Education Commons^™

Socioeconomically Disadvantaged Adolescents: How To Support Them In Life And Education, Emma Chambers

South Carolina Association for Middle Level Education Journal

Research has shown that a socioeconomic divide is occurring and only getting larger in classrooms, and it is especially affecting the young adolescent age group. While there are many different problems that these students must face in their personal and public lives, the education system should be doing all it can to prevent this divide from growing larger with different strategies and prevention tools. This article will promote the use of several classroom management strategies, suggestions, and private organizations that offer help to make classrooms a more welcome place for all students no matter their home life.

Revisiting Secondary Education Reform In China: Comparing The Perceptions Of Teachers And Students Between 2012 And 2022, Yixiang Jin, Yee Han Peter Joong, Rose Gibbs

Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊

This mixed methods study compares how secondary school teachers implemented Education Reform in China in 2012 and 2022. The survey asked how often a teaching or evaluation strategy was used. The conclusions of the current study indicate that even though teacher-directed lessons (teacher talk, questioning, and discussions) still dominated, sample teachers were able to use a variety of student-centered learning (SCL) methods (activities and group work) in accordance with the Reform initiatives. A significant obstacle for the reform remains high-stakes examinations, which rely heavily on rote memorization, rather than the creative application of knowledge.

Comparative Effects Of Presession And Interspersed Attention On Disruptive Behavior In An Inclusive Elementary Classroom, Kerry Kisinger, Charles L. Wood

The Journal of Special Education Apprenticeship

This study evaluated the comparative effects of presession and interspersed attention on the disruptive behavior of an at-risk student in an inclusive fourth-grade classroom. Data indicated a decrease in disruptive behavior during both presession and interspersed attention conditions with the interspersed condition producing the lower level. Social validity measures also indicated the student was satisfied with the intervention and felt that it had a positive impact on his behavior. Additionally, social validity measures completed by the teacher indicated that while both interventions were reasonable to implement, appropriate for addressing the student’s disruptive behaviors, did not detract from the learning environment, …

A Survey Of K-12 Music Teachers’ Classroom Management Experiences In Music Teacher Preparation Programs, Jennifer Potter Gee

Visions of Research in Music Education

The purpose of this follow-up study was to explore classroom management sources and content in music teacher preparation programs. K-12 music educators, who self-identified as members of various professional music education organizations, were the participants in this study. Similar to the initial iteration of the survey with elementary general music educators, recurrent sources of classroom management reported by participants included mentoring from a licensed teacher and supervised fieldwork. Teaching procedures and pacing instructions were common examples of classroom management content included in a music teacher education program, which differed slightly from those identified by elementary general music teachers. Mentoring from …

Connectedness In The Classroom: Classroom Management In The Middle School, Patricia S. Fears

South Carolina Association for Middle Level Education Journal

As documented by research and assertions from middle school instructors, teaching adolescent students can be a challenging experience for many. Specific challenges include mediocre student engagement, lack of motivation, substandard academic performance, and disengaged teacher- pupil relationships. This article addresses these challenges by offering research-based options for teachers to consider when designing a classroom management system that will improve the aforementioned challenges. The techniques and strategies presented focus on developing relationships and building upon them to make teaching and learning experiences positive, engaging, relevant, and impactful.

Standing Their Ground: How A Field Supervisor Helped Student Teachers Implement Classroom Management Strategies That Work, Anita B. Sunseri, Mary Anne Sunseri

Journal of Practitioner Research

Many new teachers struggle with implementing effective classroom management strategies to deal with student behavior. This study examined the role a university field supervisor played in supporting three student teachers in the area of classroom management. The author used cognitive coaching techniques to help her student teachers devise classroom management strategies to address students behavioral issues. These coaching strategies included eliciting student teachers’ input about students’ specific behavior problems and their strategies for dealing with their students’ behavior. As a result, student teachers developed classroom management strategies to help students with behavior problems follow the classroom rules and engage with …

Alternatively Certified Special Education Teachers’ Implementation Of Pbis, Mandy Lusk, Donna Sayman, Calli Lewis Chiu

The Advocate

Teachers are the primary conduit through which positive behavioral interventions and supports (PBIS) are implemented. The purpose of this qualitative study is to investigate alternatively certified special education teachers’ implementation of PBIS. All participants were in their first or second year as teachers in classrooms for pre-kindergarten through twelfth grade students with disabilities. This study examines how alternatively certified special education teachers perceive and implement PBIS within their classrooms.

Table Of Contents

The Journal of Special Education Apprenticeship

No abstract provided.

The Effects Of A Video Self-Analysis Package On Pre-Service Teachers’ Use Of Behavior-Specific Praise, Janet Vanlone Ph.D., Jennifer Freeman Ph.D., Brandi Simonsen Ph.D., Susannah Everett Ph.D., George Sugai Ph.D., Sara Whitcomb Ph.D.

The Journal of Special Education Apprenticeship

This study used a single-subject, multiple baseline across participants research design to explore the effects of a multi-component intervention on pre-service teachers’ use of behavior-specific praise (BSP). The intervention consisted of explicit instruction and modeling of the skill, followed by on- going video self-analysis, self-monitoring, and performance feedback. Participants (n=4) were undergraduate senior teacher education students who were completing their student teaching semester. Results indicate improvements in BSP rates across all four student teachers, and participants found the intervention to be socially valid. Implications for future research and practice are discussed.

Movement For A Purpose: The Middle School Classroom And Student Engagement, Emily F. Chestnut

South Carolina Association for Middle Level Education Journal

When students reach adolescence, they begin to lose their excitement for learning and student behavior declines. Many students lose interest in their schoolwork because too many educators are still relying on the traditional classroom model. Research evidence reminds middle school educators why movement is an essential physical and emotional component of adolescent learning and development. The aim of this article is to remove the negative or stressful stigma many educators have about movement in the classroom and provide practical strategies to allow students to move each day.

The Effects Of University Faculty Coaching On Teachers’ Confidence With Classroom Management, Georgina Rivera-Singletary, Renee Sedlack

University of South Florida (USF) M3 Publishing

Improving instructional effectiveness is often a challenging task for teachers working in a struggling school. In many cases, impacting the success of effectiveness in the classrooms is the struggle or inability of teachers to effectively manage their classrooms (Marzano, Marzano, and Pickering, 2003). Instructional coaching can be an effective method to help teachers especially when provided by someone other than an evaluator. The research questions that guided this study were: 1. How receptive are elementary school teachers to accurately self-identify classroom management practices in which improvement is needed? 2. To what extent are elementary school teachers willing to accept non-evaluative …

The Relationships Between Instructional Clarity, Classroom Management And Mathematics Achievement: Mediator Role Of Attitudes Towards Mathematics, Saadet A. Yagan

University of South Florida (USF) M3 Publishing

The purpose of this study is to investigate the relationships between teachers' classroom management and instructional clarity skills, and students' mathematics achievement as well as the mediator role of students' attitudes towards mathematics in these relationships. The sample consisted of 3536 fourth grade and 3678 eighth grade students who participated in TIMSS 2019 from Turkey. Based on theory, a saturated model was created, and it was focused on estimates and R squares. According to the results, for both fourth and eighth grades, all paths were statistically significant. That means direct effects of attitude, instructional clarity, and classroom management, along with …

Teachers’ Perceptions Of Teacher–Child Relationships, Student Behavior, And Classroom Management, Szu-Yu Chen, Natalya A. Lindo, Sarah Blalock, Dina Yousef, Latoya Smith, Kara Hurt-Avila

Journal of Educational Research and Practice

Children’s relationships with their teachers are a potential resource for enhancing developmental and academic outcomes. The effects of positive or negative teacher–child relationships can be either beneficial or detrimental to students’ academic progress, behaviors, and emotions. In the current study, we utilized a qualitative research design to examine 18 pre-kindergarten to fourth-grade teachers’ perceptions of teacher–child relationships, student behavior, and classroom management. Analysis of in-depth interviews yielded five major themes: (a) beliefs in children, (b) teaching strategies, (c) acknowledging individual differences, (d) challenges, and (e) relationships. Findings of this study have the potential to inform in-service training regarding relationship-building skills …

The Eight Ways To Advance Pedagogy To The Next Level, Fayzulla Usanov, Baxrom Qayumov

Mental Enlightenment Scientific-Methodological Journal

The state and prospects for the development of teaching are among the most acutely discussed issues in Uzbek society today. So does the language teaching is investigated from different perspectives. The article looks at the education process in general and discusses eight steps to upgrade the pedagogy. It provides recommendation teachers can do to improve the teaching and learning process. In line with teachers’ skills in classroom management, the article analyzes the importance of student role and preference in advancing the teaching. The article touches on the issue of meeting the students’ educational needs as a crucial point in the …

The Therapy Box In The Classroom: A Function-Based Multi-Component Directive Play Therapy Treatment Package Intervention, Susan E. Elswick, Melissa Hirschi, Maria Elena Delavega, Laura B. Casey

International Journal of School Social Work

The Therapy Box is a behavioral intervention being researched to determine its effectiveness as a Response to Intervention (RtI) Tier 2 and Tier 3 behavioral intervention for identified students. The Therapy Box assists students with developing self-regulatory skills and increasing their social-emotional literacy while providing a supportive, caring, and safe classroom environment. The Therapy Box is a treatment package that encompasses the theories of Cognitive Behavioral Therapy (CBT), the use of functional behavior assessments, B.F. Skinner's theory of manding, Differential Reinforcement of Alternative Behavior (DRA), and Directive Play Therapy. The hypothesis is that the student will be able to mand …

The Power Of Please: How Courtesy Scripts Improve Self-Control And Reduce Peer Conflict By Creating New Language Patterns, Michael J. Haslip

Networks: An Online Journal for Teacher Research

This teacher inquiry project describes how one first grade teacher learned to use coached language supports to improve children’s self-control and cooperation. Courtesy scripts were created in the process. The development of courtesy scripts and their application in early elementary classrooms is presented. Courtesy scripts are specific phrases explicitly taught (I do, we do, you do), reinforced, and used in conversations by both the speaker and listener. Children learned how to make requests while also honoring the needs of others. Use of these pragmatic language supports helped to create a peaceful classroom community. A practical method for teaching courteous language …

Teacher Knowledge Of Attention-Deficit/Hyperactivity Disorder And Classroom Management, Sarah J. Bolinger, Dr. Winnie Mucherah, Dr. Andrew M. Markelz

The Journal of Special Education Apprenticeship

There is limited research on teacher knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and classroom management; however, research suggests that teacher knowledge of ADHD influences teaching behaviors. This study investigates general education teachers’ and special education teachers’ knowledge of ADHD and the interaction with classroom management. In this study, 17 teachers responded to surveys about knowledge of ADHD and classroom management. Teachers scored an average of 61% on the knowledge of ADHD questionnaire. Contrary to the hypothesis, teacher knowledge of ADHD was not significantly related to classroom management. The relationship between knowledge of ADHD and classroom management needs further examination …

Teacher Candidates’ Emerging Perspectives On Trauma Informed Teaching, Mary S. Thomas, Penny B. Howell, Shantel Crosby, Elmedina Brkic, Kaleb Clemons, Lydia Mckinley, Sedekia Peter

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

A transdisciplinary team of candidates with teacher and social work educators describe their perspectives of trauma-informed teaching and intentions to use evidence-based practices in classrooms. We studied classroom management from a trauma-informed perspective in the first course in the program, then reflected back on these through a professional learning community created to intentionally focus on trauma informed teaching. We highlight findings around candidates’ perspectives and specific actions they attended to in order to incorporate those practices.

Using Apple Watch To Increase Behavior Specific Praise And Promote A Positive Learning Environment, Andrew M. Markelz, Benjamin S. Riden

The Journal of Special Education Apprenticeship

Effective classroom management is pivotal in special education teachers’ successful interactions with students who frequently engage in inappropriate and undesirable behaviors. One evidence-based strategy to promote positive social and academic outcomes is behavior specific praise (BSP). Yet, regardless of the evidential benefits of BSP, teachers continue to use low rates of praise because frequent student disruptions and general off-task behaviors reinforce teachers to reprimand. Apple Watch is at the forefront of a growing wearable industry and is increasingly common on special education teachers’ wrists. With the assistance of a publicly available application (app), the Apple Watch easily becomes a tactile …

Ten Commandments Of Teaching: A Culminating Education Project, Charlene Martin

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

During a senior capstone course in instructional methods, teacher candidates participated in a discussion regarding what the essentials are for good teaching in light of biblical principles—a discussion integrating biblical principles and content knowledge acquired as they progressed through the College of Education. Genesis 1:26-28 indicates that mankind was created to rule over God’s earth in His name. Arguably, this mandate is the basis for all civilizations and cultures. From this perspective, one purpose of school could be to give students power tools for exercising dominion; school prepares students for work and their work declares the Glory of God. As …

An Argument For Delayed, Indirect, Embedded Praise, Cindy Campbell

Journal of Applied Social Science Research and Practice

This case study examines the implementation of an early alert intervention system designed to enhance retention and student course engagement at a large suburban, public two-year degree-granting college. The focus of the study was to investigate the work-flow process and labor requirements for operationalizing the in-house intervention protocol, utilizing a Success Coach model. This paper documents the intervention procedures and reports findings pertaining to faculty time commitment and participation, frequency and prevalence of raised alert flags, and labor requirements for conducting student outreach. Cost efficiency and effectiveness are discussed, as are alternative approaches for implementation, including the use of automation …

From Assertion To Conversion: Classroom Management For 21st Century Teachers, Benjamin Halbkat

Empowering Research for Educators

The following position paper provides a new teacher's perspective on modern classroom management. Where is there room for improvement? What might the future hold?

Classroom Management Through Teacher Candidates’ Lenses: Transforming Learning Communities Through A Community Of Practice, Mary S. Thomas, Penny B. Howell, Shantel Crosby, Khirsten Scott, La'que Newby, Hannah Evans, Sophie Daneshmand

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

• To better prepare teacher candidates for classroom management through attention to learning communities that affirm and support diverse students, including those effected by trauma, four instructors redesigned a required, undergraduate course. This study describes findings from three teacher candidate co-authors who were enrolled in that course. One semester after completing a course on classroom management and building community, candidates were asked to review their course products and other artifacts to consider what they learned and build upon their prior knowledge. Candidates used stimulated recall to respond to prompts on community building and relationships, gender and racial inclusivity, trauma …

Towards Implementation Of Evidence-Based Practices For Classroom Management In Australia: A Review Of Research, Lorna Hepburn, Wendi Beamish

Australian Journal of Teacher Education

The components of effective classroom management are well established; yet concerns regarding student disengagement and the underuse of evidence-based behaviour support practices in Australian schools remain. This paper reports the findings from a systematic literature review conducted to identify what is currently known about teacher implementation of evidence-based classroom management practices. The analysis indicates that teachers underuse many evidence-based practices but may over-report frequency of use. Australian research on teacher implementation of evidence-based practices for classroom management is lacking, and the impact of Schoolwide Positive Behaviour Support (SWPBS) implementation on teacher practice is unknown, despite the adoption of SWPBS in …

The Development Of Preservice Teachers’ Self-Efficacy For Classroom And Behavior Management Across Multiple Field Experiences, Maria B. Sciuchetti, Nina Yssel

Australian Journal of Teacher Education

Classroom and behaviour management difficulties are consistently reported among the top reasons given by both novice and experienced teachers for leaving the profession. In order to successfully prepare and retain teachers, it is imperative that we understand the factors related to issues of classroom and behaviour management that may influence their decision to remain in the field. This study explored the development of preservice special education teachers’ self-efficacy for classroom and behaviour management as they progressed through a four-semester professional development sequence. Findings indicated that although self-efficacy levels were variable across semesters, statistically significant changes in group self-efficacy levels were …

Engaging In Practitioner Inquiry And Critical Dialogue To Explore Student Engagement In A Fifth-Grade Classroom, Bailey Brown, Steve Haberlin

Journal of Practitioner Research

Classroom management and student engagement remain a top concern among emerging teachers In this article, we, a preservice teacher in her final internship in an undergraduate elementary education program, and a university supervisor, engaged in inquiry and critical dialogue to explore how various instructional strategies impacted student engagement in a fifth-grade classroom. The teacher collected qualitative data through interviews, photographs, surveys and observational notes and searched for thematic patterns within the data. To further challenge her beliefs, assumptions and perspectives as an educator, the teacher and supervisor participated as critical friends by engaging in reflective dialogue about her practice and …

Factors Influencing The Evolution Of Vocational Teachers’ Beliefs And Practices Related To Classroom Management During Teacher Education, Céline Girardet, Jean-Louis Berger

Australian Journal of Teacher Education

Two studies were conducted to investigate the evolution of 71 Swiss vocational teachers’ classroom management as a result of the inputs of a teacher education program, and to identify the factors that encouraged or impeded teacher change. Study 1 consisted of a longitudinal survey, and Study 2 of interviews. Longitudinal analyses were performed using a multilevel approach. This mixed-method study revealed that vocational teachers’ classroom management evolved towards the beliefs and practices encouraged by the teacher education program. Years of prior teaching experience and motivations for choosing teaching were found to moderate teachers’ evolutions. Moreover, influential people, providing alternative strategies …

Rethinking Teacher Education For Classroom Behaviour Management: Investigation Of An Alternative Model Using An Online Professional Experience In An Australian University., Angela Page, Marguerite Jones

Australian Journal of Teacher Education

This paper responds to the theory-practice divide regarding classroom behaviour management in teacher education. Qualitative interviews and surveys were used to investigate whether an alternative model using an online professional experience could improve perceptions of teacher education students’ beliefs, knowledge, perceived skills and confidence in classroom management. Teacher education students participated in an innovative Master of Teaching course designed to integrate ecological classroom management theory, video observation, and critical reflection in an online professional experience (practicum). Results indicated that participants, upon completion of the course, reported improvements in their beliefs, knowledge, perceived skills and confidence in classroom management. Additionally, in …

Classroom Discipline: "That Should Teach Them!", Alan Bandstra

Pro Rege

No abstract provided.

A Model For Online Support In Classroom Management: Perceptions Of Beginning Teachers, Credence Baker, James Gentry, William Larmer

Administrative Issues Journal

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 based on relationships; (b) preventing disruptions with procedures and routines; (c) responding to disruptions and rule violations; (d) providing inclusion for students with special needs; and (e) resolving extreme or continuing conflicts. Participants in the study were beginning teachers at both the elementary and secondary levels. After completing the classroom management workshop, teachers …