Different approaches to classroom environments based on teacher experience and effectiveness

The purpose of this qualitative instrumental case study was to continue looking at the differences in classroom environments for different levels of teachers. Specifically, we wanted to focus on teacher perspectives of classroom management, relationships with students, motivating students, student risk-taking within the classroom, and student self-regulation. The three levels we looked at for this study included highly effective teachers, proficient teachers who have taught for more than 3 years, and new/developing teachers. The results found three major themes with differences in how teachers at each level approached classroom management, relationships with students, and student behaviors within the classroom. The student behaviors within the classroom included self-regulation and risk-taking. The results of this study provide researchers more information regarding the different stages of teaching, information to schools on ways to mentor teachers at each level of teaching, and information to teacher preparation programs on ways to help preservice teachers prepare for the classroom.     

论政治教师的课堂语言

语言是思维的物质外壳,交流思想的工具。不同学科的教师语言,当然各具特色,并且教师的课堂语言艺术必然对教学效果产生重大影响。     

A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours

Extending the pauses between teachers’ and students’ turns (wait time) has been recommended as a way of improving classroom learning. Drawing on the Conversation Analysis literature on classroom interactions alongside extracts of classroom interactions, the relationship between these pauses and the interactional behaviour of teachers and students is examined. Extended wait time is built in to classroom interactions because of the IRF (Initiation–Response–Feedback/Follow-up) framework that dominates these interactions. Extending wait time can lead to a variety of changes in the norms of classroom interaction. The structures of interactions in formal classrooms are used to explain the previous findings relating to the extension of wait time. It is also shown that different uses of extended wait time lead to different interactional norms and maintaining extended wait times may not be desirable. Consequently, the article argues for a more nuanced understanding of wait time, desired student behaviours and the interaction of the two.     

重建课堂秩序

课堂秩序是教师在课堂教学过程中所面临的基本问题。由于师生对课堂情境的定义存在一定的冲突,会导致课堂秩序处于不和谐的状态。课堂秩序的形成经过制度化、合理化两个阶段。课堂秩序的重建依赖于教师教学观念、课堂控制行为方式的转变,依赖于教师交往技能的提高、教学策略的改革以及师生之间有效的“磋商”。     

Using Second Life to enhance classroom management practice in teacher education

The following article discusses an educational simulation created within Second Life (SL) in order to assist pre‐service teachers (PSTs) in gaining more experience managing student behavior. The article discusses the development, implementation, and assessment of the simulation as well as student data on the feasibility of the approach in comparison to other methods of learning classroom management. It includes discussion of the use of artificial intelligence (AI) methods to infuse the simulation with random student behavior, much as it would arise in the classroom. Results indicated that the students found the simulation to be a useful learning experience and put them in situations that forced them to think on their feet. Recommendations for future work with the simulation and for others considering the use of SL for educational purposes are discussed.

Der Gebrauch von Second Life zur Verbesserung von Unterrichtsmanagement in der Lehrerbildung

Im folgenden Beitrag wird über eine im Second Life (SL) erstellte Ausbildungssimulation zur Unterstützung von auszubildenden Lehrern (PSTs) beim Erwerb von Kompetenzen beim Steuern von Schülerverhalten berichtet. Der Artikel beschreibt die Entwicklung, die Einführung und Bewertung der Simulation ebenso wie die Studentendaten bei der Umsetzung der Annäherung im Vergleich zu anderen Methoden des, lernenden Klassenzimmer "…Managements”. Es schließt Diskussionen über die Nutzung von Methoden künstlicher Intelligenz (KI) zur Einführung der Simulation mit zufälligem Schülerverhalten in der Art, wie es im Unterricht entstehen könnte, ein. Die Ergebnisse zeigen, dass die Studenten die Simulation als nützliche Lernerfahrung ansahen und und die sie auch in Situationen benutzen, in denen sie zu grundsätzlichen Überlegungen aufgefordert waren. Empfehlungen für zukünftige Arbeit mit Simulationen und für andere Überlegungen des Gebrauchs von Second Life für pädagogische Zwecke werden angestellt.

L’utilisation de Second Life pour renforcer la pratique de la gestion de classe dans la formation des enseignants

L’article qui suit fait le bilan d’une simulation éducative crée au sein de Second Life (SL) dans le but d’aider les enseignants en formation (PSTs) à acquérir davantage d’expérience de la gestion des conduites d’élèves. Cet article examine le développement, la mise en place et l’évaluation de la simulation ainsi que les données provenant des étudiants sur la viabilité de ce mode d’approche par comparaison avec les autres méthodes d’étude de la gestion de classe. On y inclut une discussion sur l’usage des méthodes d’intelligence artificielle (IA) pour intégrer la stimulation avec le comportement aléatoire des élèves tel qu’il peut se produire en situation de classe. Les résultats ont indiqué que les enseignants en formation ont trouvé que la simulation était une expérience d’apprentissage utile et qu’elle les plaçait dans une situation qui les forçait à penser debout sur leurs pieds. On présente des recommandations en vue de travaux futurs avec la simulation et d’autres portant sur l’usage possible de Second Life à des fins éducatives.

El uso de Second Life para mejorar las prácticas de la gestión de aulas en la formación de los profesores

El artículo abajo trata de una simulación educativa creada dentro de Second Life (SL) para ayudar a los futuros profesores (PSTs) a adquirir más experiencia en el manejo de la conducta de los alumnos. El artículo examina el desarrollo, la puesta en práctica y la evaluación de la simulación además de los datos procedentes de los alumnos acerca de la factibilidad de este abordaje en comparación con otros métodos de estudio de la gestión de aulas. Se incluye también un estudio del uso de los métodos de (IA) inteligencia artificial para dotar la simulación de conductas estudiantiles aleatorias, parecidas a lo que ocurre en aulas reales. Los resultados han mostrado que los futuros profesores opinan que la simulación fue una experiencia de aprendizaje útil, poniendoles en situaciones que les obligaban a pensar « de pie ». Se hace también recomendaciones para otros trabajos, unos con la simulación y otros sobre los usos posibles de Second Life con fines educativos.     

A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated.     

Exploring associations between supervisory support,teacher burnout and classroom emotional climate: the moderating role of pupil teacher ratio

Abstract

In previous studies on classroom emotional climate (CEC), factors related to teacher’s working conditions have rarely been included. Thus, in the current study, we examined associations between supervisory support, teacher burnout and CEC, and whether pupil teacher ratio (PTR) moderated this association, applying a randomised-control trial design. Participants were students from 300 classes at the end of grade 1, and 300 teachers. Structural equation modelling (SEM) revealed significant relations between supervisory support and teacher burnout and between teacher burnout and CEC. Supervisory support was indirectly related to CEC through teacher burnout. Finally, PTR moderated the association between teacher burnout and CEC.     

Identifying Canadian teacher candidates' needs for training in the use of inclusive classroom assessment

To identify teacher candidates' needs for training in inclusive classroom assessment, the present study investigated teacher candidates' beliefs about inclusive classroom assessments for all students educated in regular classrooms, including those with special needs and English language learners. An innovative theoretical assessment model, consisting of four concepts of assessment for, as, of learning as well as accommodations and modifications, was built to compare with questionnaire responses from a group of Canadian teacher candidates (n?=?295). Our data yielded five factors: (1) beliefs about accommodations and modifications for students with diverse needs (ACC), (2) assessment of learning, (3) assessment as learning, (4) misconceptions of inclusive assessment, and (5) negative beliefs about assessment for learning (NAFL). Contrary to expectations, assessment concepts are not fully interrelated with each other in teacher candidates' belief systems. In addition, participating teacher candidates may have some misconceptions about inclusive assessments given that they possessed positive beliefs towards them. The implications for teacher education programmes and professional development were also discussed in this study.     

Teachers' behaviour and practices in the classroom

The theory behind this study yielded the predictions that successful teacher–pupil interaction in the classroom is essential to the educational and social development of pupils and that teachers' understanding of their own behaviour is therefore of paramount importance. The study examined the behaviour and practices of 20 teachers, 10 in small schools and 10 in large schools. The teachers were grouped into three categories: empathetic teachers, non-empathetic teachers and uncommitted teachers. This study contributes several significant findings to the literature on teacher–pupil interaction in the classroom, most importantly that personal characteristics appear to be a good predictor of teacher competence and that there appear to be relationships between particular personal characteristics on the one hand and teachers' classroom practices on the other. These results seemed to be unrelated to class size and schools type.     

关于数学课堂教学整体改革的几点思考

本文对数学课堂教学整体改革进行了初步的思考,指出应该重新审视我们的数学课堂教育评价;认清课堂教学模式应该在教师实施过程中具有弹性,模式的建立应该体现学生、教师与课程三者的统一,正确对待差生的发展以及数学教师专业化发展的要求。     

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development

This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.     

Behavioural phenotypes in the classroom: a qualitative study of parental and teacher knowledge of classroom guidelines and teacher views on best practices

Research suggests that genetic syndromes associated with intellectual disability often have specific cognitive and behavioural profiles. It has been suggested that educational approaches need to reflect these profiles. Parents (n = 381) and teachers (n = 204) of children with one of four syndromes, fragile X syndrome, Prader–Willi syndrome, Williams syndrome and velo‐cardio‐facial syndrome were surveyed. Syndromes were compared with respect to what parents and teachers had researched or been told with respect to appropriate educational approaches. Parent and teacher reports were subsequently compared with actual published guidelines on the syndromes. Teachers were also surveyed on what they felt were successful approaches based on actual experiences of teaching the children. Parent and teacher reports of efficacious strategies for supporting their children based on what they had been researched or been told differed across syndromes as might be anticipated. However, differences between parents and teachers and between parent/teacher reports and the published guidelines suggest that parent and teacher knowledge of guidelines is deficient and/or that parents and teachers are accessing knowledge elsewhere. With respect to teaching practices, there were much less differences between the syndromes than in the published guidelines indicating that differences between syndromes in guidelines may not be as evident in practice.     

Beyond discovery: a case study of teacher interaction,young children and computer tasks

The integration of computer technologies into everyday classroom life continues to provide pedagogical challenges for school systems, teachers and administrators. Data from an exploratory case study of one teacher and a multiage class of children in the first years of schooling in Australia show that when young children are using computers for set tasks in small groups, they require ongoing support from teachers, and to engage in peer interactions that are meaningful and productive. Classroom organization and the nature of teacher–child talk are key factors in engaging children in set tasks and producing desirable learning and teaching outcomes.     

An examination of teacher–student interactions in inclusive classrooms: teacher interviews and classroom observations

Teacher–student interactions in 17 inclusive classrooms were examined using a mixed‐methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow‐up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast majority of interactions provided by general educators to the whole class, followed by brief intervals of 1 : 1 interactions directed towards individual students, most frequently children with disabilities. Interview findings suggest that teachers were aware of the greater individual attention devoted to students with disabilities and described a number of ways that they adapt their instruction that are consistent with the research on effective teaching. In addition, participants struggled with the dilemma of balancing their attention between students whom they perceived as needing it most and ensuring that the class as a whole made adequate progress. The analysis of both observational and interview data indicates that paraprofessionals were responsible for a large portion of instruction and curricular decision making for children with severe disabilities in these classrooms.     

从课堂教师话语对比看西北民族地区中学英语教学现状

本文通过对地处西北大小城市的两节中学英语课程的对比,从课堂教师话语中的母语量,话语时间,问题类型,反馈方式等方面分别得出了不同的结果,西北民族地区中学英语教师课堂话语的提高迫在眉睫。     

浅议英语教学中课堂互动的必要性

近年来,随着我国英语教学改革的进一步深入,以学生为中心的教学观念正落实在教师的教学行为中,新理念下的课堂互动就反映了这种变化。课堂互动为二语学习者提供了类似于母语的学习环境,增加了学习者的可理解输入,有利于二语学习。     

Impacts of professional development in classroom assessment on teacher and student outcomes

The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed learning teams, trained with CASL materials, and implemented CASL in their classrooms under real-world conditions and without any involvement of, or requirements from, the researchers. Analysis of all schools and 9,596 students failed to yield statistically significant impacts of CASL on student mathematics achievement as measured by the statewide test. Impact analyses with 231 teachers yielded statistically significant positive impacts of CASL on teacher knowledge of assessment and the frequency of student involvement in classroom assessment. No statistically significant impacts were found on teachers' assessment practice. CASL implementation fidelity was below the CASL developer recommendations. Findings suggest potential of CASL for improving teacher outcomes.     

谈谈大学英语课堂中师生双向交流的问题

本文分析了大学英语课堂双向交流存在的问题及其原因,探讨如何充分发挥教学双方的主动性和积极性,加强课堂双向交流,提高课堂教学效率。