Gamification in Classroom Management

This chapter is going to focus on the topic of gamification in classroom management. In this context, firstly, the definition, characteristics, theories of class management, and the strategies used in classroom management are going to be defined, and then gamification as the next generation strategy is going to be discussed. Although there are many studies on classroom management strategies that have been designed to make the education environment more effective in the literature, the use of these strategies in classroom applications may vary according to the practitioner and the classroom climate. However, it is seen that gamification has become increasingly important with the change in the perspectives and expectations of people and the advancement of the methods and techniques used in education.

Students’ School Satisfaction: The Role of Classroom Climate, Self-efficacy, and Engagement

Students’ satisfaction with school is subjective, cognitive appraisal of overall positivity of school experiences, and precisely because it represents the key aspect of children’s overall perception of quality of life, it is important to find out what influences students’ school satisfaction and to which extent. The goal of this research was to establish whether self-efficacy and engagement function as mediating variables in the relationship between classroom climate and students’ school satisfaction. The research included 597 students from primary schools in Zagreb, Croatia. A structural equation model was designed and tested. The model testing showed that positive classroom climate has statistically significant and positive effects on self-efficacy and engagement. Furthermore, self-efficacy has a significant positive impact on explaining engagement. At the same time, negative classroom climate has a significant positive influence on engagement, which in turn contributes to the final effect on school satisfaction. The model has explained 56% of the school satisfaction variance in total.

Supporting Syrian Refugee Children’s Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon

Experimental evidence on strategies to support refugee children's integration into host-country public schools is needed. We employ a three-arm, site-randomized controlled trial to test the impact of short-term access to two versions of nonformal remedial programming infused with social-emotional learning (SEL) among Syrian refugee children in Lebanese public schools. Remedial programming with classroom climate-targeted SEL practices improved children's perceptions of public schools (effect sizes [ES] = 0.48–0.66) only. The remedial program with both classroom climate-targeted SEL and skill-targeted activities had positive impacts on children's perceptions of public schools (ES = 0.43–0.50) and on certain basic academic skills (ES = 0.08–0.14), and marginally significant positive and negative impacts on some SEL outcomes (ES = 0.16–0.31). We found no impacts of either version on children's global literacy or numeracy competence.

Meditative Breathing A Catalyst for Positive Change

<p>The New Zealand government faces substantive challenges in meeting both the health and education needs of a significant number of our children who are vulnerable to alienation and inform the statistics of mental health distress and academic underachievement. The New Zealand Ministry of Education acknowledges that the education system is not meeting the needs of its most disadvantaged young people. This research explored whether a programme of meditative breathing might contribute to the alleviation of this situation by supporting the development of self-regulation and well-being in students. It also sought to enable student agency by adding nuanced student voice to the literature in this field. While there is an increasing number of peer-reviewed studies in this field, there are few studies that encourage the participants to describe their experiences directly in their own words or images. The main research question was ‘What are student’s experience of guided meditative breathing?’ The sub-questions were ‘Does it contribute to their wellbeing?’ and ‘Does it contribute to their learning?’. Students participated in a ten-week programme of daily meditative breathing. Data was collected from the weekly cogenerative dialogue, journals, from a heuristic and teacher recorded reflections with a three-month follow-up. The meditative breathing intervention intervention was described by students and the classroom teacher as leading to a calmer and more peaceful classroom climate. They indicated reduced anxiety, increased clarity of thinking, improved self-regulation and engagement. A number of students described taking the skills that they had learned in the programme and regularly applying them in other contexts. Implications for teachers and teacher training are discussed.</p>

Meditative Breathing A Catalyst for Positive Change

<p>The New Zealand government faces substantive challenges in meeting both the health and education needs of a significant number of our children who are vulnerable to alienation and inform the statistics of mental health distress and academic underachievement. The New Zealand Ministry of Education acknowledges that the education system is not meeting the needs of its most disadvantaged young people. This research explored whether a programme of meditative breathing might contribute to the alleviation of this situation by supporting the development of self-regulation and well-being in students. It also sought to enable student agency by adding nuanced student voice to the literature in this field. While there is an increasing number of peer-reviewed studies in this field, there are few studies that encourage the participants to describe their experiences directly in their own words or images. The main research question was ‘What are student’s experience of guided meditative breathing?’ The sub-questions were ‘Does it contribute to their wellbeing?’ and ‘Does it contribute to their learning?’. Students participated in a ten-week programme of daily meditative breathing. Data was collected from the weekly cogenerative dialogue, journals, from a heuristic and teacher recorded reflections with a three-month follow-up. The meditative breathing intervention intervention was described by students and the classroom teacher as leading to a calmer and more peaceful classroom climate. They indicated reduced anxiety, increased clarity of thinking, improved self-regulation and engagement. A number of students described taking the skills that they had learned in the programme and regularly applying them in other contexts. Implications for teachers and teacher training are discussed.</p>

Competition in Education

In this chapter, the authors delineate how competition circulates through education. First, the authors show how competitive ideologies, values, and norms are transmitted from society to educational institutions, in particular ideologies and values such as meritocracy, the belief in a fair free market, and neoliberalism, as well as norms such as productivism and employability. Second, the authors review the competitive structures and climates within educational institutions that shape students’ values, goals, and behaviors, in particular structures such as normative assessment, tracking, and numerus clausus, as well as climates such as classroom climate, goal structures, and error climate. Third, the authors report research that documents the impact of students’ competitive values, goals, and behaviors on educational outcomes, from learning and achievement to social relations. Finally, the authors conclude by reflecting on how such a socialization of students may impact society in a feedback loop, either in terms of maintenance of the status quo or in terms of social change.

Psychophysiological Regulation and Classroom Climate Influence First and Second Graders’ Well-Being: The Role of Body Mass Index

This study examines the associations between physical and emotional well-being and classroom climate, cardiac vagal response, and body mass index (BMI) in a sample of 6- to-8-year-olds. Specifically, we expected a direct link between classroom climate, vagal withdrawal, BMI and children’s physical and emotional comfort. Furthermore, we explored whether these individual and environmental characteristics influenced well-being in an interactive fashion. Participants were 142 (63 boys, 44%) first and second graders living in the North of Italy who were interviewed on their emotional and physical comfort. Heart rate and a measure of vagal influence on the heart (cardiac vagal tone) were recorded at rest and during an oral academic test. Height and weight were collected. Classroom climate was positively linked with physical well-being, whereas emotional well-being was negatively related with BMI. In addition, an inverted U-shaped effect of cardiac vagal withdrawal (i.e., cardiac vagal tone during stress minus resting vagal tone) on emotional well-being was found. Two regression models highlighted the role played by BMI when interacting with vagal withdrawal in predicting children’s physical and emotional well-being. The interplay between BMI and cardiac vagal withdrawal played an important role in primary school children’s well-being. From a clinical perspective, preventive training to improve autonomic regulation in concert with interventions promoting healthy eating attitudes might be critical for supporting primary school children’s emotional and physical health.

A STRUCTURAL EQUATION MODEL ON MOTIVATION IN LANGUAGE LEARNING

The purpose of this study, to determine the most suitable model for motivation in language learning. It aims to ensure the significant relationship between the exogenous variable: writing strategy, study habits, classroom climate, and the endogenous variable in language learning motivation. In addition, non-experimental correlational research design and structural equation models to determine the most appropriate motivational model in motivation language learning. However, a stratified random sampling technique to select 436 participants from ninth-grade students from secondary public schools in Region XI. The following statistic used: mean, Pearson r, regression, and structural equation model (SEM). The exogenous variables have a significant correlation with endogenous variables that the fifth model adapted result of the study. In connection with, exogenous variables acquired a high descriptive level. The writing strategy includes planning, implementation, and revision; study habits include: time management, learning environment, forecasting skills and preparation, note-taking, reading skills, writing skills, and language skills; classroom climate includes: teacher support, student independence, interaction, and collaboration in class; and the endogenous variable acquired a high descriptive level of motivation in language learning that included: instrumental and integrative motivation. KEYWORDS: education, writing strategies, study habits, classroom climate, language learning motivation, structural model, Philippines