Dissertations / Theses on the topic 'Classroom management – skills and strategies'
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Anderson, Winnie. "Perception of first-year teachers concerning the extent to which a mentoring program helps to establish efficacy with regards to organizational skills, effective classroom management skills, creative instructional strategies and strategies for retention intentions." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/47.
Full textGray, James. "Classroom disruption and social skills." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711592.
Full textWong, Chun-wai. "Evaluating the quality of communication skills in classroom management." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832967.
Full textHitt, Sara Beth, and false. "Multi-tiered Classroom Management Strategies for All Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4067.
Full textOrtman, James Francis. "Strategies to Teach Customer Service Skills." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3408.
Full textRyan, Kathleen M. "Teaching conflict resolution skills through literacy in an elementary classroom /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1598.html.
Full textThesis advisor: Ron Cassella. " ... in partial fulfillment of the requirements for the degree of Master of Science in Teacher Education." Includes bibliographical references (leaves 96-98).
Wong, Chun-wai, and 王鎮偉. "Evaluating the quality of communication skills in classroommanagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957511.
Full textRudisill, Lanie Jean. "Enhancing a Middle School Student's Self-Management Skills in the Classroom." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3044.
Full textStahnke, Rebekka. "Teachers’ Situation-Specific Skills With a Particular Focus on Classroom Management." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/23024.
Full textSituation-specific skills are an important part of teacher expertise and are particularly relevant in the area of classroom management. Against the background of general and classroom management-specific teacher competence and expertise research, this dissertation systematically synthesized previous findings and also investigated how novice and expert teachers differ in their skills with regard to classroom management. Study 1 summarized the state of research in a systematic review of 60 empirical studies, thereby identifying insights into teachers’ skills and their facilitation, as well as the conceptual frameworks of the studies. For Study 2 and Study 3, the skills of 20 novice and 20 expert teachers were examined using video clips that show events relevant to classroom management. Study 2 investigated format-specific expertise effects and, in particular, the skill of perception by using eye tracking methods. Experts were found to focus on students and their learning, while novices showed less pronounced skills, especially in the partner work format. Using teachers’ retrospective verbal analyses of classroom management events, Study 3 examined expertise effects with respect to teachers’ perception, interpretation and decision-making. Again, expertise was characterized by a focus on students. In addition, experts proposed more alternative courses of action than novices. In summary, it can be concluded that experts are superior to novices especially with regard to the skill of decision-making. Furthermore, the results indicate that more open formats of instruction are particularly challenging for novices. The relevance of the results is discussed with regard to general expertise and competence research as well as classroom management research. The studies point to theoretical ambiguities regarding the construct of situation-specific skills, as well as an overemphasis of previous research on behavioral management in whole-group instruction settings.
van, Luinen Edward. "Global leadership| Strategies and practices to develop intercultural skills." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139809.
Full textGlobalization is a transformational change phenomenon that is significantly and rapidly impacting today’s organizations, leaders, and people. In turn, the role of the global business leader has become quite complex, and Fortune 500 organizations are facing a dearth of global leaders capable of addressing today’s business leadership challenges. In response to this challenge, one particular strategy for developing global leaders focuses on building intercultural skills. However, given the complexity of their roles, global leaders may face difficulties in developing these skills. By first acknowledging these obstacles global leaders can then, through their work, develop effective strategies and practices in the intercultural domain. After some time spent working in their global roles, leaders may be in the best position to measure what intercultural strategies and practices are most effective. Once global leaders possess strong intercultural acumen, they can pass on their knowledge to emerging generations of leaders by recommending a number of strategies and practices that have proven effective in navigating the global business arena.
This study took a qualitative approach through semi-structured interviews of global leaders to gain a deeper understanding of the difficulties faced in developing intercultural skills. From that vantage point, the interviewees articulated strategies they have used to nurture these critical intercultural skills. Success measures for global leaders demonstrating applicable intercultural skills may include effective communication, team cohesion, and goal achievement. Other success measures were discovered as a result of this study. Collectively, these measures inform new strategies and tools to develop and coach future generations of emerging global leaders seeking to enhance their intercultural acumen.
Chan, Kam-man. "A study of the quality of classroom management strategies." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B3195604X.
Full textEaster, Joy. "Classroom management strategies for first year middle school teachers /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/JEaster2008.pdf.
Full textChan, Kam-man, and 陳錦文. "A study of the quality of classroom management strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3195604X.
Full textHitt, Sara Beth, and false. "Learning Strategies and Classroom Management to Support All Learners." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4064.
Full textKorgol, Caroline, and Nicolina Lindberg. "Strategies and activities used in the classroom for developing interaction." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27514.
Full textLilie, Ron. "Management Strategies in Elementary Inclusion Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5746.
Full textStahnke, Rebekka [Verfasser]. "Teachers’ Situation-Specific Skills With a Particular Focus on Classroom Management / Rebekka Stahnke." Berlin : Humboldt-Universität zu Berlin, 2021. http://d-nb.info/1236570251/34.
Full textConner, Niamh Kathleen. "Classroom Management Strategies as a Cornerstone of Elementary Teachers' Self-Efficacy." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1337.
Full textHenderson, Kalebra Henderson. "The Effect of Higher Education Classroom Management Behavior Strategies on Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2214.
Full textCriss, Caitlin J. "The Role of Goal Setting and Performance Feedback to Improve Teachers’ Classroom Management Skills." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618402354463067.
Full textJejo, Sara, and Sanaa Haji. "Teaching Strategies to Increase EFL Speaking Skills in a Communicative Learning Environment." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31617.
Full textHoward, Larissa Ann. "Comparing the Accept Identify Move Curriculum to Typical Classroom Behavior Management Strategies." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2507.
Full textSchultz, Jessica. "The effects of integrating engineering strategies in the science classroom on critical thinking skills of my students." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/schultz/SchultzJ0811.pdf.
Full textWood, John Paul. "Classroom Strategies and Techniques from the Experiences of Veteran Art Educators." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/29.
Full textGonzalez, Tiphanie. "Training professional school counseling students to facilitate a classroom guidance lesson and strengthen classroom management skills using a mixed reality environment." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4903.
Full textID: 029809443; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 176-187).
Ph.D.
Doctorate
Education
Yu, Lai-wah. "A study of strategies adopted by student-teachers of the Hong Kong Institute of Education in classroom during their teaching practice." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778099.
Full textHenry, Alexis. "An Evaluation of Behavioral Skills Training on Parent Implementation of Behavior-Management Strategies." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2425.
Full textEvans, Vernessa. "An Evaluation of CHAMPS for Classroom Management." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2637.
Full textBanks-Hall, Regina L. "Exploration of Leadership Skills for Organizational Strategy Execution." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4035.
Full textDroomer, L. "Preventative strategies to ensure optimal managerial functioning." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50424.
Full textENGLISH ABSTRACT: In today's fast and highly competitive business environment, every manager is placed under increasing pressure. Managers are being confronted on a daily basis with situations where their management skills are tested to the utmost and critical decisions need to be made. These decisions are not always to everybody else's approval. In order to conquer these trying situations, it is necessary for every manager to equip himself by strategically planning how he is going to handle these situations. This study aims to present these critical managerial areas in a practical functioning model. From this model, certain levels indicating the different aspects having an influence on managerial performance, as well as their build-up, are discussed. In the various levels of the model, the possible tools enabling the manager to prepare himself, is presented through questionnaires, processes and models of self examination. Hereby every manager can preventatively plan and prepare himself to avoid personal stress and underperformance. The processes will support optimal managerial performance. The awareness of the different areas, as well as the use and application of the models, will enable every manager to identify areas of weakness in his personal performance. The importance of every area, as well as possible aspects to be kept in mind, is discussed in this study. As one can1 truly separate work and personal life, the tools proposed in this study will also greatly benefit personal development in every facet of life.
AFRIKAANSE OPSOMMING: In die hedendaagse snelveranderende en hoogs kompeterende bestuursomgewing word al hoe meer eise aan bestuurders gestel. Hulle word daagliks gekonfronteer met verskeie toetse en situasies, waartydens die mondering van bestuurders tot die uiterste getoets word en moeilike besluite geneem moet word. Hierdie besluite dra dan ook nie altyd almal se goedkeuring nie. Ten einde hierdie eise baas te raak, is dit nodig dat bestuurders hulleself moet toerus deur strategies hiervoor voor te berei. Hierdie studie het dus die doelwit om hierdie toerustingsareas in 'n praktiese funksionele model saam te stel. Vanuit hierdie model word die verskillende vlakke van toerusting, sowel as die opeenvolging daarvan bespreek. In die verskillende vlakke van die model word die moontlike toerusting wat elke bestuurder self kan volg uitgewys in die vorm van vraelyste, prosesse en stappe van selfondersoek. Hieruit kan elke bestuurder voorkomend strategiese beplanning en voorbereiding aanpak, sodat moontlike persoonlike spanning en wanprestasie verhoed kan word. Die prosesse sal bestuursprestasie tot die maksimum ondersteun. Die bewusmaking van die verskillende areas, asook die gebruik en die toepassing van die modelle, sal elke bestuurder in staat stel om leemtes in persoonlike prestasie te identifiseer. Die belangrikheid van elke area sowel as moontlike aspekte wat in elke vlak in gedagte gehou moet word, word Iydens die studie bespreek. Aangesien dit bykans onmoontlik is om 'n mens se beroepslewe en persoonlike lewe te skei, sal die hulpmiddels wat die dokument voorstel ook tot groot voordeel wees van persoonlike ontwikkeling in elke faset van die lewe.
Funk, Kristin Marie. "Effects of Teacher Consultation on Evidence-Based Classroom Management Strategies: Teacher and Student Behavior." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216543.
Full textPh.D.
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 and burnout for teachers (Smith & Smith, 2006) as well as less instructional time, lower grades, and poorer performance on standardized tests for students (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). When teachers are charged with managing their own classrooms in the field, they are often inadequately prepared (Bergeny & Martens, 2006) and professional development workshops and inservices on classroom management are often ineffective (Allen & Forman, 1984, Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). The focus of the current study was to evaluate the effectiveness of a checklist of evidence-based classroom management strategies both by itself and coupled with feedback and an action plan. Effectiveness was measured by the percentage of strategies from the checklist that were implemented by the teacher as well as the percentage of disruptive behavior by students in the classroom. The checklist consisted of 17 evidence-based classroom management strategies that were divided into three areas: Beginning of Class; During Instruction; and Responding to Student Behavior. The study consisted of four conditions: Baseline; Checklist; Checklist, Feedback, and Action Plan; and Maintenance. During the Checklist condition, the investigator and teacher read through evidence-based classroom management strategies on the checklist and reviewed examples and non-examples of the strategies. During the Checklist, Feedback, and Action Plan condition, the investigator and teacher reviewed the graphed data on the teacher's use of the strategies during Baseline and Checklist conditions. After reviewing the data, the teacher and investigator identified a maximum of three strategies from the checklist to implement and an action plan for how to implement those strategies was created. Then, after each observation, a checklist scored by the investigator was given to the teacher. During Maintenance, the teacher no longer received a scored checklist following the observations. Three elementary, self-contained classroom teachers of students with emotional and behavioral disorders participated in the study. During Baseline, the teachers used an average of 20% to 30% of the evidence-based classroom management strategies and the percentages of disruptive behavior ranged from an average of 60% to 90%. During the Checklist condition, the level of the data immediately increased for percentage of strategies used and the level of the data for disruptive behavior decreased, for two of the teachers. The changes in level for both percentage of strategies used and percentage of disruptive behavior, however, did not remain. One teacher returned to baseline levels for both percentage of strategies used and percentage of disruptive behavior. The other teacher showed a slight increase from baseline levels for percentage of strategies used, but the percentage of disruptive behavior returned to baseline levels. For the third teacher, no significant change in level was observed for percentage of strategies used and percentage of disruptive behavior. All three teachers, however, demonstrated increased use of the strategies and decreased percentages of disruptive behavior, when the checklist was coupled with feedback and an action plan. From Baseline to the Checklist, Feedback, Action Plan condition, the average percentages of strategies used were: Teacher A, 24% to 93%; Teacher B, 23% to 93%; and Teacher C, 33% to 88%. During Maintenance, Teacher A used an average of 92% of evidence-based classroom management strategies and Teachers B and C used 94% of evidence-based classroom management strategies. From Baseline to Maintenance, the average percentages of disruptive behavior were: Teacher A, 76% to 17%; Teacher B, 91% to 13%; and Teacher C, 64% to 12%. All three teachers found the intervention to be acceptable. Specifically, the teachers reported that: this intervention would be beneficial and appropriate for a variety of students; they were likely to use this intervention in the future; they liked the procedures used; and they were more likely to stay in their current teaching position after using this intervention.
Temple University--Theses
Taylor, Cynthia Lynn. "Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3283.
Full textChan, Pui-yee Pearl. "An investigation into the questioning strategies employed by novice and expert secondary school teachers." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709442.
Full textEvans, Marianne Bristow. "The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7157.
Full textRichter, Mary M. "The relationship between principal leadership skills and school-wide positive behavior support an exploratory study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4443.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 6, 2007) Includes bibliographical references.
Martin, Pamela Ann. "From small acorns : the positive impact of adopting simple teacher classroom management strategies on global classroom behaviour and teacher-pupil relationships." Thesis, Bangor University, 2009. https://research.bangor.ac.uk/portal/en/theses/from-small-acorns-the-positive-impact-of-adopting-simple-teacher-classroom-management-strategies-on-global-classroom-behaviour-and-teacherpupil-relationships(5055fd8a-7219-493f-acff-514cac7b6f36).html.
Full textFrantz, Rebecca. "Coaching teaching assistants to implement naturalistic behavioral teaching strategies to enhance social communication skills during play in the preschool classroom." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23117.
Full textBarrientos, Piñeiro Claudio, García Patricia Silva, and Marcos Serafín Antúnez. "Management skills to promote participation families in basic schools." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/116978.
Full textEl presente artículo aporta conocimiento acerca del estado de la cuestión sobrecompetencias directivas y dinámicas que circundan el desempeño de los directoresde escuelas en torno a la promoción de la participación. Utilizando un enfoquecualitativo y una metodología de estudio de caso se obtuvieron resultadosque evidenciaron prácticas y estrategias de promoción tradicionalistas, conimplicación pasiva de las familias, con niveles mínimos de participación. El haciala empatía, confianza y el hacer dialógico, lo que merma el compromiso de lospadres por participar en las escuelas. Se destaca la importancia que se le concedea las habilidades sociales, cualidades personales y valores que deben movilizar losdirectivos para promover adecuadamente la participación padres y la comunidad.
Este artigo fornece o conhecimento sobre o estado de coisas sobre as políticas edinâmica que envolve as habilidades de desempenho de diretores de escolas sobrea promoção da participação. Usando uma abordagem qualitativa e metodologiado Estudo de Casos resultados mostraram práticas tradicionalistas e estratégias depromoção, participação passiva de famílias, com níveis mínimos de participaçãoforam obtidos. O desempenho da gestão é apresentada restritiva fraca presença deatitudes em relação à empatia, confiança e fazer dialógica, enfraquecendo assimo compromisso de participação dos pais nas escolas. A importância que atribuiàs habilidades sociais, qualidades e valores pessoais que devem mobilizar gestorespara promover adequadamente pai e participação da comunidade é enfatizada.
Kramer, Barton Hale. "Improving classroom management skills in secondary school classrooms through the use of limit-setting, an incentive system, and structured teaching." Diss., This resource online, 1986. http://scholar.lib.vt.edu/theses/available/etd-09042008-063723/.
Full textMitchell, Michelle. "Teacher Self-Efficacy and Classroom Managment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7701.
Full textMancini, Joseph A. "Student Discipline Strategies| Practitioner Perspectives." Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637843.
Full textThis applied dissertation presented a mixed method design to gain a broader perspective of the perceptions of classroom management practitioners within a particular school district. Many teachers, or practitioners, experience issues with classroom management because of their understanding of strategies they use. Because of the researcher’s position within the education system, it was recognized practitioners are mandated to utilize specific classroom management strategies. As such, the study was designed to glean the perceptions of these practitioners in relation to the misunderstandings and mandates related to the strategies dealt with on a daily basis.
The perspectives gleaned afforded opportunities to generate statistical data. The last question presented to the study participants allowed each participant to express his or her ideas, related to the questionnaire or otherwise, in any way they saw fit. The analysis of the study took into consideration the open response comments as they pertained to the statistical data generated.
Findings revealed the most favorable, as well as most effective, strategies as perceived by actual practitioners. Practitioners also expressed their opinions indicating their displeasure regarding mandated classroom management strategies commonly referred to as Office Referrals. Practitioners indicated they perceived revoking student privileges, placing students in time-out areas, and utilizing counseling services as more effective when choosing strategies relative to managing their classrooms.
Hobson, Mary A. "Exploring the Financial Management Skills of Independent Rock Bands." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1969.
Full textCoetzer, Zanie. "The impact of classroom management duties on the discipline of grade two learners / Zanie Coetzer." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8520.
Full textThesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011
Zondi, Zithulele. "The management of classroom behaviour problems in secondary schools." Thesis, 1997. http://hdl.handle.net/10530/639.
Full textLiterature and research studies have widely identified and documented the need for teachers to acquire classroom management skills and strategies in order to handle classroom behaviour problems. Teachers perceive classroom management as one of the major problems of concern in their teaching. The lack of South African literature and research on classroom management to assist teachers renders the problem of dealing with classroom behaviour problems more serious. This research investigation rests on the premise that teachers experience classroom behaviour problems which they have difficulty in managing. Teacher education institutions fail to cover the subject and subsequently teachers lack adequate skills, knowledge and taming in classroom management. This affects the teaching-learning process and places a challenge on the teachers to establish an effective teaching and learning environment. The study revolves around the following research problem: How do secondary school teachers manage classroom behaviour problems? In order to place this study in its proper perspective relevant literature on classroom management was analysed. The review of literature provided a focus on principles of managing classroom behaviour problems as the framework on which this study is based. The study adopted the qualitative approach. Classroom behaviour problems are readily observable under their natural settings and how teachers handle classroom behaviour problems rests on the circumstances from which they emanate. Observations and interviews were conducted in two secondary schools which are situated at KwaDlangezwa and eSikhawini in KwaZulu-Natal to observe how teachers handled classroom behaviour problems as they naturally occured and how they perceive their management of classroom behaviours. The findings of the study revealed that there were classroom behaviour problems that were common to most teachers and there were those classroom behaviour problems that were unique to individual teachers. The findings also revealed that most teachers were inadequately, if not at all, trained in handling classroom behaviour problems. This eventually made them to rely more on their intuition than on strategies and techniques that may have been identified as being helpful in minimising classroom disruptions. The teachers were aware of their inadequacies but lacked proper guidance. The researcher concluded the study by making recommendations such as introducing classroom management in teacher education curricular, inservice training for teachers, further research on managing classroom behaviour problems in the South African context, workshops to be organised for teachers by experts, and the department of education to formulate a working document that will form a framework on how teachers can deal with classroom management problems. Lastly, it is highly recommended that teachers approach their duties professionally and respectfully so as to eliminate some if not all classroom behaviour problems.
Jacobs, Jacqueline Rose. "Strategies to address auditory perceptual deficits in a school of skills in the northern suburbs of Cape Town." Diss., 2016. http://hdl.handle.net/10500/23195.
Full textInclusive Education
M. Ed. (Inclusive Education)
Van, der Merwe Petro. "Implementering van 'n skoolgebaseerde sosial-emosionele program as strategie teen misdaad en geweld." Diss., 2009. http://hdl.handle.net/10500/3102.
Full textThis study, which was undertaken within a qualitative and quantitative methodological framework, is a collaborative action research project that focuses on the impact of emotional intelligence (EI) teaching in the classroom as intervention to prevent the inappropriate behaviour of learners that could lead to violence and crime. The study also concentrates on how action research can enhance the educator’s teaching practices. The objective was to prevent learners from misbehaving by implementing EI as a teaching strategy in the classroom on the basis of various definitions and models of EI. This research project also explored the coordinated and integrated management of positive learner behaviour, overall school development and the management of a culture of positive behaviour. The empirical study concludes that there is a correlation between EI teaching methods and learners’ behaviour. In view of the fact that the use of EI in the classroom can prevent the inappropriate behaviour of learners it can therefore be regarded as preventative discipline.
Psychology
M.A. (Sielkunde)
Huang, Mei-Yu, and 黃美瑜. "A Study of the Relationship among Classroom Management Belief, Parental Involvement, and Classroom Management Strategies for the Elementary Classroom Teachers." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/94tr2n.
Full text臺北市立大學
心理與諮商學系心理與諮商教學碩士學位班
107
The purpose of this study aims to investigate the relationship among classroom management belief, parental involvement, and classroom management strategies. With the use of questionnaire survey, the author used the following questionnaires: (a) The classroom management belief scale, (b) parental involvement scale, and (c) classroom management strategy scale. These scales were administered to 512 New Taipei city elementary classroom teachers. The statistical analyses included descriptive statistics, t-test, ANOVA, Pearson’s product-moment correlation, and simple linear regression analysis using statistical software SPSS 20. The results are summarized as follows: 1.The teachers performed better in interactive beliefs, and followed by open-mind beliefs, authoritative beliefs, and laissez-faire beliefs in classroom management beliefs. 2.The level of awareness of parental participation is moderate. 3.Class management strategies of the elementary classroom teachers is in good condition. 4.There are significant differences in classroom management belief for gender, service years, and school sizes. There are significant differences in parental participation for service years and grades. There are significant differences in classroom management strategies for gender, service years, and grades. 5.Interactive beliefs and open mind beliefs are lowly and positively correlated with parental involvement. Laissez-faire beliefs are negatively correlated with parental involvement. 6.There is a significant correlation between the elementary school teachers’ classroom management beliefs and the classroom management strategies. 7.There is a significant positive correlation between parental involvement and class management strategies. 8.Classroom Management beliefs has significant effect on class management strategies. 9.The parent-teacher communication of the parental participation has a significant positive influence on the class management strategies.
(8782520), Sabrina Leigh Perez. "Trauma-Informed Strategies for the Classroom." Thesis, 2020.
Find full textChen, Mimg-Chih, and 陳銘志. "A Study of the Relativity of Classroom Management Strategies." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/81464264386321681465.
Full text國立東華大學
教育行政與管理學系
101
This study investigated the relativity of classroom management strategies and zero corporal punishment among elementary school teachers in Yilan County. The study tool was self-made questionnaires on the relativity of classroom management strategies and zero corporal punishment among elementary school teachers. The subjects of this survey were homeroom teachers in elementary school in Yilan County in academic year 2011-2012. Stratified random sampling was exploited. The survey was administered to 409 elementary school teachers in Yilan County. 404 copies were obtained, and 400 of them were valid. The collected data were analyzed using methods including t-test, one-way ANOVA, Pearson product moment correlation, and regression analysis through SPSS(Statistical Package of Social Science) for Window 12. The findings of the study were as follows: 1. Elementary teachers’ classroom management strategies in Yilan County is currently in good condition. According to survey results, “classroom environment management” scored the highest performance rating. 2. Elementary teachers’ zero corporal punishment attitude in Yilan County is currently in good condition. According to survey results, “ zero corporal punishment coping strategies” and “zero corporal punishment cognition” scored the highest performance rating. 3. There were significant differences in the teachers’ classroom management strategies based on gender. On average, female teachers scored higher in this category than male teachers did. 4. There were also significant differences in the teachers’ zero corporal punishment attitude based on teaching experiences. On average, senior teachers tended to score higher than junior teachers in this category. 5. There was a significant positive correlation between classroom management strategies and zero corporal punishment among elementary school teachers. There was insignificant correlation between classroom environment management and zero corporal punishment attitude, but others were low correlation. 6. Teacher-parent relationship management strategies can effectively predict zero corporal punishment. Based on research conclusions, this study also proposed suggestions as a reference for education administrative institutions and future researchers. Keywords: elementary school teachers, classroom management strategies, zero corporal punishment
Soo, Yeen-Ting, and 蘇彥寧. "The Practices and Effective Strategies of Kindergarten Classroom Management." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/33739784547202995043.
Full text國立新竹教育大學
幼兒教育研究所
100
Abstract This research uses questionnaire and a small scale interview to explore experienced kindergarten teachers’ views on classroom management, including what rules and procedures they set in classrooms, the strategies they use to support children in learning these rules and procedures, and how effective these strategies were. A self-designed questionnaire were distributed to 223 teachers who worked in Public and Private kindergartens in Hsinchu and Taichung that were accredited as Practicum Kindergarten with National Hsinchu University of Education. Valid responses were 168 (about 75%), excluding void answers and teachers who has less than three years teaching experiences. Six teachers were interviewed after they completed the questionnaire. Research findings were as follows: 1. Before semester begins, almost all teachers emphasized a “ready environment” is necessary for young children, both new and old, to learn classroom rules and procedures. 2. The most frequently applied classroom procedures are “going to toilet” “washing hands” to improve children’s personal hygiene; “morning chores” “meals” “using teaching materials” to assist children’s self-care, responsibility, and respecting self and others rights. 3. The main classroom rules and essential classroom rules are mostly applied according to characteristics of classroom activities. 4. Teachers would use different strategies, including “People”, “Event” and “Object” strategies, to support children following classroom rules and procedures in different time slot to promote learning. 5. To be effective, “People” strategies should be built on shared-views, explicit goals, exact execution, keep track of children’s progress, and gentle but firm attitude. 6. To be effective, “Event” and “Object” strategies need to be close to children’s learning characteristics and experiences, to provide meaningful clues and manipulations. 7. Teachers tend to use “People” strategies more than “Event” and “Object” strategies. However, they also rate ‘People’ strategies less effective than “Event” and “Object” strategies. Suggestions for kindergartens teachers and further studies are provided. Keywords: Experienced Teachers, Classroom Management, Rules, Procedures, Environmental Support, Effective Strategies