Student teacher relationships and learning outcomes flowerbomb22
This slideshow aims to provide teachers and pre service teachers with an understanding on student teacher relationships and learning outcomes through theories, research, a research proposal, recommendations and strategies for improving student teacher relationships in the classroom.
Using Bronfenbrenner’s ecological theory of human development as the framework, this study explores how the ecological context of student teachers affect their belief development during the teaching practicum. Findings reveal that during the teaching practicum, student teachers interacted directly or indirectly with their ecological environments, including students, parents, mentors, supervisors, school policies, culture and social trends, which led them to develop, confirm, integrate, discard, or modify their beliefs. Findings also reveal that ecological environments may not only encourage but also impede student teachers’ belief development depending on what kind of influences they exert on them. Lastly, findings suggest that although macrosystem locates the most distant in student teachers’ ecological environments, factors within it may exert a huge influence on other environments and thus have a huge impact on student teachers. Based on the above findings, this study calls upon more opportunities for student teachers to participate in real-world professional practice so that they can put their beliefs to test. More training is also needed for mentors and supervisors to support student teachers’ belief development.
This presentation is part of a course on Building a positive behaviour classroom. Teachers are encouraged to review the range of approaches to managing behaviour and develop their own.
Student teacher relationships and learning outcomes flowerbomb22
This slideshow aims to provide teachers and pre service teachers with an understanding on student teacher relationships and learning outcomes through theories, research, a research proposal, recommendations and strategies for improving student teacher relationships in the classroom.
Using Bronfenbrenner’s ecological theory of human development as the framework, this study explores how the ecological context of student teachers affect their belief development during the teaching practicum. Findings reveal that during the teaching practicum, student teachers interacted directly or indirectly with their ecological environments, including students, parents, mentors, supervisors, school policies, culture and social trends, which led them to develop, confirm, integrate, discard, or modify their beliefs. Findings also reveal that ecological environments may not only encourage but also impede student teachers’ belief development depending on what kind of influences they exert on them. Lastly, findings suggest that although macrosystem locates the most distant in student teachers’ ecological environments, factors within it may exert a huge influence on other environments and thus have a huge impact on student teachers. Based on the above findings, this study calls upon more opportunities for student teachers to participate in real-world professional practice so that they can put their beliefs to test. More training is also needed for mentors and supervisors to support student teachers’ belief development.
This presentation is part of a course on Building a positive behaviour classroom. Teachers are encouraged to review the range of approaches to managing behaviour and develop their own.
Dreaming of the perfectly planned vacation? Look no further than a Globus tour. Where to go, where to stay, what to see, how to get around — we take care of all the logistics for you. http://www.globus.com.au/
Cangkrukan, A New Approach Keeping Your Local Open Source Community Alivedickybagus
It's very difficult keeping your Open Source Local Community Alive, KLAS (Kelompok Linux Arek Suroboyo) (2000-now) are the most oldest Open Source Community ever exist in Indonesia and keep survive. We want to share how to keep your local community alive, if you want learn more contact me on dicky@klas.or.id
CH 10 Social Constructivist Approaches.pptVATHVARY
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
Quest in education January 2019 ISSN: 0048-6434VIBHUTI PATEL
We request authors to send their original research-based articles and book reviews on issues concerning education. As Quest in Education publishes peer-reviewed articles, the authors should be ready to wait for seeing their article in print.
please based on the first section of the paper and edit this sec.docxcherry686017
please based on the first section of the paper and edit this second section to fit the influence of the paper. here is the criteria that the paper will be graded
Section intro
Topic sentences
Evidence
Transitions (in and within paragraph)
So whats
Surface Features
Grammar
Spelling
Commas
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APA
so, please feel free to add to the second section from the references or add what you see is appropriate to add even from different articles.
First section:
A democratic education means an education free from any discrimination based on class, physical fitness, mental fitness, and race. Danforth (2001) explored the extent to which Deweyan perspective on democracy has been adopted in matters of special education. He explored several cases where this democratic perspective has been used to make decisions. The result of this conclusion is that the Deweyan perspective on democracy has influenced so many decisions that have been made concerning special needs education. This study explores the Deweyan perspective in relation to special education. This study shows how much democracy has been adopted in special education. On other hand, Stone et al (2016) analyzed Dewey’s philosophy and the part it plays in special education. Dewey’s philosophy encourages inclusivity which is a very important factor in special education. Inclusivity in children with special needs makes them feel appreciated as members of the larger community. This study outlines the aspects of equality and democracy in education. In this literature this study shows that disability is how we define it in order to achieve democracy in education, and how democracy in special education can be achieved.
When discussing the educational system, researchers seek justice within the schools as a part of representing the democratic values in education. In this study, Minton and Sullivan (2013) aimed at exploring the system of justice in schools to determine how much transformational leadership was applied especially in regard to students with special needs. With a sample of respondents from 26 schools and through surveys and interviewing methods, they embarked on their research. The result of this research was that the adoption of transformative leadership depended on the behavior and nature of the leaders in the school. This study is addressed in this paper because it shows to what extent transformative leadership has included students with special needs. This paper could represent the roots of how we reform the educational system in Saudi Arabia, and trying to connect this study to shape the educational vision 2030 of Saudi Arabia.
In Einarsdittir et al (2015) study they explored how the Nordic policies concerning early childhood education supported the creation of important values such as democracy, caring, and competence in children. According to Einarsdittir et al (2015) it is through education that children learn values to assist them in life. The policies in Nordic ECECs shape values .
Choose five activities for job-embedded professional development a.docxgordienaysmythe
Choose
five activities for job-embedded professional development according to Figure 3.1 (p. 70) in Ch. 3 of
Schools as Professional Learning Communities
.
Write
a 350- to 700-word essay explaining how each activity supports reflective teaching.
Include
at least five sources, including this week's readings and videos, to justify how each supports reflective practice.
Format
your essay according to APA guidelines.
Figure 3.1 Activities for Job-Embedded Professional Development
Observe other teachers teach
Plan lessons and units with other teachers
Give and receive feedback on instructional behaviors from peers
Conduct action research projets
Mentor new teachers
Coach one another
Keep a reflective log.
Develop and maintain a professional portfolio
Look at student work together
Become part of a study group
Weeks Reading
The Professional Learning Community: An OverviewPreview of the ChapterToday, a great deal is known about what leads to school improvement and about the change process in schools. In the current literature, there is extensive discussion of the learning community as an effective model for fostering school improvement and general consensus about high-quality learning activities as essential factors in the improvement of teaching and learning. This chapter provides the theoretical basis for an understanding of the learning community as a metaphor for schools and the rationale for the strategies that lead to schools characterized by collaboration, shared leadership, and ongoing learning. The evolution of the learning community in the research literature is explored and an in-depth discussion of the characteristics and impact of the learning community on students, teachers, and staff is provided. The chapter specifically addresses the following questions:What is a learning community?What are the characteristics of a learning community?What is the role of the learning community in an age of accountability?What are the key elements of the school improvement framework for learning community schools?How is student achievement affected by the learning community model?How are teachers affected by the learning community?How do reflection and reflective practice contribute to the building of learning communities?What is a Learning Community?Dr. Karla Brownstone is just beginning her tenure as the superintendent of the Merlo School District, an urban/suburban-type district where achievement scores and teacher morale have been on the decline for several years. The former superintendent had a highly directive leadership style that limited his ability to improve the schools and resulted in a high turnover in the administrative staff. In her initial meetings with the board of education, teachers, and other staff and community members, Dr. Brownstone had shared her vision of providing the kind of leadership that would facilitate the transformation of each of the district's schools into learning communities. Her ideas had gene.
What is good teaching? Who is a good teacher? The search for the answers to these questions has become for teacher education a search for an educational Holy Grail. While appearing to be deceptively simple and seductively straightforward, these questions have instigated an enduring and ever-multiplying research tradition as well as a many sided international conversation involving practitioners, theorists, social scientists, teacher educators and faculty developers at all levels, administrators, and students.
Source: https://ebookschoice.com/the-search-for-an-educational-holy-grail/
Course 605 discussion Here the discussions question , please wr.docxfaithxdunce63732
Course 605 discussion
Here the discussion's question , please write one page for the discussion
Please discuss the following excerpt from page 57.
"Hence, in planning, teachers need to know something about the intellectual predicaments of their students and the questions that logically arise in such predicaments. Teachers, then, create lesson plans that will answer these questions."
Discuss the following excerpt from chapter 4 in association with the implementation of the educational movement toward the Common Core Standards. Existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform (p. 82).
The first student discussion
Chapter 3: C.M.B. Macmillan and James Garrison introduced an 'erotetic' concept of teaching. In this concept, teachers are encouraged to answer questions of students given their intllectual predicaments. In other words, "to teach someone something is to answer that person's questions about some subject matter" (Noddings, pg 57). The authors note, however, that this is not intended to restrict teachers to simply answer questions that students may ask. Rather, the intention is to 'open a huge and fascinating domain for analysis' (Nodding, pg 57). Teachers are encouraged to prepare lessons in such a way that the instruction and activites answer the questions that students 'ought' to ask. The authors state that teachers, while planning, need to be aware of their student's 'intellectual predicaments' in order to create lesson plans that will answer the needs/questions of their students. I tend to agree with the authors. As classroom teachers, we are tasked with the need to deeply understand our student's needs. Even a portion of the RISE teacher evaluation model assigns credibility to a teacher who is able to preemptively address student questions/needs before they arise. In order to do so, a teacher must have a fundamental understanding of their student's capacity.
Chapter 4: Existentialist place emphasis on the individual as a free agent, giving the individual a sense of responsibility, choice and self-determination. Many educational movements have had little effect on education. Noddings (page 61) suggests that one reason for this seemingly lack of impact may be related to our society being dominated by technology and a longstanding faith in scientific progress and control. Even Dewey maintained fundamental support for our nation's faith in science. Philosophers, like Dewey, helped to contribute clarity and consistency. Therefore, they continue to impact our educational framework as noted by continued citation in recent research articles. Therefore, it seems that "existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform" (Noddings, pg 82). In applying the implementation of the movement toward Common Core Standards, existentialism seems to promote s.
Running head: Research Plan Draft
1
Research Plan Draft
2
Research Plan Draft
Marcus Coleman
Ashford University
Area of Focus Statement
The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.
Problem – Interest
When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.
Problem – Background
In our school, majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all levels, ages and nationalities. In theory, interactions may seem so sensible and desirable but we are all aware that essentially increasing and promoting it can be a real struggle.
I have seen classes in our school where students are resistance about interacting. it is so unfortunate that some students are not excited about group work or pairing, more so in mono lingual classes where it is a bit unnatural to communicate to a person whom you speak the same language in a language that you are both not so familiar with. Many students say that they do not like group .
Il ruolo del processo di normalizzazione verso il piano frontoparallelo nella...Catina Feresin
It is well known that the visual system is more sensitive to surfaces which varies in a discontinuous manner, such as a step and is probably less sensitive to surfaces which varies in continuous manner, such as a ramp. This different sensitivity could be the reason for expecting normalization to happen with a ramp but not with a step.
For this reason we carried out an experiment in order to determine if there was a depth normalization effect probably due to the texture of the stimulus used, in fact the random texture was sending a signal of verticality to the visual system. These results are consistent with the hypothesis that there is no normalization to the frontoparallel plane for a step surface.
L'uso di stimoli ecologicamente validi nella percezione visiva di superfici i...Catina Feresin
Visual inclination underestimation is a well known phenomenon in which the inclination of a surface is perceived by the observer as less inclined with respect to the frontoparallel plane. This phenomenon is a common finding, but in spite of many attempts to explain it, it has not yet received a valid interpretation. Our perception of natural inclined surfaces depends on a variety of depth cues, so the claim is that it would be useful to employ more ecological stimuli like hills or urban roads instead of simple and artificial stimuli like figure outlines or random dots pattern.
La normalizzazione dell'inclinazione dell'immagine consecutiva e il ruolo del...Catina Feresin
Most of afterimage spatial characteristics such as width and shape can be referred to an environmental frame of reference. As regards the space orientation of an afterimage, it is still an open question whether such an orientation should be referred to a retinal or to an environmental frame of reference.
The main aim of this work was to study the orientation of a line afterimage It is possible to demonstrate that, when an observer tilts his / her head while projecting an afterimage onto a frontoparallel projection plane, the afterimage normalizes to the environmental horizon. In fact, the amount of the afterimage tilt is statistically smaller than the amount of the head tilt. The results of the present work showed that the difference between the amount of the afterimage tilt and that of the head tilt cannot be explained by static countertorsion which corresponds only to the 10% of the head tilt.
Therefore, a tentative explanation of the results is that the spatial orientation of an afterimage might be referred to an environmental frame of reference rather than to a retinal one.
"Shear" verticali, orizzontali e percezione stereoscopica di superfici inclinateCatina Feresin
The deformation theory claimed by Koenderink and van Doorn (1976) suggests that the amount of deformation between two simultaneous binocular images can be used by the visual system to compute stereoscopic inclination. This theory states that there should be no statistical difference between the perceived inclination of a ramp surface when two stereoscopic images are related by a vertical shear transformation containing vertical disparities, and the perceived inclination of a ramp surface when two stereoscopic images are related by a horizontal shear transformation containing horizontal disparities.
In the present experiment, subjects estimated the perceived inclination of many random dots ramp surfaces, both when the two stereoscopic images were related by a vertical shear transformation, and when the images were related by a horizontal shear transformation. Even if the observers were clearly able to perceive a ramp surface in the presence of a vertical shear transformation, the results of this experiment did not support the deformation theory because the perceived inclinations in the two experimental conditions (vertical and horizontal shear condition) were statistically different.
1. LA SANTÉ EST UN DROIT UNIVERSEL HEALTH IS AN UNIVERSAL RIGHT
La possibilité de recevoir des soins centrés sur la personne, de choisir et de constituer des facteurs protecteurs de la santé et de neutraliser les menaces et les facteurs de risque pour la meilleure qualité de la vie à tous les âges du développement où de l’involution humaine, dans toutes les conditions économiques et sanitaires, est un droit individuel et universel qu’il faut respecter dans toutes les nations. Les décisions de politique sanitaire des États doivent être fondées sur la vérité scientifique et la valeur irréductible de la personne, de la conception à la mort naturelle, et doivent empêcher la production, le commerce, la légalisation des toutes les drogues récréatives et stupéfiantes et le commerce des parties du corps humain et de sa génétique.
The possibility to receive a person centered health care, choosing and constituting life and health protective factors and neutralizing life menaces and risk factors for the best life quality at any age of the human development or involution, in any social and economic condition, at any disease time, is an individual and universal person right to be respected in any Country. The health policies of Governments must be based on scientific truth and the irreducible value of the person since the conception to the natural death and must inhibit the production, trading and legalization of all recreational substances, narcotics and the trading of human body parts and genetic.
The role of the school space in preschoolers's learning processesCatina Feresin
Purpose of the study
The first aim of the present article was to investigate the role of school environment as an important factor in the learning process of children attending preschools in Istria (i.e. a part of Croatia where many people speak Italian).
The school space is also called “Third educator” by famous pedagogues and it is constituted by labs, corridors, materials shape of the building, colours of the walls, quality of the lightings, type of furnishings and all didactic materials. It is a specific environment where the children live, learn, experience, get in touch with other people.
Methodology
The method used in our research was both quantitative as qualitative analyses of pedagogical documentation, observation of the environment of preschools and interviews with the educational boards of every school.
Results
The results showed that the school space is mostly in accordance with the requirements of the current legislation of the Country of Croatia and also confirmed the importance of it as “Third educator”, especially when the educators themselves were able to ameliorate the richness of corners and materials made available for children, encouraging in this way the development of the child's independence, maturation of identity and development of competencies.
Implications
In conclusion, school environment significantly affects child's learning, both because of the influence of architectural structures as because relational contexts and stimuli offered by the environment and by the educators. It means that the Ministry of Education in any Country should pay attention to the way buildings are constructed, especially regarding the richness of corners and materials at disposal of the children and of the educators.
Keywords: child; school environment; preschoolers; learning process
Mood disorders in preschool and primary school childrenCatina Feresin
Abstract
In the last few years a number of researchers have pointed out that the
seriousness of mood disorders among preschool and primary school children is
still underestimated when compared to the seriousness of the same illness
during adolescence and adulthood (Luby, 2009). In spite of that, many pupils are
still not diagnosed and treated. Without any treatment, this illness can lead to
severe psychiatric problems in future adolescents and adults who suffered from
it during their childhood (Carretti et al., 2009; Muratori, 2008; Muratori &
Apicella, 2008).
The objective of this work is threefold: firstly, to describe the principal
symptoms of mood disorders in order to help preschool and primary school
teachers to clearly recognise them; secondly, to describe the treatments which
psychologists and psychiatrists are using nowadays to treat young children
affected by this illness. Finally, as educators, we would like to suggest two
programmes which include a close cooperation between clinicians and teachers
themselves. The former is a three-step prevention programme to be held during
the last two years of primary school, whilst the latter is a programme to be held
during the last two years of preschool. It is understood that educators are not
asked to become clinicians, but they might closely collaborate with clinicians by
supporting children which are coping with mood disorders.
Feresin C. and Howard I. P. (1995) Disparità verticali e movimenti oculari di...Catina Feresin
An old but interesting article written in Italian with Ian Howard. The work is about the role of vertical disparity in the perception of visual inclination.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Managing a primary_school_class_an_empirical_study-1
1. International Journal of Humanities & Social Sciences
Vol 1 (01) August 2013, [ISBN 978-93-83006-16-8] page 01-09
www.giapjournals.com/ijhss 1
MANAGING A PRIMARY SCHOOL CLASS: AN EMPIRICAL STUDY
Catina Feresin*, Snježana Mo!ini"**, Nevenka Tatkovi"**
*Department of Medicine, University of Padua, Italy
**Department of Educational Sciences, University of Pula, Croatia
catina.feresin@unipd.it, n.mocinic@net.hr, ntatkovic85@gmail.com
Abstract
The main purpose of our research was to investigate how to practically manage a primary school
class. In the course of the empirical section, we collected teachers' opinions about the perception of
students' conduct by means of a standardized questionnaire. The results obtained are interesting:
Teachers give a considerable value to collaboration among students, teachers and parents as a
factor which influences the behaviour of the class in a positive way. Our results indicate that pre-
established rules of correct behaviour (i.e. behaviour contract) create a more mature sense of
responsibility in children that young. Finally, the results show that the teachers we tested have
sometimes difficulty to manage the class and, on the contrary, use old repressing discipline. We
suppose it may be caused by two reasons: the former is that teachers need to go deep into
competences about managing an elementary class both theorically as practically during teacher's
curriculum studiorum and training. The latter is that our pupils live during an historical period in
which everything seems allowed; sometimes, families are loosing their leading role and are unable
to give the young generation specific rules to behave the right way. Because of this, primary schools
and teachers are often asked to be the most important point of reference for pupils. In our opinion
this is an impossible demand for schools and teachers; we do suggest this problem has to be solved
by a tight cooperation between school and family. The two institutions must have a leading role
working together to train young generation to become responsible adults in a very near future.
Key words: class management, effective learning, contract behaviour.
INTRODUCTION
When thinking about a very old past, we recall memories of school often associated to
obedience and to severe subordination to teacher's authority who made use of psychological and
sometimes physical punishments. Memories like these are useful only to notice how different was our
grandfathers’ experience regarding discipline compared with the present idea of discipline at school:
nowadays, indeed, physical punishment is not permitted at all and a teacher who may use this kind of
discipline is condemned in public.
In the course of the last century, theories regarding discipline have changed; nevertheless,
discipline is still a main worry both among naives teachers as expert ones. Having in front a class of
respectful pupils is a dream for the majority of teachers: a dream which will probably remain a dream,
because educators know precisely the objective to reach, but they do not how to obtain it. Classes,
2. International Journal of Humanities & Social Sciences
Vol 1 (01) August 2013, [ISBN 978-93-83006-16-8] page 01-09
www.giapjournals.com/ijhss 2
books, scientific journals and all the written materials about this topic can help the teacher only
partially, since the problem of discipline is often analysed from a theoretic point of view, whilst the
teacher needs to cope every day with difficult and practical situations about discipline that have to be
solved in the class.
The German author Bueb suggested the idea that in the second half of the XX century many
concepts such as authority, obedience, submission and discipline were not considered important
anymore, therefore loosing their relevance among teachers and parents, because of the influence of
many anti-authoritarian movements (Bueb, 2006). However, teaching still preserves an authoritarian
appearance, because it is based on “a will of orientating the action of another person.” This
appearance may causes an asymmetry in ruling power within a class of students: so there are conflicts
arising from the teacher on one side who ask for a positive collaboration and participation of the
pupils in the learning process, and the students on the other side who feel the teacher's imposition to
develop competences an contents. If the teacher needs to force the learning process among the class,
his power diminishes. The ideal situation would be the case in which pupils follow spontaneously and
without constriction what the teacher is asking them: whilst their passivity is an indicator of teacher's
failure. The main consequence of this conflict is that a teacher's educational power is not a permanent
situation guaranteed from his/her leading professional role and from a moral duty of the students, as it
was in the past, but it is a teacher's capacity which needs to be always keeping alive. In-fact, in a post-
modern society, the legitimization of power has to be based on dialogue and on emotional and
affective relationship between a teacher and his/her students.
Scientific literature about this subject has started to define many types of discipline strategies
such as: preventive, supportive and corrective; whilst, at the same time, teacher's behaviour may be
hostile, assertive or not assertive, democrat, authoritarian or permissive. Of course, there are some
differences among various currents: for example, the “Humanistic” current gives more importance to
the role of the pupil himself in the formulation and choice of the rules of behaviour. On the contrary,
the “Behaviourist” current points out that the main role in the solution of any problem belongs to the
teacher, who changes pupil's behaviour by means of positive or negative reinforcement (Phelan,
2004). The “Constructionist” current underlines the role of the teacher himself, who organizes
interesting activities, but, at the same time, promotes the differences among student' style of learning:
in this way he favours a real cooperation with his/her pupils, avoiding serious problems of discipline.
The approach towards discipline in class has changed and will change again, because the way
of teaching is continuously modifying: teaching does not mean maintaining the discipline in class
anymore, but positively managing the group class (Trophy, 1983; Sternberg &Williams, 2002). As
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recently reported by Evertson: “... In the early 1970s classroom management was seen as separate
from classroom instruction. Teachers' management decisions were viewed as precursors to instruction,
and were treated in the literature as if they were content-free. The image was of a teacher first
attending to classroom management, and then beginning instruction without further reference to
management decisions. Research in the 1980s, however, demonstrated that management and
instruction are not separate, but are inextricably interwoven and complex.” (Evertson, 2013).
As Bucher and collaborators suggested: “Classroom management consists of strategies for assuring
physical and psychological safety in the classroom; techniques for changing student misbehaviours
and for teaching self-discipline; methods of assuring an orderly progression of events during the
school day; and instructional techniques that contribute to students’ positive behaviours” (Manning &
Bucher, 2007). Managing a class involves students themselves to collaborate with the teacher: from
care about teaching material to interest about the teaching method, from respect of the pre-established
rules to avoid conflicts among peers. This different climate in the class should ameliorate the process
of effective learning, enhancing the level of attention to lectures.
Sometimes managing a class implies the use of behaviour contracts. To be really effective, behaviour
contracts need to be started at the beginning of the school year (Emmer et al., 1980; Evertson, 1989):
in fact, as Evertson recently reported: “... in both elementary and secondary classrooms, the start of
the school year is crucial to effective management. A significant aspect of this beginning is the
teacher's establishment of expectations for student behaviour, which are expressed through rules and
procedures.” (Evertson, 2013). At the same time, contract behaviours has to be as precise as possible:
the teacher must decide what he/she's expecting from students and rewarding/ not rewarding them
depending on their behaviour.
EXPERIMENTAL DESCRIPTION
Aim of the research
The main aim of this preliminary research was to analyse teachers' perception of students'
conduct attending Italian primary schools in Croatia.
Subjects
The empirical study was carried out in a sample of 65 teachers (60 males and 5 females).
Method
The anonymous questionnaire was preceded by some questions about study title, age and sex
of the teacher him/herself. We made use of an Italian standardized questionnaire (see Salerni, 2005)
entitled: “Questionnaire about teachers' perception of students' conduct at primary school.”
Teachers were asked to express their level of agreement/disagreement following a Likert staircase
such as: "Total agreement", "Agreement", "I do not know", "In disagreement", "Strong disagreement".
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RESULTS AND DISCUSSION
After obtaining the data by means of the mentioned questionnaire, we calculated the
following statistics: the media of the replies (Mean); the lower evaluation to the reply (Min); the
higher evaluation to the reply (Max) and the standard error. The results were resumed in 21 tables, but
for a reason of shortness, we will show and explain only a few of the total tables.
Table 1: Teachers' perception of students' behaviour (Principal Rules of the Group)
A student shows a good behaviour if: N Min Max Mean Standard
error
He/she does his/her home-works with regularity 65 0 5 4,14 0,12
He/she does not ask very often to go out of class 65 1 5 3,28 0,13
He/she enters school on time 65 0 5 4,43 0,09
He/she pays attention to lectures 65 2 5 4,51 0,07
He/she does a few absences 65 0 5 2,69 0,15
He/she keeps notebooks and diary in order 65 2 5 3,97 0,11
He/she brings books to school 65 2 5 4,23 0,1
He/she keeps desk in order 65 2 5 4,02 0,09
He/she does not copy during class-works 65 0 5 4,00 0,13
Table 1 shows the results about teachers' perception of students' social behaviour with respect to the
rules of the group. Indeed, teachers gave great significance to students' behaviours such as: doing
homework with regularity, entering school on time, paying attention to lectures, keeping notebooks
and diary in order, bringing books to school, keeping desk in order, avoid copying during class-works.
It is interesting to underline that our subjects gave a considerable value to the observance of the
group's rules and to a good collaboration and communication between teachers-pupils and teachers-
parents as factors which influence students' behaviour in a positive manner, creating, a good
psychological climate which facilitates effective learning.
Table 2: Teachers' perception of students' behaviour (relationship between teachers and
students)
A teacher is able to obtain a good behaviour of his/her class
if:
N Min Max Mean Standard
error
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He/she takes care about students' psychological problems.
65 0 5 4,17 0,1
He/she is able to involve the class in the teaching activity. 65 0 5 4,25 0,11
He/she encourages students to establish together rules of good
behaviour.
65 0 5 4,28 0,1
He/she is able to adapt his teaching program to students' needs,
trying to keep his/her lectures as interesting as possible.
65 0 5 4,35 0,09
He/she does not mortify pupils who do not have a good scholar
performance.
65 0 5 4,35 0,11
He/she encourages pupils to speak out.
65 0 5 4,28 0,1
He/she is able to take into consideration students' opinions even
if they are different from the ones he has.
65 0 5 4,26 0,09
He/she uses to have personal talks with students who have
problems at school.
65 0 5 4,29 0,1
Table 2 shows the results about the relationship between teachers and students: it's relevant to notice
that there was a good agreement among teachers on the fact that students' bad/poor behaviour may be
improved making them feel more responsible of the possible consequences of their conduct without
mortify the pupils, but encouraging them to talk to the teacher, to pay more attention to the school
program and to respect the pre-established rules of the class.
Table 3: Teachers' perception of the their role as students' educators (relationship between
teachers and families)
A teacher is able to obtain a good behaviour of his/her class
if:
N Min Max Mean Standard
error
He/she avoids to involve parents in students' conduct problems. 65 0 5 2,15 0,12
He/she regularly informs parents about students' behaviour. 65 0 5 4,42 0,09
Table 3 shows the results about teachers' perception of the their role of educators with respect to
families. Here also there is a great agreement within subjects about the ways to obtain a good class'
behaviour.
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Table 4: Teachers' perception of influence of TV programs on students.
Influence of TV programs on students' conduct. N Min Max Mean Standard
error
TV programs usually show that life success does not depend on
study effort.
65 2 5 3,97 0,09
TV programs usually show that respecting good rules of
behaviour does not reward during a person's life.
65 0 5 3,89 0,12
Table 4 shows the results about teachers' perception of basic variables, such as influence of TV
programs on students' behaviour. All subjects think TV programs have a great importance in carrying
on negative cultural models. This result is especially important because a powerful media as television
is showing to our students that negative cultural models are very attractive. TV programs show
contents which are often passive and superficial, mainly telling the young generation that a person
does not need to study with effort to find a job and to be a responsible adult in the future.
The most interesting results are showed in the following tables:
Table 5: Teachers' perception of possible solutions to ameliorate poor/bad students' conduct.
A teacher is able to ameliorate poor/bad students'
conduct if:
N Min. Max. Mean Standard
error
He/she drives away students who disturb class lectures. 65 0 4 2,31 0,02
He/she write admonitory notes on the class-register to point
out students' poor/bad behaviour.
65 1 5 3,62 0,01
He/she punishes pupils who do not pay attention during
lectures.
65 1 5 3,51 0,01
He/she suspends a student who was already punished before. 65 1 5 2,92 0,01
Table 5 shows the results about teachers' perception of how to solve students' poor/bad conduct. Most
of the teachers we tested have sometimes difficulty to manage the class and they prefer to use old
repressing discipline.
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Table 6: Teachers' perception of parents' role as children' educators
Teachers' perception of family's participation to
students' life school.
N Min. Max. Mean Standard
error
Parents are not respectful of their children. 65 2 5 3,69 0,01
Parents are often in conflict with teachers. 65 0 5 3,34 0,01
Families do not know about children' behaviour in class. 65 1 5 2,89 0,01
Families and schools do not collaborate very much. 65 0 5 2,65 0,01
Table 6 shows the results about family's participation to children' school life and about the
relationship between school and family. Although the sample we tested is not that big, this is an
interesting result which shows that actual relationship between school and family is a poor one,
although teachers ask for a deeper relationship between the two institutions (in fact all teachers agree
they have to inform parents about children' conduct in class.)
CONCLUSION
Our results generally show that teachers gave a considerable value to the role of a good
psychological climate among the class which facilitates effective learning. A productive climate is
guaranteed from positive social interactions, from adherence to the educational project, from
participation of the pupils to the very definition of the principal rules to follow, from collaboration
with parents, from quality of teaching which should results interesting and involving for students. As a
direct consequence, this productive climate positively influences the proper management of the class.
The results show also that the teachers we tested have sometimes difficulty to manage the
class and they prefer to use old repressing discipline. This finding is in contrast when compared to the
other results. We suppose it may be caused by two main reasons: the first is that teachers need to go
deep into competences about managing an elementary class both teorically as practically during their
curriculum studiorum and training. To support this hypothesis we found a similar result in an article
by Merret and Whedall. As they literary reported: “... Nearly three quarters of them were dissatisfied
with the preparation in this area of professional skills provided by their initial training courses. Many
thought that their colleagues spent too much time on matters of order and control and 38% thought
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that they, themselves, did also. Generally, they showed an interest in attending training courses in
classroom behaviour management. Many felt that such training could reduce stress among teachers
and might help to reduce troublesome behaviour among their pupils. Nearly all of them thought that it
would be of benefit to their younger colleagues who were just beginning their careers.”(Merret &
Whedall, 1993).
The second reason is that our pupils live during an historical period in which everything seems
allowed; sometimes families are loosing their leading role and are unable to give the young generation
specific rules to behave the right way. Because of this problem, primary schools and teachers in
particular are often asked to be the most important point of reference for pupils. In our opinion this is
an impossible demand for schools, this problems needs to be solved by a tight cooperation between
schools and families not by schools themselves. Both the two institutions should have a leading role in
following child's behaviour and eventually in modifying it; they also should work together helping the
young generation to be responsible adults in a very near future.
ACKNOWLEDGEMENT: we would like to thank Ariana Moscarda for running the experiment.
REFERENCES
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(4), 1983, 265–285.
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! Emmer, E. T., Evertson, C. M, Anderson, L. M., Effective Classroom Management at the
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! Phelan, T. W., 1-2-3 Magic: Effective Discipline for Children 2-12, Parent magic, Inc., 2004.
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