Relevant bibliographies by topics / Classroom management

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom management'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Classroom management"

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Milner, H. Richard, and F. Blake Tenore. "Classroom Management in Diverse Classrooms." Urban Education 45, no. 5 (August 17, 2010): 560–603. http://dx.doi.org/10.1177/0042085910377290.

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Polirstok, Susan. "Classroom Management Strategies for Inclusive Classrooms." Creative Education 06, no. 10 (2015): 927–33. http://dx.doi.org/10.4236/ce.2015.610094.

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Sakui, Keiko. "Classroom management in Japanese EFL classrooms." JALT Journal 29, no. 1 (May 1, 2007): 41. http://dx.doi.org/10.37546/jaltjj29.1-2.

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The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL) in Japan. To fill the gap, this study will report on: a) classroom management difficulties that arise in Japanese EFL classrooms when teachers try to teach English communicatively, b) how teachers conceptualize and attempt to deal with these problems, and c) what strategies can be offered to alleviate these problems. 教室内における指導運営はどの国においても重要な課題である。このテーマについてこれまで多くの研究が行われてきたが (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999)、言語教育の分野では実証研究がほとんど行われていないと言ってもよく、日本の英語教育界ではさらに関心が低いように思われる。本論文は、a) 英語をコミュニケーションの手段として指導しようとする場合には特に運営指導が難しくなること、b) 教員はこのような困難に直面した場合どのように対処しているのか、c) 効果的な対象方略とはどのようなものか、これら３点について実地調査の報告を行った。
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Abin, Rais, and Ray Suryadi. "CLASSROOM MANAGEMENT STRATEGIES IN FOREIGN LANGUAGE CLASSROOM." JOEEL Journal of English Education and Literature 5, no. 1 (March 29, 2024): 1–8. http://dx.doi.org/10.38114/joeel.v5i1.392.

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This research aimed to explore the strategies applied by EFL teachers in managing classroom. This research employed descriptive qualitative method. The subjects of this research were English teachers of seven grade at SMP Negeri 3 Wundulako which were selected through purposive sampling. The data of this research were collected by employing field note and an interview. The obtained data was analyzed in three major phases namely data reduction, data display, and conclusion. The result of the research revealed several strategies applied in the classroom management. They were classroom environment, student management, seating arrangements, and monitoring activity. To enhance the significance and applicability of these findings, the future research is expected to conduct comparative studies to analyze the differences in classroom management strategies across various educational levels (e.g., elementary, high school) or different subjects. Comparing strategies employed in EFL classrooms with those in other language classrooms may yield interesting insights.
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Khansir, Ali Akbar, and Mostafa Mirzaei. "The Classroom Management in English Language Teaching." Indian Journal of Language and Linguistics 5, no. 2 (June 24, 2024): 44–52. http://dx.doi.org/10.54392/ijll2424.

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This paper examined a review study of the classroom management in English language teaching. Classroom Management is one of the important aspects of English language teaching is directly related to the job of English teachers in their classrooms. The successful of the English teacher is related to the ability of the teacher in managing his / her class. Today, the classroom management is an art as well as a science for the English teacher in order to become effective teacher in EFL or ESL classrooms. The teacher can use the art and science of his / her teaching English along with various classroom activities to motivate his/ her students to gain confidence in the learning of English. The classroom management in English classrooms is an important factor that contributes to success in English language teaching and learning. When we condider about the classroom management, the classroom management cannot be studied properly without touching upon the study of psychological problems, learner problems, and linguistic problems. This study reviews classroom management is known as one of the big challenges of the teacher in controlling ELT classroom.
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Masitowarni Siregar. "Classroom Management of Senior and Yunior English Teachers in Medan." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 2 (June 26, 2020): 623–31. http://dx.doi.org/10.33258/biohs.v2i2.293.

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The purpose of the study was to find out the differences between the classroom management performed by the senior and yunior teachers in teaching English at senior High School in Medan. This is a descriptive qualitative study. The respondents of the research were 28 English teachers of Yunior and Senior High School in Medan. Questionnaire and Observation sheet were used to collect the data on the teachers classroom management. The result of the study shows that senior English teachers perform more aspects of Classroom management. They perform 18 point from 20 points aspect.. Junior English teacher get 17 point. Although senior teachers perfom only show slightly more aspect of classromm management but for the quality of classroom management they perform better due to the longer experience of teaching. For junior English teacher they perform more enthusiastics energy, although it is clear that they have to study more on the behavior and attitude expected in the classrooms.
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Kurti, Elida. "Classroom Management." European Journal of Multidisciplinary Studies 1, no. 1 (April 30, 2016): 201. http://dx.doi.org/10.26417/ejms.v1i1.p201-210.

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This paper aims to reflect an effort to identify the problems associated with the educational learning process, as well as its function to express some inherent considerations to the most effective forms of the classroom management. Mentioned in this discussion are ways of management for various categories of students, not only from an intellectual level, but also by their behavior. Also, in the elaboration of this theme I was considering that in addition to other development directions of the country, an important place is occupied by the education of the younger generation in our school environments and especially in adopting the methods of teaching and learning management with a view to enable this generation to be competitive in the European labor market. This, of course, can be achieved by giving this generation the best values of behavior, cultural level, professional level and ethics one of an European family which we belong to, not just geographically. On such foundations, we have tried to develop this study, always improving the reality of the prolonged transition in the field of children’s education. Likewise, we have considered the factors that have left their mark on the structure, cultural level and general education level of children, such as high demographic turnover associated with migration from rural and urban areas, in the capacity of our educational institutions to cope with new situations etc. In the conclusions of this study is shown that there is required a substantial reform even in the pro-university educational system to ensure a significant improvement in the behavior of children, relations between them and the sound quality of their preparation. Used literature for this purpose has not been lacking, due to the fact that such problems are usually treated by different scholars. Likewise, we found it appropriate to use the ideas and issues discussed by the foreign literature that deals directly with classroom management problems. All the following treatise is intended to reflect the way of an effective classroom management.
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Hart, Richard. "Classroom management." SecEd 2018, no. 4 (January 25, 2018): 11. http://dx.doi.org/10.12968/sece.2018.4.11.

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Reisberg, Leon, Donna Brodigan, and Gregory J. Williams. "Classroom Management." Intervention in School and Clinic 27, no. 1 (September 1991): 31–38. http://dx.doi.org/10.1177/105345129102700107.

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Xu, Chang, Kexin Zhu, and Suyi Liu. "Classroom Management Strategies in Secondary Language Education." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1649–54. http://dx.doi.org/10.54097/ehss.v8i.4539.

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Classroom management could be considered as one of the most demanding jobs to teachers. Effective classroom management is not only beneficial to teaching efficiency, but also conducive to the comprehensive development of the students. This paper aims to explore effective strategies of managing English classrooms for secondary school learners. Using a foreign language in the classroom may impede classroom management, as code-switching in English as a Foreign Language (EFL) classrooms may induce stress and discomfort among students. Long-term issues with the English subject compound over time, impacting learning outcomes and eroding students' confidence. But autonomous students are more likely to take the initiative to learn and explore outside the classroom. Generally, creating a classroom environment suitable for secondary school students is one of the main responsibilities of teachers. When they are guided to access a new language at this stage, it is particularly important to build their initial interest in further learning.
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Dissertations / Theses on the topic "Classroom management"

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Türnüklü, Abbas. "Classroom management in Turkish and English primary classrooms." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30943.

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The purpose of this thesis is to examine primary school teachers' behaviour management and classroom setting strategies in the Turkish and English contexts. In order to accomplish this purpose, the present research was carried out in the 1997-98 academic year in Turkey and England. Two research methods, structured observation and semi-structured depth interview, were used in order to collect data. Structured classroom observation was used to collect quantitative data related to teachers' and students' managerial interaction. Semi-structured in-depth interviews were used to obtain deep and rich first hand information about teachers' classroom management and setting strategies in the primary classroom context. The sample consisted of 12 Turkish and 8 English primary classroom teachers. The study showed that the most common misbehaviours in the classrooms of both countries were speaking loudly and excessively, and inappropriate movement. The majority of misbehaviours involved distraction rather than severe disruption. Teachers reported that students' misbehaviour was usually caused by pupils' social and cultural background, particularly the home. However, in particular, the type and frequency of misbehaviour were also changed depending on pupils' gender and age, the time of day, seating arrangement and subject matter. Teacher strategies were investigated under the heading of preventive and reactive behaviour management. Some differences were found between Turkish and English teachers regarding preventive strategies particularly in their ability to anticipate misbehaviour before it occurred. There were also differences in the use of reactive strategies based on teachers' experience. These mainly concerned the balance between verbal and non-verbal interactions. Furthermore, although punishment was not observed during observation, both Turkish and English teachers reported using punishment on certain occasions. Although the majority of Turkish classrooms were arranged in rows and aisles, most of the English pupils sat around tables. Turkish teachers reported that where pupils sat (front, wall or near window sides) affected learning and interaction with teacher. A classroom management model was developed for primary school classrooms. Several recommendations, in particular for Turkish primary classrooms, such as provision for initial and inservice teacher training courses, whole school classroom management policies were put forward based on the model and the results of this research.
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Wright, Andrew W. "RFID Classroom Management System." DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/558.

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Professors who manage large classes are unrealistically expected to grade each student fairly and accurately. Even with all of the technological advancements that have occurred in the past thirty years, very little progress has been made in classroom management, and as a result, professors are not equipped with enough tools to successfully manage large class sizes. Because radio frequency identification (RFID) technology is making its way into student issued identification cards, there is an opportunity to use it as a tool to aid professors in the classroom. The focus of this paper is to discover the most effective system that can be implemented as a classroom management instrument. Through multi criteria analysis, several different infrastructures are examined and compared to determine the best alternative. The result of an effective system leads to a reduction in time spent taking attendance, an increase in student performance, an increase in the fairness and accuracy of recording classroom participation, and an enhanced professor-student relationship.
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Woody, Jeffrey L. "A classroom information management system /." Connect to unofficial online version of: A classroom information management system, 2005. http://minds.wisconsin.edu/bitstream/1793/18751/1/WoodyJeff.pdf.

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

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Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
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Forster, William L. "Implementation and evaluation of the use of STI classroom management systems by River Falls High School students, parents, and guardians." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005forsterw.pdf.

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Wragg, Caroline Maria. "Classroom management in the primary school." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384986.

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Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко, and Larysa Volodymyrivna Andreyko. "Classroom management skills for teaching English." Thesis, ХНУ імені В.Н. Каразіна, 2014. http://essuir.sumdu.edu.ua/handle/123456789/59243.

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The article looks at such classroom management areas as activities, grouping and sitting, authority, critical moments, tools and techniques etc. It analyses the purposes of classroom management.
Розглянуті такі питання організації роботи на занятті як види діяльності, формування груп, авторитет викладача, інструменти та прийоми ефективного викладання. Проаналізовано мету організації роботи на занятті.
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Low, Janie Chinami Matsumoto. "Classroom management inservice for beginning teachers." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3325.

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The purpose of this study was to expand and clarify the understanding of how an inservice training program which incorporated research-based classroom management principles and practices combined with coaching techniques would enable new teachers to reduce class rates of off task behavior and feel more self-efficacious about their classroom management skills. Data on the occurrence of three categories of off task behavior for students in 6 classrooms in a single school district in central California were collected during pre-treatment and post-treatment conditions and during a maintenance condition for experimental group classes only. During the interval between the two conditions, the 3 experimental group teachers participated in an inservice training program developed by the investigator. The classrooms were paired, 1 experimental and 1 control, within schools for grade level and the teachers' years of experience. Information from pre-questionnaires and post-questionnaires/interviews was used to assess the teachers' feelings of self-efficacy related to classroom management and the effects of participation in the inservice training experiences on those feelings of self-efficacy. A descriptive analysis of the observation data did not indicate a positive effect from the inservice training experiences from either baseline to post-treatment or post-treatment to maintenance observations. However, information from the post-questionnaires/interviews indicated that the 3 experimental group teachers strongly felt that the inservice training experiences had positively affected their feelings of competence and control in the classroom. A possible reason for the conflicting findings may have been that the inservice experiences helped the teachers to reconceptualize their beliefs and expectations about classroom management. This study supports the hypothesis that inservice training which incorporates research-based practices of effective classroom management and coaching techniques embedded in a collegial approach result in the improvement of teachers' feelings of self-efficacy. This study recommends that beginning teachers, especially in inner-city schools, desperately need psychological support as well as personalized inservice training in effective teaching and classroom management methodology during their early years in teaching.
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Ellis, Leslie. "Teachers' Perceptions about Classroom Management Preparedness." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4849.

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Undesirable student behaviors can disrupt classroom activities and can prevent instruction from taking place. At a local middle school, teachers lacked effective classroom management strategies to address undesirable student behaviors that impeded their abilities to instruct students. The purpose of this study was to explore teachers' perceptions about their classroom management preparation and to investigate professional development opportunities that may strengthen their skills in classroom management. Glasser's choice theory was used in this qualitative case study to explore perceptions of 10 teachers. The research questions focused on teachers' perceptions and experiences with effective classroom management practices, their perceptions of administrators' classroom management expectations, and professional development opportunities that may enhance teachers' classroom management skills. Findings from the data were collected with semistructured interviews, online journals, and document analysis. Three emergent themes were identified from the data through open coding; they involved classroom management strategies, a clear expectations, and professional development. The findings were validated through triangulation and member checking. The resulting project consisted of a 3-day professional development program designed to increase teachers' knowledge of proactive classroom management approaches and effective ways to organize classrooms. The project contributes to positive social change by providing teachers with the strategies to improve classroom management skills. Improved classroom management skills may lead to classroom environments that allow all students to learn without disruptions.
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Deats, Michele. "Classroom management preparation and new teacher retention." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/MDeats2008.pdf.

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Books on the topic "Classroom management"

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Walker, Misty. Classroom management. Torrance, CA: Frank Schaffer Pub., 1994.

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Lemlech, Johanna Kasin. Classroom management. Lanham, MD: University Press of America, 1987.

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Kruger, A. G. Classroom management. 2nd ed. Pretoria: J.L. van Schaik, 1997.

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C, Farrell Thomas S., and Teachers of English to Speakers of Other Languages., eds. Classroom management. Alexandria, Va: Teachers of English to Speakers of Other Languages, 2008.

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1935-, Evertson Carolyn M., and National Education Association of the United States., eds. Classroom management. [Washington, D.C.]: NEA, 2006.

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C, Farrell Thomas S., and Teachers of English to Speakers of Other Languages., eds. Classroom management. Alexandria, Va: Teachers of English to Speakers of Other Languages, 2008.

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Charles, C. M. Elementary classroom management. 4th ed. Boston: Pearson/A & B, 2005.

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M, Charles C., ed. Elementary classroom management. 3rd ed. Boston: Allyn and Bacon, 2002.

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1950-, Thornbury Scott, ed. Classroom management techniques. Cambridge: Cambridge University Press, 2012.

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Rinne, Carl H. Excellent classroom management. Belmont, CA: Wadsworth Pub. Co., 1997.

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Book chapters on the topic "Classroom management"

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Landau, Barbara. "Classroom Management." In International Handbook of Research on Teachers and Teaching, 739–53. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_46.

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Budde, Jürgen, Katja Kansteiner, and Andrea Bossen. "Classroom-Management." In Zwischen Differenz und Differenzierung, 145–75. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-02698-1_7.

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Mason, Susan A. "Classroom Management." In Encyclopedia of Autism Spectrum Disorders, 1–3. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_144-3.

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Smith, Stephanie C. "Classroom Management." In Against Race- and Class-Based Pedagogy in Early Childhood Education, 115–30. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1007/978-1-137-48202-0_6.

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Kibler, Jackie. "Classroom Management." In Encyclopedia of Child Behavior and Development, 370–71. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_565.

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Mason, Susan A. "Classroom Management." In Encyclopedia of Autism Spectrum Disorders, 649–51. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_144.

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Feldman, Evan, and Ari Contzius. "Classroom Management." In Instrumental Music Education, 91–112. Third edition. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429028700-9.

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Robinson, Adjai. "Classroom Management." In Principles and Practice of Teaching, 57–74. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003347859-5.

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Luebbering, Bridget. "Classroom Management." In Encyclopedia of Cross-Cultural School Psychology, 223–25. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_73.

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Wehby, Joseph H., and Kathleen Lynne Lane. "Classroom management." In Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.)., 61–76. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000126-004.

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Conference papers on the topic "Classroom management"

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Yan, Sufeng, and Runjuan Song. "Virtual Classroom and Traditional Classroom." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.16.

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DePasquale, Peter. "Session details: Classroom management." In SIGCSE '14: The 45th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/3255016.

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Susiyowadi, Agus, Sudi Dul Aji, and Lasim Muzammil. "Improving Classroom Management Competence." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.063.

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Marion, Bill. "Session details: Classroom management." In SIGCSE03: SIGCSE 2003 Symposium. New York, NY, USA: ACM, 2003. http://dx.doi.org/10.1145/3253435.

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Divoll, Kent. "Classroom Management in a New World: Post-COVID-19 Classroom Management Training." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2019337.

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Ivy, Kelly. "Theorizing Classroom Domain: Culturally Responsive Classroom Management in the Urban Mathematics Classroom." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2102295.

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Bola, Shakirat, and Nontuthuzelo Mhlanga. "RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT AND STUDENTS’ PERFORMANCE IN NIGERIAN PUBLIC SECONDARY SCHOOLS EXAMINATIONS." In The Global Conference on Research in Education and Learning. R&R Knowledge Solutions, 2022. http://dx.doi.org/10.56790/102.091022.

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The class or subject teachers used classroom management to describe the process of ensuring that classroom lessons run smoothly despite disruptive behaviour by students; it is also known as class control. This study examines the relationship between classroom management and students’ performance in public secondary schools’ examinations in Ado-Odo Ota Local Government Area, Ogun State, Nigeria. A field survey was carried out among the class teachers in some selected public secondary schools within Ogun State, Nigeria. A structured questionnaire was designed as an instrument for data collection from respondents. Eighty respondents were interviewed through the questionnaire. Pearson product-moment correlation statistics use in analysing the data. The result of the hypothesis test revealed that there is a significant relationship between classroom management and students’ performance in public secondary schools’ examinations. The study concluded that a variety of classroom management techniques will keep students organized, orderly, focused, attentive, on task, and educational productive during their examinations. The study further concluded that the government and stakeholders in the education sector should organize seminars or conferences that will train teachers on how to manage their classrooms perfectly without stress. Keywords: Classroom management, Performance, Teachers, Examinations, Students
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Gamarli, Saida, and Diana Ukleyn. "TEACHER ROLES IN CLASSROOM MANAGEMENT." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7465.

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This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. The teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners’ knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The participants’ responses provided supportive evidence and were fully consistent with this study
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Heckman, Sarah. "Session details: Paper - classroom management." In SIGCSE '13: The 44th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/3249883.

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Swan, Paul. "Teacher Empathy Practice in Australian Elementary Classrooms: Implications for Classroom Management." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445009.

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Reports on the topic "Classroom management"

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Root, Monica. The Effect of Teacher-Identified Classroom Management. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1543.

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Bailey-Ramos, Erica. Who Matters?: Effective Classroom Management Strategies for Multicultural Elementary Education. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.218.

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McElhaney, Kevin, Rochelle Urban, Danae Kamdar, Anthony Baker, KellyAnn Tsai, and Jeremy Roschelle. Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials. Digital Promise, May 2024. http://dx.doi.org/10.51388/20.500.12265/215.

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OpenSciEd curriculum materials and professional learning resources are Creative Commons licensed, freely available, and aligned with the Next Generation Science Standards (NGSS). This report offers direction to researchers, practitioners, policymakers, and developers by identifying OpenSciEd practitioners’ most urgent needs, the factors driving these needs, promising approaches for addressing these needs, and implications for OpenSciEd-enabled research. We gathered survey responses from 155 teachers and leaders and conducted focus group interviews with 28 of the survey respondents. Our analysis indicated three broad challenge areas related to district adoption and implementation, classroom enactment and engagement, and obtaining evidence of NGSS-based student outcomes. We also identified seven themes related to supporting OpenSciEd practitioners through research, development, and innovation: (1) access to and benefits of professional learning, (2) supporting teacher agency, collaboration, and management, (3) improving teacher capacity to enact OpenSciEd, (4) meeting students’ needs, (5) shifting classroom culture, (6) enabling formative assessment practices, and (7) access to assessment resources. Notably, professional learning and other supports for teachers appear to address root causes of many challenges experienced by practitioners. More generally, we see a need for research that would elaborate how adoption and implementation of OpenSciEd could drive system-level change in science education.
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Alcaíno, Manuel, Analia Jaimovich, Carolina Méndez, and Diana Vásquez. Open configuration options Government fragmentation and educational outcomes: evidence on the creation of municipalities in Chile. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0003977.

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We explore how government fragmentation affects public education provision by examining the case of Chile, which created 11 municipalities between 1994 and 2004. Using territories that sought, but failed to, achieve independence as controls, we find that schools in newly created municipalities, on average, experienced a standard deviation decline of 0.2 in elementary school mathematics performance. In addition, fragmentation led to a high turnover and increased job insecurity of classroom teachers and school management teams in newly created municipalities. In contrast, we found that reducing the size of the original municipalities school networks does not impact student outcomes or school personnel. Overall, our findings point to specific unintended educational effects of policies that seek to enhance horizontal decentralization.
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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
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Moore, Mark, and Marla Spivack. The Way Forward in Analyzing National Educational Systems: A Re-Considered View. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/110.

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Low- and middle-income countries around the world face a profound educational challenge. At stake in meeting this challenge is their ability to participate effectively in an increasingly interdependent global economy, society, and polity, and to meet many other goals set out in the International Declaration of Human Rights. Turning the current challenge into an important opportunity will, by definition, require significant improvements in the productivity of national education systems. Productivity changes on this scale require innovations at all three levels of the national systems: micro (classroom pedagogy), meso (school and district management), and macro (national politics and policy) levels. This paper sets out principles for designing a process initiated and supported at the national level that can animate, guide, and evaluate the varied innovations that will help national government meet their educational goals along a path that supports their economic, social, and political goals as well.
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina, and Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Agu, Monica, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. The Impact of Mentoring as a GMP Capability Building Tool in The Pharmaceutical Manufacturing Industry in Nigeria. Purdue University, December 2012. http://dx.doi.org/10.5703/1288284317447.

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Good Manufacturing Practices (GMP), a component of Pharmaceutical Quality Systems, is aimed primarily at managing and minimizing the risks inherent in pharmaceutical manufacture to ensure the quality, safety and efficacy of products. Provision of adequate number of personnel with the necessary qualifications/practical experience and their continuous training and evaluation of effectiveness of the training is the responsibility of the manufacturer. (World Health Organization [WHO], 2014; International Organization for Standardization [ISO], 2015). The classroom method of training that has been used for GMP capacity building in the pharmaceutical manufacturing industry in Nigeria over the years, delivered by experts from stringently regulated markets, have not yielded commensurate improvement in the Quality Management Systems (QMS) in the industry. It is necessary and long over-due to explore an alternative training method that has a track record of success in other sectors. A lot of studies carried out on mentoring as a development tool in several fields such as academia, medicine, business, research etc., reported positive outcomes. The aim of this study was to explore mentoring as an alternative GMP training method in the pharmaceutical manufacturing industry in Nigeria. Specifically, the aim of this study was to evaluate the impact of mentoring as a GMP capability building tool in the pharmaceutical manufacturing industry in Nigeria, with focus on GMP documentations in XYZ pharmaceutical manufacturing company located in South-Western region of Nigeria. The methodology comprised gap assessment of GMP documentation of XYZ company to generate current state data, development of training materials based on the identified gaps and use of the training materials for the mentoring sessions. The outcome of the study was outstanding as gap assessment identified the areas of need that enabled development efforts to be targeted at these areas, unlike generic classroom training. The mentees’ acceptance of the mentoring support was evident by their request for additional training in some other areas related to the microbiology operations that were not covered in the gap assessment. This result portrays mentoring as a promising tool for GMP capacity building, but more structured studies need to be conducted in this area to generate results that can be generalized.
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Silberstein, Jason. Should Communities Be Managing, Governing or Supporting Schools? A Review Essay on the System Conditions under Which Different Forms of Community Voice Can Improve Student Learning. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/141.

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There are many different potential roles that parents and communities can play within education systems. This essay reviews the different ways that parents and communities can exercise their individual and collective voice within local schools. It develops a typology to distinguish between three different forms of voice, and explores the enabling conditions in the wider system that each form of voice requires to improve student learning outcomes. The dominant form of voice in many current education systems is “school management”, which is commonly exercised through school management committees. The essay diagnoses how other parts of the system – the state, the bureaucracy, and teachers - have constrained school committees into playing a limited “school management” role. Because they are generally granted circumscribed responsibilities related to the day-to-day running of the school, school management committees have failed to make consistent, significant improvements to either school accountability or student learning. “School governance” is an alternative, stronger form of voice. “School governance” entails giving parents and community members greater latitude to determine the kind of education offered in local schools, somewhat analogous to how a board sets a vision and is owed justifications against results for major decisions made by an organization’s management. This would necessitate giving school governing bodies greater responsibility over setting the curriculum and choosing school leadership. Furthermore, since parents do not always or necessarily prioritize student learning from among other competing educational goals, focusing “school governance” on learning would also require strengthening the central state’s capacity to fulfill key responsibilities such as setting and measuring progress against learning standards. “School governance” would therefore face steep political and implementation challenges, and would have to be accompanied by parallel, government-led reform to other parts of the education system. The system conditions for parents and communities to play an effective “school governance” role are exacting. “School support” is a more modest but potentially more workable form of voice in many current systems. Where “school management” and “school governance” ask parents and communities to hold local schools accountable, the “school support” paradigm emphasizes actions that individual parents and community members can take in collaboration with teachers to directly support children’s learning. However, there are many cases where more parent and community involvement is not necessarily better. Parents and community members need specific, structured opportunities that complement good teaching in the classroom for “school support” to translate into improved learning outcomes.
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Moreno, Martín, Jesús Duarte, and María Soledad Bos. Quality, Equality and Equity in Colombian Education (Analysis of the SABER 2009 Test). Inter-American Development Bank, April 2012. http://dx.doi.org/10.18235/0010419.

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This Technical Note describes the learning inequalities faced by Colombian students and analyzes the equity in the allocation of resources among schools and their relation to learning. Using the SABER 2009database, the analysis demonstrates that there are high inequalities in students' academic results associated with their families' socioeconomic status, the type of school management, and the school's geographic zone. This relation is more important between schools than within a school, denoting a high degree of segregation of Colombian schools according to students' socioeconomic status. In terms of key school resources, there is a high inequity in their distribution with a clear disadvantage against schools with mostly poor students, as well as rural and public urban schools. This inequitable allocation of resources is associated with a greater risk of students achieving unsatisfactory SABER test results. The results of the multilevel model estimations, where the interaction between school factors and test results are jointly analyzed, indicate that better physical conditions, adequate connection to public services, a complete school day, the presence of rules in the classroom, minimal violence in schools, and greater teacher satisfaction are significantly related with higher probabilities of students achieving adequate test results. Improving these school factors, mainly among schools with poor students, has a great potential for increasing quality and equity of learning in Colombia.
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