Education Reform and the Concept of Good Teaching

Classroom Management Style: Greek Teachers’ Perceptions

“…More specifically, the dissemination of knowledge in the classroom is reported to proceed without hindrance and distractions, facilitating thus students' high academic performance and ensuring effective cognitive achievement attainment. Moreover, the establishment of a secure, supportive environment, which is safeguarded in well managed classroom environments, is expected to improve students' affective and social outcomes, such as the development of self-confidence, cooperativeness, and openness (Gottlieb, 2015;Koutrouba, 2013;Vouyoukas, 2007). Martin, Yin, and Mayall (2007) argue that in learning environments where productive classroom International Journal of Instruction, October 2018 • Vol.11, No.4 management is attained, learning outcomes can be outstandingly positive even for lowachievers and students with poor cognitive abilities.…”

“…Moreover, they report that effective classroom management boosts students' willingness to actively participate in all learning procedures, developing, thus, high-ranking cognitive and socio-emotional skills. On the other hand, regarding the impact of effective classroom management on the teachers' professional identity, Akin-Little, Little, and Laniti (2007), and Reynolds-Keefer (2013) have shown that teachers, parents and students attribute effective classroom management to effective and, consequently, respected professionals who display readiness, highquality scientific and pedagogical performance in the classroom, who develop continuously and flexibly their personal skills and help their students develop their cognitive, affective and social traits and skills as well (Gottlieb, 2015;Rice, 2003).…”

Education or Quality of Teaching? Implications for Australian Democracy

“…Across the globe there is an ideological assault, mainly from conservatives and neoliberals, which seeks to control various curricula in higher education (Bailey & Freedman, 2011;Chomsky, 1999;Giroux, 2007;Hil, 2012;Lyotard, 1984;Readings, 1996;Rorty, 1998; and ITE is understood to be a clear target of this assault (Apple, 2000;Davis & Winch, 2015;Gottlieb, 2015;Ravitch 2010;Sahlberg, 2011;Taubman, 2009) even although evidence to support the claim that ITE needs reform "has been lacking" (Whitty, 2016, p. 20). In Australia, former shadow minister of education, Christopher Pyne, demonstrated the aggressive intent of the government back in 2012 when in an interview he said "we're going to review our university compacts to attack the issue of teacher training at the university level" (Pyne, 2012 (TEMAG, 2014).…”

Eylem Araştırması’nın Eğitim Alanında Kullanımı ve Önemi

“…Çağdaş eğitim reformu, öğretim uygulamalarını değiştirmek için esas olarak yukarıdan aşağıya ve dışarıdan yaklaşımlara odaklanmasına rağmen, günümüzde, hem eğitim politikası hem de sınıf ortamındaki yenilikler, öğretmenin sürekli mesleki gelişimi ve yaşam boyu öğrenme yaklaşımı açısından en umut verici stratejilerden biri olarak görülmektedir (Gottlieb, 2014;Biesta, ve Stengel, 2016). "Yerel bir sorunun sistematik olarak incelenmesi yoluyla eğitim uygulamalarını geliştirmesini" amaçlayan EA, tam da bu noktada, bir mesleki gelişim modeli olarak karşımıza çıkar (Lesha, 2014).…”