A Meta-Analysis of the Current State of Evidence of the Incredible Years Teacher-Classroom Management Program

This meta-analysis evaluated the current state of evidence and identified potential treatment moderators of the Incredible Years Teacher Classroom Management (IYTCM) program used to reduce externalizing and internalizing behaviors in school-aged children. Inclusion criteria involved published studies between 1984–2018 and examining the effects of IYTCM as a standalone program on teacher and/or child behavioral outcomes. We identified and narratively summarized potential moderators, which included the severity of child behavior, dosage, study design, and reporting methods. Overall, effect sizes revealed IYTCM had moderate positive effects on teachers and small positive effects on children. Narrative summaries indicated larger effect sizes in higher dosage studies and higher risk children. The results align with previous systematic reviews on the Incredible Years Parent Training (IYPT) program but this is the first study to look at the teacher training program. Overall, IYTCM seems to be an effective intervention; however, what components of this program work best, for whom, and under what conditions require further empirical investigation.

Standard language ideology in an English-medium Irish secondary school

The current paper aims to address how one English-medium school functions from the different perspectives within the school: the principal, student/teacher classroom interaction and the students. This approach allows us to see the power differential of the different stakeholders in a school and how iconisation, fractal recursivity, and erasure affect teenagers in Dublin. This paper presents interview data with a principal and the students in a secondary school. Taking a qualitative approach to these data, I show that standard language ideology is linked with economic disadvantage. The school principal’s approach to identifying, problematising and seeking to eliminate certain types of nonstandard language in the school reflects a standard language ideology and is consistent with a raciolinguistic approach to linguistic discrimination. The data suggest that the students themselves take a more nuanced approach.

Waking Rip Van Winkle: A proposal to redesign the education workforce

The education model in which a single teacher instructs a single classroom of students has been remarkably persistent, but teacher shortages, low morale, and poor teacher retention are signs that it’s not working well for teachers. Ray Reutzel and Parker Fawson describe how Utah’s Center for the School of the Future is seeking to redesign the teacher workforce to improve outcomes for both teachers and students without increasing costs. Their integrated workforce model brings students together in a pod led by a master teacher, classroom teachers, teacher interns, aides, and tutors. Students receive more individualized support, and prospective teachers have more opportunities to practice their skills before receiving a license and becoming a lead teacher. The model also includes pathways for paraprofessionals to complete education coursework while they continue to earn an income.

TEACHER-STUDENT RELATIONSHIP HARMONY AND STUDENT LEARNING OUTCOMES IMPRINTED BY TEACHER CLASSROOM MANAGEMENT STYLES AT A HIGHER EDUCATION INSTITUTION

Nghiên cứu này xem xét cách quản lý lớp học của giảng viên và cảm nhận của sinh viên đối với phong cách giảng dạy của giảng viên ảnh hưởng đến thành quả học tập của sinh viên. Khảo sát so sánh, miêu tả được sử dụng để phân tích bốn phong cách quản lý lớp học của giảng viên đó là cách quản lý quyền lực, độc đoán, dân chủ, và trao quyền. Kết quả của nghiên cứu dựa trên bảng câu hỏi do người nghiên cứu xây dựng với 141 giảng viên và 365 sinh viên được lựa chọn theo công thức Slovin tại một cơ sở giáo dục đại học trong kỳ 2 năm học 2020-2021. Kết quả đã chỉ ra rằng giảng viên và sinh viên có chung quan điểm đánh giá thấp về cách quản lý lớp học quyền lực, đánh giá cao về quản lý độc đoán, và dân chủ. Tuy vậy, họ có sự đối lập quan điểm về cách quản lý trao quyền, đó là giảng viên rất thích trao quyền cho sinh viên, ngược lại sinh viên lại đánh giá thấp và không muốn được giảng viên trao quyền. Nghiên cứu này là nguồn dữ liệu tham khảo hữu ích cho nhà giáo dục để xây dựng môi trường học năng động nhằm nâng cao kết quả học tập cho sinh viên.

Learning progressions as models and tools for supporting classroom assessment

Like all models, learning progressions (LPs) provide simplified representations of complex phenomena. One key simplification is the characterisation of student thinking in terms of levels. This characterisation is both essential for large-scale applications, such as informing standards, but potentially problematic for smaller-scale applications. In this paper, I describe a program of research designed to explore the smaller-scale use of LPs as supports for teacher classroom assessment practices in light of this simplification. Based on this research, I conclude that LP levels may serve as a generative heuristic, particularly when teachers are engaged with evidence of the limitations of LP levels and supported to use LPs in ways that do not rely on their levels.

Elementary Classroom Vocabulary Experiences

This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers’ vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in the percent of students on free or reduced-price lunch. Teachers in classes of students from higher socioeconomic backgrounds used more academic words. Class vocabulary level significantly predicted the proportion of academic word use and the proportion of grade-level vocabulary use. Once class vocabulary level was accounted for, percent of students on free or reduced-price lunch was no longer predictive. However, some classes of students may be at a disadvantage in their exposure to academic and grade-level vocabulary words given that school is the most likely place for many students to be exposed to these curriculum words.

Preparing EFL pre-service teachers for curriculum 2013 through authentic materials and assessment integration

Changes in Curriculum lead to changes in teaching and learning processes as well as new ways to demonstrate best practices for increasing students’ achievement. The Curriculum 2013 suggests teachers to use authentic materials and requires them to apply authentic assessments. It is quite challenging for English teachers because this condition creates problems especially for novice teachers. Therefore, they need to have prior knowledge and personal experience related to teaching practice and situation. In this study, authentic materials and authentic assessments were implemented in pre-service-English-teacher classroom at a university in Bogor, specifically in listening class, in order to familiarize them to the kind of materials and assessments. Action research was employed where documentation, observation, questionnaire, and interview were used to collect the data. The result shows that the integration of authentic materials and authentic assessment in EFL classroom helped the students in understanding the nature and the use of authentic materials and authentic assessment for their future needs of profession.

Penggunaan Kosanoge Melalui Media WhatsApp dalam Pembelajaran Bahasa Jepang Di SMK Kesehatan Sadewa Yogyakarta

This research is a quantitative descriptive study that will describe: (1) the conditions of learning Japanese online through WhatsApp Group (WAG) at SMK Kesehatan Sadewa Yogyakarta, and (2) the students' perceptions about the use of kosanoge. The Japanese language course was introduced at this school in 2020. As the Covid-19 pandemic since March 2020 has disrupted the educational activities at schools, the teaching and learning at SMK Kesehatan Sadewa, including Japanese, must be carried out online. WhatsApp Group (WAG) was chosen as a medium for interactive and useful online learning. In practice, students are introduced to the kosanoge vocabulary game which aims to increase the student’s enthusiasm for learning. The data were taken from the results of observations of class activities and online surveys. The random sample shows that the students were happy with the implementation of the kosanoge, but some students had difficulties because they had not memorized hiragana. A further research needs to be conducted to determine the effect of teacher classroom actions taken to increase student interaction in a class by using kosanoge games.