Classroom management practices commonly used by secondary school teachers: results from a Queensland survey

Hepburn, Lorna; Beamish, Wendi; Alston-Knox, Clair

doi:10.1007/s13384-020-00402-y

Cited by 15 publications

(15 citation statements)

References 39 publications

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“…(2009) emphasized that during teaching time, teachers not only observed students' learning process and responding, but also adjusted their emotions and behavior accordingly. Teachers needed to establish the rules and boundaries, and expressed expectations, provided guidelines for learners to limit unexpected behaviors and navigate their students, as well as perceived the necessary role of restructuring the classroom environment ( Hepburn et al., 2021 ; Rakoczy et al., 2007 ). In the digital environment, the interaction between teachers and learners played important roles in learning community to create positive learning atmosphere by using technology to boost and encourage the knowledge construction, and student-centered orientation ( Jie and Sunze, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

How teachers manage their classroom in the digital learning environment – experiences from the University Smart Learning Project

Nguyen

Kanjug

Lowatcharin

et al. 2022

Heliyon

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Section: Discussionmentioning

confidence: 99%

How teachers manage their classroom in the digital learning environment – experiences from the University Smart Learning Project

Nguyen

Kanjug

Lowatcharin

et al. 2022

Heliyon

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“…It also increases teachers' engagement, resilience, perception of their teaching value, self-efficacy, and ability to thrive within their [41][42][43][44][45][46]. Thus, a positive relationship exists between teachers' well-being and their efficacy in teaching [47][48][49].…”

Section: Work-related Stress Among Teachersmentioning

confidence: 99%

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Pozo-Rico

Corbí

Izquierdo

et al. 2020

IJERPH

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Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

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“…Borgmeier et al, 2016; Cooper et al, 2018; Moore et al, 2017). In the Phase 1 survey findings from the present study, 86 percent of responding teachers reported having a good understanding of evidence-based practices for classroom management (Hepburn et al, 2019b), yet no teacher interviewed was able to provide an example of an evidence-based practice, suggesting that understandings were more general in nature. This conclusion may partially explain the findings of previous studies where teacher self-report was used.…”

Section: Resultsmentioning

confidence: 55%

Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland

Hepburn

Beamish

2019

Improving Schools

Self Cite

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Proactive classroom management is associated with increased teacher wellbeing and improved student learning outcomes. Yet research indicates that many teachers over-report and underuse practices associated with this approach. The research findings reported here were drawn from semi-structured interviews conducted with 26 government secondary school teachers in Queensland, Australia. These teachers favoured a classroom management approach based on establishing positive relationships with students, but they raised challenges related to cultivating student engagement, meeting the diverse needs of learners and adherence to school disciplinary procedures. Although they felt generally confident with classroom management and were relatively satisfied with student behaviour, they identified a need for better initial teacher preparation, improved induction support and opportunities for ongoing professional development for classroom management.

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Classroom management practices commonly used by secondary school teachers: results from a Queensland survey

Cited by 15 publications

References 39 publications

How teachers manage their classroom in the digital learning environment – experiences from the University Smart Learning Project

How teachers manage their classroom in the digital learning environment – experiences from the University Smart Learning Project

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland

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