Zur Bedeutung von Unterrichtsqualität für die naturwissenschaftliche Kompetenz von Grundschulkindern. Ein Fokus auf Kinder mit ungünstigen Lernvoraussetzungen

Research on classroom instruction has consistently identified characteristics that contribute to student learning. For instance, these include structural-organizational aspects (e.g., classroom management) and affective aspects (e.g., classroom social climate). The idea that the effects of instruction may differentially depend on students’ characteristics has been investigated within the scope of aptitude-treatment-interactions (ATI) research. This study of elementary school (1,041 students, 54 classes) builds on ATI and examines main effects and interaction effects of instructional quality (i.e., classroom management and classroom social climate) and individual risks of school failure (i.e., demographic risk: immigration background or functional risk: low cognitive ability scores) on students’ science competence. Based on hierarchical linear modeling and class-level aggregated student ratings of instructional quality, results show a positive link between classroom social climate and science competence but not for classroom management and science competence. As its most important finding, our study demonstrates the compensatory capacity of instructional quality to narrow the achievement gap between students at risk and their peers. Furthermore, classroom management also counteracted risk of school failure when controlling for students’ language proficiency. (DIPF/Orig.)Im Rahmen von Forschung zu gutem Unterricht wurden Unterrichtsqualitätsmerkmale identifiziert, die mit dem Lernerfolg von Schülerinnen und Schülern verbunden sind. Diese beinhalten bspw. strukturell-organisatorische Aspekte, wie Classroom Management, oder affektive Aspekte, wie das Klassenklima. Dass der Lernerfolg nicht nur von Unterrichtsmerkmalen, sondern auch von deren Wechselspiel mit den individuellen Lernervoraussetzungen abhängt, ist Thema der Forschung zu Aptitude-Treatment-Interactions (ATI). Gegenwärtig erfährt diese Forschung erneute Aufmerksamkeit und bestätigende empirische Befunde. Diese Studie an deutschen Grundschulen (1041 Kinder aus 54 Klassen) knüpft daran an und prüft Haupt- und Interaktionseffekte von Unterrichtsqualitätsmerkmalen (Classroom Management und Klassenklima) sowie individuellen Lernvoraussetzungen (Migrationshintergrund oder geringe kognitive Grundfähigkeiten) für die naturwissenschaftliche Kompetenz von Grundschulkindern. Ergebnisse aus Mehrebenenanalysen zeigen einen positiven Zusammenhang zwischen Klassenklima und naturwissenschaftlicher Kompetenz, nicht aber zwischen Classroom Management und naturwissenschaftlicher Kompetenz. Darüber hinaus zeigten sich Interaktionseffekte zwischen Unterrichtsqualitäts- und Schülermerkmalen dahingehend, dass Unterrichtsqualität einen ausgleichenden Effekt auf die Leistungen von Kindern mit ungünstigen Lernvoraussetzungen und diejenigen ihrer Mitschülerinnen und Mitschüler ausübte. Dieser kompensatorische Effekt zeigte sich für Classroom Management auch nach Kontrolle sprachlicher Kompetenzen. (DIPF/Orig.

Classroom expriments on project management communication

This manuscript gives a brief overview of three sets of experiments in the classroom with students following a Project Management (PM) course module using a blended learning approach. The impact of communication on the student performance using business games as well as the advantages of the use of integrative case studies and their impact on the learning experience of these students are tested. The performance of students is measured by their quantitative output on the business game or case exercise, while their learning experience is measured by the student evaluations. The experiments have been carried out on a sample of students with a different background, ranging from university students with or without a strong quantitative background but no practical experience, to MBA students at business schools and PM professionals participating in a PM training. The results have been presented at an international workshop on computer supported education in Lisbon (Portugal) in 2015 and details have been published in Vanhoucke and Wauters (2015)

Proper Classroom Management is Essential for an Effective Elementary School Classroom

I am an elementary education major and have a deep love for seeing children make connections, and learn about not only academics but moral values and life lessons. As much as I have learned in different classes over the past four years of my education, I have learned the most during my Practicum and Student Teaching experience as I really have gotten to run my own classroom. I believe that classroom management is the most important tool of strong learning. It provides the atmosphere students need to learn to their best ability. My thesis paper discusses why classroom management is essential to any effective classroom at an elementary school level. I will implement theories of some well-noted authors in the education field, along with sharing my personal experiences in my Practicum and Student Teaching journey. Explored are the reasons behind why a classroom should be managed well, safety issues, relationships, teacher reflection, and more

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

Virtual Classroom Management and Communicative Writing Pedagogy

Writing, essentially a social act, is concerned with cognition and is alliedto context. Most writing takes the form of dialogue and it is out of dialogic processes that language acquisition takes place. Writers andreaders convene in the cognitive and social space that is at the heart of adiscourse community. The social aspects of writing are diminished whenthere is a restriction on the social space where readers and writers cometogether. This is exemplified by the state of affairs in certain classroomswhere writing, reading and responding are undertaken in a solitarymanner. The use of computers to teach writing can enliven socialexchange by engendering new social structures. In particular,collaboration between writers is prompted by the use of word processors.When the teaching of writing takes place in a computer lab, teachers oftenstructure activities in a qualitatively different manner. In turn this has aninfluence on student writing. This paper reports on our experience of teaching an in-sessional course in Academic Writing to L2 students at theUniversity of Luton

Embedded formative assessment and classroom process quality. How do they interact in promoting students\u27 science understanding

In this study we examine the interplay between curriculum-embedded formative assessment-a well-known teaching practice-and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students\u27 understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedded formative assessment (17 classes) with a control group (11 classes). Curriculum-embedded formative assessment and classroom process quality promoted students\u27 learning. Moreover, classroom process quality and embedded formative assessment interacted in promoting student learning. To ensure effective instruction and consequently satisfactory learning outcomes, teachers need to combine specific teaching practices with high classroom process quality. (DIPF/Orig.

Behavior Management Strategies for the Elementary School Setting

Behavior management is a facet of teaching that can be one of the largest causes of frustrations for educators, particularly novice teachers. It has even pushed many teachers to leave the profession. One of the root causes of the struggle is that teachers are not prepared with a repertoire of techniques to help them create the most effective learning environment. This study was conducted to determine effective behavior techniques for elementary teachers and future implications for supporting teachers with behavior management. The study involved ten elementary school teachers. Each teacher was given a survey that gauged their opinion on various behavior strategies and asked them to list their current effective strategies and how to best assist new teachers with behavior management. The surveys were anonymous. This paper will discuss the benefits of a variety of behavior strategies, such as creating a structured, predictable classroom, developing trusting relationships, reinforcing behavior expectations, correcting errors effectively, creating student engagement, and praising positive behavior. Upon completion of the study, it is determined that the best teachers of behavior management use many strategies to keep students engaged and motivated and to create a positive classroom environment where students want to be. This study indicates that behavior management is a critical factor in the success of a classroom and the overall happiness of teachers. Thus, the future of education lies in the importance of teacher education programs, as these programs should be restructured to include behavior management as a key component of teacher training

Classroom Management Training: Keeping New Teachers

Many new teachers begin their first day of school with a sense of idealism. They expect to make a difference in the lives of young students. However, many soon learn the challenges of classroom, behavior management and feel great stress. Can more classroom management training in college and pre-service, student-teaching strategies help these novice educators? This article asks education professionals and researchers to evaluate their teacher training programs and increase classroom management training

How teachers incorporate IYT into practice

Children’s challenging behaviour in the classroom can have negative effects on students and teachers. The Ministry of Education is funding the Incredible Years Teacher (IYT) programme to provide teachers with positive classroom management skills to manage young children’s challenging behaviour. This research focused on exploring how teachers incorporated IYT into their practice, and the factors supporting or hindering sustained implementation. The qualitative approach of interpretive description was used to guide in-depth interviews with 12 teachers and other education professionals. The thematic analysis illuminated the variation in how teachers implemented IYT, and conceptualised this according to evangelical, pragmatic, unrelated, and no implementation types. Overall, the study found teachers with more support deeply embedded IYT and sustained its incorporation in their practice. Supports included schools with leadership that prioritised IYT, school-wide behavioural strategies, coaching and modelling to support teacher development, and IYT review processes. The study also recommended supporting IYT group leaders to undertake more coaching visits, IYT courses for principals and teachers aides, and a symposium for teachers. In line with the interpretive description approach, the study also provides a practical resource for teachers and schools. Keywords: Incredible Years Teacher, classroom management, challenging behaviour, professional developmen