Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice

Egeberg, Helen; McConney, A.; Price, Anne

doi:10.14221/ajte.2016v41n7.1

Cited by 62 publications

(63 citation statements)

References 41 publications

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“…The term classroom management is a conceptual umbrella, one that is often used interchangeably with discipline, but is also seen as distinct from classroom instruction (Egeberg et al 2016). Research in the 1980s, however, argued that teachers' management and instruction are not separate, but are inextricably interwoven and complex.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools

Egeberg

McConney

Price

2020

Educ Res Policy Prac

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Teachers' views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education, we focused on hearing and understanding teachers' voices about teaching, learning and classroom management. Our aim was to further clarify teachers' perspectives on how educators create quality learning environments as well as gathering their views of various disciplinary interventions, their perceptions of challenging students and their sense of efficacy for classroom management in order to inform both policy and practice in teacher education. A survey was conducted with 50 secondary school teachers to capture their views on their classroom experiences. Follow up interviews with teachers identified by students as effective in their classroom management provided consistent reports that effective classroom managers build positive relationships with their students, manage their classrooms by establishing clear boundaries and high expectations, and engage students in their learning.

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Section: Literature Reviewmentioning

confidence: 99%

Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools

Egeberg

McConney

Price

2020

Educ Res Policy Prac

Self Cite

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“…A great deal of research has been done on children's definition and perception of peace (Covell, Rose-Krasnor, & Fletcher, 1994;Hakvoort & Hagglund, 2001;Hakvoort & Oppenheimer, 1993;Hakvoort & Oppenheimer, 1998;McLernon & Cairnes, 2001;Oppenheimer & Kuipers, 2003). A considerable amount of research has been done on school climate (Banks, 2014;Brand, Felner, Shim, Seitsinger, & Dumas, 2003;Cohen, Mc-Cabe, Michelli, & Pickeral, 2009;Egeberg, McConney, & Price, 2016;Gage, Prykanowski, & Larson, 2014;Hernandez & Seem, 2004;Koth, Bradshaw, & Leaf, 2008;Thapa, Cohen, Guffey, Higgins-D'Alessandro, 2013;Turner, Reynolds, Lee, Subasic, & Bromhead, 2014). In these studies, it was concluded that children can feel the concept of peace from an early age in relation to their cognitive development, and positive school climate predicted many variables, such as academic achievement, self-esteem, and well-being.…”

Section: Introductionmentioning

confidence: 99%

Peaceful and Happy Schools: How to Build Positive Learning Environments

Calp¹

2020

iejee

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It is very important for students and teachers to have a positive learning environment. The school that is an institution for educating children should be a peaceful and happy environment. There are principles such as love, respect, honesty, courage, empathy and kindness in the peaceful and happy schools. This study examined the concept of a "peaceful and happy school" and aimed to describe a peaceful and happy school from the point of view of primary school teachers and primary school students. It was designed with a case-study research model. A peaceful and happy school climate is the "case" of this study. The participants of the study consisted of 126 persons, 103 primary school students, and 23 primary school teachers from public schools in Turkey. Data were collected through face-to-face interviews from primary school students and teachers. Semi-structured interview form was used for both groups. At the end of the study, primary school teachers' and students' definitions of a peaceful and happy school were presented. It was understood from the findings that primary school students and teachers want to improve the same basic issues related to a peaceful and happy school.

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“…This consideration of the communication skills for teaching suits the pragmatic-orientation to teaching that defines teaching as being around relationships and communication [43]. It seems that the field training made the pre-service teachers realize what Evertson and Weinstein [44], as in Egeberg, McConney and Price [45], stressed as the function of teachers: "The actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning … It not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, it also aims to enhance students' social and moral growth." (p. 4) In the present study, this enhancement of social and moral growth came through utilizing communication skills in interacting with the school students.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Field Training on Pre-service Teachers' Social Skills for Teaching

Sahlab¹,

Mukh²,

Mater³

et al. 2020

ujer

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Field training is valuable for improving pre-service teachers' teaching skills. It bridges the gap between theory and practice in real classroom environment. This study uses phenomenological qualitative approach to investigate the influence of field training courses on social skills in teaching. The study was carried out in the first semester of the 2019-2020 academic year with a total of six pre-service teachers participating in a field course for 10 weeks. The pre-service teachers came from two different colleges of teachers' training. We used purposive sampling to choose the students. After interviewing the participants and videoing their lessons, we transcribed the interviews and observations. We used thematic analysis to code, categorize and find patterns related to the development of social skills for teaching. The research results showed that pre-service teachers who practiced teaching during field training have improved their social skills in teaching as a result of three conditions (1) classroom management, (2) teaching strategies and (3) supervisor's assessment. Pedagogic supervisors need to focus on these three issues in order to provide a fruitful environment for pre-service teachers' professional development.

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Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice

Cited by 62 publications

References 41 publications

Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools

Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools

Peaceful and Happy Schools: How to Build Positive Learning Environments

The Influence of Field Training on Pre-service Teachers' Social Skills for Teaching

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