Classroom organization and management

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.

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Book Review: Classroom Organization and Management

Journal of Education ◽

10.1177/002205743311600911 ◽

1933 ◽

Vol 116 (9) ◽

pp. 234-234

Keyword(s):

Classroom Organization ◽

Organization And Management

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Teachers' Perceptions of Effective Preparation to Teach

Psychological Reports ◽

10.2466/pr0.1997.80.3.955 ◽

1997 ◽

Vol 80 (3) ◽

pp. 955-961 ◽

Cited By ~ 3

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.

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Classroom Organization and Management

The American Journal of Psychology ◽

10.2307/1415641 ◽

1934 ◽

Vol 46 (3) ◽

pp. 533

Author(s):

W. T. Root ◽

Frederick S. Breed

Keyword(s):

Classroom Organization ◽

Organization And Management

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Classroom Management Self-Efficacy of Pre-Service Teachers

World Journal of Educational Research ◽

10.22158/wjer.v5n2p134 ◽

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

This quantitative, quasi-experimental design study examined 75 pre-service teachers’ perceptions of their own self-efficacy regarding 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.

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