Search results for: Classroom techniques
Page 6/10 97 items
In this article, the authors examine how classroom management is taught in teacher education in Israel. Three questions are addressed: (1) What is the structure of programs for classroom management (site, timing, duration, number of courses, mandatory/optional)? (2) How is classroom management conceived (technical/pedagogical, individual/systemic)? (3) Does the preparation in classroom management relate to issues of cultural and ethnic diversity?
Updated: Jul. 30, 2012
In this article, the authors describe the teacher education program of the Leiden University Graduate School of Teaching, which has recently made a shift towards a realistic approach to teacher education, and how classroom management is taught in this program. Evaluation data are presented showing the success of this approach.
Updated: Jul. 30, 2012
This study explores the need for playing with power and privilege to deconstruct the concept of meritocracy and challenge the idea of one-ness, thereby fostering more conscious locations of White pre-service teachers. Results indicate that pre-service teachers’ views of their cultural locations shifted via theatre games.
Updated: Jun. 27, 2012
This article reports on the effectiveness of a programme designed to enhance aspects of teacher knowledge believed to contribute to successful teaching for numeracy in the middle years of schooling. Teacher profiling instruments and pupil surveys of their classes were administered at the beginning and end of the programme. This programme shows that progress can be made on pupils’ numeracy levels with a dedicated programme .
Updated: May. 22, 2012
Beliefs About Classroom Practices and Teachers’ Education Level: An Examination of Developmentally Appropriate and Inappropriate Beliefs in Early Childhood Classrooms
The purpose of this study was to investigate the relationship between teachers’ educational levels and teacher beliefs about practices in early childhood classrooms. The authors examined differences between lead teachers and teacher assistants in publicly funded prekindergarten classrooms on their beliefs about developmentally appropriate and inappropriate practices. Primary findings suggest significant differences between lead teachers and teacher assistants in terms of their beliefs about both developmentally appropriate and inappropriate practices.
Updated: May. 09, 2012
This paper is part of an ethnographic study aiming to examine teacher collaboration in a primary school. The intention was to discover how the two teachers in the classroom studied categorized pupils according to the learning styles model they had invented, and how the resulting groups were used for the purposes of classroom management.
Updated: Mar. 14, 2012
The current article intends to examine the impact of discipline styles on a range of factors, including: students’ respect for the rights of others; their level of connection to peers/school; their general wellbeing; and how much they like their teacher and subject. The results showed that discussion, involvement, hinting, and use of recognition and rewards encourage greater levels of communal responsibility. The results indicate that these other strategies influence the results and consequences of punishment.
Updated: Feb. 13, 2012
The goal of the study was to examine how pre-service teachers’ memories reflect classroom management models that are typically taught in teacher education coursework prior to their study of those models. Furthermore, the study explored memories that did not fit a particular model. 148 pre-service teachers wrote episodic narratives about a past teacher.
Updated: Nov. 17, 2011
Let’s Make a Movie: Investigating Pre-service Teachers’ Reflections on Using Video-Recorded Role Playing Cases in Turkey
This study explores pre-service teachers’ reflections with regards to the incorporation of their video recordings of classroom memoirs into the CM course. Furthermore, the study examines the potential consequences of this project on their learning and preparation for the profession. The sample included 97 pre-service teachers attending to the College of Technical Education in the West of Turkey. The results suggest that having pre-service teachers develop and analyze video cases can improve motivation, learning, empathy, and the construction of professional identity.
Updated: Nov. 03, 2011
The goal of this study was to identify high school teachers who were perceived by their students as creating classroom contexts that were particularly supportive of students’ motivation and learning, and to describe their practice. The participants were 2,864 students in Grades 9–12 from three high schools and 4 of their teachers. Analysis of the field notes suggested a model that consists of three core themes: supporting understanding, building and maintaining rapport, and managing the classroom. Within this framework, a number of the teacher practices described served more than one of these three functions, and some, such as teacher movement and the use of varied participation structures, served all three.
Updated: Oct. 24, 2011