Classroom Action Research Practices of State High School Teachers in Bali Province

The general purpose of this study was to find out the level of difficulty in preparing Classroom Action Research (CAR) Proposals, implementation and report writing of classroom action research conducted by state high school teachers in Bali Province. The present study was designed for two years, the study adopted the 4D model (Define, Design, Develop, and Disseminate). The first year (2018) was defined as the phase of Define and Design, which aims to design CAR proposals in line with the Lesson Plan (LP), the implementation of CAR by state high school teachers and report writing linear with List of Proposed Establishment of Credit (LPEC). The second year (2019) was the Development and Dissemination phase. The activities in this phase were (a) enhancing the development and improvement of CAR of state high school teachers in accordance with the proposal model, the CAR implementation model designed based on LP and CAR report model through Focus Group Discussion (FGD) which was attended by High School Teachers, High School Principals, High School Supervisors, LPEC High School Teachers Team, and the CAR participants from the Department of Education and Sport, Bali Province. The results of the second year research were the CAR proposals were linear with teachers\u27 LP, Classroom LP implementation, learning schedule, and CAR report writings were linear with LPEC and publication on International journal and textbook writings

Perceptions of performance feedback for an Incredible Years trained teacher : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand

Material from Appendix A redacted due to copyright restrictions. Adapted from: Webster-Stratton, C. (2012). Incredible Years Teacher Classroom Management pyramid framework. Retrieved from http://www.incredibleyears.com/wp-content/uploads/800pxteaching-pyramid-good071213.jpgThe Incredible Years Teacher Classroom Management (IYTCM) programme, developed by Webster-Stratton, is delivered to New Zealand teachers as part of an initiative promoting positive behaviour in the education sector. The IYTCM incorporates evidence-based practices that have demonstrated effective and favourable outcomes for students and teachers. Teachers are able to create positive and nurturing learning environments through regular and accurate use of pro-active strategies and appropriate behaviour management practices. In turn, these environments can prevent and/or reduce adverse life outcomes for students. Performance feedback (PFB) was assessed as a support mechanism to enhance implementation of IYTCM command strategies. The use of a mixed methods design with an intervention trial, contributed to the exploration and establishment of value-oriented findings. By integrating methods, data and, analysis of qualitative and quantitative approaches, this research, (a) facilitated awareness for the teacher on their classroom management practices, (b) identified contextual factors that resulted in confounding effects on implementation; (c) underscored the teacher’s perceptions of credibility in relation to PFB consultants; and (d) considered the effects of the teacher’s perceived efficacy in classroom management. A concurrent examination of the findings produced insights into factors that may facilitate and/or hinder PFB, such as, attitudes toward practices, and degree of behavioural control. It was concluded that the combination of (i) teacher’s perceived efficacy; (ii) incongruence of IYTCM strategies with current practices; and (iii) poor knowledge to facilitate attitudinal change, may have impeded the teacher’s intentions to use IYTCM practices. The teacher’s perceptions and experiences present in this research have implications for the delivery and sustainability of classroom management practices, as well as efforts to ensure favourable outcomes for students

Communication in the classroom: Practice and reflection of a mathematics teacher

This paper discusses the conceptions, practices and reflections about practices of a mathematics teacher, Maria, with respect to classroom communication and their change during the activity of a collaborative project involving a researcher and two other mathematics teachers. The case study of this teacher, who teaches at grades 5-6, draws on interviews and participant observation of the collaborative project meetings. The results show the relevance of the project to develop the teacher’s understanding of communication issues in her classroom, putting her practices under scrutiny, and developing richer communication processes between her and her students

Offering behavioral assistance to Latino students demonstrating challenging behaviors

Challenging behaviors can significantly alter the learning environment of any classroom. Traditionally, schools have implemented practices that remove the offending student from the classroom, deliver punitive disciplinary actions, or refer the student to special education evaluation. Unfortunately, such practices have demonstrated little longitudinal effectiveness, with detrimental outcomes for the referred student, particularly students from Latino backgrounds. With enrollment projections indicating Latinos will become the majority in U.S. schools, educators are presented with the opportunity to shift away from past practices and implement evidence-based practices that concurrently assist students while addressing challenging behaviors. In this paper, the authors discuss past disciplinary practices, the adverse effects on Latino students, and offer recommendations on implementing functional behavioral assessment as a means to better meet the needs of Latino students demonstrating challenging behaviors.peer-reviewe

Own-language use in ELT: exploring global practices and attitudes

In this research paper Graham Hall and Guy Cook explore teacher attitudes to own-language use in the classroom. They conducted a global survey and interviews with practising teachers. They found evidence of widespread own-language use within ELT, and suggest that teachers’ attitudes towards own-language use, and their classroom practices, are more complex than usually acknowledged. The findings also suggest that there is a potential gap between mainstream ELT literature and teachers’ practices on the ground

Classroom Discussions as Distortions: Examining Discriminatory Teacher Practices

Ms. Mendez, English Department chair in a large urban high school, has noticed a persistent pattern in the practices of her colleagues. These practices tend to be racially insensitive and emphasize a noncritical view that does not attend to students’ experiences and positions students from a deficit perspective. Realizing that such practices serve as social reproductions of racist and classist orientations that reproduce the existing social order, Ms. Mendez decided school leadership should be informed. However, she worries that the school’s leadership will not work to enact change and instead will take her concerns lightly

Popular music education in and for itself, and for 'other' music: current research in the classroom

This article considers some ways in which the school classroom enters into, changes and complicates musical meanings, focussing particularly on the role of popular music and how it relates to classical music. I suggest that in bringing popular music into the curriculum, educators have largely ignored the informal learning practices of popular musicians. Popular music has therefore been present as curriculum content, but its presence has only recently begun to affect our teaching strategies. I examine how the adaptation of some informal popular music learning practices for classroom use can positively affect pupils’ musical meanings and experiences. This applies not only to the sphere of popular music, but also to classical music and, by implication, other musics as well. Finally, the notions of musical autonomy, personal autonomy and musical authenticity in relation to musical meaning and informal learning practices within the classroom are discussed

Everyday classroom teaching practices for self-regulated learning

This study investigated everyday classroom teaching that provides opportunities for young adolescent students to self-regulate their learning. Evidence drawn from literature in the field of self-regulated learning (SRL) underpins this investigation that was focused on the transition years from primary school to secondary school. Research was conducted in Australia as dual case studies, with data collected through semi-structured interviews and classroom observations from eight teacher participants. The data were analysed through the lens of a conceptual framework that aligns the findings with the fundamentals for SRL. The four themes generated are best understood as teaching approaches that describe how teachers within social learning environments connect the goal orientated learning with purposeful engagement, facilitate the activation of thinking strategies through instructional support, and diversify learning opportunities that enable an expectation of success. The findings are illustrated by classroom examples of the core practices that influence students' self-regulatory capacity. An outcome of this research is the SRL model that offers a vision for pedagogy to support teacher professional dialogue and learning, and a practical decision-making tool intended to guide teachers to reflect, analyse and tailor practices for their everyday classroom teaching. The paper concludes with some suggestions that provide scope for future research