The Effects of Information and Feedback on Teachers’ Classroom Behaviour and Students’ Academic Engaged Time

This research was undertaken to determine if significant relationships exist between teachers’ self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in inclusive classrooms, and their level of efficacy for teaching in inclusive classrooms. They were observed using a newly developed scale to measure their inclusive teaching practices. Each teacher was observed from 3 to 5 hours on different occasions. Data were analysed using 1-tailed Spearman correlations. Results indicated that teachers who were highly inclusive in their classroom practices tended to have significantly lower degrees of concerns and positive attitudes to inclusion. Implications of the research for policymakers, future researchers, and teacher educators are discussed.

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Conductas disruptivas desde la óptica del docente: validación de una escala

Anales de Psicología ◽

10.6018/analesps.32.3.223251 ◽

2016 ◽

Vol 32 (3) ◽

pp. 855 ◽

Cited By ~ 1

Author(s):

Marina Álvarez-Hernández ◽

Pilar Castro-Pañeda ◽

Carmen González-González-de-Mesa ◽

Eva Álvarez-Martino ◽

María Ángel Campo-Mon

Keyword(s):

Factor Analysis ◽

Confidence Level ◽

Three Dimensional ◽

Dimensional Structure ◽

Factorial Structure ◽

Font Size ◽

Classroom Behaviour ◽

Educational Professionals ◽

The Media ◽

Components Analysis

In recent years difficulties in the field of teaching have increased considerably, due to what it is known as disruptive classroom behaviour. Proof of this can be seen in the fact that this topic is the focus of numerous recent studies and also in the fact that this question appears frequently in the media. The main purpose of this study is to validate a scale in order to know objectively the views of educational professionals about disruptive classroom behaviours. Taking into account previous literature and working with a panel of experts, a new scale of 15 items was developed. The scale was distributed to a sample composed of 346 professionals with an average age of 43. <span style="font-family: 'Times New Roman',serif; font-size: 12pt; mso-fareast-font-family: 'MS Mincho'; mso-fareast-theme-font: minor-fareast; mso-fareast-language: ES; mso-ansi-language: ES-TRAD; mso-bidi-language: AR-SA;" lang="ES-TRAD">An exploratory factor analysis, a principal components analysis and an analysis of correlations between factors were applied. Such analyses <span style="font-family: 'Times New Roman',serif; font-size: 12pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: ES; mso-ansi-language: ES-TRAD; mso-bidi-font-weight: bold; mso-bidi-language: AR-SA;" lang="ES-TRAD">have confirmed that the factorial structure of the scales converges towards the anticipated factors and it reaffirms its weight and confidence level. It can be concluded from this that the scale is valid for measuring the perception of teachers regarding the question being studied. The data indicates an optimum fit of the three-dimensional structure to the items of the scale.

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Academic Engaged Time

Encyclopedia of the Sciences of Learning ◽

10.1007/978-1-4419-1428-6_3021 ◽

2012 ◽

pp. 33-33

Keyword(s):

Academic Engaged Time

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Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features

BMJ Open Sport & Exercise Medicine ◽

10.1136/bmjsem-2018-000341 ◽

2018 ◽

Vol 4 (1) ◽

pp. e000341 ◽

Cited By ~ 43

Author(s):

Andy J Daly-Smith ◽

Stephen Zwolinsky ◽

Jim McKenna ◽

Phillip D Tomporowski ◽

Margaret Anne Defeyter ◽

...

Keyword(s):

Physical Activity ◽

Systematic Review ◽

Academic Performance ◽

Active Learning ◽

Good Practice ◽

Risk Of Bias ◽

Eligibility Criteria ◽

Physically Active ◽

Classroom Behaviour ◽

The Impact

ObjectiveTo examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour.DesignSystematic review.Data sourcesPubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science.Eligibility criteria for selecting studiesStudies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias.ResultsTen PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies.ConclusionLow-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies.PROSPERO registration numberCRD42017070981.

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