Student Behavior Management Research Articles

The Effectiveness of a Training Program Based on Educational Technology Applications in Developing Learning Management Skills among Female English Language Teachers

The study aimed to investigate the effectiveness of a training program based on educational technology applications in developing learning management skills among English language teachers. To achieve this objective, the researchers employed the experimental method using a one-group design (pre-test and post-test). The study sample consisted of 16 English language teachers in the Directorate of Education for Deir Alla District. The teachers underwent training according to the program, which lasted three weeks, and then the study instrument was applied. The study instrument was an observation checklist designed to measure learning management skills, which consisted of four main areas: managing the educational environment, time management, student behavior management, and organizational and planning management. The results indicated statistically significant differences (α=0.05) between the teachers' scores in the pre-test and post-test across all domains and the total score, with the differences favoring the post-test. Based on these findings, the study recommended several actions, including offering similar training programs to teachers across different educational stages, particularly those focused on educational technology applications. Efforts should also be directed toward designing specialized programs to enhance learning management skills in various subjects and providing tools that support the integration of educational technology in schools, such as smartboards, laptops, and e-learning platforms.

Design of Student Behavior Analysis and Management System Based on Deep Learning

Design of Student Behavior Analysis and Management System Based on Deep Learning

An Analysis of Classroom Management Conducted by the English Teacher at a Private Islamic Junior High School

This study investigates the classroom management strategies of an English teacher at a private Islamic Junior High School in Sidoarjo, focusing on time and space management, student behavior, and instructional strategies. The research aimed to evaluate the effectiveness of these strategies in creating a conducive learning environment. Observations were conducted during two meetings on May 28 and 29, 2024, using an observation checklist based on McLeod, Fisher, and Hoover's classroom management theory. Additionally, an interview with the teacher provided further insights. The results revealed that the teacher effectively managed classroom time and space, scoring 50% in both sessions. However, student behavior management could have been more effective, with scores of 45% and 50% in the respective meetings. Instructional strategies were also limited, with scores of 40% in both meetings. The study highlights a well-organized classroom environment but points to areas for improvement, including enhancing behavior management techniques and incorporating diverse instructional strategies. The implications suggest a need for more dynamic and responsive approaches to classroom management, including integrating technology and fostering personal connections with students to improve engagement and learning outcomes.

The School-to-Prison Pipeline: Long-Run Impacts of School Suspensions on Adult Crime

Schools must balance student behavior management with the potential negatives of strict discipline. These policies can deter misbehavior but may stigmatize students and expose them to the criminal justice system early. We assess the impact of attending a strict discipline school on achievement, educational attainment, and adult criminal activity. Using data from a boundary change and principal switches, we find that higher suspension rates have significant negative long-term effects. Students at such schools are 15–20 percent more likely to be arrested and incarcerated as adults. Negative impacts on educational attainment are particularly pronounced for males and students of color. (JEL H75, I21, I28, J15, K42)

If They Talk, Will You Listen? How Youth Perspectives Should Inform Behavior Management Practices Towards Sustainable School Climate Improvement

Student behavior management remains a pivotal area of consideration for pre- and in-service secondary teachers and administrators alike. Hoping to gain deeper insight into the intersection between student behavior and school climate an action research methodology is employed to invite students into the debate as active school stakeholders. A case study from one inner city high school engaged 25 youth participants in a 6-week long focus group to learn about the research process through the creation and analysis of three arts-based data collection methods: timeline, relational map, and photovoice. Student led analysis of the data demonstrated that student behavior is inextricably linked to the quality of the social aspect of school climate. Healthy school climates which inspire positive student engagement and behavior are ones which: 1) foster positive student-staff relationships; 2) incorporate pedagogical practices which allow for student voice and choice; and 3) encourage the opportunity for redemption following infractions. While restorative measures are presented as effective ways to promote positive student behavior and healthy school climates, stakeholders wishing to authentically transform school systems are cautioned to reflect deeply on power and privilege to dismantle traditional structures for sustainable growth.

Perceptions and impacts of the Happy Program on socio-emotional competencies: a mixed-methods study in primary education

Introduction: The "Happy Program" implemented by AMCO across various schools in Latin America has been the subject of a mixed-methods study assessing its impact on the socio-emotional competencies of primary school students. The study focuses on the perceptions of both teachers and students, integrating quantitative and qualitative techniques for a comprehensive evaluation. Methods: Mixed-methods design to thoroughly assess the impacts of the Happy Program on socio-emotional competencies among primary school students. This design incorporates both quantitative and qualitative approaches to provide a multi-dimensional understanding of the program’s effects. Teacher’s study, this segment involves a survey distributed to 57 teachers, designed to capture their perceptions before and after the implementation of the Happy Program. The survey measures changes in their views on students' socio-emotional skills and the overall classroom environment. Teachers are asked to rate the program’s influence on student behavior and emotional management, and to comment on areas for improvement, such as activity variety and family engagement. Parallel to the teacher survey, a larger scale study surveys 1,526 students. This study aims to gather direct feedback from the students about their experiences with the Happy Program. Students respond to questions about their emotional understanding, how they manage emotions, and their interactions with peers and family members as influenced by the program. This data is crucial for measuring the perceived effectiveness of the program from the students’ perspective. Findings/Results: Teachers reported a generally positive impact of the program on students, noting enhancements in key skills such as self-regulation and empathy. However, they also identified areas for improvement, such as activity diversification and greater family engagement. The results detail an increase in emotional understanding and management skills among students, with 76% of teachers observing significant improvements in these areas following the program's implementation.

School Effectiveness Factors and Student Achievement: A Longitudinal Study in an Urban School District

In this study we explore the longitudinal impact of effective school factors on student achievement over a five-year period in an urban school district. By collecting teacher survey data from urban schools in a Midwest school district and analyzing the survey data alongside student achievement, we identified several factors associated with student achievement growth. Our findings reveal that Shared Vision and Goals is positively associated with student achievement growth in math and reading. Furthermore, Student Behavior Expectations and Behavior Management Practices are positively associated with growth in reading achievement. Our research contributes to the understanding of effective school factors from a longitudinal perspective, particularly in an urban school setting.

Management Strategies to the Behavioural Challenges of Learners from Child Headed Households as an Optimum Approach to Nurturing a Child-Friendly Learning Environment

Student behaviour management is one of the contemporary problems faced by managers of schools. This study explored how school principals address behavioural challenges of orphaned learners for positive outcome. Using qualitative approach, purposive sampling was used to select eight principals whose schools had a visible population of learners from child headed households who exhibited behavioural challenges. Data was collected using unstructured focus group interviews to encourage spontaneity and in-depth discussions. Focus group interviews were used to collect data to allow for spontaneity and in-depth conversations with respondents. The results showed that most of the intervention strategies employed by the principals in schools did not generate restorative learner behaviour. It was also revealed that most of the behavioural management strategies were not effective since undisciplined learners who returned from suspensions often repeated similar behaviours that got them suspended. From the inadequate managerial skills on orphaned learners’ behavioural challenges revealed by the study, it is recommended that school managers need staff development on how to implement restorative disciplinary approaches on learner management.
 
 Received: 11 November 2022 / Accepted: 24 November 2023 / Published: 5 January 2024

Research on Student Behavior Analysis and Grade Prediction System Based on Student Behavior Characteristics

In the era of big data, the traditional governance model of student behavior management gradually shows the disadvantage of “post positioning”. Therefore, the research uses relevant data mining algorithms to extract and analyze students’ behavior characteristics, and constructs a SPC system model for students’ behavior analysis and performance prediction. At the same time, the experiment verifies its effectiveness. The experimental results show that in the factor analysis, the overall variance of the first seven indicators is 69.942\%, which shows that there is a significant correlation between students’ learning behavior and academic performance. In the model performance analysis of SPC system, the accuracy of the five algorithms is kept at 40% - 60%, while SVM has higher stability than other methods. In addition, the prediction accuracy and response rate of SPC model reached 86.90% and 81.57% respectively. When the sequence length was increased from 1 to 20, the accuracy of SPC model exceeded 70%; However, when the feature dimension exceeds 50, the model representation ability will decline. Therefore, appropriate feature dimensions are needed to predict student performance. To sum up, the SPC model built by the research is effective in analyzing student behavior and predicting students’ performance, and practical in actual student management.

Exploring Factors Influencing Job Satisfaction among Public School Teachers: A Comprehensive Study

This study investigated job satisfaction among public elementary school teachers in Puerto Princesa City, Palawan, focusing on factors such as classroom resources, workload, parent-teacher relationships, collaboration, work-life balance policies, and student behavior management. Using a quantitative descriptive approach with purposive sampling and self-made survey questionnaires, the study found high overall job satisfaction, with a mean score of 4.49 (Very High). Teachers also reported high satisfaction in areas such as feeling valued and appreciated (mean = 4.43), motivation to continue teaching (mean = 4.46), and willingness to recommend the school to others (mean = 4.22). The mean score for factors influencing satisfaction was 4.11 (High), indicating some areas for improvement. ANOVA analysis revealed significant differences in job satisfaction related to factors like classroom resources, workload, parent-teacher relationships, collaboration, work-life balance policies, and student behavior management (F(5, 54) = 14.00, p < .001). Post hoc tests highlighted significant differences in satisfaction levels between classroom resources and other factors, though workload and time demands did not differ significantly from parent-teacher relationships or other aspects such as collaboration and work-life balance. The findings emphasize that a supportive work environment, effective resources, and strong collaborative practices are crucial for maintaining high job satisfaction. To further enhance job satisfaction, it is recommended to improve access to technology, provide comprehensive training in behavior management, and ensure timely updates and replacements for teaching materials. Addressing these areas will help in optimizing the work environment and support continued positive outcomes in public elementary schools in Puerto Princesa City, Palawan.

Behavioral Analysis and Educational Management of College Students in Universities by Integrating Multi-source Data

Abstract Big data technology has brought new opportunities for the development of the education industry and can play a positive role in the management of student campus education. In this paper, the behavioral features in the extracted multi-source behavioral data of college students are dimensionality reduced using principal component analysis, and the behavioral features are clustered using density peak clustering and undersampling methods. The Adaboost algorithm is used to identify and classify each behavioral feature to obtain behavioral analysis data for students. Finally, the university’s education management system is constructed based on this behavioral analysis model. The behavioral analysis of students in a university shows that both consumption behavior and book borrowing behavior cluster into three categories. Among them, the type of students who clocked into the library with a medium frequency and borrowed the most number of books had the highest percentage (39.25%) among the students in this university. And there is about a 79.3% probability that students of the university with a high number of absences seldom visit the library. The study also showed that there was a significant difference (p<0.05) in the study behavior of students in both experimental and control classes after the application of the educational management system. The student behavior analysis and management platform proposed in this paper effectively promotes the development and progress of education management in colleges and universities and improves the efficiency of student management work and the scientificity and reliability of the results.

STRATEGI MANAJEMEN KESISWAAN DALAM UPAYA MENGATASI PERILAKU MENYIMPANG

Educational institutions are one of the parties that play a major role in the moral growth of adolescents. As the next generation of the nation in the future, students' deviant behavior among students needs to be addressed immediately. This study aims to analyze the forms of student deviant behavior, the factors that cause student deviant behavior and student management in tackling student deviant behavior at SMA Madina Citra Insani Samarinda. This study uses a qualitative approach with a case study type of research. Data collection techniques using semi-structured interviews, observation and documentation. The informant collection technique used the purposive sampling technique. The data analysis technique uses the Miles and Huberman models. While testing the validity of the data using triangulation data. The results of the study show that student management plays a very crucial role in overcoming deviant behavior at school, while the steps taken are divided into three actions, namely preventive measures, repressive measures, and curative measures

Corporal Punishment in Schools.

The use of corporal punishment in schools is not an effective or ethical method for management of behavior concerns and causes harm to students. The American Academy of Pediatrics recommends that corporal punishment in all school settings be abolished in all states by law and replaced by alternative forms of student behavior management. Corporal punishment remains legal in many public and private schools in the United States and is disproportionately used among Black students and children with disabilities. The aims of this policy statement are to review the incidence of school-based corporal punishment; the negative physical, psychological, and developmental impact of corporal punishment on students; and the need for continued advocacy by pediatricians, educators, and parents to abolish corporal punishment in all schools.

Student Behaviour Management: An Effect of Social Media on Building Character

This paper aims to analyze social media's impact on student character formation in one of the junior high schools in Probolinggo Regency, East Java, from the perspective of social identity. This study used a qualitative approach with a case study, in which researchers used interviews, observation and documentation to obtain valid and authentic data. The data analysis technique is carried out circularly, from data reduction to data presentation and conclusion. The study results show three motivations behind the character changes in students from the perspective of social identity: self-enhancement and positive distinctiveness, uncertainty reduction, and optimal distinctiveness. These three things can positively and negatively impact the dynamics of changes in children's character. Therefore, teachers have a vital and strategic role in building children's character so they have character resilience amid the rapid flow of technology and information development.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//

Understanding the Lived Experiences of ESSU Guiuan Lecturers

Using a phenomenological qualitative approach, the researchers examined the components and lived experiences of six lecturers who have entered into the educational environment from schools of education with less than eight years of classroom teaching experience as contractual teachers. This study looked at what it means to be a lecturer in the classroom today, the challenges in the profession, how lecturers approach educating students, and the types of professional development, mentoring, or training they believe they need to educate students in the classroom effectively. This research used an in-depth interview strategy for data collection because it allows the participants to reflect on past, current, and relevant experiences in detail for the study. The one-on-one, in-depth interviews sought to engage the participants in conversations that would encourage responses that revealed the meanings of the participant's experiences in the education profession. The discussion summarizes the findings, the emerging themes included (1) the prevailing truths in pursuing a career of teaching, (2) side stories on new days of teaching,(3) transition, interaction, and relationship as perceived components in the journey of teaching, (4) challenges in instruction, student's behavior management, peer-relationship, and working environment, (5) aspiration to meet competence in teaching, (6) overwhelming consequences on the change of role of teachers amidst pandemic. Further, this study offers recommendations and discusses implications on the lived experiences of lecturers in the education profession.

Construction of College Students’ Management Informatization Ecosystem Based on Data Analysis Technology

College students’ management informatization ecosystem can help college students better manage information and resources, thus improving learning and life efficiency. It’s important to introduce data technology into the college student management informatization ecosystem, which can better realize the extraction of student behavior fluctuation information and achieve more targeted student management decisions. The current research lacks consideration of its future development trend, such as the impact of the application of technologies, including artificial intelligence, big data Fenix, and the Internet of Things. This paper studies the construction of college students’ management informatization ecosystem based on data analysis technology. Firstly, the design of the data fusion scheme applied to the college students’ management informatization ecosystem is carried out, and the idea of the scheme is given. Aiming at the big data of students’ learning and living behaviors, this paper digs deep into the value of data information, and extract historical student behavior characteristics, providing a basis for short-term student behavior prediction and management decision-making planning and implementation for the college students’ management informatization ecosystem. Based on historical student behavior data and its characteristic data, the XGboost algorithm is used to quantify and extract the importance of each influencing factor on student behavior fluctuations. Experimental results verify the effectiveness of the method proposed in this paper.

Current Situation of Classroom Management at Primary Schools to Meet the Requirements of the 2018 General Education Curriculum in Vietnam

The 2018 General Education Curriculum in Vietnam is a competence-based program in which students actively learn under teacher’s guidance. Also, learning activities are very diverse, which requires teachers to manage their classrooms effectively. The study employed questionnaires to collect data from 226 parents and 336 teachers in public and private schools in Vietnam. The research focuses on three main aspects of classroom management (CM) in response to the implementation of the 2018 general education curriculum: Creating classroom environments; Establishing classroom rules; Student behavior management. The research results showed that the participating teachers and parents appreciated the surveyed activities in classroom management. Creating environments and establishing rules form the basis for student behavior standards. Therefore, both the teachers and parents quite agreed to promote these two activities for primary students. However, the parent’s support was lower than the teacher’s, especially in managing student behavior. In order to manage the school, it is essential to involve all stakeholders, including a close relationship between teachers and parents.

Secondary students’ perceptions of their school’s disciplinary processes

The term school discipline includes student self-management, classroom management, behaviour management, and school exclusion practices. This article is based on the perspectives of rangatahi on disciplinary practices from two different high schools. Ten Years 9–11 students from one school who had experienced exclusion, and 10 fully engaged Year 13 students in another school reflected on their strategic navigation of the culture of classroom and school discipline. Students were aware of how to exercise agency within their school’s disciplinary regime and called for more democratic and equitable processes and dialogical relationships with their teachers.

THỰC TRẠNG NĂNG LỰC QUẢN LÍ HÀNH VI HỌC SINH CỦA GIÁO VIÊN CÁC TRƯỜNG TRUNG HỌC CƠ SỞ TRÊN ĐỊA BÀN THÀNH PHỐ ĐÀ NẴNG

The article investigates the current situation of the student behavior management capacity of junior high school teachers in Da Nang city. The study was conducted on 490 teachers at 7 secondary schools in Da Nang city on 3 aspects of student behavior management capacity including teacher's perception of student behavior management; student behavior management skills; attitude of teachers in the management of student behavior. The results show that the capacity of junior high school teachers to manage student behavior in Da Nang city is still limited. This result is the basis for proposing measures to improve the behavior management capacity for teachers; thereby improving the quality and effectiveness of teaching and educational activities.

An Analysis of the Practical Path of Ideological and Political Education in Colleges and Universities in Student Management

Ideological and political education has an important guiding role for students’ thoughts and concepts, can effectively 
 shape students’ outlook on life, values and world outlook, firm ideals, is an important part of China’s quality education, college 
 management work is not only the management of student behavior, more expanded to the management and guidance of students’ 
 ideological concepts, this article will explore the basic status quo of ideological and political education in colleges and universities, 
 from the educational environment and ideological education The object is deeply analyzed, and the corresponding development 
 path is proposed on this basis.