Classroom Control Research Articles

Utilizing the Consensual Assessment Technique to Compare Creativity in Drama Spaces

Abstract Objective: This study examines the validity of Amabile’s (1982) consensual assessment technique in measuring creativity in a warm-up activity in fourth-grade drama classrooms and compares the scores between warm-ups occurring in a blackbox theater setting (experimental) vs. a traditional classroom (control). Method: Four professional actors viewed 60 clips of children’s drama warm-ups and scored for creativity, using a 5-point scale. After establishing sufficient inter-rater reliability (IRR), we used the average scores of the raters to compare creativity between the experimental and control groups. Results: The raters demonstrated high agreement, with a coefficient alpha estimate of .819. An independent samples t-test between the experimental and control groups was significant at p < .001, with the experimental group receiving higher scores. Conclusions: The results suggested that creativity was significantly higher in the experimental group, and the context correlated with creativity, despite neither group having yet received drama instruction at that time. This paper presents discussions about validity, opinions of the raters, possible implications for the activity itself, and possible effect of setting on creativity.

Teachers’ perception on quality assurance in teacher education programmes in Nigerian Universitiies

The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. As way out to the challenges, broadening the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.

Transgression as Creative Freedom and Creative Control in the Media Production Classroom

When students have the freedom to use digital media to create, communicate and disseminate messages, transgression occurs. In this paper, I situate in-school youth production in the context of pedagogical theories of participatory culture, art education, and digital and media literacy education. Using interviews with four experienced high school media production educators, I examine how educators perceive school situations where behavior or student media work products disrupt or transgress expectations. Teachers experience student transgression as an essential dimension of the dialectic between creative freedom and creative control. They perceive creative control to be a negotiation between students and teachers on issues of content, format, production and distribution processes. Teachers conceptualize the distinctions between students who use transgression as a form expressive creativity, a reproduction of the tropes of mass media and popular culture, the result of novices making mistakes as part of learning, an attempt to gain social power and status among their peers, or a challenge to adult authority. Teacher reflection on creative control and creative freedom may inform the design of media production learning experiences.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK TERHADAP KEMAMPUAN BERFIKIR KREATIF MATEMATIKA SISWA DI SMP NEGERI 11 PADANGSIDIMPUAN

This research is a research experiment, with the entire population of students of class VIII SMP Negeri 11 Padangsidimpuan which consists of 3 classes. Sampling in this research is done by using the technique of cluster sample, which of the engineering cluster sample. Data analysis techniques include test normality, test its homogeneity and test hypotheses. Hypothesis testing is carried out by two roads at anava extent confidence α = 0.05. The results of the analysis on two path with cell anava not same retrieved F_a = F_tabel =18,51 with 1,079. Furthermore the research results obtained from the average of 78.00 experiment class while the average classroom control now and results at 71.96 class experiment 4.15 while 3.48 control class. The descriptive data analysis used in the observation activities of the students and the students answer patterns. Observation results acquired the levels of activity of the students in the class of experiment of 75.81% with good qualifications while at 67.81% control classes with qualified enough. As for the pattern of experimental class students answer better than the class of the control. Based on the research results, it is recommended to apply the cooperative learning model type of the talking stick. Keywords: the talking stick, creative thinking, research experiment

THE IMPLEMENTATION OF PORTOFOLIO – BASED ON LEARNING TO INCREASE STUDENTS’ RESPONSIBILITY AND ACHIEVEMENTS (Study On Indonesia Lesson on Students of XI Grade at SMA Negeri 1 Lebong District)

This research was aimed to describe the increasing of students’ responsibilities and achievements, and to increase learning activities throught the implementation of portofolio – Based on learning study on Indonesia lesson on students of XI ade at SMA Negeri 1 Lebong District. The method used was classroom Action Research (CAR) that guided by quasi experiment. The subjects of this research was on XI IPA 3 Grade students as a Classroom Action Research (CAR) and XI IPA 4 as an experiment Classroom. Whereas, XI IPA 1 was a Classroom Control. The instrument used was the teacher’s abservation activities sheet, the students’ observation of responsibilities sheet, and t – test sheet. The result of this research showed that the implementation of portofolio- Based on Learning is able to increase the students’ responsibilities and achievements as well as affectivity applied on XI Grade Students at SMA Negeri 1 Lebong District

Classroom Control Patterns and its Relation to the five major Factors of the Personality of Sports Education Teachers in Babil Governorate

This study investigates the physical level of classroom control differed by the five major factors of personality? Are there gender differences between the patterns of classroom control according to the five major factors of the personality? Is there a relationship between the patterns of classroom control and the five major factors of the personality of the physical education teachers? The objectives of the research are to construct and codify the scale of the patterns of classroom control and to prepare and apply the scale of the five major factors of the personality as well as the extraction of the standards and levels for the scale of class control patterns.

Conectando lo humano y lo no humano en clase de TIC: escenas temidas por los futuros docentes de Educación Infantil

Teachers in initial formation need to acquire an emotional education that supports them in their professional development. Among the possible emotions that they may have, are the fears of different situations that may occur at an educational centre. Thus, this article presents a training experience using body language, artistic expression and ICT as resources that promote the emotional self-knowledge of university students. The research enabled the analysis, following a case study method with 71 university students and three professors of the subject ICT applied to Education, of how future teachers in Early Childhood Education face the fears, they have, of situations that can occur in school, through the use of ICT, body language and artistic expression. Among other results, students valued the importance of working their fears for their future teaching activity, (re) presenting feared scenes related to the dynamics within the classroom, such as the classroom control; and with those that happen outside of class, for example, mobbing. In addition, there was also a satisfaction among the teachers for breaking the stereotype of the instrumentalist class. The students, on their behalf, advised this workshop to be done in other subjects of the Degree and suggested that these dynamics be included throughout the course as they seemed beneficial for their training.

Examining Elementary Teachers’ Risk for Occupational Stress: Associations with Teacher, School, and State Policy Variables

Background/ContextIt is widely understood that teachers are plagued by a myriad of challenges that ultimately affect their stress levels, job satisfaction, and effectiveness at work. Teacher stress can lead to burnout, lowered occupational commitment, and an eventual decision to leave the field. An important question for the field is how best to understand which teachers are most vulnerable to stress. This study used Lazarus and Folkman's transactional theory, which is the dominant model within the stress literature, to examine teachers’ stress vulnerability.ObjectiveThis study examined how elementary teacher appraisals of their classroom environment contribute to their risk for stress in the context of individual, classroom, and school characteristics, as well as state-level policy factors. Further, this study looked at how these factors are associated with teachers’ occupational stress, burnout, and commitment to teaching.ParticipantsParticipants were 11,850 full-time public school elementary teachers (Grades 1–5) who responded to the National Center for Education Statistics 2007/2008 Schools and Staffing Survey (SASS).Research DesignSecondary data from the SASS were employed. The Rasch rating scale model was used to form scores on the Appraisal Index (teachers’ ratio of experiencing resources versus demands), as well as the Classroom Control and Burnout scales.Data Collection and AnalysisMultilevel modeling was used. Each model had two levels with teachers nested within the state where they work. Two types of models were estimated using hierarchical linear modeling (HLM) software and restricted maximum likelihood procedures. The SASS teacher final sampling weight was then normalized and applied to all analyses within the HLM software. All results were reported with robust standard errors.FindingsTeachers classified as at risk for stress based on SASS items about classroom demand and resources were found to be more likely to report lower job satisfaction and burnout symptoms, as well as reduced occupational commitment. Professional characteristics, school context, and the policy climate in which teachers work were also associated with teachers being at risk for stress.Conclusions/RecommendationsGiven these connections between occupational stressors, teacher appraisals of the classroom environment, and occupational outcomes, these results suggest that education stakeholders should be mindful of the climate and context in which public policies are enacted.

Ensuring comfort microclimate in the classrooms under condition of the required air exchange

We performed comparative analysis of regulatory documents, which relate to ventilation of school premises and operate in European countries at present. We showed the essential difference of the recommended air exchange values. We assessed sanitary and hygienic conditions formed in classrooms at different efficiency of a ventilation system both by analytical calculations and by subjective monitoring of microclimate of experimental measurements conducted in school classrooms, when every pupil-participant performed an assessment of the internal environment in the form of a questionnaire. We measured carbonic acid gas contents emitted in a room and determined the required ventilation intensity in the evaluated school premises. We compared the multiplication factor of air exchange of the ventilation system determined in this way with the values obtained by analytical calculations carried out in accordance with current legislation and standards, which are active in Europe. We made calculations based on known analytical dependencies. We determined performance of the ventilation system of the classroom based on СО2 concentrations in internal and inflow air at various values of the multiplication factor of air exchange. It made possible to state that we can achieve the optimal microclimate parameters at air exchange of 30 m3/h per person.We presented the results of field studies and analytical calculations in the form of tables and visual graphic dependencies. The proposed research method makes it possible to increase accuracy and reliability of air quality control in classrooms by direct measurement of СО2 concentration in a serviced area of a room. The study results provide an opportunity to improve ventilation systems of school buildings. This creates prerequisites for obtaining a social effect due to an increase in labor and learning efficiency

Teacher’s Reflection and Its Components as Predictors of EFL Teacher’s Sense of Classroom Management

Through a descriptive Ex Post Facto research design, the relationship between teacher reflection and classroom management, the predictive power of teacher reflection components regarding classroom management, and classroom management strategies used by high and low reflective teachers were examined. To this end, 113 EFL teachers completed the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin et al., 1998b) and teacher reflection inventory (Akbari et al., 2010). The results of Pearson product-moment correlation coefficient showed that there was a significant positive relationship between teachers’ reflection and their sense of classroom management. Moreover, a multiple regression was run whose findings revealed that practical and critical components of reflection are the best predictors of teachers’ sense of classroom management. Twenty teachers were also interviewed. The thematic analysis of the interview showed that high reflective teachers used different kinds of management strategies, for their students’ social, emotional, and behavioral difficulties using proper pedagogical planning and techniques, to deal with the classroom problems in comparison with their low reflective counterparts.

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR SISWA PADA MATERI POKOK KINEMATIKA GERAK LURUS DI KELAS X SEMESTER I SMA NEGERI 1 SUNGGAL T.P. 2016/2017

Studies conducted to determine the effect of learning model Problem Based Learning on learning outcomes of students in the subject matter kinematics of rectilinear motion in the first semester of grade X SMAN 1 Sunggal T.P 2016/2017. This type of research is quasi-experimental. Sampling was done by cluster random sampling that class as an experimental class X3 and X4 class as a class contro. The instrument used is the achievement test and observation activities. The average value of pretest kleas 23.90 experiment and control class 21.33. The second data were normally distributed and homogeneous class. T test results obtained pretest thitung <ttable (1.48881 <1.997) H0 accepted means initial ability of students in the experimental class with students in the control class. Grades given experimental treatment with a learning model Problem Based Learning and classroom control with conventional learning models. Postes given on the second class with an average yield of 68.52 experimental class and control class 62.09. And the average value of the entire student activity during the learning with the learning model Problem Based Learning is 9.01 including a very active category. While the average value of the entire student activity during the learning with conventional learning model is 7.94 including the active category. Postes data processing results obtained t> t table (8.806> 1.668) Ha accepted which means no influence of the use of learning model Problem Based Learning in the subject matter kinematics of rectilinear motion in the first semester of grade X SMAN 1 Sunggal T.P 2016/2017.

Flipped-classroom training in advanced cardiopulmonary life support.

BackgroundThe effects of the flipped classroom have been demonstrated in various fields of education in recent years. Training in emergency medicine is also beginning to gradually implement the flipped classroom; however, its practical effect in emergency medicine contexts is not yet clear.ObjectiveThe present study investigates the effects of the flipped classroom on advanced cardiopulmonary life support (ACLS) training implemented among practicum students in emergency medicine.MethodsThe study randomly assigned into control and experimental conditions 108 fourth year students in the College of Medicine at Yonsei University, in Seoul, who were scheduled to take clinical practice in emergency medicine between March and July 2017. Students were taught about ACLS in either a traditional lecture-based classroom (control condition) or a flipped classroom (experimental condition); then, simulation training with ACLS scenarios was carried out. Finally, each student was rated on performance using a rating form developed in advance.ResultsACLS simulation scores of the students in the flipped classroom were 70.9±10.9, which was higher than those of the students in the traditional classroom (67.1±11.3); however, this difference was not statistically significant (p = 0.339). In addition, the difference in student satisfaction as measured on a survey was statistically insignificant (p = 0.655).ConclusionsCompetency assessment after simulation-based training in ACLS undergone by senior medical students randomly assigned to flipped and traditional classrooms showed no statistical difference in competency between the two groups.

언어명료도에 기반한 창문 개방 조건 교실의 배경소음 기준 고찰

Speech intelligibility in classrooms, determined by signal-to-noise ratio and room acoustics quality, is important for communication between teachers and students. This work reports on the current situation of speech intelligibility evaluated using useful-to-detrimental ratio (U50) in 12 unoccupied classrooms near roads. To examine the influence of traffic noise transmitted into classrooms on the speech intelligibility, on-site measurements were carried out according to closed and open window conditions. The results showed that the average U50 values were 2.68 ㏈ and –3.73 ㏈ for closed and open window conditions, respectively, indicating the importance of background noise control in classrooms. Based on the measured U50 values and the precedent study, proper background noise levels in classrooms in case of an open window were 43.3 ㏈A and 47.8 ㏈A to meet the minimum level for a “good” class (USUB50/SUB = 1.5 ㏈) and the middle level for a “fair” class (USUB50/SUB = –1.0 ㏈).

EFFECTS OF BULLYING ON LEARNING AMONG SECONDARY SCHOOL STUDENTS IN MUBI EDUCATIONAL ZONE OF ADAMAWA STATE, NIGERIA

The study examined the effects of bullying on learning among secondary school students in Mubi Educational Zone. It also investigated the factors associated with bullying and its psychological consequences. The study adopted a survey design. The population consisted of all the secondary school students, out of which a sample of 400 students were selected from four secondary schools through stratified random sampling technique using sex, age and class level as strata. The instrument was adapted from Omoteso (2010) and Asiyai (2015). The validity of the instrument was carried out by two experts both in Counselling Psychology and Test and Measurement, while test-retest method was carried out to determine the reliability of the instrument, and the reliability coefficient was 0.82. Data were analyzed using descriptive and inferential statistics such as simple percentage and t-tests analysis. Results showed that the forms of bullying among the students were hitting/ flogging, injuries, threatening, and rumour spreading. Many students had been involved in relational bullying. Watching violent films and retaliation for being bullied in the past were some of the factors associated with bullying. The results also showed that bullying has a lot of effects on students learning. There was a significant difference between the behaviour of male and female students. The study also showed that there was a significant difference in the bullying behaviour of junior and senior secondary school students. In conclusion, bullying has a lot of negative consequences on the children. The children suffer torments and harassments and it can cause life-long damage to the bullied and the bullies. If a school fails to deal with bullying, it can endanger the safety of all the students and teachers. The study recommended that there should be a school-wide education, training and bullying prevention programmes. The teachers should have skills and knowledge in classroom management and control, as a result, a student friendly environment should be established in the classroom. Article visualizations:

Species Richness of Spermatophyta Plants in Paseban Parks Bangkalan Madura to Develop Discovery Model on the Material Handout Plantae

Handout materials are materials that are Concise and complete. One the innovations of the handout was a handout discovery model of curriculum corresponding to 2013. This research aims to Identify a) species richness of Spermatophyta plants in Paseban parks Bangkalan to develop discovery model on the material handout, b) to test the validity of the handout models of plant discovery Plantae Spermatophyta on learning, c) to test the effectiveness of the handout model of discovery of plant Spermatophyta, d) to test the response of students and teachers against the handout models of plant Spermatophyta discovery. Method development using the method of ADDIE. Results of the study include a) 28 species that comprise the family Cannaceae, Liliaceae, Acanthaceae, Rubiaceae, Agaveaceae, Rubiaceae, Apocynaceae, Palma, Fabeacae, Nygtaginaceae, euphorbiaceae, Cydaceaae, Gnetaceae, Pinaceae and. b) The validity of expert material and expert media an average of 94.92% with very valid criteria c) Effectiveness handouts based on test results of t-test results Showed significant 0:04 Becauseρ value < α 0:05. The experiment has been completed on the class 100%. The percentage of the value of the excellent category of affective on classroom control 85.51% and 90.23% in class experiments. The percentage of psychomotor categories very well at 79.08% control classes and experiments 86.19%, Thus it can be stated that giving a handout models Effectively discovery. d) Response use the handout model of discovery of 95.66% included in the category of very decent.

MENGGUNAKAN MEDIA INTERNET DOCS.GOOGLE PADA POKOK BAHASAN REAKSI REDOKS KELAS X IPA DI SMAN 4 KOTA BENGKULU

[USING THE DOCS. GOOGLE INTERNET MEDIA ON THE REDOX REACTION SUBJECT IN CLASS X IPA SMAN 4 BENGKULU CITY ] This research aims to know the results of learning: students in the class who are not given the preparation of learning at home, knowing the results of the teaching of students in a given grade of preparatory study at home using internet media, knowing the Docs. Google the difference in the results of student learning in the classroom are not given preparation home study with the results of a survey of students in a provided a homework preparatory sign Docs. Google internet media. The methods used in this research was quasi-experimental research is the entire population with grade X IPA SMAN 4 city of Bengkulu, Sample research, i.e., class experiments and classroom control. The results of the study in this research result of students pretest and posttest. Based on the results of the research conducted in mind that there is a significant difference between the results from student learning in the classroom are not given preparation home study with the results of a survey of students in a given a homework preparation home study using internet media Docs. Google via t-tests using SPSS 16 program. The learning outcomes of students in a given grade of preparatory education at home using Google Docs. Indicates the average rating of 77.0 while learning results of students in the class who are not given a homework preliminary with the average value of 68.6. Student Learning Outcomes in a given class homework preparation using Docs. Google may provide better results on the subject of redox reactions.

Stay or go? Turnover in CMO, EMO and regular charter schools

BackgroundWe examine whether working conditions in different types of charter schools lead to different levels of teacher turnover. We consider two types of teacher turnover behaviors. One is teacher migration, which refers to the transfer of teachers from one school to another. The other one is teacher attrition, which describes the phenomenon of teachers leaving the profession entirely. We distinguish among charter schools managed by for-profit education management organizations (EMOs), those managed by non-profit charter management organizations (CMOs), and regular charter schools. Method/analysisOur data come from the 2011–12 Schools and Staffing Survey (SASS). We estimate multi-level models with hierarchical linear modeling (HLM) software. Findings and implicationsWe find that teachers in charter schools managed by EMOs and CMOs have higher levels of migration and attrition intention than do teachers in regular charter schools. Teachers, particularly in EMO-managed charter schools, are more likely to consider moving to another school or to leave the teaching profession. Our analyses suggest that the increased migration and attrition among teachers in MO-managed charter schools can be partially explained by the differences in working conditions, such as the degree of administrative support in the school, the degrees of classroom control and school-wide influence of teachers, salary, opportunities of professional development, the quality of the student body, and the degree of student misbehavior.

Effects of an early childhood educator coaching intervention on preschoolers: The role of classroom age composition

Heterogeneity in treatment effects of MyTeachingPartner (MTP), a professional development coaching intervention focused on improving teacher–student interactions, was examined for 1407 4-year-old preschoolers who were enrolled in classrooms that served children between the ages of 3 and 5. On average, there were no consistent impacts of MTP coaching on children’s school performance, but there was evidence of moderation in treatment effects as a function of classroom age diversity, defined as the proportion of children who were not 4 years of age. MTP coaching improved children’s expressive vocabulary, literacy skills, and inhibitory control in classrooms that served primarily 4-year-olds and were less age diverse. These effects were in large part due to MTP causing improvements in teachers’ instructional support that in turn was more predictive of children’s skills in less age-diverse classrooms. Results also indicated that the nature of age diversity did not matter; a greater number of 3- or 5-year-old classmates equally reduced the benefits of the MTP intervention for 4-year-olds. The sole exception occurred for receptive vocabulary, in which case, MTP was most effective in classrooms with a larger number of older (but not younger) children. Taken together, these results suggest that under the right circumstances, the benefits of professional development that improve early childhood educators’ teaching practices can also translate into benefits for students.

Perception on Evaluation of Teaching Effectiveness: A Case of School of Medicine and Health Sciences of Kenya Methodist University

Effective teaching is an art that should be judged based on the performance of the graduates program and achievement of curriculum outcomes. However, teaching is a complex and demanding activity that involves mastery of content, classroom control, techniques of organization, and command of teaching skills. The purpose of this study was to determine the effectiveness of teaching in the undergraduate degree programs in the School of Medicine and Health Sciences at the Kenya Methodist University (KeMU) main campus. This study focused on the full time face to face mode of instruction. A descriptive cross-sectional design and questionnaire were used. The sample was a total of 18 lecturers and 80 full time students in the School of Medicine and Health Sciences representing 4 different programs. An interview guide was designed to elicit views from the Chairmen of 4 Departments (CoD) in the School of Medicine and Health Sciences with full time students and Director of Quality Assurance and standards (DQA) regarding the teaching and learning process in the School. The findings showed that 89% of the lecturers stated that they demonstrated mastery of content compared to 49% of the students. The findings also indicated that teaching evaluation was viewed as a means to facilitate improvement within medical education. On the other hand 72% of the lectures appreciated that evaluation of their teaching effectiveness improved their performance and teaching skills. Thus teaching quality education was believed to be dependent on content, process, teacher and student characteristics as well as learning outcome, with an emphasis on the latter.

Perception of Teacher on Cooperative Learning

The participation of students in the process of learning is one of the keys to ensure effective learning outcomes either in terms of knowledge or skill. However, teacher-centred teaching methods which have been practiced in this country after so long avert students to fully engage in the learning process especially in a classroom. Various attempts have been made by the government to emphasize student’s development in term of communication, creativity and innovation through the of process learning in class. It requires school to implement student-centred teaching methods such as cooperative learning. Cooperative learning is a teaching method that requires teachers not only interacts with the students but also with other teaching aids such as audio, video and computer. Therefore, this study was conducted to identify teachers' perception on the implementation of cooperative learning in the teaching and learning process in class. 25 teachers were selected as respondents. Mixed methods were used in this study, where the instrument of questionnaires and interviews were used to collect the data. Quantitative data analysis was made using descriptive statistics of frequency, mean and percentage. While, qualitative data analysis was based on the recommendations of the Miles &amp; Huberman (1994). The findings showed teachers have a positive attitude toward cooperative learning and they are ready and feel confident to practice it. However, the constraints are classroom control, time and limited teaching aids