Buffering against performance classroom goal structures: The importance of autonomy support and classroom community

The culture of schooling in the United States has become increasingly focused on outwardly proving student competence. Some achievement goal theorists suggest that a major casualty of performance-oriented classroom environments may be student motivation for developing and improving competence. The present study extends across theoretical frameworks of motivation to highlight student perceptions of contextual variables that may mitigate or “buffer” the negative relationship between a perceived performance-oriented classroom goal structure and mastery goals. Survey data were collected from 178 high school students in 15 mathematics classes. Multilevel modeling was used to test student perceptions of three contextual buffers: classroom community, teacher’s autonomy support, and a mastery classroom goal structure. Two significant interactions revealed that classroom community and autonomy support erased the negative effect of a perceived performance classroom goal structure. Results provide practitioners with tools for counteracting potential negative implications of emphasizing performance in the classroom.     

Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective

This study examined how classroom management practices—care and behavioral control—were differentially associated with students’ engagement, misbehavior, and satisfaction with school, using a large representative sample of 3196 Grade 9 students from 117 classes in Singapore. Results of hierarchical linear modeling showed differential relations. After controlling for students’ gender and socioeconomic status, both care and behavioral control were positively related to student engagement. Moreover, behavioral control was a significant negative predictor of classroom misbehavior and care was a significant positive predictor of satisfaction with school. Our findings underscore the importance of blending care and behavioral control to achieve multiple goals of classroom management.     

The impact of teacher preparation on responses to student aggression in the classroom

Despite advances in the development and implementation of school-based interventions, aggression in American schools remains a significant problem for educators. The present study examines the influence of teacher preparation on responses to classroom aggression. A sample of 121 teachers employed in 11 public schools across Southwest Virginia completed measures of teaching characteristics and responded to vignettes depicting student aggression. Multiple regression analyses were used to evaluate the process by which teachers respond to classroom aggression, and the moderating influence of teacher training. Results confirmed the importance of prior training in supporting classroom management. Implications are discussed as they relate to relevant models and recent clinical and educational research initiatives.     

Pre-service teachers’ episodic memories of classroom management

This study focused on past excellent teachers’ classroom management strategies from the perspective of 148 pre-service teachers. The purpose 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, as well as to explore memories that did not fit a particular model. Results indicated that pre-service teachers related episodes that clustered on establishing rules, but were less likely to relate experiences based on other strategies such as withitness, smooth transitions, or formal classroom meetings. Implications for teacher education are explored.     

Measuring classroom climate: Validation of the CCQ-P for primary,middle school and high school levels,on the Romanian population

Several high-quality instruments are used for investigations on classroom climate. Out of these, none is valid on all three educational pre-tertiary levels (primary, middle school and high school). This situation limits our understanding about classroom climate along different educational levels. We collected responses on a large Romanian student sample (1003 students, 49.3 % boys), and we investigated the internal validity of the Classroom Climate Questionnaire – Primary (CCQ-P, Aldridge & Galos, 2018) using confirmatory factor analyses and measurement invariance analyses. The original model obtained a good fit and partially maintained structure across the three educational levels. Thus, this study opens the door for the investigation of this questionnaire for the three pre-university levels in other national contexts. This could impact how we look at the transition of students between levels and it could offer new input about the practical actions related to this process.     

Effects of a classroom management intervention on student selective attention: results from a randomized controlled trial

ABSTRACT

A main objective of classroom management (CM) is to raise students’ attention to their daily academic work by creating a classroom environment that supports academic and socioemotional learning. While studies have addressed CM effects on classroom-level behaviour or students’ academic outcomes, students’ attention skills been largely overlooked. This randomized controlled trial evaluates the effectiveness of a teacher-targeted CM intervention on students’ selective attention. Twenty-four primary schools were randomized into receiving the Inclusive And Appreciative Classroom Management (IACM) intervention (treatment) or a general information technology (IT) didactics course (control condition). All participating 1st-grade teachers and their students (N = 1,160) were followed for 1 year. Using repeated measurements of the d2 Test of Attention, we find that the IACM intervention improves students’ selective attention with .26 standard deviations. The effect is robust to the inclusion of student- and classroom-level characteristics. All analyses account for the variation across students, classrooms, and schools.     

Exploring the relationship between certification sources,experience levels,and classroom management orientations of classroom teachers

Teachers continue to report that classroom management is one of their greatest challenges in the classroom. Classroom management involves teacher's efforts to oversee classroom activities such as learning, social interaction, and student behavior. In this study, we examined the relationship between sources of teachers’ certification (traditional or alternative), teachers’ experience levels (experienced or novice), and teachers’ classroom management orientations (interventionist, non-interventionist, or interactionalist). We discovered that neither source of certification nor experience level alone impacts a teachers’ classroom management orientation. However, teachers with traditional certification and many years of experience exert significantly less control over classroom activities and students’ behaviors than do their colleagues with other educational and experimental backgrounds. Potential causes and ramifications of these findings are discussed.     

Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support

Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students’ interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline.     

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。     

初中体育教学中"自主学习"的实验研究

采用文献研究、教学实验、问卷调查、专家访谈、数理统计等方法,以辽宁省4座城市8所初中的868名学生为研究对象,通过一个学年的教学实验得出结论:在初中体育教学采用自主学习方式可以提高学生的内部动机水平;在初中体育教学采用自主学习方式其教学效果优于常规教学,在初中体育课中有较高的推广价值.     

基于英语学习活动观的高中英语课堂教学实践

目前教育形势不断发展、变化,高中英语教学中,新课标对学生的英语学科核心素养培养提出了更高的要求,因此高中英语教师应当不断创新课堂教学方法,优化课堂教学内容,将理论和实践相结合,对英语学习活动观有透彻的解读,引导学生将所学的理论知识应用到实际生活中,促进学生语言技能和英语思维的发展,最终达成高中生英语学科核心素养培养目标。     

A tale from three countries: the classroom management practices of pre-service teachers from Australia,Canada and the United Kingdom

Abstract

The purpose of this research was to (i) identify Australian, Canadian and United Kingdom (UK) pre-service teachers’ use, confidence and success of various classroom management strategies and (ii) to ascertain any significant differences between the three cohorts. Significant differences were found amongst the cohort with the UK pre-service teachers using significantly more strategies to promote or guide positive student behaviour (namely strategies related to differentiation, prevention and rewards) than the Australian and the Canadian cohorts. Differences may be accounted for by the way in which classroom management is taught. This study highlights the need to actively model and teach preventive-based strategies to pre-service teachers.     

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.     

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness,autonomy support,and competence

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.     

‘The teacher said I'm thick!’ Experiences of children with Attention Deficit Hyperactivity Disorder within a school setting

Children and young people who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) can often experience difficulties within an education setting. ADHD can impact upon their educational achievements and subsequent future employment. This paper draws upon data gathered from a small scale study and has sought to elicit the ‘voice’ of young people who have ADHD and their experience within a school setting. Findings of this study indicate that there is a need for teachers to be more informed about the impact that ADHD can have on a pupil and teachers need to develop positive strategies to support these individuals within the classroom. Ideally, adequate training around ADHD should begin within initial teacher training prior to entering the teaching profession.     

The contributions of parental management language to executive function in preschool children

This study investigated relations between preschoolers’ emergent executive function skills and their interactions with parents, with particular focus on the verbal utterances parents use to guide children's behavior (i.e., management language). Parent–child dyads (n = 127) were videotaped during a structured play task and the frequency of two types of management language, Direction (high control) and Suggestion (low control), was observed. Children's executive function was assessed using the Head–Toes–Knees–Shoulders (HTKS) task. Latent growth modeling was used to investigate relations between management language and the development of children's executive function. Direction language (i.e., commands) was negatively associated with children's age three executive function but not significantly related to the rate of executive function development over time. Conversely, Suggestion language (i.e., questions and statements that offer children some degree of choice) was positively related to executive function at age three but negatively related to growth. The potential importance of management language as a parenting behavior that contributes to various aspects of children's self-regulation during preschool and kindergarten is discussed.     

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.     

浅论高职院校后勤管理激励机制的建构

高职院校后勤管理激励机制的建立要与职工管理实践相结合,本文阐述高职院校后勤管理者在当前形势下应如何运用后勤管理的激励机制来加强高职院校后勤职工管理,指出构建高职院校后勤职工管理激励机制的重要意义。     

学校教育管理中的人本管理理论渗透

随着社会的发展和学校的改革,学校教育的科学管理日益暴露出弊端：忽视人的主动性和主体地位,缺乏＂人性化＂,过分相信规章制度的约束作用,无法有效激起教师的热情和积极创造性等。想要改善这种状况势必需要一种新的理论的出现,基于人本主义思想理论的指引,对当前学校教育管理工作中＂人本管理理论＂的启示加以阐述。     

论教师聘任制与人本管理思想的结合

教师聘任制所蕴含的人本管理思想,提供了教师聘任制与人本管理思想相结合的事实依据,人性理论和人力资源管理理论则为两者的结合提供了理论基础。正确地理解和诠释聘任制的内涵,恰当地运用激励理论,综合利用思想教育方法、行政方法、经济方法与法律方法的优势,建立和完善与之配套的法律制度,是教师聘任制与人本管理思想相结合的途径和保障。