Classroom management is an effort made by those in charge of teaching and learning activities or helping to achieve optimal conditions so that learning activities can be carried out as expected. This ...study aims to determine the effect of managing an economics teacher's class and parental support on the learning motivation of students in grades X-A and X-B MAN 5 Jombang in the 2022/2023 academic year. The sample used was 52 students. Data collection techniques used are observation, questionnaires, interviews, and documentation. Data analysis using multiple linear regression model. The results showed that in class management of economics teachers, there was a significant effect of 0.000 <0.05 and parental support indicated that Class Management (X1) and Parental Support (X2) had a significant positive effect on student learning motivation.
Introduction to teaching courses are often tasked with helping students make an informed career choice and building their knowledge of the field. In this mixed-methods study, we investigated 98 ...students' responses to a challenging, mixed-reality simulation and which factors influenced their responses. Our goal was to understand the utility of simulations for introduction to teaching courses. We found that students generally perceived the simulation as challenging and useful, with many building skills during practice and sharing new insights into teaching afterwards. Students’ prior experiences working with children were associated with their performance and perceptions. Implications for teacher education are discussed.
•Mixed-reality simulations appear to be useful for introduction to teaching•Simulations supported students’ skill growth while challenging them•Students gained new insights into teaching from simulated practice•Students with more prior experience with student performed better•Students with less experience gained more insights into the profession
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
This study was conducted to evaluate the autonomy level of teachers, serving on various levels in public sectors universities of Balochistan. Quantitative research method was used to investigate the ...research problem. Population of the study include all lecturers, assistant professors, associate professors, and professors of 09 public sector universities of Balochistan. From these universities, 04 were selected through simple random sampling procedure as a sample for the study. In the next stage, 116 male and female lecturers, assistant professors, associate professors, and professors opinions were sought out through google survey. For data collection purpose, a standardized questionnaire was used and modified according to the local context. As data was not normally distributed thus nonparametric statistics i.e. Mann-Whitney U test and Kruskal Wallis tests were applied to analyze the data. Results showed that teachers’ autonomy level is poor regarding various aspects of their teaching such as assessment, communication with higher authorities as well students’ parents and classroom management. Necessary recommendations were made to concerned authorities.
This research was aimed to find out the components of classroom management applied by the two English teachers of SMA Negeri 05 Kota Bengkulu and. This study used descriptive quantitative method. The ...data were collected by using the observation checklist and video recording and the data were analyzed by using four procedures by Nurjanah and Maemunah namely identifying and classifying the data, investigating the data and analyzing the data. The result of this research revealed that, there were 4 of 5 components applied by the teachers A in managing the class; 1) Physical presence, 2) Teacher’s voice, 3) Teacher talking time, and 4) Student’s grouping. Meanwhile, the student’s seating arrangement component did not apply by the teacher A. In addition, there were 3 of 5 components applied by the teacher B such as; 1) Physical presence, 2) Teacher’s voice, and 3) Teacher talking time. Meanwhile, student’s seating arrangement and student’s grouping did not apply by the teacher B. Therefore, it can be concluded that the classroom management applied by the English teachers of SMA Negeri 5 was less variative since the teachers did not apply all components on classroom management.
Digital learning platforms have been used as teaching aids in many countries; however, their success factors are not well established in Thailand. The primary objective of this study was to identify ...and confirm the success factors to promote digital learning platforms in Thailand from instructors’ perspectives. The sample included 788 Thai instructors. The confirmatory factor analysis (CFA) method indicates a good fit of a four-factor model to the observed data. The CFA construct revealed four success factors in promoting digital learning platforms: education policy, online classroom management, online learning system, and training method. The results explain the influence each of the four factors. Finally, this paper proposes guidelines for the promotion of digital learning platforms.
Experience in the classroom influences how teachers interpret classroom events. This article investigated differences between expert and novice teachers' interpretations of authentic, problematic ...classroom events. Two types of videos presented problematic events, displaying either unrelated problems, such as disengaged, off-task students, or interrelated problems leading to a flagrant disruption. Predicted differences in teachers’ verbalized interpretations were analyzed through a multi-category coding scheme. All coding categories showed significant main effects for expertise. Novices interpretations focused on issues of behavior and discipline. Experts were markedly focused on student learning, stressing the influential role of the teacher on events arising in the classroom.
•Experts' central focus for managing events is whether or not students are learning.•Teacher-to-student interactions are crucial to how experts' interpret classroom problems.•Novices offer partially integrated perspectives when problematic events are striking.•The timescale of events differs significantly between expert and novice teachers.•Novices tell what they see; experts integrate the meaning behind what they see.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
The aim of this study is to examine whether a tendency towards a certain style of classroom management can be predicted based on teacher's attachment and mentalization, as well as whether training in ...the field of classroom management modifies the relationship between the predictor and criterion variables. The research included 100 1st-4th grade primary school teachers, 86 female and 14 male, aged from 28 to 64, and with 1 to 39 years of teaching experience. The data were collected using the following instruments: The Inventory for teachers' self-assessment in classroom management styles, ITSCMS; the Experience in close relationships questionnaire, the modified and adapted Serbian version, SM-ECR-R and the The Mentalization Scale (MentS). The results show that anxiety and mentalization of self-contribute to the tendency towards the non-interventionist and interventionist styles of classroom management, while the mentalization of others and number of trainings in the field of classroom management contribute to the tendency towards the interactionist style of classroom management. The moderating effect of the number of trainings on the relationship between the mentalization of others and the interactionist style of class management was also found.
Understanding teachers' stress is of critical importance to address the challenges in today's educational climate. Growing numbers of teachers are reporting high levels of occupational stress, and ...high levels of teacher turnover are having a negative impact on education quality. Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to promote teachers' social and emotional competence and improve the quality of classroom interactions. The efficacy of the program was assessed using a cluster randomized trial design involving 36 urban elementary schools and 224 teachers. The CARE for Teachers program involved 30 hr of in-person training in addition to intersession phone coaching. At both pre- and postintervention, teachers completed self-report measures and assessments of their participating students. Teachers' classrooms were observed and coded using the Classroom Assessment Scoring System (CLASS). Analyses showed that CARE for Teachers had statistically significant direct positive effects on adaptive emotion regulation, mindfulness, psychological distress, and time urgency. CARE for Teachers also had a statistically significant positive effect on the emotional support domain of the CLASS. The present findings indicate that CARE for Teachers is an effective professional development both for promoting teachers' social and emotional competence and increasing the quality of their classroom interactions.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
