Classroom Management Knowledge Research Articles

Practices and Effectiveness of Online Teaching of English in Bangladeshi Universities: Implications for a Revised TPACK

This paper reports an empirical study on the practice and effectiveness of online EFL teaching during COVID-19. Teachers had to shift to an online mode of teaching very suddenly with no previous experience and without much preparation. Their practices and effectiveness were investigated using the Technological Pedagogical and Content Knowledge (TPACK) theoretical model as the framework. A mixed method research design was planned and carried out in Bangladeshi universities using a web-based survey and in-depth interviews. Data from 50 university English teachers highlight the need for a student-oriented perspective in teacher education and the creation of online teaching-based teacher development programmes (TDP) to enhance students’ experiential learning in online platforms, in line with the ‘learning technology by design’ approach. More importantly, the element of “Context” (XK) and “Classroom Management Knowledge” (CMK) have emerged as important ‘new’ tenets of TPACK. Hence, a revised version of TPACK is suggested. Further research and discussions are advocated before it could be established and propagated as an acceptable version of TPACK.

Pre-service teachers’ knowledge about classroom management from university studies and own schooling experiences—content and effects of their activation

We investigated two sources of classroom management knowledge in 93 pre-service teachers. The first research question focused on knowledge from university studies, which is thought to be evidence-based knowledge, and whether its use for problem solving in the classroom can be fostered by means of knowledge activation. The experiment showed that knowledge activation did not lead to higher use of knowledge from university studies and better problem solving. The second research question focused on knowledge from own schooling experiences and its content as compared to knowledge from university studies. The pre-service teachers’ knowledge from own schooling was strongly focused on simple reactive strategies, only as compared to knowledge from university studies.

Individual learning paths mastering teachers’ professional vision

IntroductionPromoting a professional vision of teaching as a key factor of teachers’ expertise is a core challenge for teacher professionalization. While research on teaching has evolved and successfully evaluated various video-based intervention programs, a prevailing emphasis on outcome measures can yet be observed. However, the learning processes by which teachers acquire professional vision currently remain a black box. The current study sought to fill this research gap. As part of a course dedicated to promoting a professional vision of classroom management, students were imparted knowledge about classroom management that had to be applied to the analysis of authentic classroom videos. The study aimed to determine the variety of individual strategies that students applied during their video analyses, and to investigate the relationship between these and the quality of the students’ analyses, measured by their agreement with an experts’ rating of the video clips.MethodsThe sample comprised 45 undergraduate pre-service teachers enrolled in a course to acquire a professional vision of classroom management. By applying their imparted knowledge of classroom management, students engaged in the analysis of classroom videos to learn how to notice and interpret observable events that are relevant to effective classroom management. Implementing a learning analytical approach allowed for the gathering of process-related data to analyze the behavioral patterns of students within a digital learning environment. Video-based strategies were identified by conducting cluster analyses and related to the quality of the students’ analysis outcomes, measured by their concordance with the experts’ ratings.ResultsWe gained insight into the learning processes involved in video-based assignments designed to foster a professional vision of classroom management, such as the areas of interest that attracted students’ heightened attention. We could also distinguish different approaches taken by students in analyzing classroom videos. Relatedly, we found clusters indicating meticulous and less meticulous approaches to analyzing classroom videos and could identify significant correlations between process and outcome variables.DiscussionThe findings of this study have implications for the design and implementation of video-based assignments for promoting professional vision, and may serve as a starting point for implementing process-based diagnostics and providing adaptive learning support.

Training & prompting pre-service teachers’ noticing in a standardized classroom simulation – a mobile eye-tracking study

Numerous events happening in classrooms require a teacher to select important and filter out irrelevant information. This crucial and challenging skill is referred to as noticing. For noticing classroom management events pre-service teachers have a smaller knowledge base and little teaching experience compared to expert teachers. Supporting pre-service teachers in developing their classroom management knowledge and noticing skill is, thus, of great importance for teacher education. Previous research finds positive effects of interventions on teachers’ noticing during video observation. To our knowledge, no studies depict noticing during teaching. We examined N = 46 pre-service teachers’ noticing with regard to classroom management during classroom teaching in a quasi-experimental between-subjects design. Pre-service teachers’ took part in a standardized classroom simulation after a classroom management training, with one group receiving prompting regarding evidence-based classroom management strategies before and during the classroom simulation and one group receiving only training. We also included a control group without classroom management training. To assess differences in pre-service teachers’ noticing, the classroom simulation elicited comparable conditions, including standardized classroom management events and student behavior. Mobile eye-tracking as well as retrospective video observations were used to explore teachers’ event-related and global noticing. Event-related noticing was assessed via count and accuracy of noticed classroom management events. Global noticing included objective parameters of teachers eye movements (visit/fixation counts and duration) onto the students in the standardized classroom simulation. The results show that training and prompting significantly affected pre-service teachers’ event-related noticing, with both experimental groups making fewer target and time errors compared to the control group. No significant differences were found with regard to global noticing. This includes fixation and visit count and duration on students. Correlational analysis showed a positive association between higher noticing accuracy and share of fixations on students. This study expands upon previous empirical research using mobile eye-tracking to obtain objective measures of teachers’ noticing. It sheds light on the relevance of knowledge for teachers’ noticing during teaching. It also takes a first step toward understanding how pre-service teachers’ noticing during classroom teaching can be promoted through fostering knowledge about classroom management through a training.

Commonality and Variation in How Special Education Faculty Teach Classroom Management

Research demonstrates a clear link between implementing proactive classroom management practices and positive student outcomes. Thus, it is important to examine how teachers are prepared to enact such practices. In this qualitative study, the authors draw on interviews with 35 special education faculty members at 32 institutions of higher education (IHEs) to investigate how they helped teacher candidates acquire classroom management knowledge and skills. Their analyses reveal striking similarities with regard to participants’ course content and assessments. There is considerable variation, though, in participants’ use of research-based pedagogical practices in teaching classroom management. Most participants who use two or more research-based pedagogical practices place a strong emphasis on providing candidates with foundational knowledge about special education and/or addressing three or more inter-related classroom management topics in their work with candidates. In contrast, participants who use zero or one research-based pedagogical practices are more likely to rely on practical experience in teaching classroom management.

Impact of co‐teaching on general educator self‐reported knowledge and use of inclusive practices for students with emotional and behavioral disabilities: A pilot investigation

AbstractThis pilot study examined the self‐reported knowledge and implementation of recommended practices for supporting students with emotional and/or behavioral disorders (EBDs) in general education classrooms. Participants were general educators who had either limited experience in co‐teaching with a special educator or general educators with more consistent experience co‐teaching with a special educator. General educators with frequent opportunities to co‐teach with a special educator reported significantly higher levels of knowledge of classroom management and differentiation procedures. Additionally, general educators with more frequent opportunities to co‐teach with a special educator reported significantly higher levels of use of classroom management practices. Based on these results, we suggest that in the absence of adequate direct support from special education professionals, students with EBD who are placed in general education settings may be denied adequate and appropriate educational opportunities. However, this hypothesis requires further investigation utilizing methods such as systematic observation.

The Profile of StudenThe Profile of Students’ Pedagogical Knowledge on the Implementation of Mentoring Programts’ Pedagogical Knowledge on the Implementation of Mentoring Program

This study aims at revealing the students’ pedagogical knowledge on the implementation of a mentoring program. There were 60 students of Biology Education Study Program from Muhammadiyah University of Bengkulu involved in this study. The students’ pedagogical knowledge is considered as students’ competency within five aspects (Knowledge of learning processes, Knowledge of individual characteristics, Knowledge of classroom assessment, Knowledge of teaching methods, Knowledge of classroom management). The instruments for data collection were essay tests which had been validated through the expert judgment. The scores representing the students' pedagogical knowledge were categorized into three categories (low, medium, and high). The collected data were analyzed using a descriptive quantitative approach. The results of the study reveal the students' competency in the ten indicators of pedagogical knowledge consisting of learning strategies (85%); feedback provision to students (76%); knowledge of cognitive development (78%); motivatingstudents (70%); formative and summative assessment (73%); lesson plan evaluation (78%); various teaching methods (73%); appropriate teaching method (83%); conditioning a conducive atmosphere (80%); classroom management (86%). Thus, it can be concluded that the students' pedagogical knowledge on the implementation of a mentoring program can be categorized as high and able to improve their experiences of teaching practices as prospective teachers.

VẬN DỤNG QUAN ĐIỂM KIẾN TẠO XÃ HỘI VÀO VIỆC ĐỀ XUẤT CÁC BIỆN PHÁP QUẢN LÍ LỚP Ở TIỂU HỌC

This article aims to present classroom management measures with the application of social constructivist perspective. In order to develop class management measures for primary teachers to implement appropriately with primary students, the principles of social constructivist perspective are used as the basis for the development approach and the knowledge of classroom management are used as the scientific framework for proposing measures. There are 3 main classroom management measures developed with specific activities, including: Establishing a positive classroom environment; Social constructivist teachers; Organizing and collaborating with educational communities. Further studies can be carried out with a focus on the implementation of classroom management measures in the classroom practices, assessing their impact levels and effectiveness that can provide recommendations for the effective implementation of classroom management measures in primary schools.

How Kindergarten Teachers Assess Their Own Professional Competencies

One of the requirements of Education 4.0 is that students and practitioners should be involved in the creation of the content of study plans. Therefore, in the present research we focused on identifying the further educational needs of kindergarten teachers. Teachers’ educational needs were divided into four dimensions: ‘content knowledge’, ‘diagnostic knowledge’, ‘didactical knowledge’, and ‘classroom management knowledge’. In parallel, we discovered how teachers assess the level of their own teaching competencies. Based on the obtained data, we identified that teachers have the greatest need for further education in the dimension of ‘diagnostic knowledge’ and that the need for their further education in this dimension did not depend on the length of practice. In the other three dimensions, a declining trend in teachers’ educational needs has been recorded with an increasing length of practice, declining significantly in three of the four dimensions examined. The study points to the need to create in-service courses for kindergarten teachers to deepen their ‘diagnostic knowledge’ and thus ensure the sustainability of the quality of pre-school education for children. Teachers‘ self-assessment of their own teaching competencies corresponds to their educational needs, which supports the relevance of the findings on the further educational needs of kindergarten teachers. This study aimed to obtain relevant data on which the improvement of the higher education of future kindergarten teachers might be based. At the same time, this would allow the analysis and tailoring of the content of professional development courses to the needs of in-service kindergarten teachers.

Knowledge Levels of Teachers With Refugee Student(s) in Their Class Related to Classroom Management

The aim of this study is to determine the knowledge level of primary school teachers with refugee student(s) present in their class related to classroom management and to determine whether this knowledge level varies depending on their gender, the type of school they graduated from, their seniority and whether they have received training in classroom management. The study group of this research, which is a survey model, is composed of 62 primary school teachers. In this study, “Classroom Management Knowledge Level Measurement Test” was used as a quantitative data collection tool while “Interview Form” was used as a qualitative data collection tool. Frequency, t-test, one-way analysis of variance, and Scheffe multiple comparison test were used in the analysis of quantitative data, and the descriptive analysis technique was used in the analysis of qualitative data. The results of the study showed that the knowledge level of teachers with refugee students(s) present in their class had low knowledge level related to classroom management, that their knowledge levels differed depending on their professional seniority and whether they have received training in classroom management, and that their knowledge levels did not vary depending on the type of school they graduated and gender.

EFL Teachers' Efforts in Developing Their Pedagogical Competence

The aims of this study were to find out investigate what EFL teachers do to developing their pedagogical competence in teaching implementation. The participants of this study were English teachers in SMP Xaverius 3 Palembang. Qualitative method was used in this study. The data gained from interview was analyzed by using thematic analysis. The study applied purposive sampling. The result of the study showed that the English teachers join some activities and programs as the efforts of developing their pedagogical competence. To increase the knowledge of classroom management, teachers usually did induction programs. Teachers also should join many kind of seminars, workshops, short courses or teacher trainings related to teaching in order to develop their knowledge of teaching methods. Teachers can develop their knowledge of classroom assessment by joining seminars, workshop, reading books or articles, watching youtube, and using other platforms. Lesson study activities are used by teachers to help them making lesson plan.

Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments

This study investigated how taking different perspectives in teacher training courses influences the learning of professional vision, multiperspectivity, and strategic knowledge of classroom management. A total of 134 student teachers analyzed classroom management from one of three different perspectives: 36, from an observer perspective by viewing videos of unknown teachers (TG-V); 46, from only a protagonist perspective by remembering own teaching (TG-T); and 52, from both a protagonist and an observer perspective through videos of their own, their peers, and unknown teaching (TG-VT). An untreated control group (CG) received no classroom management training. Learning gains were investigated in a quasi-experimental pre–post–follow-up design using a mixed-methods approach. Results showed that all interventions fostered strategic knowledge of classroom management. Analyzing videos from own and unknown teachers (TG-VT) had the strongest positive effect on professional vision, but analyzing own teaching from memory also had higher effects on professional vision and multiperspectivity than analyzing stock videos.

Utilizing Problem Based Learning for Developing Classroom Management Skills among EFL Student Teachers

The present research aimed at developing fourth year student teachers’ EFL classroom management skills through Problem Based Learning (PBL). Participants of the research were selected from the fourth year student teachers at Faculty of Education, Benha University, in the academic year 2018/2019. They were randomly assigned into two groups: experimental (n=30) and control (n=30). The instruments of the research were a questionnaire of EFL classroom management skills, a pre-posttest of teaching knowledge of classroom management, a post classroom observation checklist and a reflection form. The research adopted the pre-posttest experimental/control group design. Results of the research revealed that the experimental group participants outperformed the control group in EFL classroom management skills. Thus, it is recommended to use the PBL in developing classroom management skills at the Faculties of Education in Egypt.

Pedagogical knowledge in English language teaching: A lifelong-learning, complex-system perspective

Pedagogical knowledge has been the subject of theoretical and empirical studies. However, no research has so far integrated the existing scholarship with data to develop and validate a framework for pedagogical knowledge in English language teaching informed by lifelong-learning, complex-system perspectives. In the absence of such research, we used a mixed method research design through a systematic review of the literature, semi-structured interviews with experienced teachers (N=10) and teacher educators (N=10), as well as a survey of 336 practising teachers in Iran to: (1) develop a framework for pedagogical knowledge; and (2) validate this framework by designing a self-assessment questionnaire for pedagogical knowledge. Our analyses yielded a nine-component model that included: knowledge of subject matter; knowledge of teaching; knowledge of students; knowledge of classroom management; knowledge of educational context; knowledge of democracy, equity and diversity; knowledge of tests/exams; knowledge of learning; and knowledge of (professional) self. Within this nine-factor framework, each component of pedagogical knowledge consists of a number of subcomponents. The proposed framework highlights the multidimensionality and complexity of pedagogical knowledge, and the mutually constitutive relationships among different knowledge domains.

Pre-Service Teachers Knowledge of Classroom Management

Classroom management is one of the main factors that give a significant impact on the teaching and learning process in the classroom. Teachers with good classroom management skills are able to deal with challenging behavior issues positively. But, teachers with poor classroom management skills will feel frustrated whenever they fail to deal with behavior problems. This situation also disrupts the teaching and learning session. The purpose of this study is to determine the level of pre-service teachers’ knowledge regarding classroom management. This research used survey research design and the questionnaire was adopted from the previous researcher. Pre-service teachers’ knowledge was measured based on their understanding regarding behavior management and the implementation of positive and negative reinforcement. The purposive sampling technique used in sample selection. To be selected in this research, respondents must be final year students who have completed the courses and teaching practicum and specialized in special education programs. A total of 100 respondents from three public universities participate in this research. Research findings showed respondents demonstrated a good understanding regarding classroom management with a high level of the mean value. This outcome revealed public university in Malaysia provides a great teacher training program, particularly in a special education program. With a good understanding of behavior management, is to be expected pre-service teachers will be able to be good teachers once they enter the real world of education soon.

Are Teachers Ready? Preservice Teacher Knowledge of Classroom Management and ADHD

It is well documented that teachers feel unprepared to handle classroom management challenges in their classrooms. This lack of preparedness in classroom management, specifically for students with mental health concerns, is one of the leading reasons for teacher attrition. Yet, little is known about what teachers know about classroom management strategies and children’s mental health difficulties upon entering the classroom. The present study seeks to understand preservice teachers’ knowledge of classroom management strategies and attention-deficit/hyperactivity disorder (ADHD) in the United States. Participants were preservice teachers (n = 107; 95.3% female; 75.4% Hispanic) about to enter their student teaching internship. Teachers’ accurate knowledge of classroom management strategies, accurate knowledge of ADHD, misperceptions of ADHD, and lack of knowledge of ADHD were investigated and related to teacher characteristics (i.e., hours of professional development) and sense of efficacy. Teacher knowledge of classroom management stategies, attention-deficit/hyperactivity disorder (ADHD), and sense of efficacy were evaluated using self-report measures. Overall, preservice teachers achieved 60.7% accuracy on the measure of classroom management strategies and 49% accuracy on the knowledge of ADHD measure. There were no associations between teachers’ knowledge of ADHD or classroom management strategies and teacher efficacy or characteristics. The results of this study reveal large gaps in preservice teachers’ knowledge of ADHD and classroom management strategies. Implications for teacher training programs are discussed.

Classroom Management Competencies for School Counselors: A Delphi Study

The school counseling core curriculum is an essential element of a comprehensive program. School counselors need to be proficient in classroom management to successfully implement this intervention, yet few recent empirical investigations of school counselors’ classroom management knowledge and skills exist. We conducted a Delphi study with school counseling classroom management experts to create a consensus list of competencies associated with effective classroom management for school counselors. We provide implications for school counseling stakeholders.

A Comparison of Expert and Novice Iranian EFL Teachers’ Procedural Knowledge in Iranian Language Institutes and Universities

This study sought to compare Iranian EFL novice and expert teachers regarding their procedural knowledge in Iranian language institutes and universities. A questionnaire was developed based on the literature, the theoretical framework, and the results of a qualitative study. This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different genders and educational contexts. The participants were selected conveniently as going through random sampling was not possible. Based on the results of the exploratory factor analysis, seven factors emerged under the main category of procedural knowledge for these teachers. The findings revealed that: (a) Iranian EFL expert teachers have higher levels of procedural knowledge than Iranian EFL novice teachers (b) expert teachers have higher levels of classroom management knowledge, topic management knowledge and students involved in learning knowledge than novice teachers (c) expert teachers have the knowledge to make rapport (good emotional relationship) with their students more easily and effectively than novice teachers (d) there is not a significant difference between Iranian EFL expert teachers and Iranian EFL novice teachers due to knowledge of talk management, knowledge of strategies while teaching and knowledge of teachers’ learning strategies for learners in the classroom.

Changes in beginning teachers’ classroom management knowledge and emotional exhaustion during the induction phase

The first years on the job are very challenging for teachers (e.g., Fives, Hamman, & Olivarez, 2007; Goddard, O’Brien, & Goddard, 2006). Two of the main challenges are to learn to regulate the highly complex classroom situations (Jones, 2006) and to regulate their own emotional resources (Chang, 2009). Accordingly, in the present study, we investigated changes in teacher candidates’ classroom management knowledge as well as emotional exhaustion at the beginning of their teaching careers. We applied latent change models to a sample of 746 teacher candidates who were assessed twice during the German induction phase (the Referendariat). We found evidence for a significant increase in teacher candidates’ classroom management knowledge during the induction phase. Emotional exhaustion increased during the first year and decreased during the second year of the induction phase. We also investigated between-person differences in the changes. Classroom management knowledge was predicted by the teacher candidates’ cognitive personal characteristics (e.g., cognitive abilities and willingness to reflect), whereas emotional exhaustion was predicted by noncognitive personal characteristics (e.g., emotional stability) as well as variables related to the induction phase (e.g., perceived mentoring quality and teaching load). Classroom management knowledge and emotional exhaustion were only modestly associated.

Refugee-Teacher-Train-Refugee-Teacher Intervention Research in Malaysia: Promoting Classroom Management and Teacher Self-Care

ABSTRACTGiven the current refugee crisis, the development of sustainable postconflict refugee education systems and supports is essential. The present study reports Resilient Refugee Education (RRE) intervention effects on refugee teacher confidence and knowledge of classroom management, in addition to refugee teacher self-care in Malaysia. We compared effects on (a) peer trainers, who were refugee teachers trained by consultants (n = 38), and (b) peer trainees, who were refugee teachers trained by peer trainers (n = 78). The sample included teachers who were refugees (n = 97; mean age = 30; 78% Burmese) and nonrefugees (n = 19; mean age = 48; 44% Chinese-Malaysian). Significant effects on teacher knowledge, confidence, and self-care were found for both trainers and trainees, including interactions with gender and education. Implications for sustainable promotion of the emotional context in refugee education are discussed.