This study presented the practices of pupil behaviour management of Vietnamese primary teachers with a focus on primary pupils' misbehaviours, and the activities the primary teachers implemented to ...manage this misbehaviour. 1,545 primary pupils' parents and teachers from all three main areas in Vietnam took part in the questionnaire surveys. Mathematical statistical methods were used to analyse data along with collating the perceptions between primary teachers and parents. The results showed that pupil behaviour management had been implemented to a positive extent by the primary teachers in classroom practices. The primary teachers frequently implemented the activities of pupil behaviour management to deal with pupils' misbehaviours, and this could help prevent misbehaviour in classroom practices. Nevertheless, the study also revealed that one of the emergent problems that needs to be solved in order to achieve better pupil behaviour management is pupils' inattentive attitudes in learning. A possible reason was attributed to the teachers' less cares and the lower frequency with which interactive instruction was implemented by the primary teachers in their teaching practices. The study suggested that an appropriate strategy of pupil behaviour management for Vietnamese primary teachers needed to be designed in order to help better engage pupils in learning and to meet the requirements of the ongoing implementation of competence-based curricula. A social constructivist approach with its interactive and meaningful features was recommended for further studies to work on designing an appropriate behaviour management strategy for pupils in a Confucian heritage culture such as Vietnam.
This anthology presents successful examples of "research work" by teacher education students. Seminar concepts from the fields of natural sciences, music, educational science, mathematics and art, ...applied social psychology and the subject of German are presented. The volume is framed by a comprehensive theoretical introduction to the concept of research-based learning and its implementation at Leuphana University Lüneburg.
In diesem Sammelband werden gelungene Beispiele von „Forschungsarbeiten“ von Studierenden der Lehrkräftebildung dargestellt. Dazu werden Seminarkonzepte aus den Bereichen Naturwissenschaften, Musik, Bildungswissenschaft, Mathematik und Kunst, der angewandten Sozialpsychologie sowie dem Unterrichtsfach Deutsch vorgestellt. Gerahmt wird der Band durch eine umfangreiche theoretische Einführung in das Konzept des forschenden Lernens und seiner Umsetzung an der Leuphana Universität Lüneburg
Abstract The aim of this study is to investigate the effect of a continuous stream of pulses of monochromatic blue pulsed (BP) and a combination of blue and green pulsed (BGP) light-emitting diode ...(LED) light conditions on physiological responses. This study is an approach to clarify the most suitable LED combination and flickering frequency to evoke alertness when a continuous stream of pulsed LED light is delivered and may suggest applications of continuous pulsed light as support for task illumination for shift workers, hospital nurses, school students or office employees. Combinations were delivered by exposures of BPLED and BGPLED pulses at 100, 200, and 400 Hertz over two background light colors (BLC). Participants were exposed to 12 different light conditions in a counterbalanced procedure. By integrating measures of electroencephalogram (EEG) and pupil constriction; results suggested significant changes in responses during the interaction of BLC, LED, and EEG. Beta waves exhibited a statistically significance (p < 0.05) in arousal levels when exposed to BG light, although no active task was involved during exposure. Furthermore, pupil reacted with larger constriction towards BGPLED exposure than towards monochromatic BPLED exposure, thus demonstrating that a continuous stream of pulses can deliver the same irradiance as if delivered in a continuous flow and without affecting perception as no flickering was perceived in any of the conditions by a qualitative evaluation.
Background: Good teacher-pupil relationships support the well-being of pupils and promote a good atmosphere in school settings. However, pupils' diverse needs and behavioural problems can cause ...challenging situations for teaching staff. There is currently limited understanding about the nature of these situations and how teachers respond and interact with pupils when these challenges arise.
Purpose: The aim of this study is to explore the reflections of teaching staff on challenging situations with pupils, in order to gain insight into how teaching staff understand and conceptualise challenging situations.
Sample, Design and Method: A descriptive qualitative study design was used. The data were collected from an online course aiming to support the skills that teaching staff employ when facing challenging situations with pupils. Participants were teaching staff who worked at a school in Finland. Qualitative data were derived from the reflective writings of these participants (teachers and classroom assistants, N = 10) about challenging situations. The participants structured their reflective writings using Gibbs' reflective cycle. Eight participants allowed us to use their writings as research data. The data analysis was a combination of deductive and inductive analysis.
Results: Teaching staff were able to reflect on challenging situations from a variety of perspectives. Gibbs' reflective cycle was a helpful aid for teaching staff when reflecting on their feelings, thoughts, and actions related to challenging situations. The participants tried to understand the challenging situations from the pupils' point of view and considered the situations as opportunities to learn to review their professional practice.
Conclusions: Teaching staff face challenging situations with pupils and have to meet the diverse needs of pupils constantly, in their everyday work. This small-scale study gives in-depth insight into teaching personnel's reflections on these situations. According to this study, the use of frameworks such as Gibbs' reflective cycle may help focus reflective learning gleaned from challenging experiences.
The book deals with the question of categorization and diagnostic processes in the school sys-tem and the therewith linked specification of normality and deviation. The problem is elabo-rated by a ...historical-systematic approach: On the basis of current discourses on (un-)desirable characteristics and behavior in school, the question of how these categories have developed in the Swiss educational landscape since the establishment of the public elementary school around 1830 until the beginning of the 20th century is analysed. Among others one guiding principle is, that ideas, concepts, their implementation as well as related measures and actor participation have developed upon the connected history, culture and related systems and that these can only be understood and reflected within this context.The problem is elaborated on the basis of various sources from the pedagogical environment in Switzerland in the 19th century. These can be assigned to the context of the professionali-sation and training of teachers from 1830 onwards. On the one hand, there are pedagogical teaching materials and textbooks from the teacher training seminars of the defined research period. On the other hand, there are profession-specific newspapers – such as the “Schweize-rische Lehrerzeitung” – in which discourses of the teaching staff as well as of other actors are explored in order to negotiate the ideas of normality and deviation. By means of the analysis of the source corpus, in conjunction with discourse-analytical approaches and actor-centered institutionalism, key components in relation to the diagnosis of deviant children at school as well as processes of category formation and application are can be illustrated and analysed. The findings are finally discussed and problematised in the context of educational theories.One of the findings is, that in the development and application of categories it becomes apparent that different categories and patterns of differentiation are applied over different thematic epochs. It is interesting to note that this does not involve a replacement of existing attributions, but rather an addition by new categories, and thus an accumulation of the same. The variety of possibilities for classifying the “abnormal” at school thus increases conti-nuously over time. This accumulation again is associated with new measures and institutional changes. The increasing involvement of various actors and the professionalisation processes taking place are main factors therein. For example, it can be seen that teachers – and thus also elementary schools – did not just rely on achievement-based categories or relevant behavioral patterns at school when deciding to exclude children. They also relied on moral concepts and notions of what was considered “ideal”. Around 1900, the focus was increasingly on assessing socio-economic factors and the “bourgeois” status of family constellations. Among others, poverty, working mothers, “immoral” lifestyles, intellectual limitations or alcoholism served as explanations for schoolchildren’s “deviant” behavior or their bad school marks.
Das Buch setzt sich mit der Frage nach Kategorisierungs- und Diagnoseprozessen im System Schule und einer damit verbundenen Festlegung von Normalität und Abweichung ausein-ander. Die Problemstellung wird anhand eines historisch-systematischen Zugangs bearbeitet: Ausgehend von aktuellen Diskursen über (un-)erwünschte Eigenschaften und Verhaltens-weisen in der Schule wird die Frage bearbeitet, wie sich diese Kategorien in der Bildungs-landschaft der Schweiz seit der Konstituierung der öffentlichen Volksschule um 1830 bis zu Beginn des 20. Jahrhunderts entwickelt haben. Dabei steht u.a. der leitende Gedanke im Zentrum, dass Ideen, Konzepte, deren Umsetzung sowie damit verbundene Massnahmen und Akteursbeteiligungen aus der jeweiligen Geschichte, Kultur und damit verbundenen Systemen gewachsen sind und diese nur in diesem Zusammenhang verstanden und reflek-tiert werden können.Anhand unterschiedlicher Quellen aus dem schulpädagogischen Umfeld der Schweiz im 19. Jahrhundert wird die Problemstellung untersucht. Diese sind dem Kontext der Professionali-sierung und Ausbildung von Lehrpersonen ab 1830 zuzuordnen. Zum einen handelt es sich um Pädagogiklehrmittel bzw. -bücher aus den Lehrerinnen- und Lehrerseminaren des Unter-suchungszeitraums. Zum anderen um professionsspezifische Zeitungen – wie zum Beispiel die Schweizerische Lehrerzeitung – in denen Diskurse der Lehrerschaft wie auch weiterer Akteure zur Aushandlung von Normalitäts- und Abweichungsthematik erforscht werden. Anhand der Analyse des Quellenkorpus werden in Verbindung mit diskursanalytischen An-sätzen und dem akteurszentrierten Institutionalismus maßgebliche Komponenten in Bezug auf die Diagnostizierung abweichender Kinder in der Schule veranschaulicht, Prozesse der Kategorienbildung und -anwendung analysiert und im Kontext erziehungswissenschaftlicher Theoriebildung problematisiert.In der Entwicklung und Anwendung von Kategorien wird etwa ersichtlich, dass über ver-schiedene thematische Epochen unterschiedliche Kategorien und Differenzierungsmuster Anwendung finden. Dabei scheint interessant, dass dabei nicht eine Ablösung bestehender Zuschreibungen, sondern vielmehr eine Ergänzung durch neue Kategorien und somit eine Akkumulation ebendieser stattfindet. Die Vielfalt der Einteilungsmöglichkeiten in den Be-reich des „Anormalen“ in der Schule vergrössert sich über die Zeit somit kontinuierlich. Die-se Akkumulation wiederum ist mit neuen Massnahmen und institutionellen Veränderungen verbunden. Die zunehmende Involvierung verschiedener Akteure sowie stattfindende Pro-fessionalisierungsprozessen sind darin als massgebliche Faktoren festzuhalten. Es zeigt sich beispielsweise, dass Lehrpersonen – und somit auch die Volksschule – sich bei ihren Entschei-den, abweichende, „anormale“ Schulkinder auszuschliessen, nicht nur auf leistungsbezogene Kategorien oder schulrelevante Verhaltensweisen beziehen, sondern auch auf gesellschaftliche Wert- und Idealvorstellungen. Um 1900 etwa wurde der Fokus verstärkt auf die Beurteilung sozioökonomischer Faktoren und der „Bürgerlichkeit“ von Familienkonstellationen gelegt. Armut, arbeitende Mütter, unsittliche Lebensweisen, intellektuelle Einschränkungen oder „Alkoholismus“ dienten als Erklärungen für abweichendes Verhalten oder schlechte Leistun-gen von Schulkindern.
In this paper, we are focusing on creating a pupil behaviour model in a lesson. In terms of game theory, we consider the lesson to be a conflicting situation, which gives us an opportunity to use the ...game theory methods to model and then analyze the lesson in terms of its dynamics. We consider a "profit" to be the satisfaction of the personal needs of the elements of this dynamic system, i.e. pupils and teachers. As an external manifestation of decision-making, we observe the disruption of the lesson by pupils’ behaviour not in accord with accepted standards. This allows us to capture essential data, to which we compare the data created by the model.
Despite the deeply entrenched belief in and practice of corporal punishment to maintain learner control in schools, a secondary school in Namibia has for a number of years proven to be an exception ...to this practice. This is an interpretive account of the teachers’ and learners’ experiences and perceptions of the influence of their school principal’s leadership on learner behaviour. In-depth individual and group interviews were held with teachers and learners. Onsite observation was conducted for 14 consecutive school days and school documents were analysed. The data reveal an engaged school leadership that has created a school culture characterized by respect, care, trust, edifying relationships, a sense of belonging, praise, acknowledgement and recognition, and collaboration. By creating a collaborative school culture the school’s leadership is not located in the principal alone but in a ‘web of relationships’. In the view of both teachers and learners these features of the school’s leadership and culture are largely responsible for the positive learner behaviour in the school. This research reaffirms the central role played by school principals in establishing and maintaining their school’s culture. It also illustrates the mediating role of school culture in learner behaviour. It is significant that this occurs in a socio-economically deprived context in a developing nation.
There have been a number of earlier investigations, using differing methodologies, into the extent to which teachers in the secondary school interact with boys and girls and the results have ...suggested an imbalance in the teachers' verbal behaviour towards the genders that is quite similar to the imbalance found in teachers' behaviour in the primary school. The main aim of this study was to devise an investigation using the same methodology as that used in a recent primary school investigation in order to be able to make a fair comparison between the two levels. The results showed considerable differences in the teachers' verbal behaviour towards the genders in the secondary school from that of teachers in the primary school. Where the primary school data showed teachers interacting more with the boys than the girls and the boys being less on-task than the girls, the secondary school data showed no such differences.
Pupils' humour aimed at teachers is all too often seen as baiting or misbehaviour. Suspecting that this was probably not the case, we took a sample. Looked at from the perspective of the intention ...behind the humour, it appears that pupils' humour directed at teachers makes a predominantly positive contribution to the relationship between pupil and teacher.
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