Classroom Management in Primary Schools: A Review of the Literature

1996 ◽  
Vol 13 (1) ◽  
pp. 20-32 ◽  
Author(s):  
Ray Wilks
Keyword(s):  
Academic Achievement ◽  
Classroom Management ◽  
Primary Schools ◽  
Activity Level ◽  
Academic Learning ◽  
Management Research ◽  
Future Directions ◽  
Managerial Skills ◽  
Academic Engaged Time ◽  
Considerable Body

A considerable body of classroom management research has attempted to examine teacher and student variables believed to correlate with student academic achievement. However, only some of these variables are alterable by the school. Knowledge of these alterable variables may assist schools to make informed decisions about managing primary school classrooms to maximise student achievement. Evidence suggests that students' activity (level of academic engaged time and academic learning time) may be causally intermediate between the teacher's implementation of the curriculum (including a teacher's managerial skills, discipline procedures, and instructional methods) and the student's learning. This paper reviews the literature related to a number of alterable teacher and student variables that impact on a student's academic achievement. Existing difficulties of, and future directions for, classroom management research are discussed.

The contribution of motor functions to academic achievement in primary school: State of the art and future directions

2020 ◽  
Vol 41 (6) ◽  
pp. 522-542
Author(s):  
Maria Chiara Fastame
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Developmental Coordination Disorder ◽  
Motor Deficits ◽  
Academic Learning ◽  
Future Directions ◽  
Motor Functions ◽  
Motor Functioning ◽  
Motor Difficulties ◽  
The Impact

This review is intended to point out the role played by motor skills proficiency in the academic achievement of typically and atypically developing pupils who are attending primary school. First, the interplay between motor and cognitive development will be presented. Next, the cognitive phenotype, not yet deeply investigated, of a neurodevelopmental condition associated with the atypical development of motor functions (known as Developmental Coordination Disorder) will be illustrated. Thus, the contribution of motor functions to academic learning and the impact of motor difficulties for pupils attending primary school will be discussed. In addition, the importance of developing observational tools to be used in educational settings and the need for effective interventions designed to empower motor functioning and academic achievement of atypically developing pupils with motor deficits will be highlighted. Finally, future directions within the educational agencies for the early detection of the atypically developing motor trajectories and their treatment will be traced.

scholarly journals Estimation of the Predictive Powers of Teachers’ Pedagogical Skills on Pupils’ Academic Achievement in Christian Religious Studies in South-East, Nigeria

2019 ◽  
Vol 11 (14) ◽  
pp. 30
Author(s):  
Victor Sunday Ezema ◽  
Juliana N. Ejiofor ◽  
Joy Chioma Orji ◽  
Emmanuel Chidobe Okenyi ◽  
Wilfred Iorfa Achagh ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Classroom Management ◽  
Primary School ◽  
Primary Schools ◽  
Internal Consistency Reliability ◽  
Religious Studies ◽  
Sampling Procedure ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Skills

The general purpose of this study was to determine teachers’ pedagogical skills as predictors of pupils’ academic achievement in Christian Religious Studies in South East, Nigeria. The study adopted a correlation research design. Two questions were posed and two hypotheses were formulated and tested for the study. The study was carried out in all the primary schools in South-East, Nigeria. The population of the study included all the 42,796 primary school teachers in South-East, Nigeria. A sample of 855 public primary school teachers was drawn for the study using a multi-stage random sampling procedure. Two instruments were used for data collection, they are: Teachers’ Pedagogical Skills Questionnaire (TPSQ) and Pupils’ Academic Achievement Proforma (PAAP). The instruments were validated by three experts. The reliability of the instrument was established by trial-testing on 20 primary school teachers that were randomly drawn from Ezinihite-Mbaise Local Government Area of Imo State which is a part of the study area but not a sampled area. Cronbach’s Alpha Reliability Coefficient was used to determine the internal consistency reliability index 0.89 for TPSQ. Data collected were analyzed using Correlation Coefficient and Regression Analysis of Variance was used to test the hypotheses at 0.05 level of significance. The findings revealed that teachers’ pedagogical skills significantly predicted pupils’ academic achievement in Christian Religious Studies in South-East. It was recommended that teachers should possess sufficient knowledge and skills regarding curriculum content and classroom management in order to overcome classroom challenges.

I Like to Solve Problems like an Adult — Global Storylines As a Way of Global Education

2016 ◽  
Vol 6 (1) ◽  
pp. 9-25
Author(s):  
Ivana Márová ◽  
Lenka Slepičková
Keyword(s):  
Elementary Schools ◽  
Inclusive Education ◽  
Interpersonal Relationships ◽  
Primary Schools ◽  
Global Education ◽  
Social Issues ◽  
Role Playing ◽  
Activity Level ◽  
Global Issues ◽  
Motivational Influence

Drama techniques such as role playing or structured drama are widespread and frequently used methods of supporting the activity and participation of students in learning. Less known method which combines elements of drama education with global social issues is a Scottish method called Global Storylines. Within a three-year partnership project entitled "Expanding Participatory Teaching of Global Issues in the Primary Schools by Global Storylines Method" in whichthe Centre for Global Education NaZemi and the Institute for Research in Inclusive Education of Faculty of Education of Masaryk University participated, with the support of the Ministry of Foreign Affairs,three principal research goals were followed: Global Storylines effect on the participation of students in education; Global Storylines supportive role in teaching global issues, and inclusive potential of Global Storylines method. In the first cycle of the method implementation the research sample consisted of 6 teachers from two elementary schools and one kindergarten, in the second cycle of 16 teachers from seven elementary schools and one kindergarten. To fulfill the research project the following qualitative research methods were used: repeated direct observation in classes (3–4 observations in each class), individual and group interviews with teachers and students, analysis of written teacher’s reflections of the story episodes and the analysis of other outcomes such as students’ works and photographs taken by teachers. The survey showed a high motivational influence on the activity level of students and their participation in education. Building a fictional community, which is the basis of work with the story, positively contributed to the development of imagination of students, strengthening their cooperation, self-esteem and interpersonal relationships. A linking has been detected between the level of participation and the inclusive potential of the method. Creating a new identity allows students and teachers to secede from existing social roles and gain a whole new perspective of each other. Students appreciated the privileges associated with adulthood, especially decision-making power and respect, while teachers welcomed the opportunity to leave the role of authority and become part of a community of learners.

scholarly journals Toward a public service management: past, present, and future directions

2017 ◽  
Vol 28 (5) ◽  
pp. 998-1023 ◽  
Author(s):  
Ian R. Hodgkinson ◽  
Claire Hannibal ◽  
Byron W. Keating ◽  
Rosamund Chester Buxton ◽  
Nicola Bateman
Keyword(s):  
Public Service ◽  
Service Management ◽  
Public Services ◽  
Service Research ◽  
Future Research ◽  
Complex Nature ◽  
Management Research ◽  
Future Directions ◽  
Content Type ◽  
The Public

Purpose In providing a fine-grained analysis of public service management, the purpose of this paper is to make an important contribution to furthering research in service management, a body of literature that has tended to regard public services as homogenous or to neglect the context altogether. Design/methodology/approach Integrating public management and service management literatures, the past and present of public service management are discussed. Future directions for the field are outlined drawing on a service-dominant approach that has the potential to transform public services. Invited commentaries augment the review. Findings The review presents the Public Service Network Framework to capture the public value network in its abstraction and conceptualizes how value is created in public services. The study identifies current shortcomings in the field and offers a series of directions for future research where service management theory can contribute greatly. Research limitations/implications The review encourages service management research to examine the dynamic, diverse, and complex nature of public services and to recognize the importance of this context. The review calls for an interdisciplinary public service management community to develop, and to assist public managers in leveraging service logic. Originality/value The review positions service research in the public sector, makes explicit the role of complex networks in value creation, argues for wider engagement with public service management, and offers future research directions to advance public service management research.

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

scholarly journals Relations of Food Pattern and Physical Activity with Academic Achievement and Cognitive Function

2020 ◽  
Vol 2 (2) ◽  
pp. 56-65
Author(s):  
Ayu Wulandari ◽  
Zulhaida Lubis ◽  
Evawani Aritonang
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Cognitive Function ◽  
Cross Sectional Study ◽  
Activity Level ◽  
P Value ◽  
Moderate Physical Activity ◽  
Cross Sectional ◽  
Food Pattern ◽  
Food Patterns

Introduction: The results of the initial survey showed that there were seven children with low food pattern and moderate physical activity was having a cognitive function and low academic achievement at school, and three children with good food pattern and moderate physical activity were having good cognitive and high academic achievement in school. This study was to determine the relations of food patterns and physical activity with academic achievement and cognitive function. Methods: This study was a cross-sectional study that was conducted at Elementary School 2 Blangkeujeren, West Labuhanhaji Sub-district, South Aceh District from March 2017 to June 2017. This study used a total sampling design is 81 students. Subjects are all students in grade five (42 students) and six (39 students). Data were collected by using questionnaires include Food Frequency Questionary (FFQ), Food Recall 24 hours, Physical Activity Level (PAL). Last year's report card value and the Mini-Mental State Examination (MMSE) were used to assess cognitive children. Results: The relationship between the type and the amount of macro and micronutrient intake obtained p-value<0.05. This study also showed a relationship between food patterns and cognitive function in children. Based on the research results, there is a relationship between physical activity and academic achievement (p<0.05). There is a relationship between physical activity and cognitive function in children. Conclusion: There is a relationship between food patterns, physical activity, academic achievement, and cognitive function.

scholarly journals Teacher Qualifications and Academic Performance of Pupils in Public Primary Schools in Hargeisa District

2021 ◽  
Author(s):  
Gulled M. Yasin
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Primary Schools ◽  
Formal Education ◽  
Teaching Experience ◽  
Teacher Qualifications ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Average Value ◽  
Teacher Qualification

This study investigated effect of teacher qualifications on the academic performance of pupils in primary schools in Hargeisa districts. Teacher qualifications were operationalized as Formal education, certification and teaching experience. The study emerged from the deteriorating academic achievement of pupils in Somaliland National Primary Examinations. The deteriorating academic performance was well demonstrated from increase number of failures in Somaliland National Exams. The study employed cross sectional survey research design, on a sample of 160 teachers, the study found out that, Fo = 15.838 &gt; F (2,157) = 3.06; p = .000. The eta-square returned an average value of η 2 = 16.8%. Therefore, teacher qualification accounts for 16.8% of the variance in academic performance of pupils in pubic primary schools in Hargeisa. The rest 83.2% are due to factors not investigated here, and errors in measurements. The study findings indicate that teacher qualifications affect to the academic performance of pupils in public primary schools in Hargeisa District.

scholarly journals Can the ‘Learn in peace, educate without violence’ intervention in Cote d’Ivoire reduce teacher violence? Development of a theory of change and formative evaluation results

BMJ Open ◽  
2021 ◽  
Vol 11 (11) ◽  
pp. e044645
Author(s):  
Karen Devries ◽  
Manuela Balliet ◽  
Kerrie Thornhill ◽  
Louise Knight ◽  
Fanny Procureur ◽  
...  
Keyword(s):  
Classroom Management ◽  
Brief Intervention ◽  
Cote D'ivoire ◽  
Self Efficacy ◽  
Primary Schools ◽  
Côte D’Ivoire ◽  
Physical Discipline ◽  
Discipline Practices ◽  
Intermediate Outcomes ◽  
Consequences Of Violence

ObjectivesTo gather evidence on whether a brief intervention (Apprendre en paix et éduquer sans violence, developed by the Ivorian Ministry of Education and Graines de Paix) to promote peace in primary schools by reducing teacher violence perpetration and improving pedagogical techniques was acceptable to teachers and affected change in intermediate outcomes.DesignMixed-methods formative research.SettingPrimary schools in Tonkpi region, Cote d’Ivoire.Participants160 teachers participating in the peace training, surveyed three times during implementation; qualitative in-depth interviews with 19 teachers and teacher-counsellors.InterventionsLearn in peace, educate without violence–a brief intervention with primary school teachers designed to promote peace in primary schools.OutcomesFor survey data, we generated composite measures of intermediate outcomes (teachers’ awareness of consequences of violence, self-efficacy in applying positive classroom management methods, acceptance of physical discipline practices in school) and used random intercept linear mixed-effects models to compare responses over time. Qualitative research included open-ended questions about acceptability and perceived need for such an intervention. A framework analysis was undertaken.ResultsFour-months post-training (vs pretraining), teachers had higher self-efficacy in applying positive classroom management methods (pre-mean=26.1; post-mean=27.5; p<0.001) and borderline lower acceptance of physical discipline practices (premean=4.2; postmean=3.6; p=0.10). We found no change in teacher awareness of the consequences of violence. Qualitatively, teachers found the intervention acceptable and understandable, perceiving it as useful because it provided methods for non-violent discipline. Teachers had mixed views about whether the techniques improved classroom dynamics.ConclusionsData suggest that the intervention is acceptable and leads to change in intermediate outcomes for teachers. Further evaluation in a randomised controlled trial is warranted.

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