Results for ' Classroom management'

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  1. List of books received BJES 44: 2. [REVIEW]Managing Classroom Collaboration - 1996 - British Journal of Educational Studies 44 (2):240-242.
     
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  2.  39
    Motivation and Classroom Management.Richard Ryan & Martin Lynch - 2003 - In Randall Curren (ed.), A Companion to the Philosophy of Education. Oxford, UK: Wiley-Blackwell. pp. 260–271.
    This chapter contains sections titled: Autonomy versus Control The Psychology of Autonomy Questions Concerning Autonomy The Theory and Practice of Externally Controlled Learning The Theory and Practice of Autonomous Learning Classroom Management.
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  3.  17
    Classroom Management for Project Work: an application of correspondence training.Jonathan Merrett & Frank Merrett - 1992 - Educational Studies 18 (1):3-10.
    Summary This study is a further attempt to apply correspondence training in the classroom in order to improve learning outcomes. Using this strategy a class of middle school pupils was encouraged to show more initiative, independence and self?regulation in planning and carrying out topic work. The pupils were required to forecast what they proposed to achieve in a certain period and then to check up at the end to see how far they had been successful. In addition, upon hearing (...)
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    Prison Education Characteristics and Classroom Management by Prison Teachers.Ergin Gashi - 2021 - Seeu Review 16 (2):104-113.
    The purpose of this research will be to present the classroom management issues faced by prison teachers and introduce strategies applied by prison teachers managing them within the formal education system in correctional service. Cell classrooms, inmate students, and prison teachers’ characteristics and the importance of prison education are to be analyzed within Kosovo Correctional Service. To reach these goals three questions will be raised: 1. What are the classroom management issues in prison schools? 2. Are (...)
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  5.  3
    The Abc's of Classroom Management: An a-Z Sampler for Designing Your Learning Community.Pamela A. Kramer Ertel & Madeline Kovarik - 2015 - Routledge.
    _Co-published with Kappa Delta Pi_ _The ABCs of Classroom Management_ equips teachers with a repertoire of expert strategies to develop classroom expectations and manage student behaviors. The second edition of this practical, alphabetical guide includes expansions on time-honored topics such as relationship building, communication, discipline, and behavior management, with the addition of new topics such as cyberbullying, violence prevention, social media, and substitute teachers. The newest quick reference to managing a classroom offers tried-and-true tips and specific (...)
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  6.  20
    Approaches to behavior and classroom management: integrating discipline and care.Marilyn Watson - 2010 - Journal of Moral Education 39 (4):524-526.
    (2010). Approaches to behavior and classroom management: integrating discipline and care. Journal of Moral Education: Vol. 39, No. 4, pp. 524-526. doi: 10.1080/03057240.2010.521408.
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  7.  9
    Pre-service teachers’ classroom management beliefs and associated teacher characteristics.Andrew Kwok - forthcoming - Tandf: Educational Studies:1-18.
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  8.  47
    Foucault’s Discourse and Power: Implications for Instructionist Classroom Management.Victor Pitsoe & Moeketsi Letseka - 2013 - Open Journal of Philosophy 3 (1):23-28.
    This article picks up on Foucault’s radical reconceptualisation of concept “power”, and presents asignificant challenge to contemporary discourses surrounding instructionist classroom management. We critique his approach to instructionist classroom management on the basis that it conceptualises power as domination in dealing with disruption in the classroom. We argue that power and discourse are interrelated constructs that the teacher uses to perpetuateTaylorism, Fordism andbureaucraticdomination in aninstructionist classroom setting. Drawing on Foucault’s and Bourdieu’s works, this document (...)
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  9.  8
    Cultivating classroom democracy: Educational philosophy and classroom management for social justice.Shigeki Izawa - 2024 - Educational Philosophy and Theory 56 (2):135-144.
    Inequality and injustice in education have been viewed from the perspective of social justice. Since the emergence of John Rawls’s A Theory of Justice, social justice issues have attracted the attention of social and political philosophers. Theoretical consequences of social and political philosophy have been actively incorporated into the field of education. However, the issue of educational justice remains controversial and requires further philosophical consideration. To further philosophical consideration, this paper explores how the class or the classroom can generate (...)
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  10.  17
    Teachers’ Values as Predictors of Classroom Management Styles: A Relative Weight Analysis.Daniela Barni, Claudia Russo & Francesca Danioni - 2018 - Frontiers in Psychology 9.
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  11.  20
    Discipline, dignity, and democracy: Reflections on the history of classroom management (AESA Presidential Address-1994).Ronald E. Butchart - 1995 - Educational Studies 26 (3):165-184.
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  12. “We're just spectators”: A case study of science teaching, epistemology, and classroom management.Randy K. Yerrick, Jon E. Pedersen & Johanes Arnason - 1998 - Science Education 82 (6):619-648.
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  13.  8
    Mediating Mechanisms of the Incredible Years Teacher Classroom Management Program.Håvard Horndalen Tveit, May Britt Drugli, Sturla Fossum, Bjørn Helge Handegård, Christian A. Klöckner & Frode Stenseng - 2020 - Frontiers in Psychology 11.
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  14. Minimizing and Managing Microaggressions in the Philosophy Classroom.Kelly A. Burns - 2014 - Teaching Philosophy 37 (2):131-152.
    Dealing with challenging topics like race and gender in the classroom can be a daunting task. Even when we mean well and try hard, we can easily make mistakes that can have serious consequences for our students, especially those in targeted or oppressed groups. Whether or not we explicitly discuss race and gender in our classes, well-meaning professors and students who believe in equality and social justice often commit racist and sexist microaggressions, which are words and actions that, generally (...)
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  15.  17
    Managing Behaviour ProblemsEffective Classroom Control: Understanding Teacher-Pupil Relationships.Paul Croll, Diane Montgomery & John Robertson - 1991 - British Journal of Educational Studies 39 (2):208.
  16.  3
    Anti-corruption in management research and business school classrooms.Agata Stachowicz-Stanusch & Wolfgang Amann (eds.) - 2019 - Charlotte, NC: Information Age Publishing.
    The book Anti-Corruption in Management Research and Business School Classrooms aims at presenting the topic of anti-corruption activities throughout management research as well as in the process of educating future business leaders and practitioners in business schools in different parts of the globe. Simultaneously the book deepens the topic of anti-corruption in selected cultures and societies. The volume consists of four parts and includes three themes. The first part is the "Introduction" and subsequent parts are as follows: "Teaching (...)
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  17.  22
    The Effects of a School‐wide Behaviour Management Programme on Teachers' Use of Encouragement in the Classroom.Alan Bain, Stephen Houghton & Sally Williams - 1991 - Educational Studies 17 (3):249-260.
    Summary The purpose of this study was to examine the effectiveness of a whole school behaviour management programme on teachers? use of encouragement in the classroom. Given that the performance of the school has become an important dependent variable in school effects research, it follows that interventions which address behaviour management and the improvement of academic performance, have also taken on a school?wide focus or orientation. In Australia, where this study was conducted, there has been an increased (...)
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  18.  24
    Encouraging classroom discussion of ethical dilemmas in research management: Three vignettes.David A. Latif - 2001 - Teaching Business Ethics 5 (2):195-212.
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  19.  77
    How Do Teachers Learn to Manage Classroom Behaviour? A study of teachers' opinions about their initial training with special reference to classroom behaviour management.Frank Merrett & Kevin Wheldall[1] - 1993 - Educational Studies 19 (1):91-106.
    Summary Structured interviews were carried out with 176 secondary school teachers to elicit their views/opinions about their initial professional training and their later practical experience, with particular reference to classroom behaviour management. The results showed that the vast majority of teachers believe classroom management skills to be of major importance to them professionally. Nearly three?quarters of them were dissatisfied with the preparation in this area of professional skills provided by their initial training courses. Many thought that (...)
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  20.  12
    Reflexivity in Teaching Responsible Management Outside of the Classroom.Angelo P. Bisignano - 2018 - Journal of Business Ethics Education 15:9-31.
    This paper discusses how the design of service-learning projects can foster students’ reflexivity in learning responsible management. The paper builds on the existing debate on the nature of reflexivity. It proposes to focus on the relationship between students and the structure of responsible management teaching as defined by the curriculum, the learning outcomes, and the expectations of Business Schools. The paper adopts Archer’s morphogenetic conceptual approach to explore analytically this agency-structure relationship in service-learning projects. Drawing on parallels with (...)
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  21.  21
    Influences of Teacher–Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years.Jing Chen, Hui Jiang, Laura M. Justice, Tzu-Jung Lin, Kelly M. Purtell & Arya Ansari - 2020 - Frontiers in Psychology 11:586991.
    Interactions with teachers and peers are critical for children’s social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which teachers influence child-perceived peer social support and peer victimization for 2,678 children within 183 classrooms in preschool through grade three. Two levels of teacher influence are considered, namely (...)
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  22.  36
    How do teachers learn to manage classroom behaviour? A study of teachers' opinions about their initial training with special reference to classroom behaviour management.Frank Merrett & Kevin Wheldall - 1993 - Educational Studies 19 (1):91-106.
    Structured interviews were carried out with 176 secondary school teachers to elicit their views/opinions about their initial professional training and their later practical experience, with particular reference to classroom behaviour management. The results showed that the vast majority of teachers believe classroom management skills to be of major importance to them professionally. Nearly three‐quarters of them were dissatisfied with the preparation in this area of professional skills provided by their initial training courses. Many thought that their (...)
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  23.  25
    'Just a Minute ...'—managing interruptions in the junior school classroom.Helen M. Varley & Hugh Busher - 1989 - Educational Studies 15 (1):53-66.
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  24.  13
    Virtuous Cycles in Humanistic Management: From the Classroom to the Corporation.Ricardo Aguado & Almudena Eizaguirre (eds.) - 2019 - Springer Verlag.
    This volume is divided into three major parts, each of which symbolizes a new virtuous circle that is added to the previous one in order to foster the dissemination of humanistic management among corporations and social institutions. After an introductory chapter explaining the concept of humanistic management and the plan behind this research project, the first part of the book is devoted to education. The authors address pedagogical strategies that can be used in higher education to introduce students (...)
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  25.  11
    Constructive Talk in Challenging Classrooms. Strategies for Behaviour Management and Talk‐based Tasks ‐ By Valerie Coultas.Liliana Jacott - 2008 - British Journal of Educational Studies 56 (2):242-244.
  26.  4
    How to Manage the Classroom for ethical Debates.Sang-Hyong Shin - 2013 - 동서철학연구(Dong Seo Cheol Hak Yeon Gu; Studies in Philosophy East-West) 69:407-432.
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  27.  11
    The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training.Ibis M. Alvarez, Montserrat González-Parera & Borja Manero - 2022 - Frontiers in Psychology 13:818431.
    The purpose of this paper is twofold: firstly, to explore the emotional aspects underlying classroom conflict management, and secondly, to apply these notions to the contrasted analysis of two case studies. Our findings underscore the importance of examining teachers’ emotional regulation to better understand their performance when dealing with conflicts that affect classroom climate. In the final section, we make suggestions for introducing this perspective into initial teacher training through the use of Virtual Reality, a scenario that (...)
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  28.  38
    Classroom Interventions and Foreign Language Anxiety: A Systematic Review With Narrative Approach.Michiko Toyama & Yoshitaka Yamazaki - 2021 - Frontiers in Psychology 12.
    Experimental studies have developed, conducted, and evaluated classroom interventions for foreign language anxiety reduction. However, various characteristics of those classroom interventions make it difficult to synthesize the findings and apply them to practice. We conducted what is, to the best of our knowledge, the first systematic review on educational interventions for FLA. Six criteria were established for inclusion of studies. Using English keywords, we identified 854 potentially eligible studies through ProQuest and Scopus, 40 of which were finally included. (...)
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  29.  89
    A Framework for Facilitating Classroom Dialogue.Maughn Rollins Gregory - 2007 - Teaching Philosophy 30 (1):59-84.
    Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular kinds of thinking and aims at a specific product or task. The role of the facilitator—illustrated with suggestive scripts—is to help the participants move their dialogue through the stages of the framework (...)
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  30. Is Classroom Cheating Related to Business Students' Propensity to Cheat in the "Real World"?Raef A. Lawson - 2004 - Journal of Business Ethics 49 (2):189-199.
    Previous studies have reportedstudents' widely held belief that they are moreethical than businessmen. On the other hand,widespread cheating among college students hasbeen reported. This paper examines thisinconsistency between the beliefs of collegestudent regarding the need for ethical behaviorin a business setting and their actions in anacademic setting.The results of this study indicate that whilestudents are generally upset with cheating intheir class, a large proportion of themnonetheless engage in such behavior. It wasfurther found that students have a goodunderstanding of what constitutes (...)
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  31.  9
    Circles of Learning: Cooperation in the Classroom.David W. Johnson - 1984
    Cooperative learning processes have been rediscovered and are being used throughout the country on every level. The basic elements of cooperative goal structure are positive interdependence, individual accountability, face-to-face interaction, and cooperative skills. The teacher's role in structuring cooperative learning situations involves clearly specifying lesson objectives, placing students in productive learning groups and providing appropriate materials, clearly explaining the cooperative goal structure, monitoring students, and evaluating performance. For cooperative learning groups to be productive, students must be able to engage in (...)
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  32.  7
    Flipped Classrooms for Legal Education.Lutz-Christian Wolff - 2016 - Singapore: Imprint: Springer. Edited by Jenny Chan.
    This book discusses comprehensively the use of Flipped Classrooms in the context of legal education. The Flipped Classroom model implies that lecture modules are delivered online to provide more time for in-class interactivity. This book analyses the pedagogical viability, costs and other resource-related implications, technical aspects as well as the production and online distribution of Flipped Classrooms. It compares the Flipped Classroom concept with traditional law teaching methods and details its advantages and limitations. The findings are tested by (...)
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  33.  13
    Local Classrooms, Global Technologies: Toward the Integration of Sociotechnical Macroethical Issues Into Teacher Education.Aman Yadav, Candace Robertson, Brittany Dillman, Liz O. Boltz & Michael Lachney - 2018 - Bulletin of Science, Technology and Society 38 (1-2):13-22.
    Discussions of ethics within in-service teacher education tend to focus on microethical concerns (e.g., discipline) that deal with decision making at interpersonal levels. Issues concerning educational technology are no exception. Yet, as teachers choose and are expected to integrate technological devices (e.g., laptops) and sociotechnical systems (e.g., learning management systems) into pedagogical practices, their classrooms and schools may become implicated in macroethical issues (e.g., electronic waste) that reach beyond the local consequences of their direct actions. Necessitated by tight couplings (...)
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  34.  5
    The Paideia Classroom: Teaching for Understanding.Terry Roberts & Laura Billings - 1999 - Eye On Education.
    First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
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  35.  13
    Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers' Self-Efficacy Among Australian Secondary Mathematics Teachers.Fang Guangbao & Teo Timothy - 2021 - Frontiers in Psychology 12.
    This study examines the associations of constructivist beliefs and classroom climate on teachers' self-efficacy in instruction, classroom management, and student engagement among Australian secondary mathematics teachers. To do this, it uses the integrated model of teachers' self-efficacy with the concept of analysis of teaching tasks. The study uses structural equation modeling to analyze data from 495 mathematics teachers in the Teaching and Learning International Survey 2013. The results reveal the integrated model is a valid theoretical framework to (...)
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  36.  19
    Managing the state and the market: ‘new’ education management in five countries.Sally Power, David Halpin & Geoff Whitty - 1997 - British Journal of Educational Studies 45 (4):342-362.
    Within the field of education management studies, recent reforms promoting devolution and choice are often seen to provide exciting new opportunities. It is claimed that the 'new' education management, with its emphasis on site-based decision-making and consumer accountability, will enable headteachers and principals to 'take control' of their schools and make them more productive environments in which to work and study. However, our review of research findings from five different countries that are putting in place devolution and choice (...)
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  37.  21
    How Ought We to Live? Exploring Values Without Prescribing Values: Management, Marketing and Public Policy Classroom Experiences.Catharyn Baird, Chris McCale, Aimee Wheaton, Tim Harrington, Don Bush & Richard Delliveneri - forthcoming - Philosophy.
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  38.  68
    The spiritually whole-system classroom: A transformational application of spirituality.David S. Steingard - 2005 - World Futures 61 (3):228 – 246.
    This article presents theory and practical experiences related to classroom pedagogy focusing on spirituality and wholeness - the spiritually whole-system classroom. In it, spiritual principles help create a learning community founded on the experience of wholeness. The spiritually whole-system classroom allows participants the opportunity of "being connected with one's complete self, others, and the entire universe" in order to serve a meaningful, broader purpose. This type of transformation engages heads, hearts, spirits, and hands in the pursuit of (...)
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  39.  8
    Which Seat Facilitates the Detection of Off-Seat Behaviours? An Inattentional Blindness Test on Location Effect in the Classroom.Shuqin Cao, Xiuying Wei, Jiangbo Hu & Hui Zhang - 2022 - Frontiers in Psychology 13.
    Off-seat behaviour refers to students leaving their seats and walking out of a classroom without the teacher noticing. This behaviour occurs in special education for students with certain special needs, which would lead to serious safety problems. This study carried out an inattentional blindness test to explore whether the location of seats in classrooms would impact teachers’ detection rate regarding off-seat behaviours. The participants were 126 pre-service teachers who were invited to perform the primary task of counting students raising (...)
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  40.  6
    Going Beyond the Classroom in Education for Sustainability.Burcin Hatipoglu - 2018 - Journal of Business Ethics Education 15:71-95.
    This case study presents an alternative educational methodology in a sustainability-based course for tourism management projects. The course is designed to overcome some of the difficulties of teaching responsible management in the classroom setting. By extending learning beyond the classroom and partnering with stakeholders, the course aims to integrate practical knowledge and skills development in students. The case details the learner-centred approach used in classroom teaching, faculty-led and student-led field studies. Adopting a systems approach, results (...)
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  41. Business ethics cases and decision models: A call for relevancy in the classroom[REVIEW]David L. Mathison - 1988 - Journal of Business Ethics 7 (10):777 - 782.
    Classroom cases and decision making models used in the teaching of business ethics may be inconsistent with the actual needs of practicing manager students. Three summary cases written by practicing manager students are included in this paper as well as evidence that concerns a focus more on interpersonal dilemmas rather than top management decisions. As well, the relevancy of philosophical perspectives of ethical decision models is questioned. More practical, hands-on models for ethical decisions are provided. Finally, conclusions of (...)
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  42.  3
    Managing with Mindfulness: Connecting with Students in the 21st Century.David Tony Yeigh - 2020 - Cambridge University Press.
    This book introduces the Control/Connect continuum as a model designed to foster inclusive practices for the contemporary classroom.
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  43.  11
    Art, ‘Knowing’ and Management Education.Kathryn Pavlovich & Keiko Krahnke - 2008 - Journal of Human Values 14 (1):23-30.
    This article explores the concept of knowledge as an internal process of inner knowing. In the educational context, we describe our experiences in using art in the classroom to assist our students in accessing this inner knowing. We describe the design and use of such creative expressions. Our findings indicate that students have to integrate both right- and left-brain thinking to access their inner tuition. This slows down linear thinking in order to access the more affective-based learning process. Further, (...)
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  44.  6
    Politics in the classroom.Martin Lipscomb - 2019 - Nursing Philosophy 20 (3):e12251.
    Nursing and midwifery is, in the UK, regulated by the Nursing and Midwifery Council (NMC). Regulatory duties include establishing standards for education, and from January 2019, new educational programmes will be approved against standards detailed in the document Future nurse: Standards of proficiency for registered nurses (NMC, 2019—hereafter “the standards”). This publication lists “the knowledge and skills that registered nurses must demonstrate when caring for people” (NMC, 2019, p.3), and from September 2020, registration (licence) will require the successful completion of (...)
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  45.  40
    Business students’ cheating in classroom and their propensity to cheat in the real world: a study of ethicality and practicality in China. [REVIEW]Zhenzhong Ma - 2013 - Asian Journal of Business Ethics 2 (1):65 - 78.
    Abstract Widespread cheating among business students has been a great concern for educators and business managers in the West, but this issue is largely unexamined in Eastern cultures. This study explores the relationship between cheating at school and cheating in the real world in an international context by investigating Chinese business students’ perception of ethicality and practicality of common business practice. The results show that many Chinese students have engaged in academic dishonesty at school. It was further found that Chinese (...)
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  46.  9
    Redefining Academic Safe Space for Responsible Management Education.Joé T. Martineau & Audrey-Anne Cyr - forthcoming - Journal of Business Ethics:1-21.
    In a time of increasing polarization, how can we address sensitive topics and ensure that university classrooms remain places of healthy discussions and ethical deliberations? This paper addresses this important question by drawing on unique qualitative data from our students’ accounts of their experience in an organizational ethics course. We developed the course using a novel pedagogical strategy centered around the creation of an artistic portfolio. We find that student engagement in an alternative individual space, such as the artistic portfolio, (...)
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  47.  19
    Negotiating Between Learner and Mathematics: A Conceptual Framework to Analyze Teacher Sensitivity Toward Constructivism in a Mathematics Classroom.P. Borg, D. Hewitt & I. Jones - 2016 - Constructivist Foundations 12 (1):59-69.
    Context: Constructivist teachers who find themselves working within an educational system that adopts a realist epistemology, may find themselves at odds with their own beliefs when they catch themselves paying closer attention to the knowledge authorities intend them to teach rather than the knowledge being constructed by their learners. Method: In the preliminary analysis of the mathematical learning of six low-performing Year 7 boys in a Maltese secondary school, whom one of us taught during the scholastic year 2014-15, we constructed (...)
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  48.  50
    A Change of Perspective: Seeing Through Children at the Front of the Classroom, to Seeing Children from the Back of the Classroom.Kerryn Dixon - 2013 - Studies in Philosophy and Education 32 (3):273-284.
    This article considers a noted trend by teacher educators at a South African University where student teachers seem to have very little connection with children they teach on their teaching practicals. This lack of engagement and ability to see individual children that are being taught and respond to them is the focus of the paper. The paper considers how such a circumstance may come into being by looking at socio-historical practices in education through a Foucauldian lens using the notions of (...)
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  49. Sessions with Pixie in P.S. 87: A Classroom Log.Matthew Lipman - 1982 - Analytic Teaching and Philosophical Praxis 3 (1):19-25.
    Early in 1982 I decided I needed to get some firsthand experience in the teaching of Pixie. Pixie had been published the previous year and was already in use in a number of school districts. Since I wasn't getting much feedback from the teachers, I decided to offer an abbreviated course in Pixie to some fourth graders. The school I selected was P.S. 87, in Manhattan. The principal, Naomi Hill, was hospitable to the idea, and the classroom teacher, Gloria (...)
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  50.  49
    From Searle’s Chinese room to the mathematics classroom: technical and cognitive mathematics.Dimitris Gavalas - 2006 - Studies in Philosophy and Education 26 (2):127-146.
    Employing Searle’s views, I begin by arguing that students of Mathematics behave similarly to machines that manage symbols using a set of rules. I then consider two types of Mathematics, which I call Cognitive Mathematics and Technical Mathematics respectively. The former type relates to concepts and meanings, logic and sense, whilst the latter relates to algorithms, heuristics, rules and application of various techniques. I claim that an upgrade in the school teaching of Cognitive Mathematics is necessary. The aim is to (...)
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