Tesis: "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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3

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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4

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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5

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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6

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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7

Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко y 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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8

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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9

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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10

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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11

Yasar, Seda. "Classroom Management Approaches Of Primary School Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.

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This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables on classroom management approaches of teachers. Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers&rsquo
management approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.

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12

Pitsoe, Victor Justice. "A conceptual analysis of constructivist classroom management". Thesis, Pretoria : [s. n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05202008-171501.

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13

RODRIGUES, MARISA DE ALMEIDA. "CLASSROOM MANAGEMENT AT A QUALITY PUBLIC SCHOOL". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18524@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O estudo sobre as práticas docentes em sala de aula e a dinâmica da relação professor/aluno tem sido de fundamental importância para uma melhor compreensão do que acontece na escola. Diversas pesquisas têm mostrado o impacto de tais práticas nos resultados das avaliações padronizadas nas escolas. Esta dissertação se insere na investigação do SOCED/PUC-Rio – Contextos Institucionais e a Construção da Qualidade de Ensino na Educação Básica e investiga as práticas docentes de uma escola municipal do Rio de Janeiro com resultados na Prova Brasil acima da média da rede. Foram analisados dados de um survey realizado com professores, alunos e pais do 9º ano e respostas dos docentes do 2º segmento do ensino fundamental a um questionário sobre suas práticas docentes em sala de aula. Além disso, foi realizada a observação de aulas e entrevistados sete professores. Os resultados mostraram a relevância do estabelecimento de consensos coletivos sobre as regras disciplinares e das rotinas de verificação de tarefas de casa. Verificou-se que tais práticas de gestão de sala de aula como um ambiente propício à aprendizagem são mais frequentes e consolidadas no grupo de professores com mais experiência e há mais tempo na escola, que contam também com considerável apoio da direção da escola. Estes professores são também os que mais investem na relação com suas turmas, procurando envolver a maioria dos alunos na gestão do processo de ensinoaprendizagem e na manutenção das regras coletivas de convivência e disciplina, mobilizando assim mecanismos facilitadores da aprendizagem.
The study on teachers’ practices in the classroom and the teacher/student relationship dynamics has been quite important for a better understanding of what happens in the school. Various researches have shown the impact of such practices in the results of the standardized evaluations. This study investigates teachers’ practices at a municipal school in Rio de Janeiro, whose results at external evaluation are above the average of the city’s school system. Data has been collected through a survey carried out with teachers, pupils and parents of 9º year, 2nd segment of Elementary school teacher’s answers to a questionnaire on their classroom practices. Moreover, classes were observed and teachers interviewed. The results have shown the relevance of establishing collective consensuses on discipline rules and the checking routines on homework. These practices of classroom management that turn out to be valuable to create a facilitating environment for learning were more frequent and consolidated in the group of teachers with more experience and that work in the school longer, who have considerable support of the school principal. These teachers are the ones that invest more in the relation with their classes as well, trying to involve the majority of the pupils in the management of the teaching-learning process and in the maintenance of the collective sociability rules and discipline, mobilizing thereby mechanisms that tend to facilitate the learning process.

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14

Woods, Sean A. "Classroom Management| Beginning Teachers' Perceptions of Preparedness". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027099.

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Classroom management has been the focal point of many different studies and research projects. Unfortunately, it has also been cited as one of the top three reasons teachers leave the field of education not only today, but for the last 40 years (Berry, 2010). There is a need for an understanding of the implications of past classroom management research trends, styles, and strategies that are popular but have not worked in the past. Realizing further research in teacher training programs was needed, this study included examinations of perceptions of teachers about how well prepared they were for the classroom environment, how effective they felt when dealing with issues in the classroom, and what teachers feel prepared them most to handle classroom management issues. To collect data, a mixed method study was conducted. A quantitative survey was used to gather perceptions of teachers using a Likert scale. A qualitative interview was conducted to gather perceptions of teachers, and a custom matrix was used to record responses from interview transcriptions. To validate data from the survey and interview, a literature review was compiled and compared to survey and interview results. Findings indicated mentoring and feedback from mentors and administrators helped teachers to feel better prepared for classroom management. Teachers felt more prepared for classroom management after their first year of teaching and after accepting their first job than they did prior to teaching, and those who had prior life experiences outside of teaching felt more prepared than those who did not. Likewise, engaging lessons and positive teacher and student relationships helped teachers to feel more effective in handling classroom management issues.

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15

Sharp, L. Kathryn. "Motivation and Management in the Differentiated Classroom". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4278.

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16

Root, Monica Rose. "The Effect of Teacher-Identified Classroom Management". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1544.

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The framework of this study was monitoring classroom management strategies and student behaviors in the classroom, then providing strategies and feedback to increase effective classroom management and decrease problem student behaviors. There were 15 evidence–based practices that were researched and used in the study. Specifically teachers were asked to focus on 5 of them. These practices were: using 5 positive feedback comments to 1 negative comment; having classroom rules and expectations that were posted, taught, practiced, consistent, and positively reinforced; using an attention getting cue that had been taught, practiced and positively reinforced; having continuous active supervision including moving and scanning; and managing minor problem behaviors positively, consistently and quickly. Teachers filled out a self–assessment tool on how well they think they implemented these strategies in the classroom, and then received coaching sessions on how to use them more effectively in the classroom. These coaching sessions were given throughout the study as teachers had days where they needed positive reinforcement themselves. The results of these coaching sessions and the use of the strategies are presented in this study.

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17

Evans, Vernessa. "An Evaluation of CHAMPS for Classroom Management". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2637.

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Teacher education programs focus on preparing teachers to instruct students, but they usually do not focus on preparing teachers to manage students’ behavior, which may prevent teachers from providing effective instruction. This project study evaluated a classroom behavior management model, CHAMPS, designed to help teachers manage student behavior so they can focus their time and energy on instruction and student success. Positive Behavior Systems (PBS), used in the field of behavioral management, served as the theoretical foundation for this study. The evaluation design followed Stufflebeam’s (2003) Context, Input, Process, and Product (CIPP) by employing the outcome-based approach, which evaluated the extent to which a program is meeting predetermined outcomes and objectives. The open-ended research questions explored whether the classroom management system accomplished its goal of guiding teachers in making effective decisions about managing behavior. Data were collected from a researcher-created qualitative questionnaire and phone interviews from a purposeful sample of 7 elementary school teachers who attended all 5 CHAMPS training sessions and who implemented CHAMPS strategies in their classrooms. Qualitative data were open coded and reoccurring themes including connections, support, structure, teach, and model were identified and interpreted for meaning. The findings indicated that CHAMPS, as a model for classroom management, successfully guided these participants in making effective decisions about managing students’ behavior. This study may contribute to a greater understanding of effective classroom management strategies and awareness of classroom behavior management issues for teachers, administrators, and district stakeholders.

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Rusk, Robert Brian. "A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions". Thesis, Grand Canyon University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10015230.

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This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive Behavioral Interventions and Support (PBIS) classroom discipline referrals versus those who had a low number. The phenomenon studied was how the classroom management practices and culture that the teachers developed in their classroom influenced the effectiveness of management of their students. Triangulation of data involved using teacher interviews, classroom observations, and classroom artifacts. Four research questions framed this study. Two models providing the theoretical foundation included Sugai and Horner positive behavioral support (PBS) and Edgar Schein’s model of culture. Two of the themes emerged as significant in advancing knowledge of teachers’ classroom management. First, in the area of teachers’ perception of classroom management, the teachers with high level of classroom referrals and those with low level of classroom referrals perceived that they had effective classroom management practices. Second, teachers with a low number of referrals appeared to take a more holistic approach to classroom management, while teachers with a high number of referrals used a more traditional approach to classroom management. Additional qualitative and quantitative research should further explore the effectiveness of a holistic classroom management model versus a more traditional classroom management model.

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Serakwane, Jane Mathukhwane. "Establishing discipline in the contemporary classroom". Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-07222008-115350/.

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Wong, 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.

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Dayton, Jennifer. "Student perception of behavior management systems /". Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Chauke, Margaret. "The management of inclusive education in the classroom". Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05222008-085029/.

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Nwokolo, Okey Martins. "Classroom Management Self-Efficacy in Elementary School Counselors". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102219.

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The Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards specifically require school counselors to be competent in the use of effective classroom management strategies, differentiated instruction, and in designing school counseling core curriculum. While the existing inquiries have contributed significantly to the school counseling knowledge base regarding classroom management, our field lacks adequate research specific to the classroom management self-efficacy of elementary school counselors. This quantitative study utilized the School Counselor Self Efficacy Scale, the Teachers' Sense of Efficacy Scale, and a demographic questionnaire to collect data from a cross-section of elementary school counselors working in Virginia public schools. Differences in elementary school counselors' self-efficacy in classroom management were examined across the following variables: (a) working in schools with a recognized ASCA model program (RAMP) designation, (b) working in a setting that uses school-wide positive behavioral interventions and supports (SWPBIS), (c) prior teaching experience, and (d) years of counseling experience. Analysis showed that elementary school counselors working in schools that participated in SWPBIS had significantly higher classroom management self-efficacy than did school counselors working in schools that did not implement SWPBIS. Surprisingly, elementary school counselors in schools designated as RAMP had significantly lower classroom management self-efficacy than those working in schools without RAMP status. No significant differences in classroom management self-efficacy by years of counseling experience or prior K–12 teaching experience were evident. Implications of these findings are discussed.
Doctor of Philosophy
Well-managed classrooms make it easier for school counselors to effectively deliver school counseling core curriculum (SCCC) to address the social, personal, academic, and career-related needs of a large number of students at a time. Questions have been raised regarding factors that influence the performance of school counselor roles, and a number of researchers have reported counselor self-efficacy, a person's belief in their ability to execute behaviors necessary to produce specific performance, as critical for effectively carrying out school counseling tasks. While existing inquiries have contributed significantly to the school counseling knowledge base regarding classroom management, little is known about the classroom management self-efficacy of elementary school counselors. The purpose of this quantitative research study was to explore the classroom management self-efficacy of elementary school counselors delivering SCCC lessons in Virginia schools. Data were collected using the School Counselor Self-Efficacy scale, the Teachers' Sense of Efficacy Scale, and a demographic questionnaire. Findings showed that classroom management self-efficacy scores differed among elementary school counselors working in schools that implement school-wide positive behavioral interventions and supports (SWPBIS) compared to those working in non-SWPBIS schools. Similarly, classroom management self-efficacy levels differed among counselors working in schools with recognized ASCA model program (RAMP) designation and counselors working in non-RAMP designated schools. Elementary school counselors who received training in classroom management had higher classroom management self-efficacy scores compared to those who did not receive training in classroom management. No significant differences were found in classroom management self-efficacy by years of counseling experience or prior K–12 teaching experience.

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Hitt, Sara Beth y false. "Multi-tiered Classroom Management Strategies for All Students". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4067.

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Ho, Wai-chun. "The effects of applied behavior analysis on on-task behaviour and quality of work in a local primary school". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183697.

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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.

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Kaliska, Patricia. "A comprehensive study identifying the most effective classroom management techniques and practices". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002kaliskap.pdf.

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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.

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Leung, Chi-mei Doris. "Differences between teachers with promotion and prevention focus in managing student classroom behaviors". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791248.

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Easter, Joy. "Classroom management strategies for first year middle school teachers /". [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/JEaster2008.pdf.

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Chan, Kam-man y 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.

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Chow, Yuen-chu Marie y 周婉珠. "A behavioural approach to classroom management at secondary level". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956373.

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Carotenuto, Maria Rosaria. "Pupil misbehaviour and classroom management : the impact of congruence". Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/197497/.

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Pupils’ misbehaviour has been attracting the attention of media, educators and policy makers in many countries over the past several decades. The literature on the subject is extensive and ranges across different disciplines, foci and methodologies. However, the call for new understanding is still strong, as the interest in the topic seems not to abate. The present study adds to the literature by exploring how secondary school teachers manage incidents of minor misbehaviour in class. A case study methodology has been used, including classroom observations and interviews of six subject teachers, teaching the same year 8 bottom-set class, within one comprehensive secondary school. A third source of data is constituted by relevant school documents. Analysis of the six cases suggests a theory (the Congruence Hypothesis), which might explain why some teachers are more effective than others in tackling minor misbehaviour in school. Relying on evidence from the data, the hypothesis suggests that, among the many factors influencing pupils' behaviour, a significant element is the degree of congruence between the teachers' belief system, their classroom conduct and the school culture. The theory builds upon a social ecological perspective – which considers the individual, organization, community, and culture as spheres nested into one another like Russian dolls (Bronfenbrenner, 1979) - and takes into consideration two of those spheres: the individual (called the personal congruence level) and the organization (the institutional congruence level). It is hypothesized that the more the teachers are congruent at both personal and institutional level, the less likely it is that pupils will engage in minor misbehaviour. The concept of congruence finds sparse application within the educational field and makes almost no appearance in the area of pupils' misbehaviour. Consequently, the thesis can be considered as pioneer work. However, the aim of the study is not to present a definitive statement, but to put forward a model that could serve as a framework for further reflection and understanding. The findings are a useful addition to the knowledge-base relating to effective teaching on matter of classroom behaviour management. Potentially they have implications for a range of stakeholders in both the informal and formal educational sectors, ranging from teachers and school leaders to governors, teachers' trainers and policy makers

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Victor, Kelly R. "Identifying Effective Behavior Management in the Early Childhood Classroom". Cedarville University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1127229041.

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Nyarambi, Arnold. "Effective Classroom Management: The First Six Weeks of Teaching". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8240.

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Kelley, Dixon Juanita E. "Teacher Emotional Intelligence and Best Practices for Classroom Management". Thesis, Brandman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10973003.

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Purpose. The purpose of this phenomenological study was to understand how middle school teachers describe their use of the four elements of emotional intelligence (self-awareness, self-management, social awareness, and relationship management) to reduce student behavioral referrals. In addition, it was the purpose of this study to discover the barriers and benefits to teacher use of the elements of emotional intelligence (EI).

Methodology. This study utilized a qualitative approach to understand how middle school teachers describe their use of the four elements of EI to reduce student behavioral referrals. In addition, a qualitative approach was utilized to discover the barriers and benefits to teacher use of the elements of EI. A sample of middle school teachers from San Bernardino and Los Angeles Counties participated through in-depth interviews. The data were coded to describe similarities and differences in perceptions of how participant teachers described their use of the four elements of EI to reduce the number of written office referrals.

Findings: Analysis of interview data resulted in 13 themes. Nine key findings were identified based on the frequency of references by study participants. Building relationships with students was considered important, building trust between teacher and student is important as well as establishing structure in the classroom and clear oral and written communication. Reported benefits of EI included better relationships with students, higher levels of student engagement, and more trusting relationships. Reported barriers included student home lives and limited training for EI.

Conclusions: The 9 key findings were summarized as 5 conclusions. Teachers in this study stressed the importance of building relationships, using the four skills of EI to build better relationships, engaging students through EI, and establishing trust with students. Teachers also need additional training to hone their EI skills.

Recommendations: Further research of outlier teachers at all grade levels across the U.S. should be conducted.

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37

Hitt, Sara Beth y false. "Learning Strategies and Classroom Management to Support All Learners". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4064.

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38

Hadley, Barry J. "Matchmaker plus: Information management tool at a classroom level". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1066.

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This project will show how a computer-based information management system can be used by elementary school teachers. Using a desktop database manager software, FileMaker Pro, this project will describe how technology can help a classroom teacher manage information through an application model.

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39

Corrie, Loraine Frances. "Pedagogical knowledge and classroom practice : teachers' management of a disruptive classroom behaviour, talking out of turn". Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020201/.

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This study investigates teachers' management of a disruptive classroom behaviour known as "talking out of turn", and proposes that management practices are integral to teachers' pedagogical knowledge. The study explores the notion that pedagogical knowledge is socially constructed by staff, with influence being exerted by those high in the power hierarchy of the school. Talking out of turn is a pervasive and disruptive pupil behaviour which violates the turn-taking rules operating in the classroom. Previously it had been concluded that it is caused by teachers' or pupils' skill deficit, however this study shows that performance cannot be equated with competence, and that teaching involves more than the performance of observable technical skills. A total of twenty five teachers and six headteachers from eleven schools took part in the study. Data was collected in three phases, and comprises of audio recordings of teachers and their class groups at story time; structured interviews with staff and headteachers; two inservice sessions and individual feedback sessions with all the staff in one school. Micro analysis of the interaction cycles between teachers and their groups produced interesting data concerning teachers' management practices, and led to the delineation of the Non conversational and Conversational teacher talk registers. Discourse analysis showed that the pedagogic discourse of staff could be classified as "proactive" or "reactive". Results showed that talking out of turn occurred in every classroom studied and that there was a relational tendency between the frequency of talking out of turn, and the type of teacher talk register and pedagogic discourse articulated. This study found that heads tended to express the school's official discourse as slogans or fragmented prescriptions, rather than explicating pedagogical knowledge in a professional language. Evidence shows that teachers did not construct cohesive pedagogical theories, and it is possible that the lack of a shared language diminishes abilities to critically debate or reformulate the official discourse. It is suggested that teacher education institutions have a particular responsibility to enable teachers to articulate explict pedagogical theories in a professional language. Then teachers may be empowered to debate the dominant ideology, and this could result in the review of normative practices such as the management of talking out of turn.

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40

Ward, R. Dionne. "A Study of Two Urban Middle Schools: Discipline Practices Used to Control Disruptive Behavior of Students". Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29293.

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Schools are facing challenges in their efforts to educate children appropriately and safely. Students who demonstrate inappropriate, anti-social, and/or disruptive behaviors are becoming more prevalent. School personnel are dealing with disruptive behaviors that occur more frequently and that affect staff and student safety. Additionally, the lack of discipline or management of disruptive behaviors has been identified by the public as the most persistent and possibly the most troublesome issue facing schools ( Cotton, 2001; Elam, Rose, & Gallop, 1998; Fitzsimmons, 1998; Killion, 1998). An assumption in managing problem behaviors in many urban schools is that punishment will change behavior. According to Skiba and Peterson (2000), severe and penalizing disciplinary policies frequently produce a negative school environment rather than improving student behavior. In general, urban schools across the nation rely on suspensions, loss of privileges, reprimands, and or expulsion as means of discipline. Unfortunately, these reactive consequences only help a small number of children learn to "comply with general expectations" and are insufficient for many students who exhibit more challenging behavior problems. This study examines the disciplinary practices being used in two urban middle schools to control disruptive behavior of students. It will reveal what aspects of certain disciplinary practices are viewed as helpful as well as areas needing improvement. It will also give insight into whether selected urban school principals and other stakeholders are using proactive strategies and techniques demonstrated in the research literature as being the most effective in terms of changing inappropriate behavior. Undertaking this study through the application of qualitative research methods of inquiry as a study using interviews, examining relevant documents, and observations will allow me an opportunity to explore my personal reactions to the defined disciplinary practices in the identified schools.
Ed. D.

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41

Lillig, Kimberly Jo. "IMPLEMENTATION OF SITUATIONAL LEADERSHIP AS AN EFFECTIVE CLASSROOM MANAGEMENT MODEL IN THE TRADITIONAL MIDDLE GRADE LEVEL CLASSROOM". Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1885544391&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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42

Culver, Melissa. "Establishing classroom community at the intermediate level". [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/MCulver2007.pdf.

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43

Muschamp, Yolande Mildred. "Pupil self assessment in the primary classroom". Thesis, University of the West of England, Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389512.

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This thesis examines the extent to which the construction of knowledge by young children involves the practical activity of self assessment and the ways in which such activities can be developed to enhance the learning process. The research programme was carried out using ethnographic and qualitative methods of data collection and analysis within an action research framework in seven classrooms. The investigation of self assessment activities involved the exploration of the children's conceptualisation of progress; their understanding of classroom tasks; their efforts to use their peers for guidance; and their attempts to ensure that their own performance matched that of their peers. It was found that the assessment processes including positive feedback by the seven teachers often provided mixed or erroneous messages and that assessment strategies were not directly taught. Children often failed to differentiate between the teachers I expectations a n relation to their behaviour and their academic performance within a task. A social constructivist model of learning provided a framework for the development and analysis of these self assessmentactivities. In particular it provided the basis for the development of the role of the teacher and of peers as the 'more capable other' and for the location of self assessment strategies within the stages of 'scaffolding', 'handover' and independent learning. The development of self assessment strategies within this framework included the identification and assessment of targets, the use of the pupil portfolio and the development of an assessment vocabulary by the teachers and pupils which ensured a shared understanding of assessment processes. The thesis concludes that self assessment strategies are integral to the learning process and that the development of these activities can enhance the learning process by raising awareness of the activities and allowing them to be taught directly. Self assessment can increase the efficacy of scaffolding by the more capable other which in turn can lead to greater independence for the child.

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44

Pitzen, John G. "An analysis of effective and ineffective classroom management teacher's behaviors and characteristics /". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009pitzenj.pdf.

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45

LIN, CAI-CHUN y 林菜春. "A Research on Teachers＇Personality, Classroom Management Strategy and Classroom Management Effectiveness". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/nb259p.

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碩士
康寧大學
企業管理研究所
106
The main purpose of this study is to examine relations among personality traits, classroom management and classroom management efficiency. In addition, this study also investigates differences within background variables of teachers in above three aspects. Due to rapid knowledge development and educational reform in recent years, parents more and more emphasize on education quality. Therefore,front-line teachers must establish and maintain good parent-teacher relationship and harmonious teacher-student relationship. Research tools used in this study include NEO-Five Factor Inventory, Teachers’Classroom Management Strategy Questionnaire and Classroom Management Effectiveness Questionnaire. The methodology of this research was mainly a questionnaire survey. Questionnaire survey is conducted through elementary school teachers are choseen as research objects. The questionnaires was sent to 400 teachers and they were toally 395 questionnaires collected. The servey data was analyzed with descriptive statistics, T Test, one-way ANOVA, Pearson porduct-moment correlation, and multiple regression analysis. Some conclusions of this thesis are found as follows: 1. Among the dimensions of personality, the elementary school teachers had the highest average score in neuroticism, followed by agreeableness conscientiousness and openness, and the lowest in extraversion. 2. The personality traits of elementary school teachers have a relation with classroom management strategies, and affect classroom management efficiency. 3. There was significant differences among the gender, age, marital status, seniority, academics degree for classroom management effectiveness. 4. Teachers who possess personality prone to “stable sentiment”,”kindness” and “preciseness” are able to communicate with teachers, parents and school administrators more easily, work out more exquisite and comprehensive classroom management strategies; consequently, they can achieve higher classroom management effectiveness. According to the conclusion, this study provides some suggestions for elementary schools, teachers, and further future study.

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46

Yang, Shih-Shien y 楊士賢. "A Study of the Relationship on Classroom Teachers'' Classroom Management Beliefs and Classroom Management Effectiveness in Elementary School". Thesis, 1997. http://ndltd.ncl.edu.tw/handle/01230301523425687877.

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碩士
台北市立師範學院
國民教育研究所
85
This study focused on the following topics. The first were to understand the reality for classroom teachers'' classroom management beliefs and classroom management effectiveness in elementary school, and to explore the relatinoshipbetween classroom teachers'' classroom management beliefs and classroom management effectiveness. Secondary, researcher also investigated the differenceof teachers'' demographic variables and school''s environmental variables between classroom teachers'' classroom management beliefs and classroom management effectiveness. Finally, the study also helps to probe the influence of elementary teachers'' demographic variables, school'' s environment variables and classroom teachers'' classroom classroom management effectiveness.This study employed the survey method. The subjects included 364 fifthor sixth grade classroom teachers and 1820 students randomly drawn from 115 elementary schools in Taipei city andcounty.The instrument included "The Elementary School Classroom Teachers'' Classroom Management Beliefs Inventory" and "The Elementary School Classroom Teachers'' Classroom Management Effectiveness Inventory".The data obtained by questionnaire was analyzed by frequencies, mean,standard,t-test, one-way ANOVA, one-way MANOVA, and stepwise Regression. The maior findings was:(1)There is above perception for behaviorism orientation beliefs and humanism orientation beliefs among the elementary school classroom teachers.(2)The dimensions of classroom management beliefs'' orientation of elementary school classroom teachers were different.(3)The classroom management effectiveness of elementary school classroom teachers were excellent.(4) Significant difference existed betweenthe seniority of teachers'' demographic variables for classroom management beliefsof elementary school classroom teachers.(5)Significant difference existed between the history, the size of schoos''environment vairables for classroom management beliefs of elementary school classroom teachers.(6)Significant difference existedbetween the gender, marital status of teachers'' demographic variables for classroommanagement effectiveness of elementary school classroom teachers.(7)There is non-significant difference among the school''s environment variables for classroom management effectiveness of elementary school classroom teachers.(8) Significantdifference existed among the types of classroom management beliefs for classroommanagement effectiveness of elementary school classroom teachers.(9)The classroom management beliefs and the gender(female) of classroom teachers were the significantpredictor for classroom management effectiveness in elementary school.Based on theresults of this study, to make some suggestion for educational administration, theelementary school principles, the elementary school teachers a，nd future study.

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47

Cheng-Tsung, Shen y 沈承宗. "A Study on the Relationships among Personality Traits, Classroom management, and Classroom management Performance". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/29926085819044663308.

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碩士
崑山科技大學
企業管理研究所
94
The main purpose of this study is to examine relations among personality traits, classroom management and classroom management efficiency. In addition, this study also investigates differences within background variables of teachers in above three aspects. This study adopts Questionnaire Survey to do research. Samples, drawn from four cities/counties in southern Taiwan, include 667 senior high school teachers and 6767 senior high school students. As to measurement tools, Teachers’ CMS Scale , Students’ Classroom Life Scale and classroom management efficiency questionnaire are to be used. Acquired data are analyzed by following methods, including descriptive statistics, t-test, MANOVA, ANOVA, canonical correlation, and multiple regression. Some conclusions of this thesis are found as follows: 1. The personality traits of high school teachers have a relation with the teachers’ educational backgrounds. 2. High school teachers’ duties and teaching subjects have a relation with classroom management strategies. 3. The personality traits of high school teachers have a relation with classroom management strategies, and affect classroom management efficiency. Based on the result of this study ,the study makes some suggestions for educators, educational administrative organizations and the future researchers.

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48

Montague, Marcia. "Expert Secondary Inclusive Classroom Management". 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343.

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The purpose of this study was to gain an understanding of the management practices of expert secondary general education teachers in inclusive classrooms. Specifically, expert teachers of classrooms who included students with severe cognitive disabilities, including autism, intellectual disability, and traumatic brain injury were of interest in this study. Further, this study was designed to determine how the teachers learned to expertly manage their inclusive classrooms. Eight teachers met criteria for inclusion in this study as expert teachers, through confirmed nomination, experience requirements, holding required teaching certifications, and through evidencing positive impacts on their included students with disabilities. Interviews were conducted with these eight teachers, in addition to telephone interviews with their special education teaching peers. Through a constant-comparative method of data analysis, it was found that teachers learned to manage their inclusive classes in a variety of ways. They learned from traditional opportunities, self-directed learning, and through learning from others. Each of these teachers engaged in continual learning strategies that began during pre-service preparation and continued through professional development while in-service. Additionally, the teachers in this study managed their classrooms in a variety of ways which addressed student learning, the environment, and student behavior. Management of student learning was evidenced through 17 identifiable practices, including ones such as modifying product expectations, including multi-sensory opportunities, and including real-world applicability. Teachers managed their inclusive classroom environments through 11 different practices, such as establishing a structure with rules, working as a whole group/class, and creating a calm learning environment. Management of behavioral expectations was executed by these expert teachers through 12 distinct management practices, including consistency with consequences, maintaining a respectful attitude ant tone with the class, and being aware of student stressors. Management practices of these expert teachers additionally aligned well with the principles of Universal Design for Learning (UDL).

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49

侯世璿. "Mobile Computing for Classroom Management". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/11200857346109426396.

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50

Huang, Mei-Yu y 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.

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碩士
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.

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