discuss traditional classroom, e-learning, behavioral engagement and difference between behavioral engagements in two kind of instruction environment. Results from variance analyses suggest that there is no significant difference between engagements of active learning in different classroom conditions, and there exist significant differences on higher-level learning of innovative and critical thinking. Our findings highlight students' behavioral engagements in two environments have no significant advantage over each other, but e-learning facilitates higher-level learning better.

  4. Using Self-Management Interventions to Address General Education Behavioral Needs: Assessment of Effectiveness and Feasibility

    Science.gov (United States)

    Briesch, Amy M.; Daniels, Brian

    2013-01-01

    A comprehensive self-management intervention was utilized to increase the on-task behavior of three African American students within an urban middle-school setting. The intervention was designed to necessitate minimal management on the part of the general education classroom teacher by utilizing an electronic prompting device, as well as a…

  5. Is My Teaching Disturbing You? Strategies for Addressing Disruptive Behaviors in the College Classroom

    Science.gov (United States)

    Murphy, Kelle

    2010-01-01

    Faculty in higher education are experiencing a new generation of college students referred to as Generation X (Gen-Xers) and Millennials. The characteristics and behaviors of Gen-Xers and Millennials have created a more challenging classroom learning environment. Some educators may choose to ignore disruptive behaviors or may simply not know which…

  6. Using a High Probability Command Sequence to Increase Classroom Compliance: The Role of Behavioral Momentum

    Science.gov (United States)

    Belfiore, Phillip J.; Basile, Sarah Pulley; Lee, David L.

    2008-01-01

    One of the most problematic behaviors in children with developmental disabilities is noncompliance. Although behavioral research has provided strategies to impact noncompliance, oftentimes the methodologies are consequent techniques, which may not be conducive to implementation by the classroom teacher. In this teacher-designed and implemented…

  7. The Social Validity of "Acceptability of Behavioral Interventions Used in Classrooms": Inferences from Longitudinal Evidence

    Science.gov (United States)

    Elliott, Stephen N.

    2017-01-01

    In this retrospective commentary on "Acceptability of Behavioral Interventions Used in Classrooms: The Influence of Amount of Teacher Time, Severity of Behavior Problem, and Type of Intervention," I first examine the concept of social validity and related measurement challenges per Wolf's concerns about consumers' subjective reactions to…

  8. Effects of Caffeine on Classroom Behavior, Sustained Attention, and a Memory Task in Preschool Children.

    Science.gov (United States)

    Baer, Ruth A.

    1987-01-01

    The investigation of the effect of normative amounts of caffeine on the behavior of six normal kindergarten children found that caffeine exerted only small and inconsistent effects on such classroom behaviors as time off-task and gross motor activity. (Author/DB)

  9. LD, interpersonal understanding, and social behavior in the classroom.

    Science.gov (United States)

    Kravetz, S; Faust, M; Lipshitz, S; Shalhav, S

    1999-01-01

    This study used Baron and Kenny's (1986) criteria for mediation to investigate the extent to which interpersonal understanding mediates the relation between learning disabilities (LD) and social adaptation in the classroom. Twenty-two children with and 22 children without a diagnosis of LD completed a semistructured developmental clinical interview measure of interpersonal understanding. They were also rated by their fourth- and fifth-grade teachers on a measure of social adaptation in the classroom. Interpersonal understanding and social adaptation in the classroom were found to be positively correlated. Children with LD exhibited less interpersonal understanding and social adaptation. Although this group difference on social adaptation was greatly reduced when interpersonal understanding was statistically controlled, it remained statistically significant. These results suggest that reduced social adaptation in the classroom and lower interpersonal understanding are both associated with a diagnosis of LD. However, they do not conclusively support the claim that interpersonal understanding mediates the relation between LD and social adaptation. Thus, whether the social difficulties of people with LD stem from the same complex phenomena that produce these people's learning problems remains an open question.

  10. Observed Changes in Classroom Behavior Utilizing Supportive Intervention.

    Science.gov (United States)

    Swift, J. Nathan; And Others

    The effects of instructional guides and wait-time feedback upon the classroom interaction of 40 middle school science teachers were investigated in a prior study. The experimental nature of that study produced an artificial situation involving little personal contact between teacher-participants and the research staff. Therefore, a subsample of 10…

  11. Applying Rational Emotive Behavior Therapy to Multicultural Classrooms

    Science.gov (United States)

    Gregas, Amanda J.

    2006-01-01

    The principles of psychology are an effective, yet underutilized resource within American schools. Teachers can take advantage of established interventions from the field of psychology and apply them to their classrooms in a realistic, straightforward manner, while still remaining in the role of the educator. A large part of cognitive-behavioral…

  12. The Incredible Years Teacher Classroom Management Program: Using Coaching to Support Generalization to Real-World Classroom Settings

    Science.gov (United States)

    Reinke, Wendy M.; Stormont, Melissa; Webster-Stratton, Carolyn; Newcomer, Lori L.; Herman, Keith C.

    2012-01-01

    This article focuses on the Incredible Years Teacher Classroom Management Training (IY TCM) intervention as an example of an evidence-based program that embeds coaching within its design. First, the core features of the IY TCM program are described. Second, the IY TCM coaching model and processes utilized to facilitate high fidelity of…

  13. Classroom

    Indian Academy of Sciences (India)

    CLASSROOM. Figure 1. An antibubble photographed with a white backdrop. contrast to the case of soap bubbles,. Soap bubbles float in air and descend due to gravity on account of higher density of the soap solution, while antibubbles rise due to buoyancy of the air film and float just below the surface of the soap solution.

  14. The detrimental effects of physical restraint as a consequence for inappropriate classroom behavior.

    Science.gov (United States)

    Magee, S K; Ellis, J

    2001-01-01

    Functional analyses produced inconclusive results regarding variables that maintained problem behavior for 2 students with developmental disabilities. Procedures were modified to include a contingent physical restraint condition based on in-class observations. Results indicated that tinder conditions in which physical restraint (i.e., basket-hold timeout) was applied contingent on problem behavior, rates of these behaviors increased across sessions for both subjects. Implications for the use of physical restraint in the classroom are discussed.

  15. Conflict Resolution, Can It Really Make a Difference in the Classroom: Conflict Resolution Strategies for Classroom Teachers

    Science.gov (United States)

    Pollan, Savannah; Wilson-Younger, Dylinda

    2012-01-01

    This article discusses conflict and provides five resolutions for teachers on managing negative behaviors within the classroom. Acknowledging and implementing conflict resolution strategies in the classroom enables every student to fully participate in the learning process.

  16. The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers

    Science.gov (United States)

    Unal, Zafer; Unal, Aslihan

    2012-01-01

    This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than…

  17. The Relationship between Critical Thinking Abilities and Classroom Management Skills of High School Teachers

    Science.gov (United States)

    Demirdag, Seyithan

    2015-01-01

    High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking…

  18. Development of a Computerized In-Basket Exercise for the Classroom: A Sales Management Example

    Science.gov (United States)

    Pearson, Michael M.; Barnes, John W.; Onken, Marina H.

    2006-01-01

    This article follows the development of a sales management in-basket exercise for use in the classroom. The authors have computerized the exercise and added features to allow for additional and more quantitative input from the students. The exercise has evolved and been tested in numerous classroom situations. The computerized in-basket exercise…

  19. The Effects of Virtual Communities on Group Identity in Classroom Management

    Science.gov (United States)

    Ho, Tu-Kuang; Lin, Yu-Tzeng

    2016-01-01

    Group identity is a critical component in developing effective classroom management. While there have been numerous studies on group identity, they have primarily focused on its effects on the physical classroom entity. Advances in information technology, however, have enabled the creation of virtual communities, which have become a vital channel…

  20. When Social Identities Collide: Commentary on "Gender in the Management Education Classroom"

    Science.gov (United States)

    Patton, Eric

    2010-01-01

    This commentary to "Gender in the Management Education Classroom" (Bilimoria, O'Neil, Hopkins, & Murphy, 2010) employs social identity and self-categorization theory to analyze the incident described in the article. In any MBA classroom, students are dealing with multiple group memberships. Similar to workplace settings, when the focus is on…

  1. The Interplay among Emotional Intelligence, Classroom Management, and Language Proficiency of Iranian EFL Teachers

    Directory of Open Access Journals (Sweden)

    Hadi Hamidi

    2016-06-01

    Full Text Available The present study was an attempt to investigate the interplay among Iranian EFL teachers’ emotional intelligence, classroom management, and their general English language proficiency. The result of the data analysis showed that: 1 there was a statistically significant relationship between the emotional intelligence and the classroom management of Iranian EFL teachers, 2 there was a statistically significant relationship between the emotional intelligence and the language proficiency of Iranian EFL teachers, and 3 there was a statistically significant relationship between the classroom management and the language proficiency of Iranian EFL teachers. Teacher trainers, researchers in teacher education, and language teachers may benefit from the findings of the present research.

  2. A Method and a Model for Describing Competence and Adjustment: A Preschool Version of the Classroom Behavior Inventory.

    Science.gov (United States)

    Schaefer, Earl S.; Edgerton, Marianna D.

    A preschool version of the Classroom Behavior Inventory which provides a method for collecting valid data on a child's classroom behavior from day care and preschool teachers, was developed to complement the earlier form which was developed and validated for elementary school populations. The new version was tested with a pilot group of twenty-two…

  3. Investigating the Association between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

    Science.gov (United States)

    Tyler, Kenneth M.; Burris, Jennifer L.; Coleman, Sean T.

    2018-01-01

    Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students' reports of…

  4. Developmental Links Between Disobedient Behavior and Social Classroom Relationships in Boys With Psychiatric Disorders in Special Education

    NARCIS (Netherlands)

    Breeman, L.D.; van Lier, P.A.C.; Wubbels, T.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, N.T.

    2015-01-01

    In mainstream education, positive relationships with teachers and peers have been found to positively influence children’s behavioral development. However, high levels of classroom behavior problems may hinder the formation of such positive relationships. Therefore, findings from mainstream

  5. Developmental Links Between Disobedient Behavior and Social Classroom Relationships in Boys With Psychiatric Disorders in Special Education

    NARCIS (Netherlands)

    L.D. Breeman; P.A.C. van Lier (Pol); T. Wubbels; F.C. Verhulst (Frank); J. van der Ende (Jan); A. Maras (Athanasios); J.A.B. Hopman; N.T. Tick (Nouchka Tamar)

    2015-01-01

    textabstractIn mainstream education, positive relationships with teachers and peers have been found to positively influence children’s behavioral development. However, high levels of classroom behavior problems may hinder the formation of such positive relationships. Therefore, findings from

  6. Developmental links between disobedient behavior and social classroom relationships in boys with psychiatric disorders in special education

    NARCIS (Netherlands)

    Breeman, L.D.; Van Lier, Pol; Wubbels, T.; Verhulst, Frank C.; van der Ende, Jan; Maras, Athanasios; Hopman, J.A.B.; Tick, Nouchka

    2015-01-01

    In mainstream education, positive relationships with teachers and peers have been found to positively influence children’s behavioral development. However, high levels of classroom behavior problems may hinder the formation of such positive relationships. Therefore, findings from mainstream

  7. Student and Teacher Perceptions of Teacher Oral Communication Behavior in Algebra and Geometry Classrooms

    Science.gov (United States)

    Assuah, Charles K.

    2010-01-01

    Oral communication in mathematics classroom plays an essential role in the mathematics learning process, because it allows students to share ideas, refine their thoughts, reflect on their methods, and clarify their understanding (NCTM, 2000). Knowledge about teacher oral communication behaviors allows researchers and policy makers to identify and…

  8. Classroom Procedures for the Measurement of Behavior State among Students with Profound Disabilities.

    Science.gov (United States)

    Guy, Barbara; And Others

    1993-01-01

    This study examined whether teacher-implemented classroom measurement procedures of short duration are as reliable as methods used in research studies to determine behavior state (e.g., awake active, awake inactive, asleep, drowsed) of six students with profound mental disabilities. Results indicated that more frequent but briefer measurements…

  9. Increasing On-Task Behavior in the Classroom: Extension of Self-Monitoring Strategies

    Science.gov (United States)

    Amato-Zech, Natalie A.; Hoff, Kathryn E.; Doepke, Karla J.

    2006-01-01

    We examined the effectiveness of a tactile self-monitoring prompt to increase on-task behaviors among 3 elementary-aged students in a special education classroom. Students were taught to self-monitor their attention by using the MotivAider (MotivAider, 2000), an electronic beeper that vibrates to provide a tactile cue to self-monitor. An ABAB…

  10. Examining the Relationship between Holistic/Analytic Style and Classroom Learning Behaviors of High School Students

    Science.gov (United States)

    Cheng, Hong-Yu; Zhang, Shu-Qiang

    2017-01-01

    The purpose of this study was to investigate whether and how high school students' cognitive tendencies in holistic/analytic style relate to their active or passive behavioral patterns observed in the classroom. It was speculated that academic intrinsic motivation might play the role as a moderator and learning approach (the structure-oriented…

  11. Teacher Attitudes, Perceived Influences, and Self-Reported Classroom Behaviors Related to School Nutrition Environments

    Science.gov (United States)

    Girard, Beverly Lawler

    2010-01-01

    This study determined attitudes of kindergarten through fifth grade teachers about school nutrition environments, their perceived influence on school nutrition environments, and self-reported classroom behaviors. Specific objectives were to: (a) identify perceived factors that influence the school nutrition environment, according to teachers…

  12. Classroom-Based Functional Analysis and Intervention for Disruptive and Off-Task Behaviors

    Science.gov (United States)

    Shumate, Emily D.; Wills, Howard P.

    2010-01-01

    Although there is a growing body of literature on the use of functional analysis in schools, there is a need for more demonstrations of this technology being used during the course of typical instruction. In this study, we conducted functional analyses of disruptive and off-task behavior in a reading classroom setting for 3 participants of typical…

  13. Teacher Attitudes on Including Students with Behavior Intervention Plans in a High-School Inclusive Classroom

    Science.gov (United States)

    Tucker, Thurman D.

    2017-01-01

    This research examined attitudes to determine factors influencing teachers' attitudes toward including students with behavior intervention plans in inclusive high-school classrooms. For Research Question 1 one-way ANOVAs analyzed quantitative data with no significant differences found and qualitative data discovered common patterns that BIPs are…

  14. Explaining Helping Behavior in a Cooperative Learning Classroom Setting Using Attribution Theory

    Science.gov (United States)

    Ahles, Paula M.; Contento, Jann M.

    2006-01-01

    This recently completed study examined whether attribution theory can explain helping behavior in an interdependent classroom environment that utilized a cooperative-learning model. The study focused on student participants enrolled in 6 community college communication classes taught by the same instructor. Three levels of cooperative-learning…

  15. Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors about Innovative Technology

    Science.gov (United States)

    Williams, Mia Kim; Foulger, Teresa S.; Wetzel, Keith

    2009-01-01

    Keeping-up with progressing technology tools has been a troublesome issue for educational technology instructors for over ten years as they endeavor to prepare beginning teachers to integrate technology in their future classrooms. This paper promotes instructors' ideas about behaviors of 21st century teachers, and explores efforts to support their…

  16. Functional Analysis and Treatment of Problem Behavior in Early Education Classrooms

    Science.gov (United States)

    Greer, Brian D.; Neidert, Pamela L.; Dozier, Claudia L.; Payne, Steven W.; Zonneveld, Kimberley L. M.; Harper, Amy M.

    2013-01-01

    We conducted functional analyses (FA) with 4 typically developing preschool children during ongoing classroom activities and evaluated treatments that were based on FA results. Results of each child's FA suggested social-positive reinforcement functions, and differential reinforcement of alternative behavior plus time-out was effective in…

  17. Evaluation of a "Flipped Classroom" Approach in Management Education

    Science.gov (United States)

    Bergfjord, Ole Jakob; Heggernes, Tarjei

    2016-01-01

    In this paper, a "flipped classroom" approach is evaluated using three different datasets. We use student evaluations of the "flipped classroom" in particular, in addition to regular course evaluations and exam results for the past three years in order to allow for statistical comparisons. Overall, the results are quite…

  18. Ordering within Moral Orders to Manage Classroom Trouble

    Science.gov (United States)

    Doherty, Catherine; McGregor, Rowena; Shield, Paul

    2016-01-01

    This paper demonstrates how classroom trouble warranting teacher intervention can stem from transgressions in different layers of the complex moral order regulating classroom interactions. The paper builds from Durkheim's treatment of schooling as the institution responsible for the inculcation of a shared moral order, Bernstein's distinction…

  19. The Effectiveness of Classroom Management in English Language Teaching and Learning for Tenth Graders of SMA Panjura Malang

    OpenAIRE

    ASTUTI, AGRIT DWI

    2015-01-01

    Keywords: effective classroom, classroom management, English language teaching, tenth graders students of Senior High School. English is International language that should be learnt by people in every country, included Indonesia. Effective English language teaching and learning process was needed for students in Indonesia. Whether classroom is effective to support teaching and learning process was influenced by many factors such as teaching strategy, managing classroom and students themselves...

  20. Good character at school: positive classroom behavior mediates the link between character strengths and school achievement.

    Science.gov (United States)

    Wagner, Lisa; Ruch, Willibald

    2015-01-01

    Character strengths have been found to be substantially related to children's and adolescents' well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012). The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years) and secondary school students (N = 199; mean age = 14.4 years). The students completed the VIA-Youth (Values in Action Inventory of Strengths for Youth), a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students' positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1), teachers rated the students' overall school achievement and for the secondary school students (Study 2), we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples, school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of some of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.

  1. Good character at school: Positive classroom behavior mediates the link between character strengths and school achievement

    Directory of Open Access Journals (Sweden)

    Lisa eWagner

    2015-05-01

    Full Text Available Character strengths have been found to be substantially related to children’s and adolescents’ well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012. The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years and secondary school students (N = 199; mean age = 14.4 years. The students completed the VIA-Youth, a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students’ positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1, teachers rated the students’ overall school achievement and for the secondary school students (Study 2, we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of most of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.

  2. Perception of Uncivil Classroom Behavior Among the Faculty Members and the Students in an Indian Dental Institution

    Directory of Open Access Journals (Sweden)

    Dantala Satyanrayana

    2017-01-01

    Full Text Available Introduction: Students and faculty members in the health professions classroom are expected to exhibit professional behaviors that are conducive to maintaining a positive learning environment. Aim: To assess the perception of uncivil classroom behavior among the students and the faculty members in a private dental institute in Hyderabad city, India. Materials and Methods: A cross-sectional questionnaire study was conducted among the dental students and the faculty members. The mean perceptions of uncivil classroom behavior were assessed using a self-administered questionnaire of Rowland and Srisukho containing 18 items. Results: A statistically significant difference was noted between the students and the faculty members for mean perception of uncivil classroom behavior (P = 0.002. When based on gender, no significant difference was observed among the students and the staff, but when individual items were considered, most of the male students and the faculty members perceived uncivil behaviors. Among all students, the mean perception of uncivil classroom behavior was significantly high among the undergraduates (68.17 ± 14.5 and least in postgraduates (62.67 ± 22.7, and among the faculty members, it was more among the professors (82.63 ± 4.0. Conclusion: Overall, the issue of uncivil classroom behavior remains a major concern, because 88.6% of the students agreed that they were involved in uncivil classroom behavior previously.

  3. The Impact of Skinner's "Verbal Behavior" on Organizational Behavior Management

    Science.gov (United States)

    Fox, Eric J.; VanStelle, Sarah E.

    2010-01-01

    In the book "Verbal Behavior," Skinner provided a comprehensive, behavioral account of language. While the impact of Skinner's analysis on empirical research has been examined broadly, this review of the literature focused on studies relevant to organizational behavior management (OBM). Both empirical and nonempirical journal articles in OBM were…

  4. Effects of a Rubric-Driven Assessment on Teacher Performance with Regard to Behavioral Management Skills

    Science.gov (United States)

    Simmons, Kevin R.

    2010-01-01

    The purpose of this researcher was to evaluate the efficacy of an in-service training program in the use of a rubric-driven assessment system for classroom behavior management. Thirty randomly assigned teachers received in-service training and 30 teachers served as a control group. The use of a rubric-driven assessment provided both teachers and…

  5. Lessons Learned Coaching Teachers in Behavior Management: The PBIS"plus" Coaching Model

    Science.gov (United States)

    Hershfeldt, Patricia A.; Pell, Karen; Sechrest, Richard; Pas, Elise T.; Bradshaw, Catherine P.

    2012-01-01

    There is growing interest in coaching as a means of promoting professional development and the use of evidence-based practices in schools. This article describes the PBIS"plus" coaching model used to provide technical assistance for classroom- and school-wide behavior management to elementary schools over the course of 3 years. This Tier…

  6. A Brief Social Skills Intervention to Reduce Challenging Classroom Behavior

    Science.gov (United States)

    McDaniel, Sara C.; Bruhn, Allison L.; Troughton, Leonard

    2017-01-01

    Social skills instruction has been recommended as a way of improving behavioral and social outcomes for students with emotional and behavioral disorders (EBD). A brief social skills intervention ("Stop and Think" (Knoff in "The stop & think social skills program," Sopris West, Longmont, CO, 2001) was used to extend the…

  7. Relations of Classroom Structures and Teacher Behaviors to Social Orientation, Self-Esteem, and Classroom Climate Among Anglo American and Mexican American Children.

    Science.gov (United States)

    Gumbiner, Jann; And Others

    Two social trends are affecting the way in which children--particularly those of different ethnic groups--become socialized: children are spending less time with parents and more in day care centers and schools, and desegregation alters normal patterns of peer relationships. Since classroom behavior is affected by antecedent social behaviors, a…

  8. Does Classroom Management Coursework Influence Pre-service Teachers' Perceived Preparedness or Confidence?

    Science.gov (United States)

    O'Neill, Sue; Stephenson, Jennifer

    2012-01-01

    There has been conjecture that completing focused coursework units on classroom management during pre-service teacher preparation might lead to increased feelings of preparedness and confidence. This study reports the preparedness in managing specific problem behaviours, familiarity, and confidence in using management strategies and models of…

  9. CULTIVATING PRE-SERVICE TEACHERS’ CLASSROOM MANAGEMENT SKILLS THROUGH TEACHING PRACTICUM: A REFLECTIVE PRACTICE

    Directory of Open Access Journals (Sweden)

    Debora Tri Ragawanti

    2015-01-01

    Full Text Available Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate how such journal can help them develop their classroom management skills. The participants were 10 student-teachers of the English Department, Satya Wacana Christian University, Salatiga, Central Java, who underwent their teaching practicum at SMP 2 Salatiga. Through the participants’ journals, it was found that the problems lie in managing critical moments, activity, techniques, grouping and seating, authority, tools, and working with people. Further in this study, both pre- and in-service tertiary teachers, curriculum designers, and policy makers will be taken to deeply examine how reflective practice can help cultivate the pre-service’s classroom management skills and to consider the implication for pedagogical practices and innovations in curriculum development.

  10. Effects of a Classroom-Based Yoga Intervention on Cortisol and Behavior in Second- and Third-Grade Students: A Pilot Study

    Science.gov (United States)

    Butzer, Bethany; Day, Danielle; Potts, Adam; Ryan, Connor; Coulombe, Sarah; Davies, Brandie; Weidknecht, Kimberly; Ebert, Marina; Flynn, Lisa; Khalsa, Sat Bir S.

    2015-01-01

    This uncontrolled pilot study examined the effects of a classroom-based yoga intervention on cortisol concentrations and perceived behavior in children. A 10-week Yoga 4 Classrooms® intervention was implemented in one second- and one third-grade classroom. Students’ salivary cortisol responses were assessed at three time points. Classroom teachers also documented their perceptions of the effects of the intervention on students’ cognitive, social and emotional skills. Second, but not third, graders showed a significant decrease in baseline cortisol from before to after the intervention. Second and third graders both showed significant decreases in cortisol from before to after a cognitive task, but neither grade showed additional decreases from before to after a single yoga class. The second-grade teacher perceived significant improvements in several aspects his/her students’ behavior. The third-grade teacher perceived some, but fewer, improvements in his/her students’ behavior. Results suggest that school-based yoga may be advantageous for stress management and behavior. PMID:25412616

  11. Effect of Active Videogames on Underserved Children's Classroom Behaviors, Effort, and Fitness.

    Science.gov (United States)

    Gao, Zan; Lee, Jung Eun; Pope, Zachary; Zhang, Dachao

    2016-09-30

    The purpose of this study was to examine the effect of active videogames (AVGs) on underserved minority children's on-task classroom behavior, academic effort, and fitness. A one group pre- and posttest repeated measures design was used. In Fall 2013, 95 fourth grade children (57 boys, 38 girls; 96% of minority) from three classes at an underserved urban elementary school participated in teacher-supervised AVG activities (e.g., Wii Sports, Xbox Just Dance). Specifically, students participated in a 50-minute weekly AVG program at school for 6 weeks. Children's academic effort was evaluated by classroom teachers using a validated scale that assessed activity, attention, conduct, and social/emotional behavior. Moreover, children's classroom behavior was observed immediately before and after each AVG session by trained researchers. Finally, cardiovascular fitness was also measured. A paired t-test was used to assess teacher-rated student effort, while one-way (gender) analysis of variance (ANOVA) with repeated measures was performed to analyze children's on-task classroom behavior. There was a significant effect on children's effort between the first (mean = 3.24, SD = 0.75) and last week (mean = 3.41, SD = 0.73) assessments, t = 2.42, P = 0.02. In addition, there was a significant effect on classroom behavior, F = 33.103, P < 0.01. In detail, children scored significantly higher on on-task behavior during the post-AVG observation (mean = 81.4, SD = 12.3) than seen during the pre-AVG observation (mean = 69.8, SD = 14.9). However, no main effect was indicated for gender, F = 0.39, P = 0.54. No significant improvement in cardiovascular fitness was observed, although slight improvements were seen. Offering an AVG program at school could improve underserved minority children's classroom on-task behavior and academic effort. Future studies may include a control group to further confirm the effectiveness of AVG

  12. On the representativeness of behavior observation samples in classrooms.

    Science.gov (United States)

    Tiger, Jeffrey H; Miller, Sarah J; Mevers, Joanna Lomas; Mintz, Joslyn Cynkus; Scheithauer, Mindy C; Alvarez, Jessica

    2013-01-01

    School consultants who rely on direct observation typically conduct observational samples (e.g., 1 30-min observation per day) with the hopes that the sample is representative of performance during the remainder of the day, but the representativeness of these samples is unclear. In the current study, we recorded the problem behavior of 3 referred students for 4 consecutive school days between 9:30 a.m. and 2:30 p.m. using duration recording in consecutive 10-min sessions. We then culled 10-min, 20-min, 30-min, and 60-min observations from the complete record and compared these observations to the true daily mean to assess their accuracy (i.e., how well individual observations represented the daily occurrence of target behaviors). The results indicated that when behavior occurred with low variability, the majority of brief observations were representative of the overall levels; however, when behavior occurred with greater variability, even 60-min observations did not accurately capture the true levels of behavior. © Society for the Experimental Analysis of Behavior.

  13. Classroom Quality at Pre-kindergarten and Kindergarten and Children’s Social Skills and Behavior Problems

    Science.gov (United States)

    Broekhuizen, Martine L.; Mokrova, Irina L.; Burchinal, Margaret R.; Garrett-Peters, Patricia T.

    2016-01-01

    Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children’s social skills and behavior problems in kindergarten and first grade. Participants included 1175 ethnically-diverse children (43% African American) living in low-wealth rural communities of the US. Results indicated that children who experienced higher levels of emotional and organizational classroom quality in both pre-kindergarten and kindergarten demonstrated better social skills and fewer behavior problems in both kindergarten and first grade comparing to children who did not experience higher classroom quality. The examination of the first grade results indicated that the emotional and organizational quality of pre-kindergarten classrooms was the strongest predictor of children’s first grade social skills and behavior problems. The study results are discussed from theoretical, practical, and policy perspectives. PMID:26949286

  14. A Case Study of Positive Behavior Supports-Based Interventions in a Seventh-Grade Urban Classroom

    Science.gov (United States)

    Hollingshead, Aleksandra; Kroeger, Stephen D.; Altus, Jillian; Trytten, Joyce Brubaker

    2016-01-01

    Struggling with frequent off-task behavior, a teacher in a midwestern inner-city high school requested assistance in her social studies classroom. A study was designed to investigate if a combination of positive behavior supports-based interventions such as behavior-specific praise and reduced teacher reprimands might improve on-task behavior. A…

  15. A Demonstration of the Universal Problem-Solving Approach to Address Children's Inappropriate Behavior in Head Start Classrooms

    Science.gov (United States)

    Snell, Martha E.; Voorhees, Mary D.; Walker, Virginia L.; Berlin, Rebecca A.; Jamison, Kristen Roorbach; Stanton-Chapman, Tina L.

    2014-01-01

    The purpose of this demonstration was to evaluate a universal intervention during teacher-identified routines that were characterized by significant classwide problem behavior. Six Head Start classrooms (seven groups of children, with one classroom divided into two groups) received two workshops and two coaching sessions on universal Positive…

  16. Language Classroom Risk-Taking Behavior in a Performed Culture-Based Program

    Directory of Open Access Journals (Sweden)

    Stephen D. Luft

    2013-01-01

    Full Text Available While several studies have investigated the role of risk-taking in language learning, the findings of these studies may not be generalizable to language learning where the performed culture approach (PCA is used. This study describes the relationship between language learning and risk-taking in PCA, and the relationship between risk-taking and personal study habits, teaching style, daily grading, and classroom dynamics. Data were collected by means of a questionnaire. This study finds that risk-taking behavior has a moderate positive relationship with student performance in PCA. While questionnaire items related to teaching style and classroom dynamics are not found to significantly correlate with students’ risk-taking behavior, some items related to daily grading and personal study habits are found to have a moderate positive relationship with risk-taking behavior. Based on these findings, it is recommended that further research investigate the relationship between assessment and risktaking in language learning. As second language acquisition researchers have investigated the role of affective variables in language learning, risk-taking has frequently been identified as a variable linked with success (Beebe, 1983; Ely, 1986; Naiman, Frolich, Stern, & Todesco, 1978; Rubin, 1975; Samimy & Pardin, 1994; Samimy & Tabuse, 1992. However, it is difficult to apply these findings to language classrooms that use the performed culture approach (PCA, an approach to the teaching of East Asian languages, for two reasons: (a PCA’s focus on the learning of a foreign culture could mean that greater risk is involved in 106 Luft language learning than in a typical language classroom; (b PCA creates a language learning experience for which the risks involved are different than those in language classrooms where other approaches are used.

  17. A behavioral intervention tool for recreation managers

    Science.gov (United States)

    S.M. Burn; P.L. Winter

    2008-01-01

    Depreciative behaviors and other undesirable recreationist actions continue to be a topic of great interest for recreation management (fig. 1). Maintaining park ecosystems involves responding to and preventing damage from depreciative recreationist behavior, and recreation managers are charged with developing and selecting eff ective tools to address the costly and...

  18. The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate

    Science.gov (United States)

    Friedman-Krauss, Allison Hope; Raver, C. Cybele; Morris, Pamela A.; Jones, Stephanie M.

    2014-01-01

    Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this…

  19. The impact of Flipped Classroom on the motivation and learning of students in Operations Management

    Directory of Open Access Journals (Sweden)

    Eloísa Díaz Garrido

    2017-06-01

    Full Text Available The objective of this work is to analyze the effectiveness of the Flipped Classroom methodology in the discipline of Operations Management, analyzing for this the motivation of the students and their learning results in terms of the acquisition of skills and qualifications obtained. Specifically, a comparative analysis is carried out with two teaching groups, having applied the methodology of Flipped Classroom only in one of them. -------------- El impacto del flipped classroom en la motivación y en el aprendizaje de los estudiantes en la asignatura Dirección de Operaciones

  20. Insects in the Classroom: A Study of Animal Behavior

    Science.gov (United States)

    Miller, Jon S.

    2004-01-01

    These activities allow students to investigate behavioral responses of the large Milkweed bug, "Oncopeltus fasciatus," and the mealworm, "Tenebrio molitor" or "Tenebrio obscurus," to external stimuli of light, color, and temperature. During the activities, students formulate hypotheses to research questions presented. They also observe insects for…

  1. Healthy Lifestyle Behaviors of Nursing and Classroom Teaching Students

    Directory of Open Access Journals (Sweden)

    Melahat Akgun Kostak

    2014-06-01

    CONCLUSIONS: In this study, students\\ gender, health status, level of success, taking courses related to health promotion, smoking and their participation in sports activities influenced the behavior of healthy lifestyle. [TAF Prev Med Bull 2014; 13(3.000: 189-196

  2. Agreement among Classroom Observers of Children's Stylistic Learning Behaviors.

    Science.gov (United States)

    Buchanan, Helen Hamlet; McDermott, Paul A.; Schaefer, Barbara A.

    1998-01-01

    Investigates the interobserver agreement of the Learning Behavior Scale (LBS) by educators (n=16) observing students in special-education classes (n=72). No significant observer effect was found. Moreover, the LBS produced comparable levels of differential learning styles for assessments of individual children. (Author/MKA)

  3. Classroom Activity Structures and the Generalizability of Teacher Behavior.

    Science.gov (United States)

    Anderson, Lorin W.; Mandeville, Garrett K.

    The purpose of this study was to examine the influence of several instructional formats (e.g., lecture, discourse, seatwork) on the generalizability of teacher behaviors. Two structured observation instruments were used to observe two samples of teachers: 42 fifth grade science teachers on eight occasions, and 87 fifth grade mathematics teachers…

  4. Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice

    Science.gov (United States)

    Larson, Kristine E.; Pas, Elise T.; Bradshaw, Catherine P.; Rosenberg, Michael S.; Day-Vines, Norma L.

    2018-01-01

    The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom.…

  5. Assessment of special education teachers about their skills for classroom management

    OpenAIRE

    Černe, Maja

    2016-01-01

    The aim of this diploma thesis was to research the perceived self-efficacy in classroom management among special education teachers who teach in an adapted education program with lower educational standards. We wanted to evaluate how prepared are they to meet the challenges in maintaining classroom discipline. In the theoretical part of the thesis, we described the characteristics of pupils with mild intellectual disabilities and their education in an adapted educational program with lower ed...

  6. Examining the Associations Among Home-School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students.

    Science.gov (United States)

    Brown-Wright, Lynda; Tyler, Kenneth M; Graves, Scott L; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

    2013-01-01

    The current study examined the association among home-school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home-school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home-school dissonance and classroom disruptive behavior. Findings and limitations are discussed.

  7. Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

    Science.gov (United States)

    Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

    2015-01-01

    The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home–school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home–school dissonance and classroom disruptive behavior. Findings and limitations are discussed. PMID:27081213

  8. Etched Impressions: Student Writing as Engaged Pedagogy in the Graduate Sport Management Classroom

    Science.gov (United States)

    Veri, Maria J.; Barton, Kenny; Burgee, David; Davis, James A., Jr.; Eaton, Pamela; Frazier, Cathy; Gray, Stevie; Halsey, Christine; Thurman, Richard

    2006-01-01

    This article illustrates the pedagogical value of employing student narrative writing assignments in the graduate sport management classroom and advocates for cultural studies and critical pedagogy approaches to teaching sport management. The article considers students' autobiographical narratives within a theoretical framework of cultural…

  9. Urban Teachers' Professed Classroom Management Strategies: Reflections of Culturally Responsive Teaching

    Science.gov (United States)

    Brown, Dave F.

    2004-01-01

    Thirteen urban educators teaching from 1st through 12th grade selected from 7 cities across the United States were interviewed in this qualitative research study to determine if the classroom management strategies they use reflect the research on culturally responsive teaching. Participants revealed using several management strategies that reflect…

  10. More explicit communication after classroom-based crew resource management training: results of a pragmatic trial.

    NARCIS (Netherlands)

    Verbeek-van Noord, I.; Bruijne, M.C. de; Twisk, J.W.R.; Dyck, C. van; Wagner, C.

    2015-01-01

    Rationale, aims and objectives: Aviation-based crew resource management trainings to optimize non-technical skills among professionals are often suggested for health care as a way to increase patient safety. Our aim was to evaluate the effect of a 2-day classroom-based crew resource management (CRM)

  11. More explicit communication after classroom-based crew resource management training: results of a pragmatic trial

    NARCIS (Netherlands)

    van Noord, I.; de Bruijne, M.C.; Twisk, J.W.R.; van Dyck, C.; Wagner, C.

    2015-01-01

    Rationale, aims and objectives Aviation-based crew resource management trainings to optimize non-technical skills among professionals are often suggested for health care as a way to increase patient safety. Our aim was to evaluate the effect of a 2-day classroom-based crew resource management (CRM)

  12. Dental Student and Faculty Perceptions of Uncivil Behavior by Faculty Members in Classroom and Clinic.

    Science.gov (United States)

    Ballard, Richard W; Hagan, Joseph L; Fournier, Suzanne E; Townsend, Janice A; Ballard, Mary B; Armbruster, Paul C

    2018-02-01

    Uncivil behavior by a faculty member or student can threaten a classroom environment and make it less conducive to learning. The aim of this study was to explore faculty behaviors that dental faculty and students perceive to be uncivil when exhibited in the classroom and clinic. In 2015, all faculty, administrators, and students at a single academic dental institution were invited to participate in an electronic survey that used a five-point Likert scale for respondents to indicate their agreement that 33 faculty behaviors were uncivil. Response rates were 49% for faculty and 59% for students. Significant differences were found between student and faculty responses on 22 of the 33 behavioral items. None of the three category composite scores differed significantly for students compared to faculty respondents. The category composite scores were not significantly associated with gender, ethnicity, or age for faculty or students. Overall, this study found significant differences between students and faculty about perceived uncivil faculty behaviors, though not for categories of behaviors.

  13. Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

    OpenAIRE

    Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

    2011-01-01

    The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Control...

  14. Teachers’ intended classroom management strategies for students with ADHD: a cross-cultural study between South Korea and Germany

    Directory of Open Access Journals (Sweden)

    Yumi Lee

    2016-06-01

    Full Text Available Background The purpose of this study was to investigate Korean and German teachers’ intentions of using classroom management strategies (CMS for students with attention-deficit/hyperactivity disorder (ADHD based on the theory of reasoned action (TRA and the theory of planned behavior (TPB. Participants and procedure Participants were 639 Korean and 317 German teachers. Disproportional stratified sampling was used. As a result, 264 Korean and 264 German matched teachers were obtained. Kos’s questionnaire was slightly modified. The survey instrument was distributed from September 2012 to December 2013. SPSS 22.0 was used to analyze the data. Results Korean teachers were more influenced by norms of colleagues and parents than German teachers were. Teachers in both countries have more favorable attitudes towards positive-oriented CMS compared to negative-oriented CMS, and perceived themselves as being able to control all CMS in the classroom. The TRA proved to better predict both Korean and German teachers’ intentions of using CMS compared to the TPB. Conclusions This study is an important step towards understanding teachers’ CMS in the cultural context of Korea and Germany. The findings of this study will be an essential resource to develop an ADHD management manual based on theoretical and cultural perspectives, so that teachers in both countries are prepared for students with ADHD in their classroom, rather than give up on them.

  15. Using tablet assisted Social Stories™ to improve classroom behavior for adolescents with intellectual disabilities.

    Science.gov (United States)

    Kim, Mi-Seon; Blair, Kwang-Sun Cho; Lim, Kyoung-Won

    2014-09-01

    The present study examined the use of tablet assisted Social Stories™ intervention for three high school students with severe intellectual disabilities whose problem behavior interfered with their learning and caused classroom disruptions. A multiple probe design across participants was employed to test the impact of the tablet assisted SS on the participants' target behaviors. During intervention, the participants read the Social Stories that were created on Prezi and accessed via Quick Response (QR) codes using a Galaxy Tap smart tablet before participating in an academic period. Data indicated that the SS intervention decreased disruptive behavior and increased academic engagement in all three participants. All three demonstrated generalization of behaviors to a nontargeted academic period and maintenance of improved behaviors at the 2-week follow-up. Copyright © 2014 Elsevier Ltd. All rights reserved.

  16. Disruptive behaviors in the classroom: initial standardization data on a new teacher rating scale.

    Science.gov (United States)

    Burns, G L; Owen, S M

    1990-10-01

    This study presents initial standardization data on the Sutter-Eyberg Student Behavior Inventory (SESBI), a teacher-completed measure of disruptive classroom behaviors. SESBIs were completed on 1116 children in kingergarten through fifth grade in a rural eastern Washington school district. Various analyses (Cronbach's alpha, corrected item-total correlations, average interitem correlations, principal components analyses) indicated that the SESBI provides a homogeneous measure of disruptive behaviors. Support was also found for three factors within the scale (e.g., overt aggression, oppositional behavior, and attentional difficulties). While the child's age did not have a significant effect on the SESBI, the child's gender did have a significant effect on scale scores as well as on most of the items, with males being rated more problematic than females. The SESBI was also able to discriminate between children in treatment for behavioral problems or learning disabilities and children not in treatment.

  17. The Classroom as Stage: Impression Management in Collaborative Teaching

    Science.gov (United States)

    Preves, Sharon; Stephenson, Denise

    2009-01-01

    This article explores the social-psychological process of identity negotiation in collaborative teaching, using Erving Goffman's (1959) theoretical tradition of dramaturgy to analyze the classroom itself as a performance venue. A dramaturgical analysis of collaborative teaching is especially significant given this growing pedagogical trend because…

  18. Discipline without Anger: A New Style of Classroom Management

    Science.gov (United States)

    Campbell, Doug

    2012-01-01

    Ever since the first schools opened their doors, teachers have struggled to find ways to successfully deal with misbehaving students. Many have found nothing but stress and frustration in their attempts to bring order to their classrooms. Unfortunately, this problem is not going away. As times and students change, teachers are finding that old…

  19. Classroom Management Strategies for Difficult Students: Promoting Change through Relationships

    Science.gov (United States)

    Beaty-O'Ferrall, Mary Ellen; Green, Alan; Hanna, Fred

    2010-01-01

    Teachers in middle level schools face overwhelming demands and challenges in their classrooms. They are expected to know content and pedagogy, develop engaging lessons that meet the needs of diverse learners, and use a variety of instructional strategies that will boost student achievement while they simultaneously develop positive relationships…

  20. Effects of the Good Behavior Game on classwide off-task behavior in a high school basic algebra resource classroom.

    Science.gov (United States)

    Flower, Andrea; McKenna, John; Muething, Colin S; Bryant, Diane Pedrotty; Bryant, Brian R

    2014-01-01

    This study investigated the effects of the Good Behavior Game (GBG) on classwide off-task behavior in two ninth-grade basic algebra resource classes. Ten students with a variety of disabilities, in two classrooms, and their special education resource teacher participated in this study. A reversal design was employed, in which the special education teacher implemented GBG compared to typical practice-algebra readiness instruction. Results showed that classwide off-task behavior decreased in the GBG conditions compared to the baseline and reversal conditions. Fidelity measures indicated that the teacher implemented GBG with fidelity. Students and the teacher rated GBG favorably. Overall findings support the use of GBG for reducing classwide off-task behavior. Implications for practice and future research directions are presented.

  1. Teachers' Beliefs about Integrating Digital Literacy into Classroom Practice: An Investigation Based on the Theory of Planned Behavior

    Science.gov (United States)

    Sadaf, Ayesha; Johnson, Barbara L.

    2017-01-01

    This study explored teachers' behavioral, normative, and control beliefs related to digital literacy integration into their classrooms. Ajzen's Theory of Planned Behavior (TPB) was used as a theoretical framework to collect and analyze data. Findings revealed that teachers' integration of digital literacy were related to their behavioral beliefs…

  2. Teachers’ Classroom management and Quality Assurance of Students’ Learning Outcome in Secondary Schools in Ondo State, Nigeria

    OpenAIRE

    AYENI, Adeolu Joshua

    2017-01-01

    Abstract. The study assessed teachers’ classroom management strategies, the level of teachers' classroom instructional tasks and determined the effect on students’ academic performance, and further examined the constraints in classroom management in secondary schools in Akure South Local Government Area of Ondo State, Nigeria. Descriptive survey and ex post facto research designs were adopted. Five research questions and two hypotheses were formulated to guide the study. The sample consisted ...

  3. Comparing Digital Badges-and-Points with Classroom Token Systems: Effects on Elementary School ESL Students' Classroom Behavior and English Learning

    Science.gov (United States)

    Homer, Ryan; Hew, Khe Foon; Tan, Cheng Yong

    2018-01-01

    This paper reports the findings of a field experiment that gamified the classroom experience of elementary school ESL students by implementing digital badges-and-points which students could earn by achieving specific behavioral and learning goals. Altogether, 120 children in eight different classes participated in this study. Four of the classes…

  4. Behavioral management of the hyperactive child.

    Science.gov (United States)

    Murray, M E

    1980-09-01

    This paper provides a general outline of the principles of behavioral management of the hyperactive child. The use of stimulant medications and special considerations in school are briefly discussed and then suggestions for initial parent counseling, family assessment, and the analysis of specific behavior problems are reviewed. Techniques of behavioral management are presented for the younger hyperactive child (3 to 7 years) and for the older hyperactive child (8 to 13 years). Among management techniques discussed are positive reinforcement, extinction procedures, and punishment through isolation. The problems involved in the use of corporal punishment are outlined as well as specific guidelines for parents as to when and how corporal punishment can be used effectively. A step-by-step summary of how to employ a token economy to manage both home and school behavior problems in older hyperactive children is presented.

  5. Delegated Portfolio Management and Risk Taking Behavior

    OpenAIRE

    José Luiz Barros Fernandes; Juan Ignacio Peña; Benjamin Miranda Tabak

    2009-01-01

    Standard models of moral hazard predict a negative relationship between risk and incentives; however empirical studies on mutual funds present mixed results. In this paper, we propose a behavioral principal-agent model in the context of professional managers, focusing on active and passive investment strategies. Using this general framework, we evaluate how incentives affect the risk taking behavior of managers, using the standard moral hazard model as a special case; and solve the previous c...

  6. The Relationship between Teachers' Self-Efficacy with Behavior Management and School-Wide Positive Behavior Supports

    Science.gov (United States)

    Micek, Kristin

    2014-01-01

    Classroom management is a common concern for educators. Teachers with high self-efficacy are strongly linked with having successful characteristics regarding their classroom management styles and strategies. With this in mind, the current study examined classroom teachers' perceived self-efficacy, specifically regarding their behavior…

  7. A Meta-Analysis: Student Misbehaviors That Affect Classroom Management

    Directory of Open Access Journals (Sweden)

    Gülay Dalgıç

    2014-05-01

    Full Text Available Research on student misbehaviors in classroom have focused on the identification of most frequent misbehaviors and individual practices used by the teachers. However there is still a significant gap about the demographic and other factors that affect teachers’ perceptions of misbehaviors in classrooms. This meta-analysis reviewed the literature in Turkey on student misbehaviors from the views of teachers and demographic factors in theses and published articles between 2000-2012. The sample included 3648 teachers gathered from 16 studies. The results highlight that task avoidance, constant talking with classmates, verbal hostility towards peers and teacher, indifference to study subject during classes, damaging school stuff, and coming late are the most frequent student misbehavior types reported by teachers. Results showed a small relation between perceived student misbehavior and teachers’ teaching field, teacher seniority, educational background of teachers, and number of students in classroom. Gender was not determined as a statistically significant variable in determining teachers’ perceptions of student misbehavior. Practical implications for future research and practices are discussed.

  8. Essays on top management and corporate behavior

    NARCIS (Netherlands)

    Wu, H.T.

    2010-01-01

    Human behavior is fascinating, and there is no exception to what its influences are on the financial market. This dissertation consists of three essays that examine corporate behavior that is affected by decisions made by the top management. The first essay studies the rationale for leveraged buyout

  9. Relationship between Academic Optimism and Classroom Management Styles of Teachers--Case Study: Elementary School Teachers in Isfahan

    Science.gov (United States)

    Moghtadaie, L.; Hoveida, R.

    2015-01-01

    The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school…

  10. A Comparison of Teacher Classroom Management Practices and Presage Variables on High and Low Performing Elementary Schools

    Science.gov (United States)

    Kinloch, Karen Elizabeth

    2013-01-01

    According to an extensive review of the literature, effective instructional delivery and "classroom management" practices are critical factors to elevate student achievement (Shindler, Jones, Williams, Taylor, & Cadenas, 2012). The purpose of this study was to analyze a comparison of classroom management practices on student…

  11. Teachers' Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers' Preparation Programmes and In-Service Conditions

    Science.gov (United States)

    Ficarra, Laura; Quinn, Kevin

    2014-01-01

    In the present investigation, teachers' self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and…

  12. Classroom Management Strategies to Address the Needs of Sudanese Refugee Learners: Support Document--Methodology and Literature Review

    Science.gov (United States)

    Burgoyne, Ursula; Hull, Oksana

    2007-01-01

    This document presents the methodology and literature review for the research report "Classroom Management Strategies to Address the Needs of Sudanese Refugee Learners" (ED499673), which examined the extent to which English language, literacy and numeracy teachers used classroom management strategies to meet the needs of adult Sudanese…

  13. Origin of the Species: An Epistemological Tale of Classroom Management Theory and the Evolution of a Teacher Preparation Course Syllabus

    Science.gov (United States)

    Hertel, Nichole L.

    2012-01-01

    This dissertation dually explores the topics of classroom management theory as it occurs in teacher preparation programs in American colleges of education and of curriculum syllabus design of undergraduate education classes teaching such. It begins with the classroom management and teaching pedagogical knowledges gained through my experience as a…

  14. Pre-School Teachers' Classroom Management Competency and the Factors Affecting Their Understanding of Discipline

    Science.gov (United States)

    Buyuktaskapu Soydan, Sema; Alakoc, Pirpir; Ozturk Samur, Ayse; Angin, Duriye Esra

    2018-01-01

    Purpose: This research was carried out to determine the classroom management competency and the levels of perception of understanding of discipline among preschool teachers, the effect of their classroom management competency and understanding of discipline on child-teacher relationship, the relationship between interpersonal problem-solving and…

  15. Perceived Effectiveness of Classroom Management Interventions with Attention Deficit/Hyperactivity Disorder (ADHD) Students

    Science.gov (United States)

    Conforti, Darlene

    2012-01-01

    Many teachers are concerned about their ability to work effectively with students who have attention deficit/ hyperactivity disorder (ADHD). The purpose of this quantitative, descriptive study was to determine the perceived efficacy of common interventions used to address negative ADHD behaviors in the elementary and middle school classrooms. The…

  16. Discussion on the management system technology implementation of multimedia classrooms in the digital campus

    Science.gov (United States)

    Wang, Bo

    2018-04-01

    Based on the digitized information and network, digital campus is an integration of teaching, management, science and research, life service and technology service, and it is one of the current mainstream construction form of campus function. This paper regarded the "mobile computing" core digital environment construction development as the background, explored the multiple management system technology content design and achievement of multimedia classrooms in digital campus and scientifically proved the technology superiority of management system.

  17. The Social and Emotional Situation of First Graders with Classroom Behavior Problems and Classroom Learning Difficulties in Inclusive Classes

    Science.gov (United States)

    Krull, Johanna; Wilbert, Jürgen; Hennemann, Thomas

    2014-01-01

    The inclusion of children with special educational needs (SEN) in general education classrooms in Europe due to education policy and social developments is currently up for debate, especially in Germany. This paper addresses whether or not co-education of students with and without classroom problems and/or disabilities has negative consequences…

  18. A Comparison of Traditional and Alternative Certification Routes on Classroom Management

    Directory of Open Access Journals (Sweden)

    Brian Uriegas

    2014-10-01

    Full Text Available In Texas, there are different ways teachers can attain certification. Thus, teachers are entering the classroom through various certification routes with varying levels of training as the traditional and alternative programs differ in their requirements. Classroom management can determine the success or failure of teachers and students. The research involved in this study attempted to determine whether university-certified teachers differ from alternatively certified teachers in the area of classroom management as determined by referrals, while controlling for level of education, years of teaching experience, age, race, and gender at both middle and high school levels. The population for this study was the middle and high school teachers in one rural south central Texas school district. Data were collected from the school district’s personnel database as well as from the campus-level administrators. Hierarchical regressions were used to test null hypotheses and recommendations were suggested.

  19. Managers and Organizational Citizenship Behavior

    OpenAIRE

    Man Mihaela

    2016-01-01

    In this research on the one hand we analyzed the relationship that exists in terms of motivational persistence and the Big Five dimensions and, on the other hand, organizational citizenship behavior (OCB). The results show that the conscientiousness has been identified as being in a significant positive relationship with OCB. This result is consistent with the data provided by previous researchers. The results also indicate that three conscientiousness facets are in a positive relationship wi...

  20. Portraits of Pre-Service Classroom Teachers: Exploring Intentions to Integrate Music through the Lens of the Theory of Planned Behavior

    Science.gov (United States)

    Harney, Kristin

    2014-01-01

    The primary purpose of this short-term study was to examine pre-service classroom teachers' intentions to integrate music in their future classrooms. Using the theory of planned behavior (Fishbein & Ajzen, 2010) as a framework, and embedded, multiple-case study design, I developed case studies of six pre-service classroom teachers enrolled in…

  1. Teacher Perceptions of the Impact of Self-Efficacy on Classroom Management Style: A Case Study

    Science.gov (United States)

    McCain, Patty Jo

    2017-01-01

    The purpose of this qualitative case study was to develop an understanding of how current and former middle school teachers in a suburban school district in northeast Georgia perceive low self-efficacy impacts their classroom management style. The theory guiding this study was Bandura's (1977) self-efficacy theory as it supported the idea that…

  2. Using Simulation to Support Novice Teachers' Classroom Management Skills: Comparing Traditional and Alternative Certification Groups

    Science.gov (United States)

    Pankowski, Jennifer; Walker, Joan T.

    2016-01-01

    Drawing from research on situated cognition and the development of expertise and simulations in professional education, we designed two simulation tasks that provided novice teachers with repeated opportunities to deliberately practice managing a classroom under no-fault conditions. The simulations immersed novices in two perennial classroom…

  3. Coping Styles with Student Misbehavior as Mediators of Teachers' Classroom Management Strategies

    Science.gov (United States)

    Tran, Van Dat

    2016-01-01

    The purpose of the present study is to identify how teachers' use of various coping styles with student misbehavior, and the extent to which these relate to their classroom management techniques -- punishment, recognition and reward, hinting, discussion, and aggression. It examines data from 397 junior high school teachers in Vietnam. The results…

  4. A Study to Determine the Effectiveness of a Positive Approach to Discipline System for Classroom Management.

    Science.gov (United States)

    Allen, Sherwin

    To test the effectiveness of the Positive Approach to Discipline (PAD) System of classroom management, this study examined changes in the incidence of administrative disciplinary referrals, corporal punishment, and school suspensions in an urban Southwest public middle school. The 13-step PAD procedure--incorporating counseling, problem-solving,…

  5. The Film as Visual Aided Learning Tool in Classroom Management Course

    Science.gov (United States)

    Altinay Gazi, Zehra; Altinay Aksal, Fahriye

    2011-01-01

    This research aims to investigate the impact of the visual aided learning on pre-service teachers' co-construction of subject matter knowledge in teaching practice. The study revealed the examination of film as an active cognizing and learning tool in classroom management course within teacher education programme. Within the framework of action…

  6. Effect of Leadership Experience on Agricultural Education Student Teacher Self-Efficacy in Classroom Management

    Science.gov (United States)

    Wolf, Kattlyn J.; Foster, Daniel D.; Birkenholz, Robert J.

    2009-01-01

    Beginning agriculture teachers often cite classroom management as the most important problem they face in their careers. The purpose of this study was to assess the effect of leadership experience on self-perceived teacher efficacy among agricultural education student teachers. The three dimensions of teacher efficacy addressed in this study…

  7. Evaluation Comparison of Online and Classroom Instruction for HEPE 129--Fitness and Lifestyle Management Course.

    Science.gov (United States)

    Davies, Randall S.; Mendenhall, Robert

    This evaluation compared online (i.e., World Wide Web-based) and classroom instructional delivery methods for the Health Education/Physical Education course, "Fitness and Lifestyle Management," at Brigham Young University (Utah). The results of the study were intended to add to the discussion on the value of web-based courses as a means…

  8. Can You Skype Me Now? Developing Teachers' Classroom Management Practices through Virtual Coaching

    Science.gov (United States)

    Rock, Marcia L.; Schoenfeld, Naomi; Zigmond, Naomi; Gable, Robert A.; Gregg, Madeleine; Ploessl, Donna M.; Salter, Ashley

    2013-01-01

    In this article, situated within the context of a larger ongoing study on the efficacy of Web-based virtual coaching, these authors describe a virtual coaching model for maximizing pre- and in-service teachers' effective use of evidence-based classroom management practices. They also provide a brief summary of previous results obtained…

  9. Examining Preservice Teachers' Classroom Management Decisions in Three Case-Based Teaching Approaches

    Science.gov (United States)

    Cevik, Yasemin Demiraslan; Andre, Thomas

    2013-01-01

    This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachers' decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three…

  10. Teachers' Emotional Labour, Discrete Emotions, and Classroom Management Self-Efficacy

    Science.gov (United States)

    Lee, Mikyoung; van Vlack, Stephen

    2018-01-01

    Extending research on teachers' emotions beyond general educational contexts and Western samples, we examined how teachers' emotions correlated with their emotional labour strategies and classroom management self-efficacy with an East-Asian sample in an English teaching context (127 Korean English teachers). Surface acting (emotional expressions…

  11. Meeting Student Needs in the Freedom Writers Movie: An Activity in a Classroom Management Course

    Science.gov (United States)

    Tanase, Madalina

    2013-01-01

    The study described in this paper explored the understanding pre-service teachers' have of PK-12 student needs (i.e. Belonging, Mastery, Independence, and Generosity) and the importance of meeting these needs in a climate of Invitational Education. 71 undergraduate teacher education candidates enrolled in a Classroom Management course at a…

  12. Teaching Supply Chain Management Complexities: A SCOR Model Based Classroom Simulation

    Science.gov (United States)

    Webb, G. Scott; Thomas, Stephanie P.; Liao-Troth, Sara

    2014-01-01

    The SCOR (Supply Chain Operations Reference) Model Supply Chain Classroom Simulation is an in-class experiential learning activity that helps students develop a holistic understanding of the processes and challenges of supply chain management. The simulation has broader learning objectives than other supply chain related activities such as the…

  13. Recognizing the Centrality of Emotion in Diversity Courses: Commentary on "Gender in the Management Education Classroom"

    Science.gov (United States)

    Spelman, Duncan

    2010-01-01

    This commentary adds to the analysis and recommendations presented in "Gender in the Management Education Classroom" concerning a very challenging incident focused on powerful gender/diversity dynamics. It discusses the centrality of emotion in students' experiences of diversity discussions and calls for teachers to explicitly help students…

  14. Keeping an Eye on Learning: Differences between Expert and Novice Teachers' Representations of Classroom Management Events

    Science.gov (United States)

    Wolff, Charlotte E.; van den Bogert, Niek; Jarodzka, Halszka; Boshuizen, Henny P. A.

    2015-01-01

    Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers' cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers' expertise development. We created a coding…

  15. Social and Emotional Pedagogies: Critiquing the New Orthodoxy of Emotion in Classroom Behaviour Management

    Science.gov (United States)

    Gillies, Val

    2011-01-01

    This paper examines new structured attempts to address and manage emotions in the classroom. Critical analysis focuses on the broad emotional literacy agenda operating within schools, and more specifically the Social and Emotional Aspects of Learning (SEAL) programme. Data are drawn on from an ethnographic study located in Behaviour Support Units…

  16. Student Reactions to Classroom Management Technology: Learning Styles and Attitudes toward Moodle

    Science.gov (United States)

    Chung, Christina; Ackerman, David

    2015-01-01

    The authors look at student perceptions regarding the adoption and usage of Moodle. Self-efficacy theory and the Technology Acceptance Model were applied to understand student reactions to instructor implementation of classroom management software Moodle. They also looked at how the learning styles of students impacted their reactions to Moodle.…

  17. Principles of Classroom Management: A Professional Decision-Making Model, 7th Edition

    Science.gov (United States)

    Levin, James; Nolan, James F.

    2014-01-01

    This text takes a decision-making model approach to classroom management. It provides teachers with a very practical system to influence students to choose to behave productively and to strive for academic success. This widely used text presents an array of decision-making options that guide teachers in developing positive, pro-social classroom…

  18. The Moderating Role of Classroom Descriptive Norms in the Association of Student Behavior with Social Preference and Popularity

    Science.gov (United States)

    Boor-Klip, Henrike J.; Segers, Eliane; Hendrickx, Marloes M. H. G.; Cillessen, Antonius H. N.

    2017-01-01

    This study addressed the moderating role of classroom descriptive norms for overt and relational aggression, social withdrawal, prosocial behavior, and academic reputation in the association of behavior with social preference and popularity in early adolescence. Participants were 1,492 fifth-grade students ([x-bar][subscript age] = 10.6 years,…

  19. Managed airing behaviour and the effect on pupil perceptions and indoor climate in classrooms

    DEFF Research Database (Denmark)

    Toftum, Jørn; Wohlgemuth, Mette Malene; Christensen, Ulrik Sloth

    2016-01-01

    An intervention study with four different scenarios for airing classrooms were carried out in a school where manual opening of windows was the main source of ventilation. Two scenarios included a visual CO2 display unit to signal to the pupils and teachers when to open windows. The other two...... and reduce by approximately 40-60% the duration when the CO2 concentration was above 1000 ppm. With only scheduled window opening, a similar improvement was not observed. Although not significant, pupils’ perception of the air quality seemed better when the intervention was running, but they also perceived...... scenarios used two different window opening schedules. Measurements of CO2, temperature and periods with open windows were recorded, and pupils expressed their perception of the indoor environment in the classroom. With a visual CO2 display unit in the classroom, pupils were able to modify their behavior...

  20. Teaching Management and Implementation of Pedagogical Classroom Projects in Basic Education

    Directory of Open Access Journals (Sweden)

    Waldemar Antonio Guerrero Matos

    2006-11-01

    Full Text Available The present article diffuses the results of the oriented study to determine the relationship between the administration of the educational one and the execution of the pedagogic projects of classroom in Basic Education. Theoretically it was based on the constructivismo and the contributions of the National Basic Curriculum. The investigation type was descriptive. The results allowed to corroborate in the teachers, weaknesses in the execution of the Pedagogic Projects of Classroom, evidencing difficulties to the moment to apply the pedagogic abilities. Therefore it is recommended to carry out courses of upgrade to manage with effectiveness this strategy of planning constructivist.

  1. Manganese Exposure from Drinking Water and Children’s Classroom Behavior in Bangladesh

    Science.gov (United States)

    Khan, Khalid; Factor-Litvak, Pam; Wasserman, Gail A.; Liu, Xinhua; Ahmed, Ershad; Parvez, Faruque; Slavkovich, Vesna; Levy, Diane; Mey, Jacob; van Geen, Alexander

    2011-01-01

    Background: Evidence of neurological, cognitive, and neuropsychological effects of manganese (Mn) exposure from drinking water (WMn) in children has generated widespread public health concern. At elevated exposures, Mn has been associated with increased levels of externalizing behaviors, including irritability, aggression, and impulsivity. Little is known about potential effects at lower exposures, especially in children. Moreover, little is known regarding potential interactions between exposure to Mn and other metals, especially arsenic (As). Objectives: We conducted a cross-sectional study of 201 children to investigate associations of Mn and As in tube well water with classroom behavior among elementary school children, 8–11 years of age, in Araihazar, Bangladesh. Methods: Data on exposures and behavioral outcomes were collected from the participants at the baseline of an ongoing longitudinal study of child intelligence. Study children were rated by their school teachers on externalizing and internalizing items of classroom behavior using the standardized Child Behavior Checklist-Teacher’s Report Form (CBCL-TRF). Results: Log-transformed WMn was positively and significantly associated with TRF internalizing [estimated β = 0.82; 95% confidence interval (CI), 0.08–1.56; p = 0.03], TRF externalizing (estimated β = 2.59; 95% CI, 0.81–4.37; p =0.004), and TRF total scores (estimated β = 3.35; 95% CI, 0.86–5.83; p = 0.008) in models that adjusted for log-transformed water arsenic (WAs) and sociodemographic covariates. We also observed a positive monotonic dose–response relationship between WMn and TRF externalizing and TRF total scores among the participants of the study. We did not find any significant associations between WAs and various scales of TRF scores. Conclusion: These observations reinforce the growing concern regarding the neurotoxicologic effects of WMn in children. PMID:21493178

  2. A Thai Tale: School Business Management beyond the Classroom

    Science.gov (United States)

    Robinson, Ann

    2012-01-01

    The author is fairly familiar with the work dimensions of a business manager and has pretty much attended most of the professional development "how-to" sessions on everything from asset management to school budgets and beyond. When she thinks about what business managers do in schools and how much of what they do actually adds value, she…

  3. Teaching Styles of the Classroom Managers in one Basic Primary School in the Philippines

    Directory of Open Access Journals (Sweden)

    Marife G.Villena

    2015-05-01

    Full Text Available This study aimed to determine the teaching styles of the classroom managers in Pinamucan Elementary School. Specifically, it identified the demographic profile or the teachers respondents in terms of age, gender, educational qualification, number of seminars attended, assigned level and years of services; and find out which of the teaching styles of the teacher respondents in terms of whole class, individual, and small group activities are practiced. The study used descriptive methods were a standardized questionnaire was utilized as the main instrument in gathering data. Based on the result, Most of the classroom managers belonged to the middle aged bracket; had been working from 20 to 29 years in this institution, and were assigned in different grades / levels, and had attended 7-9 seminars for the length of time they had served there; majority of the respondents often use the question and answer method when doing whole class activities. For individual activities, homework is often used by the classroom managers to get their students’ attention while for small group activities, games were often practiced as means of initiating cooperation among students. The school may be practice the used of LCD. School administrator mat conduct seminars regarding modern classroom methodologies

  4. An online app platform enhances collaborative medical student group learning and classroom management.

    Science.gov (United States)

    Peacock, Justin G; Grande, Joseph P

    2016-01-01

    The authors presented their results in effectively using a free and widely-accessible online app platform to manage and teach a first-year pathology course at Mayo Medical School. The authors utilized the Google "Blogger", "Forms", "Flubaroo", "Sheets", "Docs", and "Slides" apps to effectively build a collaborative classroom teaching and management system. Students were surveyed on the use of the app platform in the classroom, and 44 (94%) students responded. Thirty-two (73%) of the students reported that "Blogger" was an effective place for online discussion of pathology topics and questions. 43 (98%) of the students reported that the "Forms/Flubaroo" grade-reporting system was helpful. 40 (91%) of the students used the remote, collaborative features of "Slides" to create team-based learning presentations, and 39 (89%) of the students found those collaborative features helpful. "Docs" helped teaching assistants to collaboratively create study guides or grading rubrics. Overall, 41 (93%) of the students found that the app platform was helpful in establishing a collaborative, online classroom environment. The online app platform allowed faculty to build an efficient and effective classroom teaching and management system. The ease of accessibility and opportunity for collaboration allowed for collaborative learning, grading, and teaching.

  5. Preservice Teachers' Knowledge and Perceptions of Effective Behavior Management Strategies

    Science.gov (United States)

    Nields, Allison N.

    2014-01-01

    This study examined student teachers' perceptions and knowledge of behavior management strategies. A questionnaire that included questions about broad behavior management techniques, behavioral learning theory, and behavior management strategies related to behavioral learning theory was given to sixty-one student teacher candidates at a large…

  6. Effective Classroom Management: An Air Traffic Control Analogy

    Science.gov (United States)

    Mundschenk, Nancy A.; Miner, Craig A.; Nastally, Becky L.

    2011-01-01

    Teachers address a wide range of student behavior by teaching expectations and routines and by responding proactively and constructively to misbehavior, while simultaneously holding all students, including those with emotional or behavioral disorders, to high academic standards. It can be a challenge for educators to effectively communicate their…

  7. The Effect of Perceived Motivational Structure of Classroom on Achievement Behaviors

    Directory of Open Access Journals (Sweden)

    Siavash Talepasand

    2013-06-01

    Full Text Available The aim of the study was to investigate the effect of perceived motivational structure of classroom on achievement behaviors (the choice of problem, effort, persistence in solving algorithm and flowchart problems. There were 45 high school male students (Mean age = 17 years old in the third grade of computer field in three classes. Classes were divided into two experimental and one control group. Instructional content was given in 10 sessions for 180 minutes. The variables of choice, effort, and persistence were collected by direct as-sessment method. A pre-test and post-test design was used. The Data were analyzed by using multivariate analysis of variance. Results indicated that mastery structure had positive effect on the amount of effort and persistence in solving algorithm and flowchart problems in comparison with control group. Mastery structure in comparison with performance structure increased the amount of effort in solving problems significantly. In addition, an interactive effect between previous achieve-ment and perceived structure of classroom was achieved in a mastery level. The amount of persistence in that of students with very weak previous achievement was more than students with average previous achievement. The find-ing of this study is compatible with the theory of achievement goal and illustrates that the mastery structure plays an effective role in forming achievement behaviors.

  8. investors behavior, earnings management and governance

    Directory of Open Access Journals (Sweden)

    Afraa Khzouri

    2014-07-01

    Full Text Available The aim of this paper is to study the relationship between earnings management, governance and investors behavior, since this latter can inform about the nature of earnings management and can be considered as a governance mechanism to reduce accounts manipulations. On the basis of a sample of 700 American firms for the period of 1996-2006, our empirical results show that investors who take short positions, are able to interpret the information detected from the earnings management. The activity of these investors may be considered as an indicator of the quality of the governance structure and the presence and nature of earnings management. The under-reaction of investors to information leads to short-term sale of the shares of poorly governed firms and characterized by an opportunistic earnings management and to invest in firms well-governed and characterized by an informational earnings management therefore an abnormal profit can be realized.

  9. Decreasing Inappropriate Use of Mobile Devices in Urban High School Classrooms: Comparing an Antecedent Intervention With and Without the Good Behavior Game.

    Science.gov (United States)

    Hernan, Colleen J; Collins, Tai A; Morrison, Julie Q; Kroeger, Stephen D

    2018-03-01

    As the capabilities of portable technology continue to advance and become more accessible, educators express concern about the impact of the inappropriate use of mobile devices on academic engagement and learning. An alternating treatments design was used to compare the effectiveness of an antecedent (Clear Box) intervention and an interdependent group contingency (Clear Box + Good Behavior Game [GBG]) intervention to typical classroom management techniques (Control) in increasing the academic engagement and decreasing mobile device use of high school students during instruction. The results indicate an increase in academic engagement and a decrease in the inappropriate presence of mobile devices in both classrooms with the implementation of the Clear Box + GBG, as compared with the Clear Box and Control conditions. In addition, teacher and student social validity data suggested that teachers and students viewed the Clear Box + GBG intervention favorably. Discussion focuses on contributions to the current literature, implications for practice, and suggestions for future areas of research.

  10. Comparing Beginning and Experienced Teachers' Perceptions of Classroom Management Beliefs and Practices in Elementary Schools in Turkey

    Science.gov (United States)

    Unal, Zafer; Unal, Aslihan

    2009-01-01

    The primary objective of this study was to investigate whether a difference in teachers' classroom management styles exists based on years of teaching experience. Data were collected from 282 elementary school teachers employed by 11 elementary schools in Turkey. The Attitudes and Beliefs on Classroom Control Inventory was used to collect the…

  11. Code Switching in the Classroom: A Case Study of Economics and Management Students at the University of Sfax, Tunisia

    Science.gov (United States)

    Bach Baoueb, Sallouha Lamia; Toumi, Naouel

    2012-01-01

    This case study explores the motivations for code switching (CS) in the interactions of Tunisian students at the faculty of Economics and Management in Sfax, Tunisia. The study focuses on students' (EMSs) classroom conversations and out-of-classroom peer interactions. The analysis of the social motivations of EMSs' CS behaviour shows that…

  12. Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades

    Science.gov (United States)

    Albert, Michael; Beatty, Brian J.

    2014-01-01

    The authors discuss the application of the flipped classroom model to the redesign of an introduction to management course at a highly diverse, urban, Association to Advance Collegiate Schools of Business-accredited U.S. university. The author assessed the impact of a flipped classroom versus a lecture class on grades. Compared to the prior…

  13. Development and Construct Validation of a Situational Judgment Test of Strategic Knowledge of Classroom Management in Elementary Schools

    Science.gov (United States)

    Gold, Bernadette; Holodynski, Manfred

    2015-01-01

    The current study describes the development and construct validation of a situational judgment test for assessing the strategic knowledge of classroom management in elementary schools. Classroom scenarios and accompanying courses of action were constructed, of which 17 experts confirmed the content validity. A pilot study and a cross-validation…

  14. Value driven classroom management-the congruence between the preferred and the democratic values

    Directory of Open Access Journals (Sweden)

    Fatma Özmen

    2013-11-01

    Full Text Available The rapid changes in all areas of communities have raised the level of concerns about weakening of the societal values. And many academics and researchers have begun to become interested in the issues for placing especially the democratic values in education more than ever before, in order to constitute more livable social environments. The goal of this study is, on the basis of gender variable, to determine what values have driven the teachers in their classroom management practices, and to find out if these values are congruent with the democratic principles. The research group comprises 68 teachers working in Regional Public Boarding Schools. The teachers were asked to list the most and the least preferred values in classroom management from a predetermined value list. The analysis of the data revealed that the most desired 10 values used by teachers in classroom management practices were generally common between female and male gender groups and both groups’ preferences indicated similar results. ‘Honesty’ and ‘responsibility’ take at the top of the most preferred value list. However, the value of ‘equality’ which is indispensible for maintaining democracyin classroom, was preferred by less than half of the teachers. And the values such as peace, freedom, social recognition and the like were not given place in the most preferred value list. The least preferred ten values were generally the ones which were not directly related to democracy. These results indicate that some essential values related to democracy are not given much importance. It is recommended that teachers should be trained well about creating democratic classroom settings especially in pre-service education. And, school leaders should give utmost importance to constitute a democratic school environment; and school wide practices should be congruent with democratic principles so as to form it as a life style.

  15. Application of classroom simulators in the training of managers at CANDU plants

    Energy Technology Data Exchange (ETDEWEB)

    Bereznai, G.; Rizk, K., E-mail: george.bereznai@uoit.ca, E-mail: khalid.rizk@uoit.ca [Univ. of Ontario Inst. of Technology, Oshawa, ON (Canada)

    2015-07-01

    Technical managers of Canada's nuclear power plants are required to have in-depth knowledge of the normal and abnormal integrated unit operations typical of the plant at which they work. The Advanced Operations Overview for Managers (AOOM) training program was developed by Ontario Power Generation to fulfil this need for many of its managers. The program makes extensive use of 'classroom' simulators that have the same software models as the full-scope training simulators, but use graphical user interface to replicate the control room devices. For the last several years the AOOM program has been delivered by the University of Ontario Institute of Technology. (author)

  16. Application of classroom simulators in the training of managers at CANDU plants

    International Nuclear Information System (INIS)

    Bereznai, G.; Rizk, K.

    2015-01-01

    Technical managers of Canada's nuclear power plants are required to have in-depth knowledge of the normal and abnormal integrated unit operations typical of the plant at which they work. The Advanced Operations Overview for Managers (AOOM) training program was developed by Ontario Power Generation to fulfil this need for many of its managers. The program makes extensive use of 'classroom' simulators that have the same software models as the full-scope training simulators, but use graphical user interface to replicate the control room devices. For the last several years the AOOM program has been delivered by the University of Ontario Institute of Technology. (author)

  17. A Contingency Management Program in Urban School Classrooms.

    Science.gov (United States)

    Littky, Dennis; Bosley, Lenora

    The project described in this study was implemented in the Ocean Hill-Brownsville Demonstration School District, Brooklyn, to train teachers and paraprofessionals (parents from the community) to work within their present structures, using the principles of behavior analysis as a means for teaching children to read, for controlling behavior…

  18. Adolescent Brain Development and Implications for Classroom Management

    Science.gov (United States)

    Mears, Derrick

    2012-01-01

    Studies using Magnetic Resonance Imaging (MRI) to observe the adolescent brain have shown that during adolescence multiple changes are occurring. This can provide a potential explanation for the sporadic and seemingly unpredictable behaviors that appear. It is believed that the brain of an adolescent goes through a profound neurological…

  19. Taking peer victimization research to the next level: complex interactions among genes, teacher attitudes/behaviors, peer ecologies, & classroom characteristics.

    Science.gov (United States)

    Espelage, Dorothy L

    2015-01-01

    This commentary reviews research findings of the five papers in the special entitled "School-related Factors in the Development of Bullying Perpetration and Victimization", which represent critical areas that are often overlooked in the literature. First, one paper points to the complex interaction between a genetic disposition for aggression and classroom norms toward aggression. Second, an intervention paper unpacks the underlying mechanisms of an efficacious school-wide bully prevention program by opening the "black box" and testing for mediators. Third, the remaining studies employ a wide range of rigorous designs to identify how teachers' attitudes, behaviors, and classroom practices play a critical role in the prevalence of victimization and bullying in the classroom. Further, teachers' attitudes and behaviors are shown to be predictive of youth's willingness to intervene to assist a peer who is being victimized. Results are situated in what is known about bullying prevention, and how the findings from these studies could maximize the sensitivity of future prevention efforts.

  20. The Relation of Work Environment and Stress in Classroom Management among Preschool Teachers

    Directory of Open Access Journals (Sweden)

    Abdul Said Ambotang

    2011-10-01

    Full Text Available The purpose of this research is to observe how far preschool teachers endure stress in carrying out their job which is influenced by the work climate including the management of classroom. This research is carried out by choosing a group of 55 preschool teachers as respondents in the district of Keningau Sabah. Data is analyzed using descriptive method (mean, inferential (T-test Statistic, one way ANOVA and Pearson correlation. Result showed that there were high positive relationships between the work climate with stress level among the teachers. (r = 0.807, p<0.01 and classroom management with level of stress (r = 0.770, p< 0.01. It is hoped that with the information obtained by this research will assist the Malaysian Ministry of Education in planning and designing a suitable programme to overcome the stress problem faced by teachers especially preschool teachers towards improving the teaching profession quality in the near future.

  1. Do United States’ Teachers Know and Adhere to the National Guidelines on Asthma Management in the Classroom? A Systematic Review

    Directory of Open Access Journals (Sweden)

    Yudilyn Jaramillo

    2015-01-01

    Full Text Available Proper asthma management in schools is important in achieving optimum asthma control in children with asthma. The National Heart, Lung, and Blood Institute (NHLBI has developed guidelines on classroom asthma management. We conducted a systematic review to examine teacher knowledge of the NHLBI guidelines on asthma management in the classroom. We searched PubMed and EMBASE using search terms “asthma management,” “teacher(s,” “school teacher,” and “public school.” The inclusion criteria were articles published in English from 1994 to May 2014 that focus on schools in the United States (US. From 535 titles and abstracts, 9 studies met inclusion criteria. All studies reported that school teachers did not know the policies and procedures of asthma management. Teachers relied on school nurses to handle medical emergencies. Some studies identified that lack of full-time school nurses was a barrier to asthma management. Only one study showed directly that classroom teachers were not following the NHLBI guidelines on asthma management. Our literature review revealed that US teachers do not know the NHLBI guidelines on asthma management in the classroom. Future research should focus on interventions targeted toward training classroom teachers on asthma management as per NHLBI guidelines to ultimately improve asthma management in schools.

  2. Classroom management: Teachers’ skills and differentiation according to posts held at school – A research study with primary school teachers

    OpenAIRE

    Valente, Sónia; Veiga, Feliciano

    2016-01-01

    Conceptual framework: The concept of classroom management emerges as a relevant and contemporary study area, since due to a shortage of empirical studies, there is a clear need for deeper explanatory theoretical models. Teachers use strategies for classroom management but still encounter barriers when defining conditions which may enhance the teaching and learning process. Objective: the present research intended to answer the following research questions: «How are teachers ...

  3. Managed behavioral healthcare in the private sector.

    Science.gov (United States)

    Jeffrey, M; Riley, J

    2000-09-01

    Employers, in their search for cost containment and quality improvement, have driven the development of the behavioral health managed care vendor. More specifically, the behavioral health carve-out is an innovation that was developed to respond to employer and, more recently, health plan needs. Now that the product has matured, it is increasingly being asked to justify its existence. Costs have certainly been maintained, but improvements in quality have not always been evident. The issues the authors address include, as cost pressures continue, can the industry deliver on its promise to improve care? Will it need to evolve to yet another level, with new or different features?

  4. Making Informed Decisions: Management Issues Influencing Computers in the Classroom.

    Science.gov (United States)

    Strickland, James

    A number of noninstructional factors appear to determine the extent to which computers make a difference in writing instruction. Once computers have been purchased and installed, it is generally school administrators who make management decisions, often from an uninformed pedagogical orientation. Issues such as what hardware and software to buy,…

  5. Using a Course Management System to Improve Classroom Communication

    Science.gov (United States)

    Perkins, Matthew; Pfaffman, Jay

    2006-01-01

    Course management systems (CMSs) enable teachers to easily post assignments, lesson plans, announcements, and course documents. They also allow students to participate in online discussions and chats and turn in assignments online. Unfortunately, commercial systems are often expensive to purchase and maintain, removing them from the reach of many…

  6. Further Insight into the Effectiveness of a Behavioral Teacher Program Targeting ADHD Symptoms Using Actigraphy, Classroom Observations and Peer Ratings.

    Science.gov (United States)

    Veenman, Betty; Luman, Marjolein; Oosterlaan, Jaap

    2017-01-01

    Objective: The Positivity and Rules program (PR program), a low-level behavioral teacher program targeting symptoms of attention-deficit/hyperactivity disorder (ADHD), has shown positive effects on teacher-rated ADHD symptoms and social functioning. This study aimed to assess whether program effects could be confirmed by instruments assessing classroom behavior other than teacher-ratings, given teachers' involvement with the training. Methods: Participants were 114 primary school children (age = 6-13) displaying ADHD symptoms in the classroom, who were randomly assigned to the treatment ( n = 58) or control group ( n = 65). ADHD symptoms were measured using classroom observations and actigraphy, and peer acceptance was measured using peer ratings. Intention-to-treat multilevel analyses were conducted to assess program effects. Results: No beneficial program effects were found for any of the measures. Conclusion: The earlier beneficial program effects on both ADHD symptoms and social functioning reported by teachers, may be explained by a change in the perception of teachers rather than changes in the child's behavior. Other methodological explanations are also discussed, such as differences between instruments in the sensitivity to program-related changes. The current study underlines the importance of using different measures of classroom behavior to study program effects. ClinicalTrials.gov registration number: NCT02518711.

  7. Emotion Knowledge and Self-Regulation as Predictors of Preschoolers' Cognitive Ability, Classroom Behavior, and Social Competence

    Science.gov (United States)

    Garner, Pamela W.; Waajid, Badiyyah

    2012-01-01

    The development of children's cognitive and social skills is a topic of considerable importance and interest in education and educational psychology. The current study examines whether emotion knowledge and self-regulation predict cognitive competence, social competence, and classroom behavior problems among a sample of 74 preschoolers (40 boys).…

  8. Relationships of Aggression Subtypes and Peer Status among Aggressive Boys in General Education and Emotional/Behavioral Disorder (EBD) Classrooms

    Science.gov (United States)

    Useche, Ana Carolina; Sullivan, Amanda L.; Merk, Welmoet; Orobio de Castro, Bram

    2014-01-01

    This study examines the concurrent and longitudinal relationships between reactive and proactive aggression and children's peer status. Participants were 94 Dutch elementary school-aged boys in self-contained special education classrooms for students with emotional/behavioral disorders (EBD) and 47 boys with no disabilities in general education…

  9. Relationships of Aggression Subtypes and Peer Status Among Aggressive Boys in General Education and Emotional/Behavioral Disorder (EBD) Classrooms

    NARCIS (Netherlands)

    Useche, Ana Carolina; Sullivan, Amanda L.; Merk, Welmoet; Orobio de Castro, Bram

    2014-01-01

    This study examines the concurrent and longitudinal relationships between reactive and proactive aggression and children's peer status. Participants were 94 Dutch elementary school-aged boys in self-contained special education classrooms for students with emotional/behavioral disorders (EBD) and 47

  10. Getting a Job Is Only Half the Battle: Maternal Job Loss and Child Classroom Behavior in Low-Income Families

    Science.gov (United States)

    Hill, Heather D.; Morris, Pamela A.; Castells, Nina; Walker, Jessica Thornton

    2011-01-01

    This study uses data from an experimental employment program and instrumental variables (IV) estimation to examine the effects of maternal job loss on child classroom behavior. Random assignment to the treatment at one of three program sites is an exogenous predictor of employment patterns. Cross-site variation in treatment-control differences is…

  11. Disclosing Information about Epilepsy and Type 1 Diabetes Mellitus: The Effect on Teachers' Understanding of Classroom Behavior

    Science.gov (United States)

    Wodrich, David L.

    2005-01-01

    In an analog study, 122 continuing education and preservice teachers rated potential sources of one of two students' classroom problems. One student's behavior, described in a cumulative folder and a videotaped teacher/school psychologist conference, matched the symptoms of epilepsy, the other matched the symptoms of type 1 diabetes mellitus.…

  12. Relations between Age, Autism Severity, Behavioral Treatment and the Amount of Time in Regular Education Classrooms among Students with Autism

    Science.gov (United States)

    Talib, Tasneem L.

    2012-01-01

    Under federal law, students with disabilities have the right to be educated in classrooms with students without disabilities. For students with autism, social, communication, and behavioral deficits make inclusion difficult. The severity of deficits change over time, and therefore, so too do the effects of these deficits upon inclusion. Although…

  13. Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning

    Directory of Open Access Journals (Sweden)

    Renee Michelle Goertzen

    2010-04-01

    Full Text Available As part of a long-term program to develop effective, research-based professional development programs for physics graduate student teaching assistants (TAs, we first identify their current classroom practices and why they engage in these practices. In this paper, we identify a set of teaching practices we call “focusing on indicators,” which occurs when TAs use signs such as key words or diagrams as evidence that students understand the target idea; these indicators are more superficial than a detailed explanation. Our primary finding is that although the three TAs discussed here share a common behavior, the beliefs and motivations that underlie this behavior vary. We argue that TA professional development focused on changing these TAs’ focus-on-indicator behavior is unlikely to be effective. Instead, responsive TA professional development will need to address the TAs’ beliefs that guide the observed classroom behavior.

  14. Cockpit management and Specific Behavioral Objectives (SBOs)

    Science.gov (United States)

    Mudge, R. W.

    1987-01-01

    One of the primary tools used to accomplish the task of effective training is the specific behavioral objective (SBO). An SBO is simply a statement which specifically identifies a small segment of the final behavior sought, and a little more. The key word is specific. The company pinpoints exactly what it is it wants the pilot to do after completing training, and what it should evaluate from the point of view of both the program and the pilot. It tells the junior crewmember exactly, specifically, what he should monitor and support insofar as the management function is concerned. It gives greater meaning to the term second in command. And finally, it tells the supervisory pilot exactly what he should observe, evaluate, and instruct, insofar as the management function is concerned.

  15. Beyond the Individual: The Impact of Ethnic Context and Classroom Behavioral Norms on Victims' Adjustment

    Science.gov (United States)

    Bellmore, Amy D.; Witkow, Melissa R.; Graham, Sandra; Juvonen, Jaana

    2004-01-01

    With a sample of 1,630 sixth-grade students from 77 classrooms, the authors used hierarchical linear modeling to examine how ethnicity within context and classroom social disorder influenced the association between peer victimization and social-psychological adjustment (loneliness and social anxiety). Victimized students in classrooms where many…

  16. Understanding Teacher Behavior in the Classroom: A Must for Sound Evaluation.

    Science.gov (United States)

    Anderson, Lorin W.

    1986-01-01

    More information is necessary about constraints placed on teachers before sound classroom performance evaluations can be conducted. Results of an observational instrument utilized in South Carolina, "Describing Practices and Intentions of Classroom Teachers," isolates classroom factors associated with appropriateness of teachers'…

  17. Research Paper: Impact of Air Seat Cushions and Ball Chairs on Classroom Behavior of Students with Autism Spectrum Disorder

    Directory of Open Access Journals (Sweden)

    Nader Matin Sadr

    2016-07-01

    Conclusion In the present study, therapy balls and or cushioned chairs for ASD students facilitated in-seat and on-task behaviors and improved classroom performance. It seems that using these alternative seating chairs can satisfy the subjects’ needs to sensory stimuli, and therefore, decreases their sensory seeking behaviors which interferes with their academic achievements. While, using therapy ball chairs for these students may facilitate in-seat behavior and decrease autistic behavior in class, the student’s response to dynamic seating is different individually. Therefore, chair selection must be based on vestibular reaction of the students.

  18. Analysis of Management Behavior Assessments and Affect on Productivity

    National Research Council Canada - National Science Library

    Shipley, Jr, Steven E

    2005-01-01

    The basis of this study originates from the identification of management behavioral attributes within executive skill competencies necessary in the successful management of military treatment facilities...

  19. A Small-Scale Study on Student Teachers' Perceptions of Classroom Management and Methods for Dealing with Misbehaviour

    Science.gov (United States)

    Atici, Meral

    2007-01-01

    The purpose of this study is to identify student teachers' perceptions of classroom management and methods for dealing with misbehaviour. In-depth interviews with nine student teachers at Cukurova University (CU) in Turkey have been conducted twice, prior to and at the end of their teaching practice. Instructional management, behaviour management,…

  20. Behavior Management in Physical Education, Recreation, and Sport: A Bibliography.

    Science.gov (United States)

    Lavay, Barry

    1986-01-01

    This bibliography contains references specifically pertaining to physical education, recreation, or sport and to behavior management. The references are classified into areas of behavior management overview, reinforcement systems, motor performance, physical fitness, recreation, and sport. (MT)

  1. Using ClassDojo to Help with Classroom Management during Guided Reading

    Science.gov (United States)

    Chiarelli, MaryAnne; Szabo, Susan; Williams, Susan

    2015-01-01

    This study examined the use of a free behavioral management software program to see if it was successful to help first grade students recognize and self-monitor their behaviors while working in centers during teacher directed guided reading time. The study found that ClassDojo had a positive impact on these first grade students' behaviors and…

  2. Strategies Applied by Teachers as Classroom Managers to Strengthen Learning

    Directory of Open Access Journals (Sweden)

    Franco Javier Jáuregui Contreras

    2017-05-01

    Full Text Available The present research was executed within the quantitative paradigm, under the feasible project modality, with the objective of designing strategies aimed at teachers to strengthen learning in the students of the Arnoldo Gabaldon educational unit, located in Delicias, Rafael Urdaneta municipality State Táchira. The methodology used responds to the characteristics of field descriptive research, not experimental. The study population consisted of 72 teachers. To obtain the information, a 20-item contentive instrument was applied, which measured the factors that influence the application of managerial strategies to strengthen student learning. This instrument was validated and a reliability index of 0.81 was obtained. In the analysis of results, the single and absolute frequencies of each reagent were determined. This resulted in a series of constantly occurring situations that led to the following conclusions: managerial strategies are employed by teachers on average, as well as in organization and planning, there is no commitment in relation to it, although there It was possible to detect that teachers comply with the planned activities on a regular basis. In addition, in the case of management and control, it is denoted how forcefully both processes are fulfilled, even in the majority, and both are assumed as managerial strategies. Therefore, the implementation of strategies is recommended.

  3. Can Air Seat Cushions and Ball Chairs Improved Classroom Behaviors of Students with Autism Spectrum Disorder: A Single Subject Study

    Directory of Open Access Journals (Sweden)

    Nader Matin Sadr

    2015-06-01

    Full Text Available Background: Classroom behaviorsare disturbed in autistic students because of their repetitive, restlessness, and disruptive behaviors. This study aimed to examine the impacts of sitting on a ball, cushion, and/or common chair on classroom behavior of four students with Autism Spectrum Disorder (ASD. Methods: Four children with Autism participated in this single-subject study. Students’ behaviors were video recorded in three phases: Sitting on their common chairs during phase A, air-sit cushioned in phase B, and ball chairs in phase C. Sitting times and on-task/off-task behaviors were quantified by momentary time sampling (every 10 seconds and compared during different phases for important changes. Social validity was taken by the teacher at the end of the research as well. Results: The findings demonstrated increases in on-task and in-seat behaviors in four students when seated on air sit cushioned chairs. Despite rises of ontask behaviors for all students, only two of the students showed enhanced inseat behaviors when seated on therapy balls. Social validity findings indicated that the teacher preferred the use of the balls and air-cushioned chairs for her students. Conclusion: Therapy balls/cushioned chairs for students with ASD may facilitate in-seat and on-task behavior.

  4. The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD.

    Science.gov (United States)

    Mautone, Jennifer A; DuPaul, George J; Jitendra, Asha K

    2005-08-01

    The present study examines the effects of computer-assisted instruction (CAI) on the mathematics performance and classroom behavior of three second-through fourth-grade students with ADHD. A controlled case study is used to evaluate the effects of the computer software on participants' mathematics performance and on-task behavior. Participants' mathematics achievement improve and their on-task behavior increase during the CAI sessions relative to independent seatwork conditions. In addition, students and teachers consider CAI to be an acceptable intervention for some students with ADHD who are having difficulty with mathematics. Implications of these results for practice and research are discussed.

  5. The Single and Combined Effects of Multiple Intensities of Behavior Modification and Methylphenidate for Children with Attention Deficit Hyperactivity Disorder in a Classroom Setting

    Science.gov (United States)

    Fabiano, Gregory A.; Pelham, William E., Jr.; Gnagy, Elizabeth M.; Burrows-MacLean, Lisa; Coles, Erika K.; Chacko, Anil; Wymbs, Brian T.; Walker, Kathryn S.; Arnold, Fran; Garefino, Allison; Keenan, Jenna K.; Onyango, Adia N.; Hoffman, Martin T.; Massetti, Greta M.; Robb, Jessica A.

    2007-01-01

    Currently behavior modification, stimulant medication, and combined treatments are supported as evidence-based interventions for attention deficit hyperactivity disorder in classroom settings. However, there has been little study of the relative effects of these two modalities and their combination in classrooms. Using a within-subject design, the…

  6. The Use of a Functional Behavioral Assessment-Based Self Management Intervention for Students with Emotional/Behavioral Disorders

    Science.gov (United States)

    Rasheed, Saleem A.; Fore, Cecil, III; Jones, Arthur; Smith, Latisha

    2012-01-01

    The research literature on the use of Functional Behavioral Assessments (FBA) to develop Behavior Intervention Plans (BIP) for students with emotional/behavioral disorders, who present problem classroom behaviors for use in the schools, is well documented. There are school-wide, district-wide, and state-wide plans that are currently being…

  7. The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes.

    Science.gov (United States)

    Schmidt, S M; Arndt, M J; Gaston, S; Miller, B J

    1991-01-01

    This controlled experimental study examines the effect of two teaching methods on achievement outcomes from a 15-week, 2 credit hour semester course taught at two midwestern universities. Students were randomly assigned to either computer-managed instruction in which faculty function as tutors or the traditional classroom course of study. In addition, the effects of age, grade point average, attitudes toward computers, and satisfaction with the course on teaching method were analyzed using analysis of covariance. Younger students achieved better scores than did older students. Regardless of teaching method, however, neither method appeared to be better than the other for teaching course content. Students did not prefer one method over the other as indicated by their satisfaction scores. With demands upon university faculty to conduct research and publish, alternative methods of teaching that free faculty from the classroom should be considered. This study suggests that educators can select such an alternative teaching method to traditional classroom teaching without sacrificing quality education for certain courses.

  8. Mobile Health Based System for Managing and Maintaining Health Data in Classroom: Case Study

    Directory of Open Access Journals (Sweden)

    Dalibor Serafimovski

    2017-05-01

    Full Text Available It is necessary for young people to get appropriate medical education so that they can learn how to properly take care of their health from an early age. In this paper we are presenting a study that enables practical implementation of a mobile system for monitoring students’ health using mobile devices and managing medical data in the classroom. About 600 students were engaged for the purpose of this study. The study results suggest that the application of these technologies leads to an increased concern about students’ health and their proper medical education.

  9. Educators' Self-Reported Training, Use, and Perceived Effectiveness of Evidence-Based Classroom Management Practices

    Science.gov (United States)

    Cooper, Justin T.; Gage, Nicholas A.; Alter, Peter J.; LaPolla, Stefanie; MacSuga-Gage, Ashley S.; Scott, Terrance M.

    2018-01-01

    A survey study of 248 educators in four states was conducted to identify respondents' formal training, use, and perceived effectiveness of 37 evidence-based classroom management practices within four general categories: (a) antecedent-based, (b) instructionally based, (c) consequence-based, and (d) self-management. Results indicated that, on…

  10. A Mosquito in the Classroom: Using the Cooperative Business Model to Foster Paradoxical Thinking in Management Education

    Science.gov (United States)

    Audebrand, Luc K.; Camus, Annie; Michaud, Valérie

    2017-01-01

    Although the paradox perspective is gaining increasing attention among management scholars, most of us continue to struggle with addressing this challenging topic in the classroom, as it seems out of reach for many students. In this article, we describe a potentially beneficial way to approach paradoxical thinking in management education: teaching…

  11. Success and Near Misses: Pre-Service Teachers' Use, Confidence and Success in Various Classroom Management Strategies

    Science.gov (United States)

    Reupert, Andrea; Woodcock, Stuart

    2010-01-01

    While the importance of effective classroom management is repeatedly made, there is little comprehensive research identifying the management strategies pre-service teachers employ, nor how successful or confident they find various strategies. Accordingly, 336 Canadian pre-service teachers were surveyed. It was found that pre-service teachers…

  12. Using Wireless Response Systems to Replicate Behavioral Research Findings in the Classroom

    Science.gov (United States)

    Cleary, Anne M.

    2008-01-01

    College instructors are increasingly relying on wireless clicker systems as instructional tools in the classroom. Instructors commonly use clicker systems for such classroom activities as taking attendance, giving quizzes, and taking opinion polls. However, these systems are uniquely well suited for the teaching of psychology and other courses…

  13. Enhancing Social Behavior of Children with Autism in an Inclusive Classroom

    Science.gov (United States)

    Rovira, Alexandra

    2014-01-01

    Though laws relating to including children on the autism spectrum and general education in public school settings are in place, inclusion of students is still not a widespread practice in all elementary classrooms. This study examines the social needs of children with autism and in an inclusive classroom. Children with autism are often placed in…

  14. Communicating in a Multicultural Classroom: A Study of Students' Nonverbal Behavior and Attitudes toward Faculty Attire

    Science.gov (United States)

    Okoro, Ephraim; Washington, Melvin

    2011-01-01

    Economic and market globalization in the United States has engendered a multicultural learning environment that challenges both faculty and students. Diversity in the classroom is further complicated by nonverbal communication, which impacts on students' attitudes toward faculty members. Because today's classrooms are changing and undergoing rapid…

  15. Cyber-Bullying in the Online Classroom: Instructor Perceptions of Aggressive Student Behavior

    Science.gov (United States)

    Eskey, Michael T.; Taylor, Cathy L.; Eskey, Michael T., Jr.

    2014-01-01

    The advent of online learning has created the medium for cyber-bullying in the virtual classroom and also by e-mail. Bullying is usually expected in the workplace and between students in the classroom. Most recently, however, faculty members have become surprising targets of online bullying. For many, there are no established policies nor is…

  16. Breaking Bad Behaviours: A New Tool for Learning Classroom Management using Virtual Reality

    Directory of Open Access Journals (Sweden)

    Jean-Luc Lugrin

    2016-11-01

    Full Text Available This article presents an immersive Virtual Reality (VR system for training classroommanagement skills, with a specific focus on learning to manage disruptive student behaviourin face-to-face, one-to-many teaching scenarios. The core of the system is a real-time 3Dvirtual simulation of a classroom, populated by twenty-four semi-autonomous virtual students.The system has been designed as a companion tool for classroom management seminars ina syllabus for primary and secondary school teachers. Whereby, it will allow lecturers to linktheory with practice, using the medium of VR. The system is therefore designed for two users: atrainee teacher and an instructor supervising the training session. The teacher is immersed in areal-time 3D simulation of a classroom by means of a head-mounted display and headphone.The instructor operates a graphical desktop console which renders a view of the class and theteacher, whose avatar movements are captured by a marker-less tracking system. This consoleincludes a 2D graphics menu with convenient behaviour and feedback control mechanisms toprovide human-guided training sessions. The system is built using low-cost consumer hardwareand software. Its architecture and technical design are described in detail. A first evaluationconfirms its conformance to critical usability requirements (i.e., safety and comfort, believability,simplicity, acceptability, extensibility, affordability and mobility. Our initial results are promising,and constitute the necessary first step toward a possible investigation of the efficiency andeffectiveness of such a system in terms of learning outcomes and experience.

  17. Constructing counterproductive behavior for supporting evironmental management system research

    Science.gov (United States)

    Tiarapuspa; Indyastuti, D. L.; Sari, W. R.

    2018-01-01

    This study aims to explore the definition of counterproductive behavior based on supervisors’ and sub ordinaries’ perceptions. Recently, environmental management system is a strategic tool to gain a competitive advantage. Human resource is the vital factor for successful environmental management system. Counterproductive behavior will destroy environmental management system. Unfortunately, the construct of counterproductive behavior is still debatable. Different culture show different dimensions and indicators of counterproductive behavior. The unclear construct results ambiguous empirical evidence. This study results that many items are included of counterproductive behavior, such as come late, impolite communication, playing gadget in working time, and the other negative behaviors.

  18. Behavior Management Style of Single Parents and Intact Families.

    Science.gov (United States)

    Smith, Douglas K.; And Others

    Studies examining the behavior management styles of parents as a function of family intactness and parent employment status are lacking. To assess parental style of behavior management, the Parental Management Questionnaire (PMQ) was completed by 1,957 parents of elementary school children (50% response rate). The PMQ is based on Aronfreed's…

  19. Conflicts between On-Task and Off-Task Behaviors in the Classroom: The Influences of Parental Monitoring, Peer Value Orientations, Students' Goals, and Their Value Orientations

    Science.gov (United States)

    Kilian, Britta; Hofer, Manfred; Kuhnle, Claudia

    2013-01-01

    Students in class are sometimes torn between following the lesson and engaging in off-task behavior. In this paper, instead of classifying it as a form of deviant behavior, off-task behavior is reconstructed as a manifestation of students multiple motivations in the classroom. The study examines whether parental monitoring, peer value…

  20. Teachers of young children (3-5 years old and their interaction with pupils: approaching positive classroom management

    Directory of Open Access Journals (Sweden)

    Fryni Paraskevopoulou

    2006-04-01

    Full Text Available This paper explores the social and emotional development of children between three to five years old, the factors that affect their in-school behaviour and strategies for positive teacher classroom management. It is suggested that teachers need to reflect upon children’s development in order for an effective classroom management to be achieved. Aspects of teachers’ expectations about interaction between children and teachers will also be exemplified. Literature research was employed as a method to explore the relevant issues.

  1. Behavioral Health Emergencies Managed by School Nurses Working with Adolescents

    Science.gov (United States)

    Ramos, Mary M.; Greenberg, Cynthia; Sapien, Robert; Bauer-Creegan, Judith; Hine, Beverly; Geary, Cathy

    2013-01-01

    Background: As members of interdisciplinary teams, school nurses provide behavioral health services. Studies indicate that school nurses may lack sufficient continuing education in adolescent behavioral health and in the management of behavioral health emergencies, specifically. We conducted this study to describe the adolescent behavioral health…

  2. Progression in Complexity: Contextualizing Sustainable Marine Resources Management in a 10th Grade Classroom

    Science.gov (United States)

    Bravo-Torija, Beatriz; Jiménez-Aleixandre, María-Pilar

    2012-01-01

    Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent transfer of energy, to construct meanings for sustainable resources management through discourse, and to connect them to actions and decisions in a real-life context. In this paper we examine the process of elaboration of plans for resources management in a marine ecosystem by 10th grade students (15-16 year) in the context of solving an authentic task. A complete class ( N = 14) worked in a sequence about ecosystems. Working in small groups, the students made models of energy flow and trophic pyramids, and used them to solve the problem of feeding a small community for a long time. Data collection included videotaping and audiotaping of all of the sessions, and collecting the students' written productions. The research objective is to examine the process of designing a plan for sustainable resources management in terms of the discursive moves of the students across stages in contextualizing practices, or different degrees of complexity (Jiménez-Aleixandre & Reigosa International Journal of Science Education, 14(1): 51-61 2006), understood as transformations from theoretical statements to decisions about the plan. The analysis of students' discursive moves shows how the groups progressed through stages of connecting different models, between them and with the context, in order to solve the task. The challenges related to taking this sustainability issue to the classroom are discussed.

  3. More explicit communication after classroom-based crew resource management training: results of a pragmatic trial.

    Science.gov (United States)

    Verbeek-van Noord, Inge; de Bruijne, Martine C; Twisk, Jos W R; van Dyck, Cathy; Wagner, Cordula

    2015-02-01

    Aviation-based crew resource management trainings to optimize non-technical skills among professionals are often suggested for health care as a way to increase patient safety. Our aim was to evaluate the effect of a 2-day classroom-based crew resource management (CRM) training at emergency departments (EDs) on explicit professional oral communication (EPOC; non-technical skills). A pragmatic controlled before-after trial was conducted. Four EDs of general teaching hospitals were recruited (two intervention and two control departments). ED nurses and ED doctors were observed on their non-technical skills by means of a validated observation tool (EPOC). Our main outcome measure was the amount of EPOC observed per interaction in 30 minutes direct observations. Three outcome measures from EPOC were analysed: human interaction, anticipation on environment and an overall EPOC score. Linear and logistic mixed model analyses were performed. Models were corrected for the outcome measurement at baseline, days between training and observation, patient safety culture and error management culture at baseline. A statistically significant increase after the training was found on human interaction (β=0.27, 95% CI 0.08-0.49) and the overall EPOC score (β=0.25, 95% CI 0.06-0.43), but not for anticipation on environment (OR=1.19, 95% CI .45-3.15). This means that approximately 25% more explicit communication was shown after CRM training. We found an increase in the use of CRM skills after classroom-based crew resource management training. This study adds to the body of evidence that CRM trainings have the potential to increase patient safety by reducing communication flaws, which play an important role in health care-related adverse events. © 2014 John Wiley & Sons, Ltd.

  4. Project Termination Report. Title IV-C Classroom Management Project. ESEA Title IV-C, August 29, 1981 - September 30, 1982.

    Science.gov (United States)

    Halasa, Ofelia; Theus, Frank

    This report provides a summary description of the Title IV-C Classroom Management Project conducted in the Cleveland (Ohio) Public Schools. The purpose of this project was to develop and pilot test a resource handbook designed to improve elementary and secondary school teachers' ability to organize and manage their classrooms. The development of…

  5. Developmental links between disobedient behavior and social classroom relationships in boys with psychiatric disorders in special education.

    Science.gov (United States)

    Breeman, L D; van Lier, P A C; Wubbels, T; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T

    2015-05-01

    In mainstream education, positive relationships with teachers and peers have been found to positively influence children's behavioral development. However, high levels of classroom behavior problems may hinder the formation of such positive relationships. Therefore, findings from mainstream education cannot be generalized to special education. The present study investigated the developmental links between disobedience and positive as well as negative relationships with teachers and peers among boys in restrictive special educational settings. At three assessment waves across one school year, teacher-reports of teacher-child closeness and conflict, and peer-reports of peer acceptance, rejection and disobedience were collected among 340 boys (mean age = 10.1 years, SD = 1.58, range = 5-13) with psychiatric disorders receiving special education. Autoregressive cross-lagged models were fitted to explore the nature of these developmental links. The impact of boys' age was examined using multiple group analyses. Findings supported the importance of teacher-child conflict, but not closeness, and positive and negative peer relationships for the development of boys' disobedience, with a stronger effect of negative than positive relationships. However, teacher-child and peer relationships were not longitudinally related and the effect of boys' age was minimal. This study extends prior research by suggesting that, despite differences in educational setting and severity of behavior problems between children in mainstream and special education, reducing negative classroom interactional patterns is most important in preventing the development of problematic classroom behavior in boys with severe social-emotional and behavioral difficulties.

  6. Analysis of Management Behavior Assessments and Affect on Productivity

    National Research Council Canada - National Science Library

    Shipley, Jr, Steven E

    2005-01-01

    ... (Virtual Military Health Institute, 2003). The need exists for constructing a reliable behavior assessment instrument that captures data operationalized into correlational relationships between hospital management and employee beliefs...

  7. The Ineffectiveness of "Effective" Management Strategies: First-Year Teachers, Behavior Management, and Identity

    Science.gov (United States)

    Dugas, Daryl

    2016-01-01

    This article presents a research project that challenges the skills-based approach to classroom management in teacher education, particularly in the domain of responding to student misbehaviors. In 90-minute narrative-based interviews, 16 first-year Chicago Public School (CPS) teachers were prompted for narratives of their experiences responding…

  8. Attention Deficit Disorder (ADHD: Primary school teachers' knowledge of symptoms, treatment and managing classroom behaviour

    Directory of Open Access Journals (Sweden)

    Beryl Topkin

    2015-05-01

    Full Text Available ADHD is one of the most common chronic conditions of childhood. Teachers are a valuable source of information with regard to referral and diagnosis of the disorder. They also play a major role in creating an environment that is conducive to academic, social and emotional success for children with ADHD. The aim of this study was to examine primary school teachers' knowledge of the symptoms and management of children in their classrooms who were diagnosed with ADHD. The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years of children enrolled in Grades One to Four. A self-administered questionnaire, the Knowledge of Attention-Deficit Disorder Scale (KADDS, which measures the misperceptions and understanding of the disorder, was used to collect the data. The results indicated that overall, 45% of the teachers correctly identified the responses to the items asked in the questionnaire. The "don't know responses" accounted for 31% of responses, while 22% of the responses were incorrectly identified. Furthermore, teachers were more knowledgeable of the general associated features of ADHD than of symptoms, diagnosis and treatment. A majority of teachers indicated that they had received training. These findings suggest a need to consider improving evidenced-based classroom interventions for ADHD among South African teachers.

  9. Entrepreneur environment management behavior evaluation method derived from environmental economy.

    Science.gov (United States)

    Zhang, Lili; Hou, Xilin; Xi, Fengru

    2013-12-01

    Evaluation system can encourage and guide entrepreneurs, and impel them to perform well in environment management. An evaluation method based on advantage structure is established. It is used to analyze entrepreneur environment management behavior in China. Entrepreneur environment management behavior evaluation index system is constructed based on empirical research. Evaluation method of entrepreneurs is put forward, from the point of objective programming-theory to alert entrepreneurs concerned to think much of it, which means to take minimized objective function as comprehensive evaluation result and identify disadvantage structure pattern. Application research shows that overall behavior of Chinese entrepreneurs environmental management are good, specially, environment strategic behavior are best, environmental management behavior are second, cultural behavior ranks last. Application results show the efficiency and feasibility of this method. Copyright © 2013 The Research Centre for Eco-Environmental Sciences, Chinese Academy of Sciences. Published by Elsevier B.V. All rights reserved.

  10. Associations of Newly Qualified Teachers' Beliefs with Classroom Management Practices and Approaches to Instruction over One School Year

    Science.gov (United States)

    Aus, Kati; Jõgi, Anna-Liisa; Poom-Valickis, Katrin; Eisenschmidt, Eve; Kikas, Eve

    2017-01-01

    We focus on assessing whether newly qualified teachers' professional outcome expectations and their beliefs about students' intellectual potential are associated with teachers' self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during…

  11. Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice

    Science.gov (United States)

    Egeberg, Helen M.; McConney, Andrew; Price, Anne

    2016-01-01

    This article reviews the conceptual and empirical research on classroom management to ascertain the extent to which there is consistency between the "advice" found in the research literature and the professional standards for teachers and initial teacher education, in regards to knowledge and perspectives about effective classroom…

  12. Early Professional Development in the Scottish Context: Pre-Service High School Teachers and the Management of Behaviour in Classrooms

    Science.gov (United States)

    Hamilton, Lorna

    2015-01-01

    This paper gives an account of an exploratory piece of research focused on understanding more fully the nature of pre-service teachers' developing approaches to classroom behaviour management on a one-year postgraduate teacher education programme in the Scottish context. Drawing on individual and focus group interviews as well as journaling of…

  13. Classroom Management Strategies of Highly Effective Teachers in Diverse Middle Schools: Be Strict and Calm, Not Mean

    Science.gov (United States)

    McGregor, Katheryne L.

    2012-01-01

    This qualitative research study investigated and identified the classroom management strategies of 12 highly effective middle school teachers who served diverse student populations at two different school sites. In addition, this research explored the beliefs and experiences of 305 diverse middle school students regarding their experiences with…

  14. Refugee-Teacher-Train-Refugee-Teacher Intervention Research in Malaysia: Promoting Classroom Management and Teacher Self-Care

    Science.gov (United States)

    O'Neal, Colleen R.; Gosnell, Nicole M.; Ng, Wai Sheng; Ong, Edward

    2018-01-01

    Given the current refugee crisis, the development of sustainable postconflict refugee education systems and supports is essential. The present study reports Resilient Refugee Education (RRE) intervention effects on refugee teacher confidence and knowledge of classroom management, in addition to refugee teacher self-care in Malaysia. We compared…

  15. Empowering HCI Students to Better Manage their Learning Process through a Flipped Classroom Experience

    Directory of Open Access Journals (Sweden)

    Silvia Gabrielli

    2016-08-01

    Full Text Available This position paper presents observations from a flipped classroom experience of teaching an HCI bachelor course at the University of Trento (Italy in Fall 2015. Students were provided with conventional lectures, digital learning materials in Moodle, and a collaborative prototyping platform for supporting project work over the 2-months course duration. Overall, students highly appreciated the flexibility of having access to a combination of digital and conventional teaching resources. However, we observed a rather slow adoption of the remote collaboration features offered by the prototyping platform during the project work. This shows students’ initial reluctance and lack of familiarity with using asynchronous communication-collaboration tools for better managing their group work and learning in blended education programs.

  16. The eHealth Behavior Management Model: a stage-based approach to behavior change and management.

    Science.gov (United States)

    Bensley, Robert J; Mercer, Nelda; Brusk, John J; Underhile, Ric; Rivas, Jason; Anderson, Judith; Kelleher, Deanne; Lupella, Melissa; de Jager, André C

    2004-10-01

    Although the Internet has become an important avenue for disseminating health information, theory-driven strategies for aiding individuals in changing or managing health behaviors are lacking. The eHealth Behavior Management Model combines the Transtheoretical Model, the behavioral intent aspect of the Theory of Planned Behavior, and persuasive communication to assist individuals in negotiating the Web toward stage-specific information. It is here - at the point of stage-specific information - that behavioral intent in moving toward more active stages of change occurs. The eHealth Behavior Management Model is applied in three demonstration projects that focus on behavior management issues: parent-child nutrition education among participants in the U.S. Department of Agriculture Special Supplemental Nutrition Program for Women, Infants and Children; asthma management among university staff and students; and human immunodeficiency virus prevention among South African women. Preliminary results have found the eHealth Behavior Management Model to be promising as a model for Internet-based behavior change programming. Further application and evaluation among other behavior and disease management issues are needed.

  17. Behavioral management of the obese patient

    Science.gov (United States)

    Despite countless diets, exercise regimens, drugs, and behavior modification strategies, the prevalence of obesity continues its relentless increase in both developed and developing nations. Although many necessary components to treat obesity have been identified, behavior modification remains the b...

  18. Introduction to the Handbook of Primate Behavioral Management

    DEFF Research Database (Denmark)

    Schapiro, Steve

    2017-01-01

    of behavioral management programs for nonhuman primates (NHPs) with a plethora of information, guidance, and data that will allow them to do everything within their power to guarantee that their animals are living in the best conditions possible. A more specific goal involves the presentation of the science......Welcome to the Handbook of Primate Behavioral Management (HPBM). This handbook contains 29 chapters divided into six parts, all of which focus on aspects of primate behavioral management. The overall goal of the HPBM is to provide those responsible for the development and/or implementation...... of behavioral management, so that behavioral managers can base their decisions on relevant empirical evidence. If the data show that the subadult male offspring of high-ranking females cause social instability in large groups of rhesus macaques living in field cages (McCowan and Beisner 2017...

  19. Sexual Behaviors in Autism: Problems of Definition and Management.

    Science.gov (United States)

    Realmuto, George M.; Ruble, Lisa A.

    1999-01-01

    Explores the problems of definition of sexual behaviors in individuals with autism and describes a case that highlights the difficulties of management. After failure of behavioral and educational programs, a testosterone-suppressing medication was used resulting in suppression of public masturbation behaviors and retention of the participant's…

  20. Leadership Behaviors of Management for Complex Adaptive Systems

    Science.gov (United States)

    2010-04-01

    Leadership Behaviors of Management for Complex Adaptive Systems Systems and Software Technology Conference April 2010 Dr. Suzette S. Johnson...2010 2. REPORT TYPE 3. DATES COVERED 00-00-2010 to 00-00-2010 4. TITLE AND SUBTITLE Leadership Behaviors of Management for Complex Adaptive...as they evolve – Control is dispersed and decentralized – Simple rules and governance used to direct behavior • Complexity Leadership Theory – Built on

  1. Neurobehavioral Management of Behavioral Anomalies in Frontal Lobe Syndrome

    OpenAIRE

    Malhotra, Shahzadi; Rajender, Gaurav; Sharma, Vibha; Singh, Tej Bahadur

    2009-01-01

    Neurobehavioral approach uses behavioral paradigm towards comprehensive rehabilitation by identifying the neurological or neuropsychological constraints that can interfere with learning and behavior of an individual. The present case study highlights the role of functional skills approach in neurobehavioral management towards cognitive rehabilitation to manage behavioral deficits in a 55-year-old man with nicotine dependence having frontal lobe lesions owing to gliosis of fronto-temporal brai...

  2. Behavioral management of night eating disorders

    Directory of Open Access Journals (Sweden)

    Berner LA

    2013-03-01

    Full Text Available Laura A Berner,1 Kelly C Allison2 1Department of Psychology, Drexel University, 2Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA Abstract: Night eating syndrome (NES is a form of disordered eating associated with evening hyperphagia (overeating at night and nocturnal ingestions (waking at night to eat. As with other forms of disordered eating, cognitive and behavioral treatment modalities may be effective in reducing NES symptoms. This review presents evidence for a variety of behavioral treatment approaches, including behavioral therapy, phototherapy, behavioral weight loss treatment, and cognitive-behavioral therapy. A more detailed overview of cognitive-behavioral therapy for NES is provided. All of these studies have been case studies or included small samples, and all but one have been uncontrolled, but the outcomes of many of these approaches are promising. Larger randomized controlled trials are warranted to advance NES treatment literature. With the inclusion of NES in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5 as a “Feeding or Eating Disorder Not Elsewhere Classified,” more sophisticated, empirically-supported, behaviorally-based treatment approaches are much needed. Keywords: night eating syndrome, cognitive-behavioral treatment, phototherapy, behavioral weight loss, behavior therapy

  3. Applied behavior analysis: behavior management of children with autism spectrum disorders in dental environments.

    Science.gov (United States)

    Hernandez, Purnima; Ikkanda, Zachary

    2011-03-01

    There are a limited number of studies addressing behavior management techniques and procedural modifications that dentists can use to treat people with an autism spectrum disorder (ASD). The authors conducted a search of the dental and behavioral analytic literature to identify management techniques that address problem behaviors exhibited by children with ASDs in dental and other health-related environments. Applied behavior analysis (ABA) is a science in which procedures are based on the principles of behavior through systematic experimentation. Clinicians have used ABA procedures successfully to modify socially significant behaviors of people with ASD. Basic behavior management techniques currently used in dentistry may not encourage people with cognitive and behavioral disabilities, such as ASD, to tolerate simple in-office dental procedures consistently. Instead, dental care providers often are required to use advanced behavior management techniques to complete simple in-office procedures such as prophylaxis, sealant placement and obtaining radiographs. ABA procedures can be integrated in the dental environment to manage problem behaviors often exhibited by children with an ASD. The authors found no evidence-based procedural modifications that address the behavioral characteristics and problematic behaviors of children with an ASD in a dental environment. Further research in this area should be conducted. Knowledge and in-depth understanding of behavioral principles is essential when a dentist is concerned with modifying behaviors. Using ABA procedures can help dentists manage problem behaviors effectively and systematically when performing routine dental treatment. Being knowledgeable about each patient's behavioral characteristics and the parents' level of involvement is important in the successful integration of the procedures and reduction of in-office time.

  4. Best practices in managing child and adolescent behavioral health emergencies.

    Science.gov (United States)

    Feuer, Vera; Rocker, Joshua; Saggu, Babar M; Andrus, Jason M

    2018-01-01

    Behavioral health emergencies most commonly present as depression, suicidal behavior, aggression, and severe disorganization. Emergency clinicians should avoid relying solely on past medical history or previous psychiatric diagnoses that might prematurely rule out medical pathologies. Treatments for behavioral health emergencies consist of de-escalation interventions aimed at preventing agitation, aggression, and harm. This issue reviews medical pathologies and underlying causes that can result in psychiatric presentations and summarizes evidence-based practices to evaluate, manage, and refer patients with behavioral health emergencies.

  5. Clinical management of behavioral insomnia of childhood

    Directory of Open Access Journals (Sweden)

    Vriend J

    2011-06-01

    Full Text Available Jennifer Vriend1, Penny Corkum21Clinical Psychology PhD Program, Dalhousie University, Halifax, Nova Scotia, Canada; 2Department of Psychology, Dalhousie University, Halifax, Nova Scotia, CanadaAbstract: Behavioral insomnia is highly prevalent, affecting approximately 25% of children. It involves difficulties initiating and maintaining sleep and frequently results in inadequate sleep, leading to an array of negative effects for both the child and the child’s family. In this paper, we describe a variety of empirically supported behavioral interventions for insomnia from infancy through adolescence. We explore how biological, cognitive, and psychosocial developmental changes contribute to behavioral insomnia and how these changes may affect sleep and behavioral interventions. We also discuss barriers that prevent families from accessing interventions, including why many empirically-supported behavioral interventions are overlooked by health care providers.Keywords: sleep, behavioral insomnia, treatment, infants, children, adolescents

  6. Mobile Devices in the Classroom: Learning Motivations Predict Specific Types of Multicommunicating Behaviors

    Science.gov (United States)

    Stephens, Keri K.; Pantoja, Gabriel E.

    2016-01-01

    This study provides a first look into how learning motivations are associated with different ways that students use mobile devices to carry on multiple conversations--multicommunicate--while in class. We use self-determination theory to make predictions linking intrinsic motivation, extrinsic motivation, and amotivation, to classroom mobile device…

  7. The Chinese Classroom Paradox: A Cross-Cultural Comparison of Teacher Controlling Behaviors

    Science.gov (United States)

    Zhou, Ning; Lam, Shui-Fong; Chan, Kam Chi

    2012-01-01

    Chinese classrooms present an intriguing paradox to the claim of self-determination theory that autonomy facilitates learning. Chinese teachers appear to be controlling, but Chinese students do not have poor academic performance in international comparisons. The present study addressed this paradox by examining the cultural differences in…

  8. Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms

    Science.gov (United States)

    Barry, Colleen

    2016-01-01

    Federal mandates require teachers to implement evidence-based strategies in their classrooms; however, due to gaps between research and practice, these evidence-based practices are inconsistently implemented across educational settings. Although intended to address this, teacher professional developments are most commonly delivered in a…

  9. Reconsidering Differential Behaviors: Reflection and Teacher Judgment When Forming Classroom Relationships

    Science.gov (United States)

    Newberry, Melissa

    2013-01-01

    Positive teacher-student relationships promote growth in students both academically and socially, but in today's ever-changing classrooms creating such positive relationships can be a challenge. This study attempts to look at the influences on teacher thinking and judgment when creating and maintaining relationships. This is done by examining the…

  10. Classrooms with nature views: Evidence of differing student perceptions and behaviors

    Science.gov (United States)

    J.A. Benfield; G.N. Rainbolt; P.A. Bell; G.H. Donovan

    2015-01-01

    Viewing peaceful natural environments has been shown to restore cognitive abilities and reduce physiological arousal. As such, visual access to the natural environment is becoming more commonplace in built environments. One exception to that trend is in educational settings where windowless classrooms are used to reduce outside distractions. The current study examines...

  11. An Exploration of College Instructors' Use of Classroom Justice, Power, and Behavior Alteration Techniques

    Science.gov (United States)

    Horan, Sean M.; Myers, Scott A.

    2009-01-01

    A growing body of research indicates that classroom justice concerns are important to students. When students perceive their instructors are not concerned about justice, they report a host of negative outcomes. Due to the importance of justice assigned to students, the present study sought to understand how instructors view justice. Results…

  12. Anger Management Program Participants Gain Behavioral Changes in Interpersonal Relationships

    Science.gov (United States)

    Pish, Suzanne; Clark-Jones, Teresa; Eschbach, Cheryl; Tiret, Holly

    2016-01-01

    RELAX: Alternatives to Anger is an educational anger management program that helps adults understand and manage anger, develop communication skills, manage stress, and make positive behavioral changes in their interpersonal relationships. A sample of 1,168 evaluation surveys were collected from RELAX: Alternatives to Anger participants over 3…

  13. Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior

    Science.gov (United States)

    Moore Partin, Tara C.; Robertson, Rachel E.; Maggin, Daniel M.; Oliver, Regina M.; Wehby, Joseph H.

    2010-01-01

    Teachers' successful provision of levels of support to prevent and reduce problem classroom behaviors requires skillful application of research-based classroom and behavior management strategies. Among others, 2 teacher-centered strategies have been shown to decrease students' inappropriate behaviors and increase their appropriate behaviors: the…

  14. TRAIT PROCRASTINATION, TIME MANAGEMENT, AND ACADEMIC BEHAVIOR

    NARCIS (Netherlands)

    LAY, CH; SCHOUWENBURG, HC

    1993-01-01

    Fifty-five female and 10 male university students enrolled in a three-week Summer course completed a personality questionnaire. They also indicated their study and work intentions, completed a dilatory behavior scale concerning their non-task-related behavior on each of four course tasks, indicated

  15. Classroom management of situated group learning: A research study of two teaching strategies

    Science.gov (United States)

    Smeh, Kathy; Fawns, Rod

    2000-06-01

    Although peer-based work is encouraged by theories in developmental psychology and although classroom interventions suggest it is effective, there are grounds for recognising that young pupils find collaborative learning hard to sustain. Discontinuities in collaborative skill during development have been suggested as one interpretation. Theory and research have neglected situational continuities that the teacher may provide in management of formal and informal collaborations. This experimental study, with the collaboration of the science faculty in one urban secondary college, investigated the effect of two role attribution strategies on communication in peer groups of different gender composition in three parallel Year 8 science classes. The group were set a problem that required them to design an experiment to compare the thermal insulating properties of two different materials. This presents the data collected and key findings, and reviews the findings from previous parallel studies that have employed the same research design in different school settings. The results confirm the effectiveness of social role attribution strategies in teacher management of communication in peer-based work.

  16. An Objective Comparison of Applied Behavior Analysis and Organizational Behavior Management Research

    Science.gov (United States)

    Culig, Kathryn M.; Dickinson, Alyce M.; McGee, Heather M.; Austin, John

    2005-01-01

    This paper presents an objective review, analysis, and comparison of empirical studies targeting the behavior of adults published in Journal of Applied Behavior Analysis (JABA) and Journal of Organizational Behavior Management (JOBM) between 1997 and 2001. The purpose of the comparisons was to identify similarities and differences with respect to…

  17. Behavior Management and Behavioral Change: How Can We Tell Them Apart?

    Science.gov (United States)

    Olive, Edna

    2010-01-01

    Understanding the differences between behavior management and behavior change helps adults identify the differences between the two and teaches them what they can do to be effective in the use of both. This article introduces Positive Behavior Facilitation (PBF) Tool #3 which aims to support adults in understanding the differences between behavior…

  18. An Investigation of the Outcomes of PGY Students' Cognition of and Persistent Behavior in Learning through the Intervention of the Flipped Classroom in Taiwan.

    Directory of Open Access Journals (Sweden)

    Sheng-Der Hsu

    Full Text Available The Postgraduate Year (PGY Program allows doctors-in-training to learn about the diagnosis, treatment and nursing of various common, general diseases. These items form the core curriculum and are mostly learned through caring for patients and clinical teaching. Doctors-in-training are evaluated for their knowledge through written tests or assignments, based on which the effectiveness of their training is also assessed; however, this generally produces a negative learning attitude among them. So we introduced the flipped classroom into PGY training program to change PGY students' learning behavior. Although the flipped classroom is highly valued and has been practiced by teachers in schools of various levels, very few attempts have been made until now to report the learning outcomes achieved through the flipped classroom by means of rigorous research methods. Therefore we tried to employed Ajzen and Fishbein's (1980 theory of reasoned action and Bandura's self-efficacy to predict and explain the participants' behavioral intention when participating in the core curriculum learning of the flipped classroom and to assess the change in students' learning behavior and learning effectiveness. From August 2013 to July 2014, 39 PGY students from the General Surgery of the Tri-Service General Hospital were selected as the participants of this study. The control group included 43 students of the previous year, that is, the year before the intervention of the flipped classroom. A comparative analysis was performed. The questionnaire's related matrices indicated highest correlation between self-efficacy and behavioral intention (r = 0.491, P < 0.01, followed by attitude (r = 0.365, P < 0.01 and subjective norms (r = 0.360, P < 0.01. All three showed positive correlations with behavioral intention; among attitude, subjective norms, and self-efficacy, the pairwise correlations also reached significance level. The flipped classroom can indeed change PGY

  19. The family environment predicts long-term academic achievement and classroom behavior following traumatic brain injury in early childhood.

    Science.gov (United States)

    Durber, Chelsea M; Yeates, Keith Owen; Taylor, H Gerry; Walz, Nicolay Chertkoff; Stancin, Terry; Wade, Shari L

    2017-07-01

    This study examined how the family environment predicts long-term academic and behavioral functioning in school following traumatic brain injury (TBI) in early childhood. Using a concurrent cohort, prospective design, 15 children with severe TBI, 39 with moderate TBI, and 70 with orthopedic injury (OI) who were injured when they were 3-7 years of age were compared on tests of academic achievement and parent and teacher ratings of school performance and behavior on average 6.83 years postinjury. Soon after injury and at the longer term follow-up, families completed measures of parental psychological distress, family functioning, and quality of the home environment. Hierarchical linear regression analyses examined group differences in academic outcomes and their associations with measures of the early and later family environment. The severe TBI group, but not the moderate TBI group, performed worse than did the OI group on all achievement tests, parent ratings of academic performance, and teacher ratings of internalizing problems. Higher quality early and late home environments predicted stronger academic skills and better classroom behavior for children with both TBI and OI. The early family environment more consistently predicted academic achievement, whereas the later family environment more consistently predicted classroom functioning. The quality of the home environment predicted academic outcomes more strongly than did parental psychological distress or family functioning. TBI in early childhood has long-term consequences for academic achievement and school performance and behavior. Higher quality early and later home environments predict better school outcomes for both children with TBI and children with OI. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  20. Influence of management behavior on the skilled labor migrations’ unsafe behavior

    Directory of Open Access Journals (Sweden)

    Shu Chen

    2015-05-01

    Full Text Available Purpose: The purpose of this study was to summarize safety management of manager into two aspects (design behavior and management behavior and to figure out the different impact these two behaviors might have. Design/methodology/approach: In order to verify the reasonableness of the assumptions, expert investigation was used by the means of semi-structured interview. And the Structural Equation Modeling?SEM? is estimated using 850 individual questionnaire responses from five companies in the form of Likert-type scale. What’s more, taking the measurement error causing by common method biases into consideration, Univariate Testing was taken to measure the deviation effect. Findings: The results obtained with this description showed that certain measures should be adopt by managers to develop purposively the safety knowledge and safety motivation of the skilled labor migrations (SLMs. Research limitations/implications: Unsafe behavior, which has aroused extensive concern in recent years, is the subject of many safety management studies. However, there have not been any studies on the influence of management behavior on SLMs unsafe behavior. Practical implications: As the unsafe behavior of SLMs is the most important accident reason, this paper may help reduce the incidence of accidents. Originality/value: The conclusion of this study will certainly provide the beneficial reference views on the management behavior.

  1. Window and door opening behavior, carbon dioxide concentration, temperature, and energy use during the heating season in classrooms with different ventilation retrofits—ASHRAE RP1624

    DEFF Research Database (Denmark)

    Heebøll, Anna; Wargocki, Pawel; Toftum, Jørn

    2018-01-01

    of Copenhagen, Denmark, were retrofitted either with a decentralized, balanced supply and exhaust mechanical ventilation unit with heat recovery; automatically operable windows with an exhaust fan; automatically operable windows with alternating counter-flow heat recovery through slots in the outside wall......; or a visual feedback display unit showing the current classroom carbon dioxide concentration, thus advising when the windows should be opened. For comparison, one classroom retained the original approach for achieving ventilation by manual opening of windows. One year after retrofitting the classrooms carbon...... dioxide concentrations, temperatures, energy use, and window and door opening behavior were recorded during a four week period in the heating season in January. The measured carbon dioxide concentrations were significantly lower in the classrooms with the mechanical ventilation system and the system...

  2. Nursing students’ experiences, perceptions and behavior in a flipped-classroom anatomy and physiology course

    DEFF Research Database (Denmark)

    Mikkelsen, Thomas Raundahl

    2015-01-01

    with teacher-produced learning material, typically videos. This frees up time in class, which can instead be spent on various student-centered, active-learning activities. Only very few studies on the use of flipped classroom in nursing education have been published. Methods: Videos and active......-learning activities were developed and used in a course with forty-eight first-year, first-semester nursing students at the School of Nursing, Campus Holstebro, VIA University College, Denmark. After completing the course, students were invited to participate in a survey. In addition, students’ use of videos...... believed that the videos were better than face-to-face lectures with regard to learning outcome, 56% felt they were of equal benefit, and only 18% benefited most from face-to-face lectures. Only a small minority (18%) preferred traditional teaching over flipped classroom teaching, 41% preferred flipped...

  3. Language Classroom Risk-Taking Behavior in a Performed Culture-Based Program

    OpenAIRE

    Stephen D. Luft

    2013-01-01

    While several studies have investigated the role of risk-taking in language learning, the findings of these studies may not be generalizable to language learning where the performed culture approach (PCA) is used. This study describes the relationship between language learning and risk-taking in PCA, and the relationship between risk-taking and personal study habits, teaching style, daily grading, and classroom dynamics. Data were collected by means of a questionnaire. Th...

  4. Using Videoconferencing to Conduct Functional Analysis of Challenging Behavior and Develop Classroom Behavioral Support Plans for Students with Autism

    NARCIS (Netherlands)

    Machalicek, W.A.; O'Reilly, M.F.; Chan, J.M.; Lang, R.B.; Rispoli, M.; Davis, T.; Shogren, K.; Sigafoos, J.; Lancioni, G.E.; Antonuzzi, M.; Langthorne, P.; Andrews, A.; Didden, H.C.M.

    2009-01-01

    We conducted a functional analysis of challenging behavior for two students with autism using widely available videoconferencing equipment (laptop computers equipped with web cameras). Observers used the videoconferencing facilities to collect data on challenging behavior and to instruct the

  5. INTERNATIONAL SYSTEMS OF MERCHANDISING TO MANAGE THE CUSTOMER BEHAVIOR

    Directory of Open Access Journals (Sweden)

    L. Paschuk

    2014-09-01

    Full Text Available The major problems and perspectives of international experience utilization as element of marketing mix to manage the customer behavior, major forms of trade were defined and approaches to merchandising tools application.

  6. Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

    Science.gov (United States)

    Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

    2017-03-01

    The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

  7. The Undesirable Behaviors of Students in Academic Classrooms, and the Discipline Strategies Used by Faculty Members to Control Such Behaviors from the Perspective of the College of Education Students in King Saud University

    Science.gov (United States)

    Al Qahtani, Norah Saad Sultan

    2016-01-01

    This study aimed to identify the undesirable students' behaviors in academic classrooms, and the disciplinary, preventive and therapeutic strategies that will be used by faculty members to control those behaviors from the perspective of the College of Education's students in King Saud University. The results of the study has shown that the…

  8. An Investigation of the Outcomes of PGY Students' Cognition of and Persistent Behavior in Learning through the Intervention of the Flipped Classroom in Taiwan.

    Science.gov (United States)

    Hsu, Sheng-Der; Chen, Cheng-Jueng; Chang, Wei-Kuo; Hu, Yih-Jin

    2016-01-01

    The Postgraduate Year (PGY) Program allows doctors-in-training to learn about the diagnosis, treatment and nursing of various common, general diseases. These items form the core curriculum and are mostly learned through caring for patients and clinical teaching. Doctors-in-training are evaluated for their knowledge through written tests or assignments, based on which the effectiveness of their training is also assessed; however, this generally produces a negative learning attitude among them. So we introduced the flipped classroom into PGY training program to change PGY students' learning behavior. Although the flipped classroom is highly valued and has been practiced by teachers in schools of various levels, very few attempts have been made until now to report the learning outcomes achieved through the flipped classroom by means of rigorous research methods. Therefore we tried to employed Ajzen and Fishbein's (1980) theory of reasoned action and Bandura's self-efficacy to predict and explain the participants' behavioral intention when participating in the core curriculum learning of the flipped classroom and to assess the change in students' learning behavior and learning effectiveness. From August 2013 to July 2014, 39 PGY students from the General Surgery of the Tri-Service General Hospital were selected as the participants of this study. The control group included 43 students of the previous year, that is, the year before the intervention of the flipped classroom. A comparative analysis was performed. The questionnaire's related matrices indicated highest correlation between self-efficacy and behavioral intention (r = 0.491, P flipped classroom can indeed change PGY students' the learning behavior from "passive learning" to "active learning."

  9. An Investigation of the Outcomes of PGY Students’ Cognition of and Persistent Behavior in Learning through the Intervention of the Flipped Classroom in Taiwan

    Science.gov (United States)

    Hsu, Sheng-Der; Chen, Cheng-Jueng; Chang, Wei-Kuo; Hu, Yih-Jin

    2016-01-01

    The Postgraduate Year (PGY) Program allows doctors-in-training to learn about the diagnosis, treatment and nursing of various common, general diseases. These items form the core curriculum and are mostly learned through caring for patients and clinical teaching. Doctors-in-training are evaluated for their knowledge through written tests or assignments, based on which the effectiveness of their training is also assessed; however, this generally produces a negative learning attitude among them. So we introduced the flipped classroom into PGY training program to change PGY students’ learning behavior. Although the flipped classroom is highly valued and has been practiced by teachers in schools of various levels, very few attempts have been made until now to report the learning outcomes achieved through the flipped classroom by means of rigorous research methods. Therefore we tried to employed Ajzen and Fishbein’s (1980) theory of reasoned action and Bandura’s self-efficacy to predict and explain the participants’ behavioral intention when participating in the core curriculum learning of the flipped classroom and to assess the change in students’ learning behavior and learning effectiveness. From August 2013 to July 2014, 39 PGY students from the General Surgery of the Tri-Service General Hospital were selected as the participants of this study. The control group included 43 students of the previous year, that is, the year before the intervention of the flipped classroom. A comparative analysis was performed. The questionnaire’s related matrices indicated highest correlation between self-efficacy and behavioral intention (r = 0.491, P flipped classroom can indeed change PGY students’ the learning behavior from “passive learning” to “active learning.” PMID:27911937

  10. Strategies for Teachers to Manage Stuttering in the Classroom: A Call for Research.

    Science.gov (United States)

    Davidow, Jason H; Zaroogian, Lisa; Garcia-Barrera, Mauricio A

    2016-10-01

    This clinical focus article highlights the need for future research involving ways to assist children who stutter in the classroom. The 4 most commonly recommended strategies for teachers were found via searches of electronic databases and personal libraries of the authors. The peer-reviewed evidence for each recommendation was subsequently located and detailed. There are varying amounts of evidence for the 4 recommended teacher strategies outside of the classroom, but there are no data for 2 of the strategies, and minimal data for the others, in a classroom setting. That is, there is virtually no evidence regarding whether or not the actions put forth influence, for example, stuttering frequency, stuttering severity, participation, or the social, emotional, and cognitive components of stuttering in the classroom. There is a need for researchers and speech-language pathologists in the schools to study the outcomes of teacher strategies in the classroom for children who stutter.

  11. AN ANALYSIS OF CANDIDATE TEACHERS’ VIEWS ON THE EFFECT OF TECHNOLOGY USE IN EDUCATION OVER CLASSROOM MANAGEMENT

    OpenAIRE

    İLGAR, Lütfü

    2018-01-01

    Technology hasbeen developing rapidly in our age and it has influenced every aspect of our livesas well as education and teaching. In our country, the use of technology foreducation is considered to be the means of catching up with developed countriesby improving quality and a great deal of investment is made on this field.The purpose ofthis research is to determine the perspectives of candidate teachers towardshow educational technology affects classroom management, what its advantagesand di...

  12. Advancing the discussion about systematic classroom behavioral observation, a product review of Tenny, J. (2010). eCOVE observation software. Pacific City, OR: eCOVE Software, LLC.

    Science.gov (United States)

    Froiland, John Mark; Smith, Liana

    2014-05-01

    Applied child psychologists and behavioral consultants often use systematic behavioral observations to inform the psychological assessment and intervention development process for children referred for attention and hyperactivity problems. This article provides a review of the 2010 version of the eCOVE classroom observation software in terms of its utility in tracking the progress of children with attention and hyperactive behaviors and its use in evaluating teacher behaviors that may impede or promote children's attention and positive behavior. The eCOVE shows promise as an efficient tool for psychologists and behavioral consultants who want to evaluate the effects of interventions for children with symptoms of ADHD, ODD, mood disorders and learning disorders; however, some research-based improvements for future models are suggested. The reviewers also share their firsthand experience in using eCOVE to evaluate teacher and student behavior exhibited on a television show about teaching urban high school students and during a movie about an eccentric new kindergarten teacher. Rich examples are provided of using strategic behavioral observations to reveal how to improve the classroom environment so as to facilitate attention, motivation and positive behavior among youth. Broader implications for enhancing the use of systematic behavioral observations in the assessment of children and adolescents with attention disorders and related behavioral problems are discussed. Key issues are examined such as the use of behavioral observations during psychological consultation to prevent the previously found gender bias in referrals for ADHD. Using behavioral observations to enhance differential diagnosis is also discussed.

  13. Management of REM sleep behavior disorder: An evidence based review

    OpenAIRE

    Preeti Devnani; Racheal Fernandes

    2015-01-01

    Rapid eye movement (REM) sleep behavior disorder (RBD) is characterized by dream enactment behavior resulting from a loss of REM skeletal muscle atonia. The neurobiology of REM sleep and the characteristic features of REM atonia have an important basis for understanding the aggravating etiologies the proposed pharmacological interventions in its management. This review outlines the evidence for behavioral and therapeutic measures along with evidence-based guidelines for their implementation, ...

  14. Behavioral Therapies for Management of Premature Ejaculation: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Katy Cooper, PhD

    2015-09-01

    Conclusions: There is limited evidence that physical behavioral techniques for PE improve IELT and other outcomes over waitlist and that behavioral therapies combined with drug treatments give better outcomes than drug treatments alone. Further RCTs are required to assess psychotherapeutic approaches to PE. Cooper K, Martyn‐St James M, Kaltenthaler E, Dickinson K, Cantrell A, Wylie K, Frodsham L, and Hood C. Behavioral therapies for management of premature ejaculation: A systematic review. Sex Med 2015;3:174–188.

  15. The use of concept maps for knowledge management: from classrooms to research labs.

    Science.gov (United States)

    Correia, Paulo Rogério Miranda

    2012-02-01

    Our contemporary society asks for new strategies to manage knowledge. The main activities developed by academics involve knowledge transmission (teaching) and production (research). Creativity and collaboration are valuable assets for establishing learning organizations in classrooms and research labs. Concept mapping is a useful graphical technique to foster some of the disciplines required to create and develop high-performance teams. The need for a linking phrase to clearly state conceptual relationships makes concept maps (Cmaps) very useful for organizing our own ideas (externalization), as well as, sharing them with other people (elicitation and consensus building). The collaborative knowledge construction (CKC) is supported by Cmaps because they improve the communication signal-to-noise ratio among participants with high information asymmetry. In other words, we can identify knowledge gaps and insightful ideas in our own Cmaps when discussing them with our counterparts. Collaboration involving low and high information asymmetry can also be explored through peer review and student-professor/advisor interactions, respectively. In conclusion, when it is used properly, concept mapping can provide a competitive advantage to produce and share knowledge in our contemporary society. To map is to know, as stated by Wandersee in 1990.

  16. On the behavior of mutual fund investors and managers

    NARCIS (Netherlands)

    Goriaev, A.P.

    2002-01-01

    This thesis investigates empirically and theoretically the behavior of mutual fund investors and managers. These two aspects are closely related to each other. Investors try to select funds that follow an optimal investment policy from their point of view, while fund managers are typically

  17. How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program.

    Science.gov (United States)

    Domitrovich, Celene E; Bradshaw, Catherine P; Berg, Juliette K; Pas, Elise T; Becker, Kimberly D; Musci, Rashelle; Embry, Dennis D; Ialongo, Nicholas

    2016-04-01

    A number of classroom-based interventions have been developed to improve social and behavioral outcomes for students, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students and therefore also serve as an important proximal outcome to examine. The current study draws upon data from a school-based randomized controlled trial testing the impact of two prevention programs. In one intervention condition, teachers were trained in the classroom behavior management program, PAX Good Behavior Game (PAX GBG). In a second intervention condition, teachers were trained to use an integrated program, referred to as PATHS to PAX, of the PAX GBG and a social and emotional learning curriculum called Promoting Alternative Thinking Strategies (PATHS©). This study aimed to determine whether both interventions positively impacted teachers, with a particular interest in the teachers' own beliefs and perceptions regarding self-efficacy, burnout, and social-emotional competence. The sample included 350 K-5 teachers across 27 schools (18 schools randomized to intervention, 9 to control). Multilevel latent growth curve analyses indicated that the PATHS to PAX condition generally demonstrated the most benefits to teachers, relative to both the control and PAX GBG conditions. These findings suggest that school-based preventive interventions can have a positive impact on teachers' beliefs and perceptions, particularly when the program includes a social-emotional component. Several possible mechanisms might account for the added benefit to teachers. Additional research is needed to better understand how these programs impact teachers, as well as students.

  18. Communication Disorders and Challenging Behaviors: Supporting Children's Functional Communication Goals in the Classroom

    Science.gov (United States)

    Gregg, Katy

    2017-01-01

    Children with communication disorders may express frustrations through challenging behaviors such as aggressive behaviors and social withdrawal. Challenging behaviors may lead to difficulties with building social competencies including emotional regulation and peer engagement. Individualized planning of functional goals for children with…

  19. Role of actinide behavior in waste management

    International Nuclear Information System (INIS)

    Bartlett, J.W.

    1976-01-01

    For purposes of assessing the safety of repositories of radioactive wastes placed in geologic isolation, actinide behavior in the environment has been interpreted in terms of five steps of prediction: analysis of repository stability; geosphere transport; the geosphere-biosphere interface; biosphere transport; and biosphere consequences. Each step in the analysis requires models of nuclide behavior and data on the physical and chemical properties of the radioactivity. The scope of information required in order to make reliable safety assessments has been outlined. All steps in the assessment process are coupled; reliable models and data are therefore needed for each step. The prediction phase of safety assessment is also coupled to activities concerned with waste treatment, selection of the final form of the waste, and selection of repository sites and designs. Results of the predictions can impact these activities

  20. Behavioral issues in operations management new trends in design, management, and methodologies

    CERN Document Server

    2013-01-01

    Behavioral Operations Management  has been identified in the last years as one of the most promising emerging fields in Operations Management. Behavioral Issues in Operations Management  explains and examines up-to-date research in this field, which works to analyze the impact of human behavior on the management of complex operating systems.   A collection of studies from leading scholars presents different methodologies and approaches, supported by real data and case studies. Issues such as building trust and strong cooperative relationships with suppliers, enhancing motivation and designing proper incentives for stimulating more effective decision maker behaviours are considered. The main decision-making processes affected by behavioral issues are also analyzed with a focus on new product development, logistics, and supply chain integration.   The broad coverage of methodologies and practical implications makes Behavioral Issues in Operations Management an ideal reference for both researchers developing...

  1. Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement

    Science.gov (United States)

    Pilcher, Heather

    2016-01-01

    Teachers' interactions with children represent an important source of influence in children's learning and development. Classroom organization, or the way the teacher manages the physical and behavioral aspects of the classroom environment, is one way that teachers can provide needed support to students who might otherwise struggle to be…

  2. Teachers' Experiences in the General Education Classroom with Students Identified with Emotional Behavioral Disorders at a Title I Southeast Texas High School

    Science.gov (United States)

    Sigee, Alicia D.

    2015-01-01

    This qualitative phenomenological research study investigated the experiences of teachers' in the general education classroom with students with emotional behavior disorders. The five questions that guided the research examined teacher's use of strategies, administration support, and need the training to educate students with emotional behavioral…

  3. A Cross-Cultural Comparison of Positive Behavioral Interventions and Supports in Early Childhood Classrooms in the United States and South Korea

    Science.gov (United States)

    Steed, Elizabeth A.; Noh, Jina; Heo, Kay H.

    2014-01-01

    This study examined the implementation of critical features associated with positive behavioral interventions and supports (PBIS) in early childhood classrooms in the United States and South Korea. Each country has a distinct approach to providing early education for young children. There is some evidence that preschool teachers' approaches to…

  4. Using Videoconferencing to Conduct Functional Analysis of Challenging Behavior and Develop Classroom Behavioral Support Plans for Students with Autism

    Science.gov (United States)

    Machalicek, Wendy; O'Reilly, Mark; Chan, Jeffrey M.; Lang, Russell; Rispoli, Mandy; Davis, Tonya; Shogren, Karrie; Sigafoos, Jeff; Lancioni, Giulio; Antonucci, Massimo; Langthorne, Paul; Andrews, Alonzo; Didden, Robert

    2009-01-01

    We conducted a functional analysis of challenging behavior for two students with autism using widely available videoconferencing equipment (laptop computers equipped with web cameras). Observers used the videoconferencing facilities to collect data on challenging behavior and to instruct the therapist conducting the assessment. Results of the…

  5. Effect of a Mindfulness Training Program on the Impulsivity and Aggression Levels of Adolescents with Behavioral Problems in the Classroom.

    Science.gov (United States)

    Franco, Clemente; Amutio, Alberto; López-González, Luís; Oriol, Xavier; Martínez-Taboada, Cristina

    2016-01-01

    Objective: The aim of the present study was to analyze the effects of a mindfulness training psycho-educative program on impulsivity and aggression levels in a sample of high school students. Methods: A randomized controlled trial with pre-test-post-test measurements was applied to an experimental group and a control group (waiting list). The Barratt Impulsivity Scale (BIS-11) Patton et al. (1995) and the Aggression Questionnaire (Buss and Perry, 1992) were used. Results: Statistical analyses showed a significant decrease in the levels of impulsivity and aggressiveness in the experimental group compared with the control group. These results have important implications for improving the level of academic engagement and self-efficacy of students and for reducing school failure. Conclusion: This is one of the first studies showing the effectiveness of mindfulness training at reducing impulsive and aggressive behaviors in the classroom. The efficacy of mindfulness-based programs is emphasized.

  6. Behavior management approach for agitated behavior in Japanese patients with dementia: a pilot study

    Directory of Open Access Journals (Sweden)

    Sato J

    2012-12-01

    Full Text Available Junko Sato,1 Shutaro Nakaaki,2 Katsuyoshi Torii,1 Mizuki Oka,2 Atsushi Negi,1 Hiroshi Tatsumi,3 Jin Narumoto,4 Toshi A Furukawa,5 Masaru Mimura21Department of Psychiatry and Cognitive-Behavioral Medicine, Nagoya City University Graduate School of Medical Sciences, Nagoya, 2Department of Neuropsychiatry, Keio University School of Medicine, Tokyo, 3Department of Health Science, Faculty of Psychological and Physical Science, Aichi Gakuin University, Nagoya, 4Department of Psychiatry, Graduate School of Medical Science, Kyoto Prefectural University of Medicine, Kyoto, 5Department of Health Promotion and Human Behavior (Cognitive-Behavioral Medicine, Kyoto University Graduate School of Medicine/School of Public Health, Kyoto, JapanBackground: Agitated behaviors are frequently observed in patients with dementia and can cause severe distress to caregivers. However, little evidence of the efficacy of nonpharmacological interventions for agitated behaviors exists for patients with dementia. The present pilot study aimed to evaluate a behavioral management program developed by the Seattle Protocols for patients with agitated behaviors in Japan.Methods: Eighteen patients with dementia (Alzheimer’s disease, n = 14; dementia with Lewy bodies, n = 4 participated in an open study testing the effectiveness of a behavioral management program. The intervention consisted of 20 sessions over the course of 3 months. The primary outcomes were severity of agitation in dementia, as measured using the Agitated Behavior in Dementia scale (ABID and the Cohen-Mansfield Agitation Inventory (CMAI.Results: The behavioral management program resulted in significant reductions in total scores on both the ABID and CMAI. Although both physically agitated and verbally agitated behavior scores on the ABID improved significantly, symptoms of psychosis did not improve after the intervention.Conclusion: The behavioral management technique may be beneficial to distressed caregivers of

  7. CLASSROOM OBSERVATION- A POWERFUL TOOL FOR CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD

    Directory of Open Access Journals (Sweden)

    Shanjida Halim

    2018-05-01

    Full Text Available For making teaching and learning more visible, classroom observation plays a central role. It provides teachers with constructive critical feedback in order to improve their classroom management and instructional techniques. For teachers it is important to observe the interaction between teacher-learner within the classroom because it can determine the learning opportunities that students get. Not only that, classroom observation encourages colleagues to collaborate to improve teacher practice and student learning. Feedback from classroom observations is an effective way for providing teachers with the information they need about their classroom behavior, and it can help them in their continuous professional development (CPD. This paper is based upon a practical approach to professional development among teachers through classroom observation. Since we, as teachers, are not born with innate teaching abilities, in fact, we learn and develop gradually with the help of some practical approaches, and classroom observation is a well-known powerful practical approach in primary and higher education to help teachers improve their teaching quality. This article mainly highlights the importance of classroom observation and its guidelines adapted from Observing Classes-CETaL. Further, it emphasizes the limitations of classroom observation, and suggests the ways to carry it out effectively based upon Observing Classes CETaL Model.

  8. Assessment of Behavior Management and Behavioral Interventions in State Child Welfare Facilities

    Science.gov (United States)

    Wong, Stephen E.

    2006-01-01

    Official state program reviews of 204 substitute care facilities were assessed for the types of behavior management and behavioral interventions used and the extent to which agency practices were consistent with learning theory principles. Data were also collected on the type and number of professional staff available to implement and oversee…

  9. Total Quality Management and Organizational Behavior Management: An Integration for Continual Improvement.

    Science.gov (United States)

    Mawhinney, Thomas C.

    1992-01-01

    The history and main features of organizational behavior management (OBM) are compared and integrated with those of total quality management (TQM), with emphasis on W.E. Deming's 14 points and OBM's operant-based approach to performance management. Interventions combining OBM, TQM, and statistical process control are recommended. (DB)

  10. Communicating with external publics: managing public opinion and behavior.

    Science.gov (United States)

    Ristino, Robert J

    2007-01-01

    In health care organizational settings public relations plays an important role in managing relationships with a variety of external publics as well as with society in general. Managing these relationships involves both reactive and proactive communication activities. Reactively, public relations responds to public issues, crises and concerns, as well as inquiries from the media and other social institutions. Proactively, public relations engages in deliberately planned campaigns and programs to inform, influence or change behaviors of targeted publics for a wide range of strategic purposes. These purposes include managing the organization's image and identity; influencing public policies; supporting health promotion and education; promoting fund raising and volunteerism; and managing organizational change and crises.

  11. Student Classroom and Career Success: The Role of Organizational Citizenship Behavior.

    Science.gov (United States)

    Allison, Barbara J.; Voss, Richard Steven; Dryer, Sean

    2001-01-01

    Business students (n=211) rated their organizational citizenship behavior (altruism, courtesy, civic virtue, sportsmanship, conscientiousness). A majority had moderately high levels, but a significant percentage had relatively low levels. Organizational citizenship behavior was significantly and positively related to academic performance. (SK)

  12. Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

    Science.gov (United States)

    Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.; Carter, Erik W.

    2010-01-01

    Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers' expectations of…

  13. Modeling as a Technique for Promoting Classroom Learning and Prosocial Behavior. Theoretical Paper No. 39.

    Science.gov (United States)

    Frayer, Dorothy A.; Klausmeier, Herbert J.

    Research has shown that a behavior may be acquired through observing and imitating a model. A behavior which has already been acquired may be inhibited, disinhibited, or elicited by observing and imitating. A definition of imitation is given, and the effects of imitation on learning and performance are summarized. Research on factors which affect…

  14. Theory of Planned Behavior in the Classroom: An Examination of the Instructor Confirmation-Interaction Model

    Science.gov (United States)

    Burns, Michael E.; Houser, Marian L.; Farris, Kristen LeBlanc

    2018-01-01

    The current study utilizes the theory of planned behavior (Ajzen "Organizational Behavior and Human Decision Processes," 50, 179-211 Ajzen 1991) to examine an instructor confirmation-interaction model in the instructional communication context to discover a means by which instructors might cultivate positive student attitudes and…

  15. Observations of the Middle School Environment: The Context for Student Behavior beyond the Classroom

    Science.gov (United States)

    Rusby, Julie C.; Crowley, Ryann; Sprague, Jeffrey; Biglan, Anthony

    2011-01-01

    This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school-wide Positive Behavior Support. The observations were…

  16. Understanding Tourette Syndrome: An Educators' Guide for the Inclusive Classroom.

    Science.gov (United States)

    Knight, Diane

    1999-01-01

    This guide to Tourette Syndrome addresses prevalence and etiology, associated behaviors (such as obsessive-compulsive disorder and attention deficit hyperactivity disorder), treatment approaches and medication, and classroom management techniques (such as handling tic release/stress and managing hyperactivity/controlling attentional impulses). (DB)

  17. Leadership Behaviors and Its Relation with Principals’ Management Experience

    Directory of Open Access Journals (Sweden)

    Vali Mehdinezhad

    2016-01-01

    Full Text Available This paper aims at studying the leadership behaviors reported by principals and observed by teachers and its relationship with management experience of principals. A quantitative method was used in this study. The target population included all principals and teachers of guidance schools and high schools in the Dashtiari District, Iran. A sample consisting of 46 principals and 129 teachers was selected by stratified sampling and simple random sampling methods. A leadership Behavior Description Questionnaire (LBDQ developed by Kozes and Posner (2001 was used for data collection. The obtained data were analyzed using one sample and independent t-test, correlation coefficient and crosstabs pearson Chi-square test. The results showed that teachers describe leadership behaviors of their principals relatively well. However, principals themselves evaluated their leadership behaviors as very well. Comparing between leadership behaviors self-reported by principals and those observed by teachers, a significant difference was found between the views and evaluations of teachers and principals on all components of leadership behaviors of principals, except that regarding empowerment. In fact, principals described their leadership behaviors better and at a more appropriate level than teachers. From the perspective of both teachers and principals, there was no significant relationship between any of the components of leadership behaviors and management experience of principals.

  18. Does Culture Influence Asset Managers? Views and Behavior?

    OpenAIRE

    Beckmann, Daniela; Menkhoff, Lukas

    2007-01-01

    This research enters new ground by presenting comparative survey evidence on asset managers' views and behavior in the United States, Germany, Japan and Thailand. Relying on Hofstede's four cultural dimensions, we find that cultural differences are most helpful in understanding country differences which cannot be explained by pure economic reasoning. In short, controlling for various determinants, the dimension of more Individualism predicts less herding behavior, more Power Distance leads to...

  19. Classroom Management Problems and Coping Strategies of Turkish Student EFL Teachers

    Directory of Open Access Journals (Sweden)

    Ali Merç

    2015-01-01

    Full Text Available Classroom management (CM is one of the most cited problems of pre-service teachers. This study aims to have a closer look at the issue within a qualitative research design by eliciting problems, coping strategies, and the sources of those coping strategies related to CM during teaching practicum. The participants of the study were 12 student EFL teachers (eight female and four male completing their teaching practicum at Anadolu University, Faculty of Education, English Language Teacher Training Program. The participants were asked to keep diaries related to their CM problems throughout the 12-week teaching practicum. Semi-structured interviews conducted with each teacher candidate and field notes taken by the researchers were also used as the research data. The analyses of the data indicated that student teachers’ CM problems were mainly because of the pupils in the classroom. Student teachers themselves, teaching point and materials, and the cooperating teachers were also the sources of the CM problems. Various coping strategies were also elicited to deal with the problems mentioned. The methodology lessons they took, their cooperating teachers, and their previous teachers were cited by the student teachers as the sources of the coping strategies they employed. The findings are discussed along with the current literature on CM, and certain implications and suggestions are provided for a better teaching practice.Keywords: Classroom management, pre-service teachers, EFL teacher education, foreign language teaching İngilizce Öğretmen Adaylarının Sınıf Yönetimi ile İlgili Karşılaştıkları Sorunlar ve Bu Sorunlarla Başa Çıkma Yöntemleri Öz Sınıf yönetimi öğretmen adaylarının öğretmenlik deneyimleri boyunca en sık karşılaştığı sorunlardan biridir. Bu çalışma nitel bir araştırma ile bu sorunları, çözüm yollarını ve bu çözüm yollarının kaynaklarını belirlemeyi amaçlamaktadır. Ara

  20. Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis

    OpenAIRE

    O'Neill, Donal

    2017-01-01

    Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217 children (102 boys and 115 girls). The average age of children included in the study was 5.3 years (standard deviation = 0.89). Teacher...