Classroom Managers Research Articles

Developing the Scale of Classroom Management Skills

In general sense, management uses sources of organization voluminously to reach the common goals of the participants of the organization. Classroom management uses the sources of the classroom participant (student, teacher, school management) to be successful. Success at education may be reached if teacher, with the status of classroom manager, can perform management processes effectively. The most important factor at success at education is teacher’s level of classroom management skills. Classroom management skills cannot be dissociated from general management skills. Processes such as planning, coordination, organization, communication, making decisions, and prize-reward are also necessary for classroom management. Teacher’s success at these processes also determines his success at the teaching conducted with his students.The study was conducted with 788 students chosen randomly from Trakya University. Varimax rotated exploratory factor analysis was used as scale development statistics to ascertain sub-dimensions. Item-total correlation coefficient and item-remainder correlation coefficient, Cronbach and Rulon coefficient were calculated to determine the reliability. The scale was found to be valid, reliable and available as a result of statistical procedures.

Immediate Program Graduate Attributes and Learning Outcomes of Pre-Service Teachers and their Retrospection in Studying

Graduate attributes and learning outcomes are the building block of university curricula to produce responsive and relevant educators of the 21st century. This paper focuses on the assessment on the acquisition of the program graduate attributes and learning outcomes for teacher preparation program. It describes the retrospection of the students which will serve as basis for the program strategic enhancement. This study employed descriptive survey to seventy-five (75) graduating teacher education students. Findings revealed that the top five highest program graduate attributes are lifelong learner, responsive teacher, ethical educator, subject matter expert, and multi-literate educator while the bottom five are effective communicator, value-laden educator, instructional material developer, classroom manager, assessor and evaluator, and curriculum planner and implementer. Grade in field study courses spelled difference on the acquisition of graduate attributes. Implying that students with high academic performance perceived themselves to have a high level of acquisition of the IGA. Retrospection of the respondents showed excellent satisfaction the research and extension services, academic counseling program, and qualities of the instructors and professors. Further, family and relatives were influential in choosing teaching as career preparation. Finally, parents' satisfaction and geographic locations are important factors that affect enrolment of the teacher education program.

Supporting Professionals in Becoming Skilled Classroom Managers of Behavior

Supporting Professionals in Becoming Skilled Classroom Managers of Behavior

What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools

Students’ views about teaching, learning, and school experiences are important considerations in education. The purpose of this study was to examine students’ perceptions of teachers who create and maintain safe and supportive learning environments. To achieve this, a survey was conducted with 360 students to capture students’ views on their classroom experiences. Follow-up focus group discussions were used to further elaborate and clarify students’ perceptions. Despite varying school contexts, students provided consistent reports that effective classroom managers meet students’ needs by developing caring relationships and controlling the classroom environment while developing student responsibility and engaging students in their learning.

Relationships Between Instructional Quality and Classroom Management for Beginning Urban Teachers

This mixed-methods study explores the differences in 1st-year urban teachers’ classroom management beliefs and actions. The teachers in this study were in their first year of teaching in an urban context concurrent with their participation in a teacher education program offered at a large public university. Using program-wide surveys of 89 elementary and secondary teachers and qualitative data from five case participants, this study explores teachers’ behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. Specifically, the participants focused on both student behavior and academics when managing classrooms and did not singularly consider enforcing behavioral systems for obtaining teacher authority. Even with this focus, some of the participants were more relational in their classroom management approach and actively searched for ways to build relationships with students. More relational classroom managers were associated with higher ratings of instructional quality. These findings speak to the need for future large-scale studies on the use of relational classroom management approaches and how those approaches relate to instructional quality.

PME Learning Model : The Conceptual Theoretical Study Of Metacognition Learning In Mathematics Problem Solving Based On Constructivism

Learning mathematics until today still left a lot of records that had to be improved, including passive learning, low ability of learners in problem-solving activities, the rarity of authentic assessment, emphasizing only on cognition, and others. This was a study of the literatures concerning the teaching of metacognition in mathematical problem solving. The PME learning model was a modified theory of Darling-Hammond (2003), which was a theoretical-conceptual product that offered the strategies to improve the ability of metacognition in problem solving. This metacognition strategies implemented through metacognitive activities, ie : planning, monitoring, and evaluating (PME). On PME learning model: (1) the activity planning, monitoring, evaluating explicitly raised in the core activities of learning and mathematical problem-solving activities; (2) the learning process recommended using social constructivist teaching in small groups; (3) placing the role and duties of teachers as counselors, classroom manager, motivator, facilitator, and evaluator; (4) The support system for the effectiveness of PME learning model were: Lesson Plan (LP) and Worksheet for students (WS); and (5) the direct effect was expected increasing of the metacognition ability, and the nurturant effect was expected to increase in problem solving performance.

Increasing Teachers’ Use of Behavior-Specific Praise Using a Multitiered System for Professional Development

Successful instruction is contingent upon effective classroom management. Unfortunately, not all teachers are effective classroom managers and many require in-service professional development (PD) to increase their use of evidence-based classroom management skills. Although PD models have been developed and evaluated, many are resource-intensive. To address this, we developed a multitiered system for PD (MTS-PD) to provide increased levels of support based on need as measured by teacher behavior. We conducted two studies to examine the effect of Tiers 1 and 2 of the MTS-PD model on elementary school teachers’ use of behavior-specific praise (BSP). Study 1 examined the effect of Tier 1, a single 25-min didactic training, and Study 2 examined the effect of Tier 2, which included regular visual performance feedback delivered via email. The results of Study 1 indicated that teachers did not increase their rates of BSP to a priori defined levels of success. Study 2 found that the Tier 2 PD approach increased teachers’ BSP rates, a functional relationship was established, and the rates maintained 3 months after the Tier 2 PD. Study limitations and future directions are discussed.

Disrupting ELL Teacher Candidates' Identities: Indigenizing Teacher Education in One Study Abroad Program

In this article, the researchers describe and theorize the challenges and promises of exposing preservice teachers' identities to indigenous, critical second language teaching experiences in one study abroad program in Mexico. The eight teacher candidates who participated in this 4‐week program were predominantly white, like the majority of teachers of English language learners in the United States today. By analyzing teacher candidates' self‐assessments, course work samples, class discussions, focus group sessions, and ethnographic field notes, the researchers found three main themes of identity shifts: becoming socially aware, becoming empaths, and becoming creators of loving classroom spaces. These tentative changes appear to be the result of a carefully crafted curriculum, including the extracurricular activities organized in concert with the social justice language institute with whom the researchers partnered. At the same time, the teacher candidates' identities worked in tensions with former identities already created, such as being excellent “classroom managers.” The researchers show these tensions and realistic hopes regarding the teacher candidates. This program—and other alternatives to preparing preservice teachers attempting to work with culturally and linguistically minoritized communities—can serve as examples of beginning efforts to decolonize curricula. This critical approach to teacher preparation creates cracks between worlds (Anzaldúa, 2002) that allow preservice teachers to rethink their identities as second language teachers in local and global contexts.

Guest speakers and internationalization in higher education: A critical reflection of guest speakers in tourism programmes

At its general term, this paper discusses the role of guest lecturers in higher education. More precisely, the paper considers the role of guest lecturers in tourism Management programmes taught to student in Universities. The paper examines theory and literature relating to tourism studies and higher education in general. It discusses the relevance of guest speakers in universities and examines their contributions towards tourism programmes. The paper discusses lecturers in tourism degrees suggesting that they might lack industry experiences but are still required to deliver theories to students and are seen as classroom managers and student mentors. The paper further investigates how lecturers and guest speakers are perceived as two different entities by students where lecturers are seen as classroom managers and guest speakers are seen as the industry knowledge providers. As internationalization of education becomes the focus of higher education institutions that aim to deliver education in a more international context, guest speakers that address local practical occurrences become less appealing. With the rapid spread of distant learning and online education, the paper concludes that guest lecturers are not the solution for perfect academic experiences in higher education in general and specifically in tourism programmes.

THE ROLE OF STUDENTS AND TEACHERS IN ENGLISH CLASSES USING THE 2013 CURRICULUM

This research is about curriculum of 2013. In this thesis, the writer was interested in analyzing the Roles of Students and Teachers in English Classes in Senior High School 2 Ungaran. The aims of the research were to find out the roles of teachers and students in Senior High School 2 Ungaran, and it was also aimed to identify the constraints in applying the roles of teachers and students in the English classes using in Senior High School 2 Ungaran. This research design used a descriptive qualitative method. The research results show that the teachers had implemented their roles as facilitator, classroom manager and informant. However, they could not perform their roles as the ideal informant since they had to frequently get involved directly to explain more, particularly in structural and grammatical rules, and the time limitation also prevented them to provide feedback since they frequently could not finish the tasks. The constraints faced by the teachers to apply their roles in the English classes were the complication of the documents, the students with different range of skills, different quality of students’ roles, the time limitation, and dominant Teacher’s Talking Time (TTT).

Persistent Classroom Management Training Needs of Experienced Teachers

Experienced special education teachers (n=62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found with respect to the type of classroom management theoretical approach used to train these teachers. Of those (74.2%) who received classroom management training post-graduation, the majority (64%) reported needing still further training in dealing with student behavior. Specific training desired was in whole-class management strategies, as well as in managing behaviors of students with disabilities. Results suggest that teachers’ training needs in classroom management may persist throughout their professional careers, even following intensive preservice training.

Teacher Education Perceptions of a Proposed Mobile Classroom Manager

Teacher Education Perceptions of a Proposed Mobile Classroom Manager

Conflict Prevalence in Primary School and How It Is Understood to Affect Teaching and Learning in Ghana

Verbal and non-verbal interactions that occur daily between teachers and headteachers, teachers and pupils, and among pupils can generate conflict that may adversely affect teaching, learning, and schooling effectiveness. Little attention is, however, paid to the quality of relationships that exists between teachers and pupils, among teachers, among pupils, between teachers and their school heads, and between schools and their local communities. This study sought to investigate conflict prevalence in Ghana’s primary schools, and how relationship conflict is understood to affect teaching and learning at the level of headteachers as administrators, teachers as classroom managers, and pupils as learners, and direct beneficiaries of primary education. Using data gathered via interview, questionnaire administration, and observation in 30 public primary schools in 10 circuits of one district of Ashanti Region, the findings revealed a high prevalence of fighting, heckling, bullying, and other forms of relationship conflict among pupils; strained teacher–pupil relations due to insolence, indiscipline, and use of offensive language; and teacher–parent arguments and quarrels due to harsh punishment and verbal assault of pupils. Teacher–pupil conflicts may extend to teachers excluding the affected pupils from teaching and learning activities, denying them the rights to ask and answer questions, and have their class exercises marked, leading to lowered pupil self-esteem, reduced concentration during lessons, and passive involvement in learning activities, which could result in truancy and school dropout. Strengthening guidance mechanisms and encouraging peer mediation could significantly curb conflict in school environments and thereby raise educational standards in the district.

"The secret weapon of good teachers" series. The second secret weapon: "Good teachers are excellent classroom managers"

"The secret weapon of good teachers" series. The second secret weapon: "Good teachers are excellent classroom managers"

Who is the Indian Learner of English? A Study in Learner Profile

English teachers will face existential peril if they fail to understand that their students are no longer students but learners and that they are the reason for teachers’ meaningful professional existence. The English classroom will be a site for successful enriching experience for both teachers as facilitators and students as learners only when the former understand the latter: who their learners are. Learner characteristics determine the materials and methods and classroom activities for use in class. They also determine the objectives of English language programme. Hence, it is imperative for English teachers to first understand learner characteristics of each English class as a pre-condition for meaningful interactive classroom. With the knowledge about their learners, teachers as facilitators can do much in negating the teacher-fronted classroom and bringing about a new learning-centred learning class. Learning-centric classroom is more significant and important than just learner-centred. After all, a classroom is not a collection of learners as if they are kept in a showcase. Much learning ought to take place with teachers acting as classroom managers and catalysts. The present study proposes to analyze the characteristics of Indian learners of English at the tertiary level through learner profiles personally collected over a period of time.

Kaos Teorisi ve Eğitime Yansımaları: Mehmet Akif Ersoy Üniversitesi Örneği

AbstractDiscussions have arisen regarding the application of the new paradigms of chaos theory to social sciences as compared to physical sciences. This study examines what role chaos theory has within the education process and what it has by describing the views of university faculty regarding chaos and education. The partici- pants in this study consisted of 30 faculty members with teaching experience in the Faculty of Education, the Faculty of Science and Literature, and the School of Veterinary Sciences at Mehmet Akif Ersoy University in Burdur, Turkey. The sample for this study included voluntary participants. As part of the study, the acquired qualitative data has been tested using both the descriptive analysis method and content analysis. Themes have been organized under each discourse question after checking and defining the processes. To test the data, fre- quency and percentage, statistical techniques were used. The views of the attendees were stated verbatim in the Turkish version, then translated into English by the researchers. The findings of this study indicate the presence of a butterfly effect within educational organizations, whereby a small failure in the education process causes a bigger failure later on.Key WordsChaos, Chaos and Education, Chaos in Social Sciences, Chaos Theory.The term chaos continues to become more and more prominent within the various fields of social sciences (Farazmand, 2003). Currently the topic of chaos is being discussed in the social sciences, particularly in the domains of philosophy, sociology, management, and education. The application of chaos theory in the social sciences is advantageous since the theory broadens both the perspective and the influence of social sciences, thereby creating a new interdisciplinary paradigm that can be called united science, characterized by its interdisciplinary approach (Yesilorman, 2006). Although chaos theory is becoming increasingly more popular in the social sciences, as well as providing a valuable new viewpoint, Toremen (2000) states that chaos theory is only a recent addition to the social sciences and that it should be discussed more at the philosophical level than on the scientific level.Chaos theory in the social science of education was adapted from chaos theory in physics and mathematics (Harshbarger, 2007). This theory was developed when scientists found that previously ignored random data was significant when it was taken into account over the long term.In the field of education, chaos theory provides refreshing insights into an education system that consists of a mechanical world in which many individuals attempt to learn information under whatever philosophy of education is popular at the time. Education in any era, however, is based on the perceived needs of that era, where individuals must try to learn specific things within a specific amount of time while improving their understanding about a linear system on both the micro and macro level (Toremen, 2000). Yet such linearity cannot be the foundation for the education system we need in this information age. For example, Newton's linear research model has been applied to educational systems without questioning whether its foundations are suitable to meet today's needs. Absolute determinism has been forced to give in to structuralism, complexity and relative indeterminism. This deterministic mechanical model has blindly been accepted as the educational system of the information era. At this stage, however, it is critical to construct nonlinear models that facilitate learning (Ruelle, 1995).Applying chaos theory to today's complex systems such as schools clearly provides a significant opportunity for change and transformation, since learning and thinking are not linear processes. Classroom managers should be aware that complexity and paradoxes provide an atmosphere that is very conducive to creativity. An organization's ability to maintain its dynamism and creativity is directly proportional to the effort it expends toward continuous improvement, organization, taking risks, transformation and development (Demirtas, 2006). …

Geography Teacher as an Effective Classroom Manager

The Geography Teacher in the classroom setting is confronted on a daily basis with situations which require effective decision-making. By and large, the quality of the decision s/he makes daily determines the attainment of her/his instructional goals. But unfortunately, some teachers are unable to attain their instructional goals due to their poor decision-making skills. This article is an attempt to educate teachers in general and geography teachers in particular on the decision-making skills that they have to demonstrate in the teaching learning process. The article deals with issues such as the functional roles of the Geography Teacher as regards lesson planning, lesson implementation and lesson evaluation. In performing these functions, the Geography Teacher will have to demonstrate her/his decision-making skills with regard to what to teach, when to teach, how to teach and how to evaluate.

TEKNIK MANAJEMEN KELAS BAGI EFEKTIFITAS AKTIVITAS PEMBELAJARAN

Teaching in a typical classroom, teachers play at least three major roles: making choises about instructional strategies, designing classroom curriculum and making employing classroom management technique. Of the three roles, classroom management is arguably the foundation. Effective teaching and learning can not take place in a poorly managed classroom. If students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becames the norm. In these situstions, both teachers and students suffer. Teachers struggle to teach, and students most likely learn much less than they should. In contrast, well-managed classrooms provide an environment in which teaching and learning can flourish. But a well-managed classroom management does not just appear out of nowhere. It takes a good deal of effort to create, and the person who is most responsible it is the teacher. This article discusses some questions relating to the concept of classroom management, teacher’s role as a classroom manager, and procedure and discipline as the main aspects of classroom management including research and practice perspectives on which they are based.

Teachers’ resilience and well-being: a role for educational psychology

The retention and resilience of teachers are subject to many influences. Children’s behaviour is often cited as a major source of stress for teachers and a challenge to their resilience. We suggest that an understanding of teachers’ attributions and efficacy beliefs may provide the foundations for work to support teachers. We outline findings from research that has examined teachers’ attributions for the causes of children’s misbehaviour, teachers’ beliefs in their efficacy as classroom managers of children’s behaviour as well as how, in principle, such beliefs may be supported and enhanced. We also relate these findings to those associated with educational and developmental outcomes for children. We conclude with some illustrative evidence of ways (involving consultation and other interventions) that applied psychologists have contributed to the professional well-being and resilience of teachers.

Editorial 9(1)

Welcome to Volume 9(1) of the International Journal for Educational Integrity. This issue is being published just a few months after the International Center for Academic Integrity's Annual Conference in San Antonio, and directly before the Plagiarism Across Europe and Beyond Conference opens in Brno, Czech Republic. Further research and good practice will be shared at the 6th Asia Pacific Conference on Educational Integrity, in Sydney, 2-4 October 2013. It is evident from the increasing depth and maturity of research output that academic integrity as a field of inquiry is well established.
 
 This expanded issue is presented thematically, beginning with articles that explore how academic integrity is understood by under graduate and international students,through to papers that report how postgraduate research students develop writing and academic skills, then to an overview of systems for detecting plagiarism when itoccurs, and finally a paper which reports on an initiative which aimed to change institutional practices and build a culture of integrity.
 
 Mike Joy and UK colleagues build on their previous research by investigating computing students' understandings of source-code plagiarism via their responses to a series of scenarios. Based on data from 770 students representing 21 higher education institutions, mostly in Europe, Joy et al. not only detail findings which will bevaluable for institutional policy and practice, but provide useful scenarios which can be adapted and used as educational resources. Not surprisingly, a key finding from this work is that "certain types of plagiaristic activity are poorly understood".
 
 Stella-Maris Orim and her colleagues from the Impact of Policies for Plagiarism in Higher Education Across Europe Project (led by Irene Glendinning) at Coventry University, use a different approach to explore Nigerian postgraduate students' understandings of plagiarism as they negotiate their new educational environment in the UK. Based on interview data from 18 Nigerian postgraduate students, the authors use the phenomenographic method to develop six categories relating to this student group's understanding of plagiarism. The authors conclude that "Nigerian postgraduate students have an inadequate understanding of plagiarism from their previous institutions".
 
 Michelle Vieyra, Denise Strickland and Briana Timmerman extend work previously published in the IJEI by Gilmore et al. (2010). Vieyra and colleagues report on patterns of plagiarised material in science and engineering master's and doctoral theses "in the hope that it will contribute to the growing awareness of the problem of plagiarism in graduate schools as well as provide insight into the causes ofplagiarism". Plagiarised text was found in 28% of the proposals, and in agreement with other research described in this issue, the authors conclude that the plagiarism occurred as a result of lack of familiarity with the requirements of academic writing and conventions.
 
 Moving from understanding and preventing plagiarism, US researchers Norman Meuschke and Bela Gipp provide a comprehensive review of plagiarism detection systems with the aim of finding an "approach which automatically detects morestrongly disguised plagiarism, such as paraphrases, translations or idea plagiarism" rather than the more easily identified character-based text comparisons. Having explored the advantages and disadvantages of a range of detection approaches, the authors conclude that to be able to reliably detect paraphrases, translated plagiarism and idea plagiarism requires a novel method, which may need to incorporate crosslingual,citation-based, and intrinsic plagiarism detection approaches.
 
 Andrew Garner and Larry Hubbell, from the University of Wyoming, use the case study method to identify three models employed in US colleges and universities toadjudicate academic integrity breaches, specifically plagiarism: the 'student-centered' model, the 'due process' model and the defacto 'classroom manager' model. The authors demonstrate how each of these models provides different incentives tostudents regarding their likelihood to engage in plagiarism, and to staff in terms ofhow they respond to such academic integrity breaches.
 
 The final paper brings together the key issues of inquiry in this field, and demonstrates what is arguably the key ingredient for preventing breaches ofacademic integrity: developing and nurturing a culture of integrity. The initiative reported by Patrick Baughan at City University, London aimed to promote better understanding of academic conduct issues amongst staff and students and generate institution-wide culture change. Based on phenomenographic analysis of interviews with eight change agents, known as Educational Development Associates, the author concludes that consideration of cultures and practices in departmental/programme contexts needs to complement central planning approaches to change initiatives.
 
 I trust you will enjoy the range of topics explored in this issue. Volume 9(2) will publish the best papers from the Plagiarism Across Europe and Beyond Conference, together with regular reviewed submissions. I welcome feedback via email:tracey.bretag@unisa.edu.au
 
 Tracey Bretag, Editor, International Journal for Educational Integrity