Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
29,792
result(s) for
"Classroom management."
Sort by:
A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes
This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003–2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: focusing on the teacher, on student behavior, on students' social-emotional development, and on teacher–student relationships. Focusing on the students' social-emotional development appeared to have the largest contribution to the interventions' effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students' academic outcomes benefitted from teacher-focused programs.
Journal Article
Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies
Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies examines new research on how classroom response systems are being used in higher education to increase learner engagement in an epoch of increasing globalization and diversity. These enabling technologies are reshaping and reframing the practice of teaching and learning in higher education. Through case studies, surveys, and literature reviews, this volume will examine how classroom response systems are being used to improve collaboration and interactivity between students, to create engaging social learning communities in the classroom, and how these technologies are being used to create more meaningful and authentic learning experiences. This volume will also discuss a framework for adopting and deploying these technologies.
eBook
Getting the buggers to behave
Show the students the can of dog food, open it up and then eat from it. Offer it round the class to see if anyone else will have a taste ... * This is just one of Sue Cowley's infamous ways of captivating your students, seizing control and getting those buggers to behave! *(Warning: Make sure you read the crucial preparation advice before putting this idea into practice!) Now in its fifth edition, Getting the Buggers to Behave remains a firm favourite with trainees, newly qualified teachers and experienced staff alike. The advice ranges from the basics of behaviour management to 'how to deal with the class from hell' and is applicable whether you are working in the early years, primary, secondary or further education with level specific examples in every chapter. The book covers preparing for your first meeting with a new group of students, developing your individual teaching style, creating a positive learning environment and working in really challenging schools. Sue is famed for the practical, honest and realistic nature of her advice, and all her ideas include case studies and anecdotes based on her years of experience working as a teacher and the stories and problems she has advised on 'agony aunt' style, for teachers of all levels. In this brand new edition, Sue takes a detailed look at the use of incentives for managing behaviour, how to implement a restorative justice approach in order to change children's behaviour and also identifies the ten most common forms of misbehaviour and how to deal with them.
Book
Correlates of teachers’ classroom management self-efficacy: A systematic review and meta-analysis
This meta-analysis examined literature from the last two decades to identify factors that correlate with teachers’ classroom management self-efficacy (CMSE) and to estimate the effect size of these relationships. Online and reference list searches from international and Chinese databases yielded 1085 unique results. However, with a focus on empirical research the final sample consisted of 87 studies and 22 correlates. The findings cluster the correlates of CMSE into three categories: teacher-level factors (working experience, constructivist beliefs, teacher stress, job satisfaction, teacher commitment, teacher personality, and teacher burnout), classroom-level factors (classroom climate, classroom management, students’ misbehaviour, students’ achievement, classroom interaction, and student-teacher relationship), and school-level factors (principal leadership and school culture). The results of this meta-analysis show small to large correlations between these 15 factors with CMSE. How these factors are associated with teachers’ CMSE and recommendations for future CMSE research are discussed.
Journal Article
Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis
Like many in the human services professions, teachers are susceptible to the feelings of burnout due to their job demands, as well as interactions with students, colleagues, administrators, and parents. Many studies have identified teacher burnout as one of the crucial components influencing teacher attrition. It has been suggested that self-efficacy is a protective factor against burnout. By way of multivariate meta-analysis, we examined the evidence for classroom management self-efficacy (CMSE) in relation to the three dimensions of burnout: emotional exhaustion, depersonalization, and (lowered) personal accomplishment. Results from sixteen studies indicate that there is a significant relationship between classroom management self-efficacy and the three dimensions of burnout, suggesting that teachers with higher levels of CMSE are less likely to experience the feelings of burnout. Practical implications, as well recommendations for future research, are discussed.
Journal Article
The Analysis of Classroom Management Challenges Faced by Teachers in Online Classrooms
This study explores the classroom management challenges encountered by teachers in online classrooms compared to traditional classrooms. A qualitative case study approach was employed, whereby 97 teachers with experience of remote teaching were interviewed using semi-structured questions to identify and analyze the challenges encountered. The findings indicate that online classrooms present a number of challenges, primarily in the form of low student participation, a lack of interaction, technical issues such as internet connectivity and hardware deficiencies, and varying levels of technology literacy among teachers. However, traditional classrooms also present challenges, including discipline problems, overcrowding, and issues related to student motivation and readiness. The study revealed that effective classroom management in online classrooms is crucial for academic success and that teachers should receive continuous in-service training to enhance their technology literacy. Furthermore, improving technical infrastructure, such as internet speed and hardware quality, is recommended to support synchronous learning.
Journal Article