The Predicting of Students' Creativity and Academic Engagement                               based on Classroom Management Components (Study Case: Students in University of Kashan)

This research studied about classroom management problems faced by pre-service teacher. Pre-service teacher is student teachers before they have under taken any teaching. Before they are graudate, they have to accomplish teacher training subject. When they come to schools to teach students, they find so many new things, such as; the real instructional devices, students’s characters of senior high school, students’ responses in learning process. In this study, the writer investigated the students’ responses in learning process, and it become challanging for pre-service teacher to solve bed students’ responses. There are some classroom mangement problems that pre-service teacher faced, they are: students always lots of students played mobile phone, been lazy, had chat, been passive students during learning process.

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Decreasing Inappropriate Use of Mobile Devices in Urban High School Classrooms: Comparing an Antecedent Intervention With and Without the Good Behavior Game

Behavior Modification ◽

10.1177/0145445518764343 ◽

2018 ◽

Vol 43 (3) ◽

pp. 439-463 ◽

Cited By ~ 1

Author(s):

Colleen J. Hernan ◽

Tai A. Collins ◽

Julie Q. Morrison ◽

Stephen D. Kroeger

Keyword(s):

High School ◽

High School Students ◽

Classroom Management ◽

Mobile Devices ◽

Academic Engagement ◽

Good Behavior Game ◽

School Students ◽

Validity Data ◽

Inappropriate Use ◽

The Impact

As the capabilities of portable technology continue to advance and become more accessible, educators express concern about the impact of the inappropriate use of mobile devices on academic engagement and learning. An alternating treatments design was used to compare the effectiveness of an antecedent (Clear Box) intervention and an interdependent group contingency (Clear Box + Good Behavior Game [GBG]) intervention to typical classroom management techniques (Control) in increasing the academic engagement and decreasing mobile device use of high school students during instruction. The results indicate an increase in academic engagement and a decrease in the inappropriate presence of mobile devices in both classrooms with the implementation of the Clear Box + GBG, as compared with the Clear Box and Control conditions. In addition, teacher and student social validity data suggested that teachers and students viewed the Clear Box + GBG intervention favorably. Discussion focuses on contributions to the current literature, implications for practice, and suggestions for future areas of research.

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Artificial Intelligence in Education: Integrating Serious Gaming into the Language Class ClassDojo Technology for Classroom Behavioral Management

IAES International Journal of Artificial Intelligence (IJ-AI) ◽

10.11591/ijai.v8.i4.pp382-390 ◽

2019 ◽

Vol 8 (4) ◽

pp. 382

Author(s):

Yassine Benhadj ◽

Mohammed El Messaoudi ◽

Abdelhamid Nfissi

Keyword(s):

Classroom Management ◽

Large Scale ◽

Decision Makers ◽

Behavioral Management ◽

Font Size ◽

Structured Interviews ◽

Language Class ◽

Artificial Intelligence In Education ◽

Study Case ◽

Game Elements

The aim of the study at hand was to examine students' perceptions of game elements used in gamification application. ClassDojo, as a study case, was implemented class-wide in a Moroccan High School EFL classroom. Data was gathered and saved directly through the application. It is qualitative research that opted for structured interviews to collect data. The findings were evaluated in so far as class motivation, participation, cooperation, discipline, attendance, and classroom discourse are concerned. This study has shown a crystal clear improvement in terms of discipline, motivations and classroom participation, suggesting the great need to conduct more research with a view to determine if these areas could be positively or negatively impacted when integrating ClassDojo in classroom management on a large scale. The findings of this study are of much significance to decision makers, curriculum developers, syllabus designers, and teachers in both senior and junior schools in Morocco.

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The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000112 ◽

2013 ◽

Vol 27 (4) ◽

pp. 283-293 ◽

Cited By ~ 7

Author(s):

Lars Behrmann ◽

Elmar Souvignier

Keyword(s):

Reading Comprehension ◽

Classroom Management ◽

Reading Program ◽

Multilevel Analyses ◽

Moderating Effects ◽

Management Skills ◽

Judgment Accuracy ◽

Achievement Gains ◽

Instructional Activities ◽

Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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