The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School

2017 ◽  
Vol 43 (2) ◽  
pp. 302-315 ◽  
Author(s):  
Nicholas A. Gage ◽  
Terrance Scott ◽  
Regina Hirn ◽  
Ashley S. MacSuga-Gage
Keyword(s):  
Classroom Management ◽  
Student Behavior ◽  
Management Practices ◽  
Latent Class ◽  
Teacher Behaviors ◽  
Evidence Based ◽  
Teacher Student ◽  
Research Students ◽  
Relationship Of ◽  
The Relationship

Teachers’ classroom management practices have a direct impact on their students’ probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which teachers implemented evidence-based classroom management practices and whether there was a relationship between use of those teacher behaviors and students’ time engaged in instruction and rate of disruptions. Using latent class analysis, we identified four groups of teachers from 1,242 teacher–student dyads in 65 elementary schools, with one group of teachers demonstrating very low rates of classroom management practices. We then modeled the predictive relationship of being in classrooms with low rates of classroom management practices and student engagement and disruptive behavior within a multilevel framework. Results indicate that students in classrooms with low rates of classroom management practices were statistically significantly less engaged in instruction, whereas no differences in disruptions were found. The results are discussed within the context of prior research, students with or at risk for emotional and/or behavioral disorders, and study limitations.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

Increasing In-Service Teacher Implementation of Classroom Management Practices Through Consultation, Implementation Planning, and Participant Modeling

2017 ◽  
Vol 20 (1) ◽  
pp. 43-59 ◽  
Author(s):  
Lisa M. Hagermoser Sanetti ◽  
Kathleen M. Williamson ◽  
Anna C. J. Long ◽  
Thomas R. Kratochwill
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Management Practices ◽  
Implementation Fidelity ◽  
Future Research ◽  
Evidence Based ◽  
Baseline Design ◽  
Implementation Planning

Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical intervention implementation planning and identification of implementation barriers, and participant modeling, a strategy involving didactic and in vivo intervention training, on teachers’ implementation of an evidence-based classroom management plan. A randomized multiple treatment embedded within a multiple baseline design across participants was used to assess (a) teachers’ adherence to the classroom management plans and quality of implementation and (b) student disruptive behavior in the classroom immediately and at follow-up. Results indicated that teachers’ adherence and quality increased with both implementation planning and participant modeling, but these improvements were not fully maintained at 1- and 2-month follow-up. A similar pattern in student disruptive behavior was also observed. These findings highlight the need for ongoing implementation support for behavioral interventions in schools. Implications for future research and practice are discussed.

scholarly journals Students' Perceptions of Classroom Management Practices of Native and Local Foreign Language Teachers in a Turkish University: A Cultural Perspective

2021 ◽  
Vol 11 ◽  
Author(s):  
Şöheyda Göktürk ◽  
Elif Abat ◽  
Özlem Şişmanoğlu Kaymaz
Keyword(s):  
Classroom Management ◽  
Management Practices ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Cultural Perspective ◽  
Cultural Backgrounds ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Student Focus ◽  
Main Component

Being closely related to culture, classroom management is a main component of effective teaching. In this study, the perceptions that Turkish university students have of classroom management practices of teachers from their own culture and other cultures (North America and England) are explored. The main purpose of the study is to understand how the cultural backgrounds of students and teachers are reflected in the expectations and practices regarding classroom management. The study was designed as a qualitative instrumental case study. The data were gathered through classroom observations and student focus groups from 53 students from the School of Foreign Languages of a large state university with respect to the classroom management practices of five native and five local teachers. The results revealed that students' perceptions of classroom management practices of local and native teachers differed in terms of classroom discipline, teacher-student relationships, and pedagogical practices. Students' expectations of discipline and teaching styles also varied in relation to their cultural backgrounds. Overall, the findings of this research are important in showing the interaction of classroom management with culture and in providing data for future qualitative research.

scholarly journals A Self-Led Approach to Improving Classroom Management Practices Using Video Analysis

2020 ◽  
Vol 53 (1) ◽  
pp. 24-32
Author(s):  
Sarah A. Nagro ◽  
Shanna E. Hirsch ◽  
Michael J. Kennedy
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Video Analysis ◽  
Teacher Educators ◽  
Management Practices ◽  
Management Strategies ◽  
Evidence Based ◽  
Self Reflection ◽  
Classroom Management Strategies ◽  
Analysis Process

Strong classroom management may be the key to finding success as a new teacher. Yet many teachers seek additional professional development in managing classrooms that include students with disabilities. The purpose of this article is to provide new teachers and teacher educators with a prescriptive yet self-led approach to systematically improving classroom management practices using a sequential video analysis process. This article outlines an easy-to-follow four-step process that teachers can use to record, review, reflect on, and revise their instruction. A checklist of evidence-based classroom management strategies with video exemplar links, a free online observation tool called the Classroom Teaching Scan, and a guide for self-reflection called the Reflection Matrix are all explained. Through this highly structured yet self-led approach, teachers can independently engage in noticing elements of teaching, identify their own areas of strength and weakness, reflect in a meaningful way, and implement evidence-based classroom management practices.

Fitness Load and Exercise Time in Secondary Physical Education Classes

1993 ◽  
Vol 12 (2) ◽  
pp. 180-187 ◽  
Author(s):  
Xiao Jun Li ◽  
Paul Dunham
Keyword(s):  
Heart Rate ◽  
Physical Education ◽  
Student Behavior ◽  
Skill Level ◽  
Exercise Time ◽  
Record Heart Rate ◽  
Classified Students ◽  
The Mean ◽  
Relationship Of ◽  
The Relationship

This study investigated the effect of secondary school physical education on fitness load. Fitness load was defined as the product of the mean heart rate above threshold (144 bpm) and fitness time (the duration of the heart rate above threshold). The relationship of fitness load and skill level of students was also studied. Teachers of 24 classes classified students as having high, moderate, or low skill ability. Seventy-two students, 1 from each skill level in each class, wore heartwatches to record heart rate at 15-s intervals. Student behavior was videotaped and coded. Twenty-one percent of the classes produced an overload effect, and 79% did not. The highly and moderately skilled students achieved fitness load more frequently than their lower skilled colleagues. The relationship between fitness load and percentage of time exercising was r = .66, indicating 44% common variance.

Educators' self-reported training, use, and perceived effectiveness of evidence-based classroom management practices

2017 ◽  
Vol 62 (1) ◽  
pp. 13-24 ◽  
Author(s):  
Justin T. Cooper ◽  
Nicholas A. Gage ◽  
Peter J. Alter ◽  
Stefanie LaPolla ◽  
Ashley S. MacSuga-Gage ◽  
...  
Keyword(s):  
Classroom Management ◽  
Management Practices ◽  
Evidence Based ◽  
Perceived Effectiveness

scholarly journals Practical Evaluation of Methods for Detection and Specificity of Autoantibodies to Extractable Nuclear Antigens

2004 ◽  
Vol 11 (2) ◽  
pp. 297-301 ◽  
Author(s):  
Susan M. Orton ◽  
Amy Peace-Brewer ◽  
John L. Schmitz ◽  
Kristie Freeman ◽  
William C. Miller ◽  
...  
Keyword(s):  
Sensitivity And Specificity ◽  
Latent Class ◽  
Clinical Laboratory ◽  
Critical Role ◽  
Testing Method ◽  
Nuclear Antigens ◽  
Practical Evaluation ◽  
Relationship Of ◽  
The Relationship ◽  
Sample Set

ABSTRACT Detection and specificity of autoantibodies against extractable nuclear antigens (ENA) play a critical role in the diagnosis and management of autoimmune disease. Historically, the detection of these antibodies has employed double immunodiffusion (DID). Autoantibody specificity was correlated with diagnoses by this technique. Enzyme immunoassays have been developed by multiple manufacturers to detect and identify the specificity ENA autoantibodies. To address the relationship of ENA detection by DID and enzyme immunoassay, the performances of five immunoassays were compared. These included two DID and three enzyme-linked immunoassays (ELISA) (both screening and individual antigen profile kits). The sample set included 83 ENA-positive, antinuclear-antibody (ANA)-positive specimens, 77 ENA-negative, ANA-positive specimens, and 20 ENA- and ANA-negative specimens. Sensitivity and specificity were calculated by two methods: first, by using the in-house DID result as the reference standard, and second, by using latent class analysis, which evaluates each kit result independently. Overall, the results showed that the ELISA methods were more sensitive for detection of ENA autoantibodies than DID techniques, but presence and/or specific type of ENA autoantibody did not always correlate with the patient's clinical presentation. Regardless of the testing strategy an individual laboratory uses, clear communication with the clinical staff regarding the significance of a positive result is imperative. The laboratory and the clinician must both be aware of the sensitivity and specificity of each testing method in use in the clinical laboratory.

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