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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DLOUHODOBÉ OBĚTI ŠKOLNÍ ŠIKANY Janošova, Pavlína; Vorlíček, Radek; Pospíšilová, Anna
Československá psychologie,
03/2024, Volume:
68, Issue:
2
Journal Article
Peer reviewed
Cílem studie je přehled poznatků o chronické viktimizaci školní šikanou, která se týká přibližně 5-15 % žáků. Zaměřuje se na její konkrétní rizika v oblasti psychosociální (narušení sebeúcty a vztahů ...s druhými), zdravotní (zejm. úzkostné poruchy, depresivita, porucha emoční regulace, symptomatika hraniční poruchy osobnosti a PTSD) a akademické (snížená školní výkonnost i adaptibilita). Zabývá se také jejími biologickými a jednotlivými environmentálními prediktory. Zvláště ohrožení chronickou viktimizaci jsou nadměrně úzkostní a zároveň agresivní žáci. Fenomén „paradox zdravého kontextu" poukazuje na to, že školní intervence sníží celkovou míru viktimizace, ale dlouhodobou viktimizaci často neodstraní a situace přetrvávajících obětí se může naopak zhoršit. Studie prezentuje také dosavadní poznatky o intervenci založené na principu utváření optimálních opatření odpovídajících individuální situaci chronicky šikanovaných žáků.
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IZUM, KILJ, NUK, ODKLJ, PILJ, PNG, SAZU, UL, UM, UPUK
The delivery of social and emotional learning (SEL) programs that are developmentally school-based and evidence-based has the potential to benefit many children, and as such, greater efforts are ...needed to disseminate these programs more widely within the community. The Incredible Years® Teacher Classroom Management (IY-TCM) has shown promising results when applied by teachers in preschool centers and primary schools, as seen in several randomized control trials conducted worldwide, including in Portugal.
The current study presents a model of the implementation of the program within the framework of a nationwide initiative undertaken in Portugal: the Academias Gulbenkian do Conhecimento. Additionally, results of the program's impact on children were explored using ANOVA, which compared pre- to post- treatment outcomes. To assess which factors affected the efficacy of the intervention, moderation analyses were conducted using the MEMORE macro. Ninety teachers and 535 children (2 to 10 years old) were assessed.
Results revealed that children showed significant increases in social and emotional skills (e.g., social adjustment, empathy) and significant reductions in problem behavior when assessed by their teachers, and in social-cognitive problem solving strategies as evaluated by a set of problem-solving tasks. Moderation analyses showed that, in general, interaction effects were not found, meaning that the intervention was effective for almost all conditions. Nevertheless, significant moderation effects were found for factors pertaining to the child and the mother with respect to pro-social and emotional skills (children who benefited most from the intervention exhibited more behavioral difficulties at the baseline according to the teachers' perceptions and had mothers without a university degree; children attending primary school took less benefit from the intervention than those attending pre-school).
The findings contribute both to the reinforcement of the effectiveness of the IY-TCM program as a universal intervention in "real world" schools and to the development of some guidelines for the promotion of effective scaling up and sustainability of program effects.
This study aims to analyze and understand the meaning of classroom management for Islamic Religious Education teachers at Madrasah Aliyah Ihyaul Ulum. Researchers use a qualitative approach to the ...type of case study. Data collection techniques are carried out through observation, interview, and documentation. Research results show that; Class management is understood as a form of the central role and duties of an Islamic religious teacher, which must be carried out thoughtfully and responsibly. Second, the implementation of class management in Islamic Religious Education learning is motivated by the teacher's desire to achieve his learning goals in Madrasahs. Third, implementing class management in learning Islamic Religious Education aims to improve the quality of learning. Fourth, creating a comfortable learning atmosphere for learning Islamic Religious Education.
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 meta-analysis examined literature from the last two decades to identify factors that correlate with teachers’ classroom management self-efficacy (CMSE) and to estimate the effect size of these ...relationships. Online and reference list searches from international and Chinese databases yielded 1085 unique results. However, with a focus on empirical research the final sample consisted of 87 studies and 22 correlates. The findings cluster the correlates of CMSE into three categories: teacher-level factors (working experience, constructivist beliefs, teacher stress, job satisfaction, teacher commitment, teacher personality, and teacher burnout), classroom-level factors (classroom climate, classroom management, students’ misbehaviour, students’ achievement, classroom interaction, and student-teacher relationship), and school-level factors (principal leadership and school culture). The results of this meta-analysis show small to large correlations between these 15 factors with CMSE. How these factors are associated with teachers’ CMSE and recommendations for future CMSE research are discussed.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Teachers vary in their ability to enact effective teaching practices. We randomly assigned 88 early education preservice teachers to standard teacher education or teacher education plus a 9-week ...mindfulness-based intervention. Using the Classroom Assessment Scoring System (CLASS) as our primary outcome, we assessed effective teaching practices at baseline and at a 6-month follow-up that occurred during full-time student teaching. Mindfulness, negative affect, and well-being were assessed at baseline, post-test, and follow-up. At follow-up, we observed significant GROUP × time interactions on all major CLASS domains: Instructional supports, Emotional supports, and Classroom organization favoring the intervention group (Cohen's d's 0.53–0.65). Daily mindfulness practice was significantly associated with intervention group improvements on Instructional supports (r = .39) and Classroom organization (r = .38). No group differences were observed on negative affect or well-being. Implications for teacher education are discussed.
•Teachers do not always put into practice what they know.•Mindfulness training improved preservice teachers' ability to observe experience.•Mindfulness training enhanced preservice teacher classroom management behaviors.•Integrating mindfulness and connection practices into teacher education may improve outcomes.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Mental health expert Jennifer Bashant details how using a trauma-informed approach will greatly reduce, even eliminate, challenging behavior in your classroom.
Grad programs in education teach you theory and pedagogy, but where do you learn the logistics of your new teaching role? In this unique book, Amber Chandler comes to the rescue as your friendly but ...honest mentor. She provides answers on everything new teachers need to know but are afraid to ask, such as how to build knowledge about the school's culture, nurture relationships with colleagues and superiors, use social media appropriately, navigate various faculty and parent meetings, handle conflicts, and more. Unlike new teacher books focused on instruction, this one helps you with everyday logistics and teacher life. Each chapter is written in a conversational tone with loads of practical advice to support you in your first year. Each chapter also contains a Mentoring Moments reflection section, so you can discuss the book with your school mentor or in new-teacher induction programs.
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