Classroom Management Research Articles

Student voice in higher education: A negotiated curriculum in the foreign language classroom

AbstractThe article examines an action research of negotiated curriculum in a university‐level EFL (English as a Foreign Language) classroom. Drawing on critical pedagogy, this study is best suited to action research as negotiated curriculum can be explored with a deeper understanding through action‐oriented research. The research details how negotiated curriculum affects learning and teaching in an EFL classroom. Data collection methods included participant observation, teacher journals, student journals, and minutes of student meetings. The findings revealed that student choice, participation in classroom management, negotiated assessment, collaborative dialogue, and student‐led activities can be considered in a negotiated curriculum. Moreover, it was indicated that the negotiated curriculum contributed to speaking skills, learner engagement, motivation, self‐confidence, and enjoyment.

The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling

Teacher self-regulation plays a critical role in effective teaching and professional success. It is not only deemed to be a path to professional development but also a prerequisite to cultivating students' self-regulatory capacity. However, our understanding of in-service second/foreign language (L2) teachers' self-regulation strategies is insufficient. This study aimed to address gaps in the literature by exploring the factorial structure of self-regulation strategies for teaching among L2 teachers in China. Grounded in sociocognitive theory, we proposed a multidimensional structure of self-regulation strategies for teaching and made methodological innovations by using rigorous statistical methods including exploratory structural equation modeling (ESEM) and bifactor ESEM to measure the construct-relevant multidimensionality of teacher self-regulation strategies. The study collected data from a sample of 242 in-service L2 teachers across 18 universities in various regions of China. Model comparisons confirmed the ESEM model with the best fit, accounting for 12 specific teaching strategies (i.e., organization, elaboration, critical thinking, goal setting, self-evaluation, self-monitoring, motivational self-talk, emotional regulation, interest enhancement, collective teacher commitment, seeking help and resources, and time and environment management). These specific teaching strategies with moderate correlations confirmed the multidimensional structure of teacher self-regulation entailing cognition, metacognition, motivation, and social behavior. In addition, L2 teachers’ self-regulation strategies were closely connected to their sense of efficacy in classroom management, student engagement, and instructional strategies, supporting the criterion validity.

Promoting professional vision and self-efficacy beliefs about classroom management by using a digital, video-based mastery learning module

ZusammenfassungDie professionelle Wahrnehmung ist eine wesentliche Voraussetzung erfolgreichen Unterrichtens. Um die professionelle Wahrnehmung von Unterrichtsqualitätsmerkmalen wie der Klassenführung im Lehramtsstudium zu trainieren, haben sich videobasierte Präsenzkurse bewährt. Individuell adaptierbare Mastery-Learning-Angebote ermöglichen jedoch eine effektivere Berücksichtigung unterschiedlicher Lernvoraussetzungen und die Bereitstellung spezifischen Feedbacks. Daher wurde ein digitales, videobasiertes und individuell adaptierbares Lernmodul zur Förderung der professionellen Wahrnehmung und Selbstwirksamkeitsüberzeugungen über Klassenführung entwickelt (Mastery-Learning-Angebot) und einem digitalen, videobasierten Seminarkonzept gegenübergestellt, das traditionell von Dozierenden zu festen Zeiten im Gruppenkontext durchgeführt wurde (Unified-Learning-Angebot). 121 Lehramtsstudierende nahmen an der quasi-experimentellen Prä–Post–Follow-Up–Studie teil und trainierten die Analyse klassenführungsrelevanter Ereignisse entweder mit dem Mastery-Learning-Angebot (n = 49), mithilfe des Unified-Learning-Angebots (n = 39) oder waren Teil einer unbehandelten Kontrollgruppe (n = 33). Die Analyse längsschnittlicher Wachstumskurvenmodelle ergab, dass im Vergleich zur Kontrollgruppe beide videobasierten Lehrformate zu einem signifikant höheren latenten Zuwachs der professionellen Wahrnehmung von Klassenführung beitrugen, wobei die Mastery-Learning-Gruppe am besten abschnitt. Im Hinblick auf die klassenführungsbezogenen Selbstwirksamkeitsüberzeugungen ergaben sich zwar Zuwächse in den Interventionsgruppen, diese unterschieden sich jedoch nicht signifikant zur Kontrollgruppe. Der Beitrag liefert wichtige Ansatzpunkte zur Untersuchung videobasierter Lehrangebote, die die heterogene Studierendenschaft und die Digitalisierung als Herausforderungen der Lehrkräftebildung adressieren.

Social representations of teachers' dropout in the French context: An exploratory study

AbstractThis work aims to investigate the causes behind teachers leaving their profession in France, as well as the aspects that influence some teachers to stay in. The phenomenon of teacher dropout and abandonment is increasingly prevalent in OECD countries, particularly affecting new teachers. Taking a social psychological perspective, the research delves into the representational content of teachers' attitudes towards their profession. By distinguishing between teacher dropout and abandonment—the latter being considered an earlier phase, the results suggest that pupils play a central role in preventing teachers' dropout, along with the love and passion for teaching and the discipline they teach. Conversely, lack of consideration, inadequate resources, working conditions and classroom management challenges are identified as aspects contributing to increase teachers' dropout phenomenon. The findings provide an empirical basis for future studies and valuable insights for enhancing initial teacher training programmes. Understanding these phenomena through the lens of social representations provides valuable insights for developing supportive environments that foster teacher retention and well‐being and facilitate intervention and prevention strategies targeting key elements linked to teachers dropping out.

A nutrition education service learning programme: Development, implementation and impact on participants

Objective: The aim of this study was to investigate the perceptions of university students who served as outside facilitators for evidence-based nutrition education for elementary-age children. Design: Qualitative case study. Methods: Thirteen undergraduate university students facilitated four nutrition education sessions for elementary-age students in an after-school programme using the Choice, Control, Change model as part of service learning curriculum. University students completed pre- and post-participation surveys. Elementary-age participants completed surveys after each session. Results: University students saw the benefit of this type of experiential learning with the following themes: knowledge application, learning about diverse perspectives and having a positive impact. Before the first nutrition education session, the university students felt excited, nervous and/or enthusiastic, and during and immediately after the sessions reported they felt confident. Participant engagement was low/mixed and classroom management was challenging, which may be linked to the university students’ perceptions that they were underprepared to work in a distracting social environment, and with behaviour typical to elementary-age children. The education session recipients reported they gained knowledge about healthy behaviours and believed that eating healthy foods is important. Conclusion: There are gaps in nutrition education programme theory and implementation by outside facilitators. These findings are relevant to those who provide health education services for surrounding communities. This study provides information about implementation barriers when outside facilitators lead nutrition education, alongside recommendations to improve these types of programmes in the future.

Technology and Discipline: Examining the Use of Apps for Classroom Behavior Management

Background/Context: In thousands of classrooms throughout the United States and internationally, behavior management apps have become an integral part of schools’ discipline machineries. Such apps are designed to help teachers enforce rules, especially when it comes to rewards and punishments within school token economies. To understand how these apps are beginning to shape and reshape schooling, research is needed that sheds light on the values and beliefs underpinning their use. Purpose: The purpose of this study is to describe and analyze three schools’ discipline practices involving behavior management apps. Our two research questions focused on the paradigms underpinning schools' discipline models and on the influence of these paradigms on schools’ app uses. Our investigation is informed by the scholarship on classroom management, as well as key concepts from Foucault’s (1977) Discipline and Punish. Research Design: This qualitative, comparative case study drew on data gathered at three urban schools. In total, 34 interviews were conducted with campus administrators and teachers. Within-case portraits described paradigms and practices at each school, and cross-case analyses addressed patterns across the schools. Findings: Schools’ behavior app uses were underpinned by differing school discipline paradigms. Although all three schools saw behavior apps as fostering orderly classroom environments, schools’ practices were underpinned by differing sets of values and beliefs (e.g., accountability/social control; neoliberalism; positivity and fun). In this way, the look and feel of app practices, and, ultimately, schools’ overarching discipline systems, also varied. Conclusions: This study examines a widespread, yet understudied, educational technology. By problematizing the values and beliefs underpinning teachers’ behavior app practices, the present study invites scholars and practitioners to question how rewards, punishments, and relationships manifest in schools. In doing so, it highlights opportunities to join with students, parents, and other stakeholders in broader conversations about schooling and discipline.

Teaching Competencies Based on Comparative Assessment at Diverse School Levels

Effective and high-quality education is greatly dependent on the teacher's competence. Teaching competency encompasses the knowledge, skills, attitudes, and professional attributes necessary for an individual to effectively fulfill the duties of a teacher at the expected level. This research aims to examine the teaching competencies of teachers in schools with different educational levels. The researcher employed a quantitative survey methodology to investigate the teaching competencies of teachers in public schools in Multan. A stratified sampling method is employed to choose a sample of 1009 teachers that accurately represents the geographical distribution (location) of schools. A self-developed questionnaire was used to collect the data. The data collected has been analyzed using descriptive statistical techniques such as frequencies, means, and standard deviation, as well as inferential statistical techniques like t-tests and ANOVA. The main findings of the study indicate that teachers demonstrated competence in various domains, such as planning of the lesson, presentation of the lesson, lesson closure, lesson evaluation, and classroom management. The results also indicated that the teaching competencies of teachers vary greatly depending on the location of the school but do not vary significantly based on their academic, professional qualifications, or school levels. Urban teachers have better teaching competence in comparison to rural teachers. The study can be repeated on a large-scale sample by assessing other teaching competencies across different academic levels. Workshops and trainings should be provided for public school teachers to strengthen their teaching competencies.

The Effects Of An Intervention In Student Teachers’ Classroom Management Learning Processes

Classroom management learning of student teachers for secondary education at the workplace is often unfocused as they tend to struggle with the effective use of theoretical knowledge and how to use their teacher educators or others during their internship. As a consequence, student teachers lack efficiency in their classroom management learning process. In the present study, we present the development and implementation of an intervention with the ambition to add more focus and direction to student teachers’ classroom management learning by offering them activities they can use in their interpersonal learning process. Participation in this intervention was voluntary for student teachers. The intervention consisted of three activities: lesson observations, planned conversations and unplanned conversations.
 The results show that student teachers mainly use a combination of unplanned conversations and lesson observations to promote their learning, and that the intervention is helpful for student teachers to structure their learning process. The main conclusion of this study is that the intervention was effective for student teachers and it had impact on developing their knowledge and beliefs/attitudes, and differences in their interpersonal behaviour. However, the student teachers perceived no differences in their pupils’ behaviour in the classroom.

Implementing a Picture Prompt and Proximity Intervention in a Classroom with an Adult Learner: A Case Study

The current case study investigated the use of a picture prompt and teacher proximity with an adult learner with significant disabilities during a postsecondary classroom management class and generalization setting. Results indicated that the learner had a higher percentage of intervals of on-task behavior during intervention than baseline. Teacher and learner satisfaction ratings suggested that the intervention was an acceptable strategy. A discussion of study limitations, implications, and future research directions are included.• A simple low tech instructional strategy can improve student on-task behavior.• Teachers can use an antecedent strategy to improve student behavior.• Strategies used in K–12 environments may work in higher education settings.• Successful applied behavior analysis strategies help include students in group participation.

A Qualitative Study on How Saudi English Language Teachers' Pedagogical Competences Impact Their Students' Academic Achievement. Journal of Research in Language and Translation, 4(1), 20–37. https://jrlt.ksu.edu.sa/en/node/2936

Pedagogical competence refers to a teacher's ability to effectively manage teaching and learning aspects of education. This includes subject knowledge, instructional methods, technology integration, lesson planning, classroom management, student evaluation, and facilitating learner growth. A competent teacher significantly influences students' academic advancement by creating a conducive learning environment. Professional competency involves effective teaching methods, well-structured lesson plans, and delivering instruction. A teacher's professional competency directly affects a student's academic progress, and there is a clear relationship between a teacher's competence and a student's achievement. This study utilized a qualitative case study research method to investigate the perspectives and concepts within a natural setting (Hesse-Biber & Leavy, 2010). The study involved English Language Teachers in six public schools in Shaqra City, Saudi Arabia during the academic year 2023. The findings suggest that English language teachers have the necessary skills to influence student outcomes. They effectively identify students' educational needs, create an optimal learning environment, and motivate engagement in various dimensions. Despite obstacles from education policies, parents, society, and limited resources, teachers continue to make efforts to improve student academic achievements.

Classroom Management Strategies in Hybrid Learning: Insights from Academic Leaders and Lecturers in Chengdu, China

This qualitative multiple case research looks into the domain of hybrid learning within the higher education environment of Chengdu, China, with the goal of developing a conceptual model that thoroughly elucidates classroom management approaches. As educational institutions increasingly incorporate hybrid learning methods, academic leaders and lecturers play critical roles in navigating this changing pedagogical environment. The study looks at the experiences of 15 people from three different institutions in Chengdu. Using a non-probability sampling strategy, this research investigates the numerous characteristics of classroom management via in-depth interviews. The data is rigorously analysed using ALTAS.ti, a qualitative data analysis tool. The results highlight five critical features of classroom management techniques: (a) technological infrastructure; (b) pedagogical adaptations; (c) student engagement and interaction; (d) classroom management strategies; and (e) institutional support and policy. These elements serve as the basis for a conceptual model that provides a comprehensive knowledge of how academic leaders and lecturers improve the efficacy of hybrid learning. The study's findings provide useful insights to the wider discussion of blended learning, providing recommendations to educational practitioners, policymakers, and academics. This study extends our knowledge of classroom management approaches by contextualizing the results within the growing landscape of hybrid learning, enabling the creation of personalized solutions to maximize the hybrid learning experience in the chosen institutions of Chengdu, China.

The Relationship between TPACK and Self-Efficacy of the English Teachers of Gifted Students in Science and Art Centres: A Sample of Türkiye

Modern technology has been incorporated into all the aspects of daily life. The relevant changes are transforming our routines and are being integrated into our lives at varied speeds. This transition is also having an impact on teaching and learning practices. To integrate the aforementioned changes into their everyday practices, substantial effort has been invested by the participants within these contexts, namely, the students and their teachers. The necessity for proficiency in technology tools and applications, coupled with the exploration of whether there exists any correlation between technological pedagogical content knowledge (TPACK) levels and self-efficacy levels, stands as a phenomenon that warrants examination in literature. Although previous studies succeeded to emerge TPACK level of English language teachers from different backgrounds, it was aimed to fill the gap for those (124) of gifted students through the current study. A case study was used; also, TPACK-EFL survey and the English Self-Efficacy Belief Scale were preferred as the instruments. The results indicated that the TPACK level of English language teachers of gifted students was quietly high, and they were aware of instructional strategies, student engagement, and classroom management from the perspective of self-efficacy within four language skills such as; reading, writing, listening and speaking.

Theory-Practice Divide: Pre-service Teachers’ Application of Pedagogical Knowledge During Teaching Practicum

Good teacher education programmes ensure good resonance between the pedagogical knowledge learned at the university and the teaching practical. However, the literature shows a significant gap between these two elements. This theory-practice divide can dishearten and potentially jeopardise pre-service teachers’ ability to remain in the field. This study investigated pre-service teachers’ experiences applying pedagogical knowledge learned at the university to their teaching practicum. The research aims to answer two research questions: (i) what pedagogical knowledge learned at the university was useful or inadequate during teaching practicum, and (ii) what suggestions do they have to reduce the theory-practice divide? An exploratory qualitative research design was employed. The sample consisted of seven pre-service teachers who had recently completed their teaching practicum. The main data sources were an open-ended questionnaire and online interview sessions. Data analysis used a constant comparative method to look for emerging themes. Two themes emerged regarding the first research question: (i) Useful Pedagogical Knowledge and (ii) Inadequate Pedagogical Knowledge. For the former, three categories identified were (i) general teaching methods, (ii) research-based teaching findings, and (iii) sharing of teaching experiences and modelling by lecturers. In the latter, four categories coded were (i) classroom management, (ii) online classes, (iii) completing official forms and (iv) comprehensive lesson plan. Accordingly, the pre-service teachers provided three suggestions to improve these adequacies. The study’s implications indicate meta-conversations among stakeholders for more holistic programmes and as starting grounds for curriculum reviews.

Encouragement as a Form of Social Support Promoting Boundary Crossing and the Development of a Courage Scale

ABSTRACT: A courage scale was developed to address issues regarding the definition of Adlerian courage. It considered the relationships among encouragement, courage, and boundary crossing in Japanese university students using structural equation modeling (SEM). According to exploratory factor analysis, the courage scale comprised two factors: striving for superiority over the self and social interest, consistent with Adler’s model of courage. Both factors exhibited sufficient reliability and validity. The SEM results indicated that encouragement from an intimate friend positively influenced social interest, which in turn positively influenced boundary crossing while negatively influencing boundary crossing in the absence of mediation. A classroom management approach based on the results and aimed at enhancing social interest is discussed from an Adlerian perspective.

Hybrid Learning Challenges and Opportunities: Literature Review in Chengdu's Universities, China

Hybrid Learning, as an educational model that integrates traditional face-to-face teaching and online learning, has been widely used in Chinese university education in recent years. However, hybrid Learning also brings some challenges. There are deficiencies in lecturers, students and teaching equipment. The main purpose of this study was to explore the classroom management techniques used by university academic leaders and lecturers in hybrid learning, to describe the challenges and opportunities they face in managing university hybrid learning classrooms, and to analyse the specific strategies they have implemented to address these challenges. This study found that academic leaders and lecturers use a variety of classroom management techniques in hybrid learning, including the use of online teaching and learning platforms, the design and sharing of teaching and learning resources, and the facilitation of student interaction and feedback. Hybrid learning provides lecturers with a more flexible teaching environment, rich teaching resources and opportunities to promote personalized learning. The study summarizes the theoretical framework from the literature review and develops a conceptual framework from the theoretical framework.

Classroom Management Continuum Style and Teaching Competencies: Key Variables to Teachers’ Professional Development

Classroom Management Continuum Style and Teaching Competencies: Key Variables to Teachers’ Professional Development

The relationship between perceptions of instruction quality, intrinsic motivation, and reading achievement: a longitudinal analysis

ABSTRACT This study including 3,089 students from 173 secondary schools explored the changes in students’ perception of classroom management and goal clarity throughout early adolescence (Grades 5 to 9) and its relationship with learning outcomes such as intrinsic motivation and school grade in reading. The results revealed: 1) Students’ perception of instruction quality, intrinsic motivation and school grade decreased over the years; 2) intrinsic motivation influenced classroom management perception, whereas the relationships between the classroom management perception and school grade were reciprocal; 3) the influence of goal clarity perception on intrinsic motivation changed over the years, and a positive influence on outcomes was only observed between Grades 8 and 9; 4) there were different results between male and female students as well as between academic and vocational tracks. The findings have implications for understanding the possible contextual factors related to the decrease in learning outcomes for reading in secondary schools.

Investigating Factors Affecting Teacher Training in Classroom Management at Primary Schools in Tehsil Bhawana, Chiniot (Pakistan)

Teacher training systematically develops attitudes and abilities needed to do the teaching job effectively. Training is extremely beneficial for newbie instructors in understanding the aims and expectations of institutions. The goal of this research is to investigate the role of teacher training in classroom management. The public primary schools of Tehsil Bhawana, district Chiniot, were taken as a study area. All the teachers at public primary schools of Tehsil Bhawana district Chiniot were considered as the population of the study. According to the School Information System (SIS), there are 266 teachers in public primary schools of Tehsil Bhawana. The sample size of 113 teachers was determined by using www.surveysystem.com with a 95% confidence level and a 7% confidence interval. A convenient sampling technique was used to select respondents and collect data. They considered the study objectives, and a well-structured, validated, reliable, and pre-tested questionnaire was used to collect data. Major findings are as follows: Teacher training is helpful in motivating students towards learning with a mean value of 4.50, which lies between agree and strongly agree but slightly inclined towards agree. Political interference reduces the efficiency of teacher training programs with a mean value of 4.48, which lies between agree and strongly agree but somewhat towards agree. Teacher training improves professional development.

Estilos docentes: una intervención de aprendizaje basado en juegos

This research article presents the results of an evaluative and mixed instrumental case study that aimed to evaluate how the pedagogical use of the game ‘¡Aye!’ could contribute to the development of authoritative teaching styles. An intervention based on game-based learning was implemented and evaluated with 13 teachers (3 men) from Bogotá, Colombia. Information was collected from a self-report questionnaire on teaching styles (before and after the intervention), observations (during the intervention) and in-depth interviews (six months after the intervention). Data from the questionnaires were analyzed through descriptive statistics, and those from the observations and interviews through qualitative content analysis. The results showed that the teachers reported an increase in their attitudes and behaviors associated with authoritative teaching styles, and that the game favored the capacity of the teachers to lead their classrooms promoting students’ participation and autonomy, as well as teachers’ positive affect towards their students. Results are discussed in light of their implications for innovation in teacher training processes related to classroom management skills.

The Impact Of Make Every Minute Count Classroom Management On The Activities Of Class IV Students

The present study reports the first comprehensive study on the freshwater macroinvertebrates and its habitat preferences in Bilah River, the largest riverin the Northern Sumatra. The riverside is characterized by the presence of anthropogenic and industrial activities which may alter the macroinvertebrate assemblage and biodiversity. Five moon 1, 2, 3 and 4 while group 2 consisted of station 5, 6, 7, 8, 9, and 10. Based on the diversity indices as ecological parameters, the habitat condition in Bilah River is categorized from low to moderately polluted. Spatial patterns in both environmental conditions affecting the macroinvertebrate assemblage was observed using canonical correspondence analysis (CCA) revealed the preferences from each macroinvertebrate species towards environmental conditions This study aims to find out: (1) Population variance of the two groups is the same or homogeneous, (2) Differences in average student learning outcomes, (3) The influence of class management Make Every Minute Count on student learning activity. This research is quantitative research using experimental methods and quasi-experimental design. The research population is the entire student at MI Taufiqurrahman 2 Kukusan which totaled 457 students. The sample technique used is purposive sampling. Research sample of 42 students consisting of class IV A 21 students (experimental) and IV B 21 students (kontrol). The data collection technique uses the lift as the primary instrument. From the test results the instrument obtained a Table R of 0.396 and Cronbach's Alpha of 0.836. The results analysis technique uses the t-test, which compares the two groups' rata-rata. The research findings indicate that: (1) Based on the information available, the significance level (Sig.) is less than 0.198 > 0.05, indicating a similar or homogenous population variation. (2) Based on results showing that the average learning time for the Afterwards Experiment (Make Every Minute Count) was 86,00 and the average deviation was 5,167, as well as the Average Learning Time for the Afterwards Control (Classroom Meeting) was 82,29 and the average deviation was 6,133. It may be observed that there are differences in student learning activity between the "Make Every Minute Count" and "Classroom Meeting" lesson plans. (3) Based on the Uji Wilcoxon results, Asymp.Sig. (2-Tailed) 0,000 < 0,05 or Ha is found. Thus, it is shown that there is a difference in the Make Every Minute Count staff's learning activity among fourth-grade students.