This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis ...included 54 random and nonrandom controlled intervention studies published in the past decade (2003–2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: focusing on the teacher, on student behavior, on students' social-emotional development, and on teacher–student relationships. Focusing on the students' social-emotional development appeared to have the largest contribution to the interventions' effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students' academic outcomes benefitted from teacher-focused programs.
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BFBNIB, NMLJ, NUK, OILJ, PNG, SAZU, UKNU, UL, UM, UPUK
Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual ...variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences for teachers' professional behaviors. We extend teacher self-efficacy research by drawing on the Job Demands-Resources model in examining contextual influences on developmental dynamics between classroom management self-efficacy and teacher-reported classroom management, from prior to qualifying as a teacher until mid-career. Participants were 395 primary and secondary Australian school teachers. Longitudinal structural equation models showed teachers’ classroom management self-efficacy positively related to aspects of their perceived classroom management, particularly during early career. Between early and mid-career, the positive relationship between self-efficacy and classroom management was moderated by early career excessive demands. Implications are outlined for teacher education and school administration.
•Longitudinal relationships of teachers' self-efficacy and classroom management.•Contextual resources and demands were examined as predictors and moderators.•Teachers' self-efficacy supported their development of perceived classroom structure.•Excessive demands during early career were highly detrimental.•Theoretical contributions to the self-efficacy and Job Demands-Resources literatures.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Like many in the human services professions, teachers are susceptible to the feelings of burnout due to their job demands, as well as interactions with students, colleagues, administrators, and ...parents. Many studies have identified teacher burnout as one of the crucial components influencing teacher attrition. It has been suggested that self-efficacy is a protective factor against burnout. By way of multivariate meta-analysis, we examined the evidence for classroom management self-efficacy (CMSE) in relation to the three dimensions of burnout: emotional exhaustion, depersonalization, and (lowered) personal accomplishment. Results from sixteen studies indicate that there is a significant relationship between classroom management self-efficacy and the three dimensions of burnout, suggesting that teachers with higher levels of CMSE are less likely to experience the feelings of burnout. Practical implications, as well recommendations for future research, are discussed.
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BFBNIB, DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NMLJ, NUK, OBVAL, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Cette recherche vise à comparer l’usage discursif de la régulation des échanges en tension des enseignants à celui employé dans le contexte de l’introduction et de la clôture d’activités ainsi que de ...la transition entre activités dans les échanges ordinaires de travail à l’école élémentaire (élèves âgés de 6 à 10 ans). L’interaction verbale est questionnée comme un outil au service de la relation entre enseignant et élève(s) en ce qu’elle ne fait pas que rendre compte d’une relation, elle donne aussi à voir une pratique langagière singulière ayant un effet direct sur le climat de classe et au-delà sur la gestion de classe. Nos résultats rendent compte de la nécessité de conscientiser les pratiques langagières des enseignants au centre desquelles les procédés de ménagement des faces jouent un rôle spécifique en termes de relation interactionnelle positive tout autant qu’exigeante.
Language practices and classroom management according to contexts (rise in verbal tension vs introduction, conclusion and transition between activities): homogeneity or diversity of discursive uses among teachers? This research aims to compare the discursive use of regulation of tension exchanges by teachers with that used in the context of the introduction and closure of activities as well as the transition between activities in ordinary work exchanges in elementary school (students aged 6 to 10). Verbal interaction is questioned as a tool at the service of the relationship between teacher and student(s) in that it not only reports a relationship, but also reveals a singular language practice that has a direct effect on the classroom climate and beyond on classroom management. Our results show the need to be aware of teachers' language practices, in which face-saving procedures play a specific role in terms of a positive and demanding interactional relationship.
Being unprepared to deal with classroom disturbances is a major cause of beginning teachers' reality shock. However, a lack of options remains to learn dealing with such disturbances. In this study, ...the longitudinal effects of classroom management training are investigated. Participants (N = 97) were assigned to one of two intervention groups (classroom management training/stress management training.) or to a wait control group. Results revealed that the classroom management group was superior in classroom management skills. Both intervention groups were superior to the wait control group regarding well-being. Overall, the training can be a useful supplement to teacher education.
•We developed a classroom management training (CM-Training) for teacher candidates.•The CM-Training showed longitudinal effects on teachers' perceived skills.•The CM-Training showed longitudinal effects on well-being.•The CM-Training was in part superior to stress management training.•The CM-Training is able to reduce symptoms of reality shock.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Classroom management is a very essential point for educators, and when applied correctly, it strengthens student and teacher relations. It also creates mutual trust and friendly atmosphere in the ...classroom. This article focuses on effective classroom management techniques and important points that teachers should pay attention to in classroom management. In the first chapter, some classroom management tips have been explained extensively. In the second part, unwanted behaviors from students and the solutions that teachers should implement to eliminate these behaviors are presented. In the last part, a general analysis of the effective methods used in classroom management is made, and the most effective methods are emphasized.
This foundational guide to the how of differentiation features updated research and strategies for creating classrooms where each student is respected and every student thrives.
This study investigated how taking different perspectives in teacher training courses influences the learning of professional vision, multiperspectivity, and strategic knowledge of classroom ...management. A total of 134 student teachers analyzed classroom management from one of three different perspectives: 36, from an observer perspective by viewing videos of unknown teachers (TG-V); 46, from only a protagonist perspective by remembering own teaching (TG-T); and 52, from both a protagonist and an observer perspective through videos of their own, their peers, and unknown teaching (TG-VT). An untreated control group (CG) received no classroom management training. Learning gains were investigated in a quasiexperimental pre-post-follow-up design using a mixed-methods approach. Results showed that all interventions fostered strategic knowledge of classroom management. Analyzing videos from own and unknown teachers (TG-VT) had the strongest positive effect on professional vision, but analyzing own teaching from memory also had higher effects on professional vision and multiperspectivity than analyzing stock videos.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
We examined pre-service teachers' professional vision of classroom management (PVCM) before and after their first teaching practicum. Using a standardised, video-based test to measure PVCM, we ...compared two online- and video-based self-reflection and feedback approaches (IGs) with a conventional coaching and internship supervision (CG). Members of the first IG received video-based peer feedback, whereas members of the second IG received additional expert feedback. Results of the pre–post-test showed that, although, video-based peer feedback can help to promote PVCM, the peer and expert feedback group outperformed the only peer feedback group and had a significantly higher increase than the CG in the total test of PVCM and in the facets of monitoring and managing momentum.
•IG members enhanced their PVCM more than CG members.•Video-based peer feedback can promote PVCM predominantly when combined with expert feedback.•The PV of managing momentum benefits the most from additional expert feedback.•Overall, our results underline the importance of expert feedback to foster PVCM.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
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