scholarly journals A Qualitative Investigation of the Effects of Mentoring: Teacher Narratives from Tianjin, China

2018 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Paul John Edrada Alegado
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Leadership Capacity ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Qualitative Investigation ◽  
Management Skills ◽  
Teacher Narratives ◽  
Teacher Interviews ◽  
Mentoring Relationship

The uniqueness of this research captures the dynamics of mentoring relationship between mentors and mentees and to what extent they have an impact on each other. Based on the qualitative analysis from teacher interviews done in Tianjin, China, the mentees greatly benefit from this relationship evident on the pedagogical knowledge, classroom management skills and psycho-behavioral aspects that they perceived and reported. On the other hand, mentors highlighted the effect on their leadership capacity and the sense of validation they get from this relationship. This paper concluded that although the benefits may not be weighed exactly the same on both ends, the effects are fundamentally significant and still ‘mutual’. The understanding of how teachers perceive and receive mentoring structures present in their school systems support and promote the literature on mentoring as professional development, induction, and an established practice that transcend vividly in a Chinese context.

The Effects of Targeted Professional Development on Teachers’ Use of Empirically Supported Classroom Management Practices

2019 ◽  
Vol 22 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Brandi Simonsen ◽  
Jennifer Freeman ◽  
Diane Myers ◽  
Kathryn Dooley ◽  
Eleanor Maddock ◽  
...  
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Management Practices ◽  
Management Skills ◽  
Opportunities To Respond ◽  
Empirically Supported ◽  
Brief Training ◽  
Training And Support ◽  
Targeted Professional Development ◽  
Specific Praise

Teachers receive limited training and support in classroom management, making it incumbent on school leaders to provide efficient and effective professional development supports. We explored the effects of a brief targeted professional development (TPD) approach (brief training, email prompts, and self-management of trained skills) on teachers’ use of three empirically supported classroom management skills (prompts, opportunities to respond [OTR], and specific praise). Using an experimental crossover design, we documented that teachers increased their prompt and specific praise rates while they actively engaged in TPD. However, training effects did not maintain when TPD shifted to a new skill and teachers’ increased use of OTRs during TPD was neither statistically significant nor maintained. Teachers found TPD to be acceptable, usable, and feasible.

scholarly journals Lesson Study as an Intervention to Develop Prospective English Language Teachers' Classroom Management Skills

2021 ◽  
Vol 2 (3) ◽  
pp. 398-414
Author(s):  
Ertan Altınsoy
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Lesson Study ◽  
English Language ◽  
Management Strategies ◽  
Language Teachers ◽  
Management Skills ◽  
Methodological Foundation ◽  
Classroom Management Strategies ◽  
Study Experience

This study investigated six pre-service ELT teachers' engagement of collaborative Lesson Study, Japanese professional development model, and intended to explore its impact on their classroom management skills. The qualitative research design was used as the methodological foundation of the study since the Lesson Study experience of the participants was thoroughly observed in its natural context through research lesson applications. The large volume of data collected using a variety of data collection tools was analyzed using Atlas. Ti qualitative software. The study revealed that Lesson Study intervention impacted the participants' classroom management skills in various dimensions at varying degrees, especially in increasing awareness about the observation of student learning, giving instructions, and lesson planning aspects. The study further presented that Lesson Study provides a reformist professional development opportunity for pre-service teachers to practice various classroom management strategies in various actual classroom settings.

scholarly journals Training Needs for the Professional Development of Social-Studies Teachers at the Intermediate Stage in Al-Jouf in Light of Modern Teaching Trends: A Field Study

2017 ◽  
Vol 6 (2) ◽  
pp. 171
Author(s):  
Yousef Ogla Almarshad
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Classroom Management ◽  
Intermediate Stage ◽  
Field Studies ◽  
Training Needs ◽  
Social Studies Teachers ◽  
Management Skills ◽  
Technological Advances ◽  
Information And Communication

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It focuses on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills, and diverse assessment methods. Its subjects are 60 male teachers and 60 female teachers carefully selected for the application of the final form of the questionnaire. It relies on 9 tables showing the cities and axes of the study, the training needs for each axis, and the analyses of findings. It finally provides a number of suggestions and recommendations for further future field studies in the Kingdom of Saudi Arabia. In other words, the present study is a kind of investigation into the training needs of the target teachers with an aim to enhance their professional development in an age characterize by its rabid change and great technological advances.

scholarly journals Understanding Urban Teachers’ Perceptions for Professional Development in Classroom Management

2015 ◽  
Vol 3 (1) ◽  
pp. 35
Author(s):  
Sarup R. Mathur ◽  
Scott C. Marley
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Online Survey ◽  
Management Practice ◽  
Challenging Behaviors ◽  
Hierarchical Regression ◽  
Management Skills ◽  
Teachers Perceptions ◽  
General Classroom ◽  
Positive Correlations

<p class="2M-body">114 school teachers from two urban schools participated in an online survey focusing on classroom management skills. Results were analyzed using a mixed method approach. Teachers reported confidence in general classroom management skills. Hierarchical regression results indicated significant gender difference in favor of female teachers and positive correlations between perceived value of professional development (PD) and teacher confidence in general classroom management, addressing specific challenging behaviors, and motivating learners. Furthermore, the teachers favored face-to-face methods as compared to web-based options. Implications for developing an understanding of teacher manageability to provide PD experiences to improve day-to-day classroom management practice are discussed.</p>

scholarly journals Training Needs for the Professional Development of Social-Studies Teachers at the intermediate Stage in Al-Jouf in Light of Modern Teaching Trends: A Field Study

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Yousef Al Marshad
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Classroom Management ◽  
Rapid Change ◽  
Intermediate Stage ◽  
Field Studies ◽  
Training Needs ◽  
Social Studies Teachers ◽  
Management Skills ◽  
Technological Advances

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It Focuses lower case F on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills, and diverse assessment methods reference needed. The study was done based on 120 people from Aljouf region which includes the city of Sakaka, Duma, Garra and Zallum. Its subjects are 60 male teachers and 60 female teachers carefully selected how? For the application of the final form of the questionnaire. It relies on 9 tables showing the cities and axes of the study, the training needs for each axis, and the analyses of findings. It finally provides a number of suggestions and recommendations for further future field studies in the Kingdom of Saudi Arabia. In other words, the present study is a kind of investigation into the training needs of the target teachers with an aim to enhance their professional development in an age characterized by its rapid change and great technological advances.

Multitiered Support for Classroom Management Professional Development

2018 ◽  
Vol 28 (1) ◽  
pp. 5-12
Author(s):  
Nicolette Grasley-Boy ◽  
Nicholas A. Gage ◽  
Ashley S. MacSuga-Gage
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Classroom Management ◽  
Empirical Support ◽  
Great Benefit ◽  
Management Skills ◽  
Implementation Team ◽  
Quality Professional Development

Quality professional development (PD) can be a great benefit to teachers who need help with classroom management implementation. PD programs have better outcomes when there is follow-up after skill instruction. Providing PD within a multitiered support (MTS) framework can make PD delivery more efficient for schools. We describe an MTS-PD program and its empirical support. We also provide specific recommendations for developing an MTS-PD implementation team, data collection systems, and classroom management skills for training.

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

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
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.

Assisting struggling teachers effectively

2017 ◽  
Vol 47 (2) ◽  
pp. 310-325 ◽  
Author(s):  
Eliezer Yariv ◽  
Efrat Kass
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Classroom Management ◽  
School Principals ◽  
Development Program ◽  
Organizational Changes ◽  
Successful Intervention ◽  
Intensive Use ◽  
Willingness To Intervene ◽  
Human Support

In this research, we examine strategies school principals have used to assist struggling teachers. In an open-ended questionnaire designed for this study, we asked 219 school principals to describe a successful intervention they held. The results show that principals prefer supportive assistance to organizational changes (such as moving the teacher to another class). They rarely used confrontational approaches. A content analysis of the strategies that enabled successful intervention identified four conditions: (a) principals’ willingness to intervene; (b) intensive use of measures and resources; (c) the teacher’s willingness to make changes; and (d) the need for flexibility in managing the intervention. The findings indicate the need to train principals to assist struggling teachers more effectively and to encourage them to become more assertive. This requires a professional development program for teachers and principals, guidance in classroom management, as well as organizational, financial, and human support.

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