Individual differences in teachers' decision strategies: An investigation of classroom organization and management decisions.

1982 ◽  
Vol 74 (4) ◽  
pp. 598-610 ◽  
Author(s):  
Hilda Borko ◽  
Joel Cadwell
Keyword(s):  
Individual Differences ◽  
Management Decisions ◽  
Classroom Organization ◽  
Decision Strategies ◽  
Organization And Management

scholarly journals Effective Programs in Elementary Mathematics: A Meta-Analysis

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842098621
Author(s):  
Marta Pellegrini ◽  
Cynthia Lake ◽  
Amanda Neitzel ◽  
Robert E. Slavin
Keyword(s):  
Professional Development ◽  
Elementary Mathematics ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Positive Outcomes ◽  
Classroom Organization ◽  
Benchmark Assessment ◽  
Positive Effects ◽  
Organization And Management ◽  
Achievement Outcomes

This article reviews research on the achievement outcomes of elementary mathematics programs; 87 rigorous experimental studies evaluated 66 programs in grades K–5. Programs were organized in six categories. Particularly positive outcomes were found for tutoring programs (effect size [ES] = +0.20, k = 22). Positive outcomes were also seen in studies focused on professional development for classroom organization and management (e.g., cooperative learning; ES = +0.19, k = 7). Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional (nondigital) curricula (ES = +0.12, k = 7), but not for digital curricula. Traditional and digital curricula with limited professional development, as well as benchmark assessment programs, found few positive effects.

Teachers' Perceptions of Effective Preparation to Teach

1997 ◽  
Vol 80 (3) ◽  
pp. 955-961 ◽  
Author(s):  
John C. Houtz ◽  
Ilene K. Weinerman
Keyword(s):  
Delphi Technique ◽  
Professional Preparation ◽  
Experienced Teachers ◽  
Consensus Building ◽  
Management Skills ◽  
Lesson Design ◽  
Classroom Organization ◽  
Teachers Perceptions ◽  
Organization And Management ◽  
Perceived Importance

The Delphi Technique of survey and consensus-building was used to obtain ratings from experienced teachers to four questions related to their professional preparation. 13 teachers with varying amounts of experience completed four rounds of questioning over a 14-wk. period. The highest-rated responses indicated teachers' perceived importance of classroom organization and management skills, lesson design and delivery skills, and a “humanistic” orientation toward pupils. These perceptions were considered in relation to conclusions from research on effective teaching.

Managerial accounting and analysis in the modern control concepts: problems and limitations

2014 ◽  
Vol 2 (5) ◽  
pp. 251-260
Author(s):  
Ольга Гордеева ◽  
Olga Gordeeva ◽  
Татьяна Серебрякова ◽  
Tatyana Serebryakova
Keyword(s):  
Strategic Management ◽  
Performance Indicators ◽  
Management Accounting ◽  
Key Performance Indicators ◽  
Management Model ◽  
Managerial Accounting ◽  
Management Decisions ◽  
Organization And Management ◽  
Control And Management ◽  
Modern Control

The authors consider the topical issues of modern strategic management and describe modern models of strategic management. Value-oriented management model, which aims to achieve the maximum possible value of the organization, examined in detail. The authors note the need for management accounting to collect information on key performance indicators, which show the change of the values of the organization and management analysis for the control and management decisions.

Classroom Organization and Management

1934 ◽  
Vol 46 (3) ◽  
pp. 533
Author(s):  
W. T. Root ◽  
Frederick S. Breed
Keyword(s):  
Classroom Organization ◽  
Organization And Management

Assessing Individual Differences in Decision Making Styles: Analytical vs. Intuitive

2002 ◽  
Vol 46 (12) ◽  
pp. 953-957 ◽  
Author(s):  
Thomas E. Nygren ◽  
Rebecca J. White
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Human Performance ◽  
Self Report ◽  
Dynamic Decision Making ◽  
Complex Dynamic ◽  
Decision Style ◽  
Decision Strategies ◽  
Decision Making Styles ◽  
Report Measure

Decision strategies are often characterized as being intuition-based or analytically-based. The use of these strategies is proposed to be associated with individual differences in propensity toward using different decision making styles. A reliable self-report measure, the Decision Making Styles Inventory (DMI), consisting of 15 items on each of three scales was constructed. The items were found to differentiate among an “analytical”, an “intuitive”, and a “regret-based” emotional decision making style. The analytical and intuitive scales were found to predict differences in performance in a complex dynamic decision making task. on a decision making subtask, a greater general reliance on an analytical decision making style was found to lead to poorer performance. Greater reliance on a more intuitive approach had no effect on this subtask, but was found to predict better performance as workload levels increased. These findings suggest that human performance may be significantly influenced when either a more intuitive or analytical decision style is used. Implications for training the adaptive decision maker are discussed.

scholarly journals Classroom Management Self-Efficacy of Pre-Service Teachers

2018 ◽  
Vol 5 (2) ◽  
pp. 134
Author(s):  
Tammie T. Patterson ◽  
Dr. Aarek Farmer
Keyword(s):  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Management Program ◽  
Preparation Programs ◽  
Classroom Organization ◽  
Teachers Perceptions ◽  
Organization And Management ◽  
Quasi Experimental

<p><em>This quantitative, quasi-experimental design study examined 75 pre-service teachers’ perceptions of their own self-efficacy regarding</em><em> </em><em>classroom management. Data was collected at three different intervals throughout the student teaching experience, which was also accompanied by a training seminar focusing on classroom organization and management (Classroom Organization and Management Program). Results showed that pre-service teachers exhibited significantly higher perceptions of self-efficacy at different intervals throughout their student teaching. Data from this study provides Educator Preparation Programs (EPPs) with further data, which will allow them to create program curricula and strategies to better prepare pre-service teachers to become successful and confident classroom teachers. </em><em></em></p><em></em><em></em>

Sign in / Sign up

Export Citation Format

Share Document