Teacher classroom management styles with beginning high school students

Initial encounters are uncertain, problematic and exploratory in character compared to routine encounters when the rules have been stabilised. More needs to be known about the strategic resources brought into play by teachers and puplis as they mould the social and academic, topography of different kinds of classrooms (Beynon, 1985, p. 4).     

Career coping styles: differences in career attitudes among secondary school students

The types of difficulties associated with career attitudes were studied using Super’s model of career maturity (1990) in a group of 620 Portuguese students from grades 9 and 12. A cluster analysis identified four styles with different patterns of association between time perspective, attributional beliefs, self-esteem and career attitudes. The adaptive style showed more committed career attitudes, and the other three styles—superficial, insecure and pessimistic—showed lower levels of career maturity. Implications for career counselling are further discussed.     

Exploring the roles of grief and grieving in coping with lifelong change

This paper explores the value of the concept of grief as one way to make sense of individual's reactions to change. The discussion acknowledges that change is always from something, not just to something. In an environment that is increasingly expected to involve lifelong change, there is an urgent need for individuals to develop capacities to ‘move with’ change. The paper identifies a number of strategies to assist individuals and groups acknowledge and grieve change-included loss, strategies which support sustainable ‘moving on’.     

论教师在“以学习者为中心”的课堂教学中的角色

从教师的视角考察了“以学习者为中心”的教学方式的内涵，试图揭示“以学习者为中心”与教师角色之间的关系，并就教师在“以学习者为中心”的教学方式中所扮演的角色以及所承担的责任进行了详细的论述。     

论教师在"以学习者为中心"的课堂教学中的角色

从教师的视角考察了"以学习者为中心"的教学方式的内涵,试图揭示"以学习者为中心"与教师角色之间的关系,并就教师在"以学习者为中心"的教学方式中所扮演的角色以及所承担的责任进行了详细的论述.     

The effects of classroom and school environments on student engagement: the case of high school students in Abu Dhabi public schools

Drawing on data from a merged data set from a student survey and a parent survey that were conducted in the Emirate of Abu Dhabi in 2013, this article uses a multilevel framework to investigate the effects of individual characteristics and the classroom and school environments on high school students’ school engagement in a modernising education system that is different from Western ones. The results of the three-level model revealed that while students’ attributes remained strong predictors of their school engagement, the social and organisational environment of classrooms and school also greatly shaped the extent to which students emotionally and cognitively engaged with their school and learning. This study provided evidence to support the interactive nature of the impact of multilevel environments on student engagement. The policy and research implications were also discussed in the empirical context of Abu Dhabi.     

Coping with school failure: Development of the school failure coping scale

The present study describes the development of a self-report measure of coping with school failure for children and adolescents. A list of 56 items had been collected in the sample of 142 subjects aged from 9 to 18 years. The items were administered to 500 elementary and high school students. Factor analysis of the data produced seven coping strategies: Anger, Accepting Responsibility, Comfort and Forgetting, Seeking Social Support, Parents, Inadequate Reactions, and Disengagement. Internal consistencies were in the .59 to .76 range. Significant age effects were found for Accepting Responsibility, Comfort and Forgetting, and Parents, indicating that elementary school children, compared to high school students, accept greater responsibility, try harder to forget and take comfort, and seek help more from their parents. Significant gender effects were found for Accepting Responsibility, Seeking Social Support, and Inadequate Reactions, indicating that girls accept greater responsibility, more often use social support, and have fewer inadequate reactions than boys. Overall pattern of results also suggests that high achievers use more positive coping strategies (mainly accepting responsibility) and less negative strategies (anger, inadequate reactions and disengagement) than low or average achievers.     

Goal orientations, coping with school failure and school achievement

The present study examined the relationship between goal orientation, coping with school failure and school achievement. Two questionnaires, Goal Orientation (Niemivirta, 1996a) and The School Failure Coping Scale (Rijavec & Brdar, 1997), were administered to 1057 high school students (aged from 15 to 17 years). The first goal of this study was to explore whether students can be classified in groups according to their goal orientation. The results identified four clusters of students with different achievement profiles: learning oriented, work-avoidance oriented, both performance and learning oriented and both performance and work-avoidance oriented group. Learning oriented group used emotion-focused coping the least frequently while students with combined performance and work avoidanc orientation used this kind of coping the most frequently.     

Testing virtual classroom in the school context

The development of information and communication technologies has made it possible for schools to establish inter‐institutional electronic networks to enhance the quality of education in small schools in sparsely populated countries like Finland. Along with this development, new kinds of virtual classrooms have emerged in symbiosis with conventional schools. A virtual classroom in a school context is a new, mostly uninvestigated, phenomenon. In this article we discuss some theoretical aspects of a virtual classroom in the school context. We also report results of a Finnish project which links two lower secondary school classrooms with the use of video‐conferencing.     

Observing justice in the primary school classroom

Justice-related situations are a part of students? everyday life. In order to test the antecedents, correlates, and consequences of (in)justice in school, valid measures of justice are needed. To our knowledge, this is the first study to develop an observer low inference rating instrument that can be applied to measure justice in the primary classroom. In two pre-studies, justice-relevant situations in the classroom were extracted and observable indicators for these situations were developed. In the main study, this instrument was used to observe 208 primary school students with regard to their experiences of justice or injustice. In addition to this, other measures of justice were developed to examine the convergence between observer low inference ratings of classroom justice and high inference rating instruments for teachers, students, and external observers.Factor analyses and correlations between the different indices of the observer low inference rating and the high inference rating items suggested that incidents of justice and injustice in the classroom do not tend to co-occur frequently. Teachers do not appear to have a general tendency to treat a child more or less justly across a large number of situations.The findings suggest that a comprehensive assessment of classroom justice requires a multi-method approach where the justice ratings of students, teachers and external observers are all taken into consideration.     

Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics

In the present study, we consider teachers' self-efficacy as indicator for teacher motivation on the teacher level and at the school-level. We examine the interplay of teachers' individual self-efficacy (subscales classroom management and instruction) with school-level efficacy and more-external school characteristics (collaboration, instructional leadership, and participation) when predicting teachers' self-reported cognitive activation and classroom management. Austrian TALIS 2018 data from 4255 teachers at 246 schools were analyzed. Multilevel analyses revealed relationships between teachers' self-efficacy and self-reported cognitive activation and classroom management both, at the teacher and school levels. For self-reported cognitive activation, no significant context effect or cross-level interaction was found. Classroom management differed depending on whether a teacher was situated in a low- or a high-efficacy school (context effect). Also, teacher collaboration moderated the association of teachers’ self-efficacy and their self-reported classroom management (cross-level interaction). The findings indicate the importance of addressing the school context when investigating teacher self-efficacy.     

The effect of a problem solving in-service program on the classroom behaviors and attitudes of middle school science teachers

This study examines the effect of an in-service education program emphasizing problem solving on teacher attitudes toward teaching science and on teaching behaviors. Twenty-two middle school science teachers participated in the program and another 22 served as the control group. The two groups were similar in terms of gender, teaching status, educational background, and professional activity during the treatment period. Before and after the eight-month project, subjects completed attitude surveys and recorded videotapes of themselves teaching science lessons. No difference was noted between the groups on the attitude measure. The videotapes were analyzed using a coding scheme developed for use in this study. A multivariate analysis of variance performed on the observational data showed a significant difference between the groups on the postworkshop measure. The experimental-group teachers shifted to more student-centered classrooms, with less lecture and procedural talk. This study provides evidence that an extended in-service education program can affect the teaching behaviors of science teachers in the middle grades.     

Teacher self-report on learner engagement strategies in the early years classroom

Effective engagement of young children in the classroom is a critical step toward achieving positive learning outcomes. The Learning and Engagement Questionnaire (LEQ) was developed by the first two authors to identify ways in which teachers strive to engage learners in the classroom. In this study, the factor structure of the LEQ is examined. Participants were 274 teachers of children in their first 3 years of formal schooling. An exploratory factor analysis was conducted and supported a five factor solution: Goal Directed Learning; Task Selection; Teacher Responsiveness; Intensive Teaching; and Planning the Learning Environment.     

Teacher and school determinants of perceived classroom discipline: a multilevel analysis of TALIS 2013

Learning Environments Research - Classroom discipline is a significant concern in most educational systems and a critical element of an effective learning environment. In this article, we present a...     

Teacher led school improvement: Teacher leadership in the UK

Teacher leadership is increasingly being seen as a key vehicle for school improvement and renewal. However, research on this phenomenon is limited, especially outside of the US.This article presents findings from an empirical study of teacher leadership in the UK, aimed at exploring both the ways in which teacher leadership can influence school and teacher development, and what in-school factors can help or hinder the development of teacher leadership in schools. The study was undertaken using a qualitative case study approach, purposively selected as being sites where teacher leadership was operational.Data indicated that teacher leadership was characterised by a variety of formal and informal groupings, often facilitated by involvement in external programmes. Teacher leadership was seen to empower teachers, and contributed to school improvement through this empowerment and the spreading of good practice and initiatives generated by teachers.A range of conditions needed to be in place in schools for teacher leadership to be successful, including a culture of trust and support, structures that supported teacher leadership but were clear and transparent, strong leadership, with the head usually being the originator of teacher leadership, and engagement in innovative forms of professional development.     

Teacher and administrator perceptions of gender in the classroom

Gendered stereotypes persist in American classrooms despite efforts to create equitable learning environments. Within this qualitative study, we examined both teachers’ and administrators’ perceptions of gender in the classroom and present the data of the continued gender bias among some educators in their own words. The data showed teachers and administrators attributed conflict styles based upon gender and consistently reference boys conflict resolution style as “over quickly” in contrast to girls conflict resolution style. Likewise, participants’ gendered perceptions extended to the kinds of feedback they expected girls and boys to prefer. Additionally, our findings show that participants misunderstood or lacked knowledge of scientifically sound research and participants described changing the curriculum in a single-sex class/school to use stereotypical topics and activities for student engagement. The authors suggest this data should open a discussion between education scholars and practitioners to help align current knowledge about gender and development and implications of stereotypes for classroom practice.     

Normative data for eight dimensions of reading attitudes: Canadian public school students

The Survey of Reading Attitudes was administered to 613 fourth-, fifth-, and sixth-grade students enrolled in the schools that serve the metropolitan area of a small city in Ontario, Canada. Means, standard deviations, coefficient of alpha reliability estimates, and standard errors of measurement were computed for the eight dimensions of reading attitude included in the Survey. The reliability estimates for the respective dimensions are as follows: Expressed Reading Difficulty, α = .88, Reading as Direct Reinforcement, α = .83, Reading as Enjoyment, α = .89, Alternative Learning Modes, α = .72, Reading Group, α = .81, Reading Anxiety, α = .82, Silent vs. Oral Reading, α = .83, and Comics, α = .79.     

关于公共教育学课堂教学低效性的几点思考

公共教育学作为师范专业的公共必修课,一直承担着培养合格教师的重任。然而在实际课堂教学中却存在很多问题,主要表现为公共教育学课堂教学的低效性。课程本身的重要性与课堂上的低效性形成了强烈反差,不得不使人思考,如何才能使公共教育学真正发挥应有的作用,成为师范专业学生的特色课程。