An Evaluation of an EDY Course in Behavioural Techniques for Classroom Assistants in a School for Children with Severe Learning Difficulties

This study is an evaluation of a behavioural skills training course (known as the Education of the Developmentally Young‐‐EDY) which was run for eight classroom assistants (all trained nursery nurses) at an ESN (S) school in Manchester. It arose out of a previous study (Farrell, 1982) which suggested that while teachers improved their practical skills following EDY training, classroom assistants did not. In this study the classroom assistants were filmed working with an individual child on four occasions; twice prior to their training, once immediately following it and once more ten weeks later. The video tapes were randomly arranged and shown to two independent and trained raters. The raters rated the classroom assistants on four aspects of behavioural teaching, all of which are integral parts of the EDY course. The results showed that taking all the teaching techniques together, the classroom assistants made significant gains following training but that these gains were only evident on two of the behavioural techniques when they were analysed separately. When comparing the findings of this work with other studies, the main conclusion is that, although classroom assistants do benefit from EDY training, their progress may not be so marked as that of classroom teachers.     

Psychosocial Environment and Student Self-Handicapping in Secondary School Mathematics Classes: A cross-national study

Research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian and British secondary schools. Perceptions of classroom environment, self-handicapping and academic efficacy were assessed by 3,602 students from 29 schools. Correlation analyses between ten classroom environment scales from the What Is Happening In This Class (WIHIC) questionnaire and the Constructivist Learning Environment Survey (CLES) and self-handicapping were conducted with and without control for academic efficacy. Results showed that classroom environment scales accounted for appreciable proportions of variance in self-handicapping beyond that attributable to academic efficacy. Enhanced affective dimensions of the classroom environment were associated with reduced levels of self-handicapping. Commonality analyses revealed that the WIHIC scales accounted for a much greater proportion of variance in self-handicapping that did the CLES scales.     

Classroom management: Approaches of regular education teachers and learning disability resource teachers

The approaches to classroom management of classroom teachers and learning disability resource teachers were examined. Significant differences in overall approach to classroom management were indicated, with classroom teachers displaying a more sensitizing (punitive) approach to classroom management. Classroom teachers pursuing graduate training in learning disabilities, as compared to elementary education or reading, displayed a significantly less sensitizing approach to classroom management.     

Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education

This paper analyzed the journal publications of mathematics flipped classroom studies in K-12 and higher education contexts. We focused specifically on a set of flipped classroom studies in which pre-class instructional videos were provided prior to face-to-face class meetings. We examined the following four major issues: (a) the types of out-of-class and in-class instructional activities used, (b) the effect of flipped learning on student achievement, (c) the participant perceptions of flipped classroom benefits, and (d) the main challenges of flipped classroom implementations. A meta-analysis of 21 comparison studies showed an overall significant effect in favor of the flipped classroom over the traditional classroom for mathematics education (Hedges' g = 0.298, 95% CI [0.16, 0.44]), with no evidence of publication bias. A broader research synthesis of 61 studies revealed that the flipped classroom approach benefited student learning in three main aspects: increasing in-class time for task/practice, integrating new knowledge with existing beliefs, and real-time feedback. The two most frequently reported flipped classroom challenges were students' unfamiliarity with flipped learning and significant start-up effort on the part of instructors. We hence propose a set of design principles to help foster the transition to the flipped classroom and improve the out-of-class and in-class learning designs. This set of design principles can also provide a more focused agenda for future research to examine the effect of the flipped classroom approach on student learning and motivation.     

The Role of Individual and Social Factors in Classroom Loneliness

ABSTRACT

The author investigated the role of individual characteristics (self-esteem, social anxiety, and self-reported classroom participation) and peer reactions (peer-perceived shyness, peer nominations) in classroom loneliness in a sample of 704 preadolescent boys (360) and girls (344). It was hypothesized that classroom participation functions as a mediator between self-esteem and peer responses. Using structural equation modeling, a measurement model and path models with and without self-esteem were generated. Model 1 confirmed the central role of self-esteem and the mediating function of classroom participation. Model 2 (without self-esteem) showed similar effects for social anxiety. The author proposes possible interventions that address classroom participation rather than loneliness or self-esteem per se.     

Classroom management and consultation: Implications for school psychology

The importance of classroom management to the consultation role in school psychology is explored. Approaches to classroom misbehavior by classroom teachers and graduate students completing their training in school psychology were analyzed, using the induction-sensitization model of socialization. Significant differences in overall approach to classroom management were noted, with teachers displaying a more sensitizing (punitive) approach to classroom management. A significant gender-profession interaction was found. Further analysis revealed a significant difference between male and female teachers in their approach to classroom management. These results are discussed and programs of consultation (group and individual) are outlined, utilizing the results of the study.     

The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom

Evidence shows that teachers’ use of information and communication technology (ICT) in the classroom is still limited in variety and frequency. However, their use of ICT outside the classroom, while more frequent, has been less studied. Our research aims to identify personal factors associated with teachers’ ICT use inside and outside the classroom. Data from a questionnaire administered to a nationwide sample of 6932 teachers in Chile was used to characterise their activities and perceptions associated with ICT. Multiple regression analyses were applied to determine relationships between them. The findings show first, that teachers use ICT more frequently outside the classroom for class preparation; second, that their perceptions of ICT impact on professional practice is the main factor associated with their use of ICT inside and outside the classroom; third, that less experienced teachers use communication tools with colleagues and students more often; and finally, that there is a need to examine teachers’ use of (ready-made) Internet resources.     

The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences

Teachers' self‐efficacy (SE) in their classroom management capabilities is thought to be an important factor in teachers' overall judgements of their teaching SE. Low SE in classroom management has been linked to teacher attrition and burnout, and reduced student learning outcomes. This article provides the first comprehensive review of classroom management as a factor in the construct of teacher SE. Twenty‐five peer‐reviewed articles published from 1984 to 2009 that reported on the use of SE scales containing at least one novel classroom management self‐efficacy (CMSE) item were reviewed. The validity and reliability of CMSE scales and items were found to be very good, with classroom management items pertaining to maintaining order and control the most frequent category included. Approximately one in four items in the SE scales reviewed was CMSE item, and, in general, CMSE items were not linked explicitly to classroom management research or contemporary psychological or philosophical approaches.     

The Relationship Between Students’ Motives to Communicate With Their Instructors and Classroom Environment

This study examined the relationships between students’ motives for communicating with their instructors (i.e., relational, functional, participatory, excuse making, and sycophantic) and their perceptions of the classroom environment (i.e., classroom climate, classroom connectedness, and personalized education). Participants were 174 undergraduate students enrolled in several introductory communication courses at a large, Mid-Atlantic university. The results indicated that students’ self-reports of their relational, functional, participatory, and sycophantic motives to communicate with their instructors were positively related to their perceptions of the classroom environment, but students’ self-reports of their excuse-making motives were not related to their perceptions of the classroom climate. Future research should examine whether students’ motives to communicate with their instructors remain constant or whether these motives fluctuate over the course of a semester or increase or decrease based on the instructional tasks that normally occur during an instructional period.     

The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate

Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior problems and classroom emotional climate. Data came from 2 low-income samples. Ordinary least squares regression revealed that higher levels of child externalizing behavior problems in the fall predicted higher teacher stress in the spring. Teacher stress was nonlinearly related to classroom emotional climate in the spring: Moderate levels of teacher stress were associated with higher (i.e., more positive) classroom emotional climates, and low and high levels of teacher stress were associated with lower classroom emotional climates. Contrary to expectations, higher levels of child externalizing behavior problems were related to higher classroom emotional climates. There was no evidence that teacher stress mediated this relationship. Practice or Policy: These results are discussed in terms of strategies to reduce the disruptive influence of child behavior problems on the classroom emotional climate as well as strategies to limit high levels of preschool teacher stress.     

How learning in an inverted classroom influences cooperation, innovation and task orientation

Recent technological developments have given rise to blended learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom. This article compares the learning environments of an inverted introductory statistics class with a traditional introductory statistics class at the same university. This mixed-methods research study used the College and University Classroom Environment Inventory (CUCEI), field notes, interviews and focus groups to investigate the learning environments of these two classrooms. Students in the inverted classroom were less satisfied with how the classroom structure oriented them to the learning tasks in the course, but they became more open to cooperative learning and innovative teaching methods. These findings are discussed in terms of how they contribute to the stability and connectedness of classroom learning communities.     

Discussion of the Paper on the Future of 16mm Educational Film

The chairman, Dr. Hubalek, asked for comment and discussion on the Paper. The majority of delegates felt that it was an excellent one, agreeing with the main observation. Mr. Ericsson (Sweden) raised the point of teacher training films, which he thought were divided into two categories; (a) special training films and (b) classroom observation films. He felt that unless those films in the second category were edited as a kind of documentation, the better method of classroom observation would be through the medium of television and video-recordings. Dr. Cappel (Germany) spoke about a similar situation in his country. Because of the number of classroom films available, he felt that the need in Germany was far greater for film than video-recording, as it could be shown to a large assembly of 300–400 students compared to a smaller group of approximately 16 students. Several delegates expressed the opinion that both types of recording of classroom situation should be available, 16mm film and video-recording.     

Online Training: An Evaluation of the Effectiveness and Efficiency of Training Law Enforcement Personnel over the Internet

Evaluation of online training is a necessity to its future as a viable alternative method to classroom training. The purpose of Study 1 was to evaluate the effectiveness and efficiencies of online training as it compared to current classroom training with Nebraska Law Enforcement Training Center's (NLETC's) Jail Management trainees. Trainees were randomly assigned to receive either online or classroom training. Learning, motivation, and attitudes were measured for instructional effectiveness. Instructional time and cost/benefit calculations were used as measures of efficiencies. Results indicated, as predicted, that online training is as effective an instructional method as classroom training, and more efficient than classroom training. No meaningful learning differences occurred between the two groups, but online training was completed in almost half the time of classroom instruction and at a lesser cost. However, the classroom group reported higher motivation and positive feelings concerning their instruction than did the online group. Study 2 experimentally examined learning, instructional time, motivation, and attitude advantages of multimedia included in the Jail Management online training courses. Although hypothesized that video would enhance learning, motivation, and attitude, there were no differences in UNL student participants' test scores or surveys scores whether they received training with text only, audio with the text, or video with the text. Only instructional time differed among the groups.     

Providing for student voice in classroom management: teachers’ views

Recent research indicates that teachers would prefer to allow for more student voice in classroom discipline decision‐making than is currently the case. This paper identifies factors that teachers suggest inhibit them from implementing their ideas of best disciplinary practice. It also examines which classroom discipline issues teachers are willing to submit to student voice. Among the most important inhibitors of best disciplinary practice identified by almost 300 Australian secondary teachers were: too many things to do; classroom size and layout; and a lack of support from the school administration. When presented with 30 varying management issues, an independent group of approximately 250 primary and secondary teachers nominated classroom conventions (e.g. tidiness of the classroom) and issues related to teaching and learning (e.g. seating arrangements) as those that they were most prepared to negotiate with students. In contrast they would prefer to concentrate the power of decision‐making in their own hands when managing issues pertaining to safety of students and moral issues such as racial and sexual discrimination.     

Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors

Errors are an integral part of the learning process and an opportunity to increase skills and knowledge, but they are often discouraged, sanctioned and derided in the classroom. This study tests whether students' perceptions of being part of an error-friendly classroom context (i.e., a positive classroom error climate) is positively related to students' learning outcomes via students' adaptive reactions towards errors. A total of 563 Italian middle school students from 32 mathematics classes completed a questionnaire on their perceptions of classroom error climate and their reactions towards errors. Students' math grades were used as indicators of their level of learning outcomes. A multilevel model showed that perceived classroom error climate was positively related to math grades via increased adaptive reactions towards errors. Our findings revealed that an error-friendly classroom context is associated with students’ adaptive adjustment to errors and to better learning outcomes in mathematics.     

The head start teaching center: An evaluation of an experiential,collaborative training model for head start teachers and parent volunteers

Forty-eight Head Start teachers and 48 parent volunteers from 24 classrooms were randomly assigned to either the Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training which included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training methods were compared with respect to (a) teacher and parent reports of their level of involvement in training and satisfaction with the training experience, (b) teacher and parent reports of parent classroom activity, and (c) observation of adult-child classroom interactions. CT teachers and parents reported significantly greater levels of active involvement in and satisfaction with the training, as well as significantly greater levels of parent classroom activity than WT participants. With respect to adult-child classroom interactions, CT teachers demonstrated significantly more positive initiations and praise than WT teachers. Parent reports of their perceived role in the classroom as well as parent levels of initiation with children did not differ between training groups. Implications of these findings for further research were discussed.     

Aggression in Pretend Play and Aggressive Behavior in the Classroom

Research Findings: Pretend play is an essential part of child development and adjustment. However, parents, teachers, and researchers debate the function of aggression in pretend play. Different models of aggression predict that the expression of aggression in play could either increase or decrease actual aggressive behavior. The current study examined pretend play and classroom behavior in preschoolers. Children (N = 59) were administered a measure of pretend play, and teacher ratings of classroom behavior were obtained. Pretend play skills were positively associated with prosocial behavior in the classroom and negatively associated with physical aggression in the classroom. In particular, expression of oral aggression in play related to less physical aggression and more prosocial behavior in the classroom. Practice or Policy: These findings suggest that pretend play should be encouraged, as these skills relate to positive behaviors in the classroom. In addition, it was found that aggression in pretend play was not an indicator of actual aggressive behavior, as it related to positive behaviors in the classroom. Implications for parents and teachers are discussed.     

Emotions and Behaviors in the Head Start Classroom: Associations Among Observed Dysregulation, Social Competence, and Preschool Adjustment

Effective regulatory skills are essential in busy preschool classroom environments where children must maintain some control over their emotions and behavior to interact effectively with peers and teachers. Regulatory abilities can play a crucial role in a child's successful adjustment to preschool. We investigated whether individual differences in dysregulation (emotional and behavioral) as observed in the naturalistic classroom context were associated with peer social competence and teacher ratings of classroom adjustment in a sample of low-income preschoolers. Naturalistic observational methods were used to assess dysregulated emotions and behaviors in Head Start classrooms. Findings demonstrate that although displays of observed dysregulation were relatively brief, about one-quarter of children showed high levels of dysregulation, and individual differences in dysregulated behavior predicted teacher-rated classroom adjustment and peer conflict. Research results are discussed with regard to implications for classroom practice and prevention.     

Do classroom exemplars promote the application of principles in teacher education? A comparison of videos,animations, and narratives

Students learned about teaching principles with a multimedia program that either did not include a classroom exemplar illustrating how to apply the learned principles to the teaching practice (control group) or included a classroom exemplar in video, animation, or text format. Across two experiments, video and animation groups reported more favorable attitudes towards learning and were better able to apply the learned principles than the control group. Text and control groups did not differ in their learning or attitudes towards learning, suggesting that format is an important factor in determining the effectiveness of classroom exemplars as pedagogical tools for teacher education. Results encourage the use of visual classroom exemplars to promote the application of theory into practice.     

Multiple Dimensions of Instructional Effectiveness in Reading: A Review of Classroom Observation Studies and Implications for Special Education Classrooms

The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed.