Teachers’ Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom

Johler, Minttu; Krumsvik, Rune Johan; Bugge, Hans Erik; Helgevold, Nina

doi:10.3389/feduc.2022.841385

Cited by 10 publications

(14 citation statements)

References 43 publications

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“…While Scott and Nakamura (2022) highlight the importance of effective instruction, Marzano and Marzano (2003) emphasize that the teacher-student relationship is an essential foundation for effective classroom management. With their focus on classroom management in technology-rich classrooms, Johler et al (2022) also confirmed the critical importance of leadership, good teacher-student relationships, and teacher adaptability in taking on the role of a learner. Effective approaches to classroom management are characterized by a focus on proactive, preventive procedures rather than reactive ones (Korpershoek et al, 2016).…”

Section: Defining Concepts Of Classroom Managementmentioning

confidence: 76%

InClass – an instrument to assess classroom management in inclusive and special education with a focus on heterogeneous learning groups

Lutz,

Frey,

Rank

et al. 2024

Front. Educ.

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Organizing lessons for heterogeneous learning groups is a challenge for student teachers and novice teachers. To observe and improve classroom management during student teaching, we have developed an assessment tool. The aim of this study is to evaluate and improve the instrument “Scale for Classroom Management in Inclusive Schools (InClass)” with data from 480 student teachers in internships at elementary or special schools in Germany and Austria. The instrument consists of the three dimensions Adaptive Teaching Scale (ATS), Relationship Scale (RS), Behavior Management Scale (BMS). Confirmatory factor analyses revealed good reliable values (CFI = 0.97, TLI = 0.96, RMSEA = 0.06, SRMR = 0.04) for the three-factor InClass model and could confirm the theoretically developed scales. The latent correlations were between r = 0.74 and r = 0.63. Teachers in elementary schools also showed latent correlations between the three dimensions and their assessment of the implementation of inclusive education in the school ranging from r = 0.51 to r = 0.84. In order to meet the individual needs of all students, with and without special educational needs (SEN), novice teachers in particular should be supported in dealing with heterogeneous learning groups and in using effective classroom management. Instruments such as InClass help student teachers evaluate and reflect on instruction and therefore have an important contribution to teacher education.

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Section: Defining Concepts Of Classroom Managementmentioning

confidence: 76%

InClass – an instrument to assess classroom management in inclusive and special education with a focus on heterogeneous learning groups

Lutz,

Frey,

Rank

et al. 2024

Front. Educ.

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“…It provides a perception of the role of faculties regarding the discipline in classroom management. It also identifies the contemporary complexity of faculties in maintaining competency despite the issues inside the classroom to facilitate the learning process, (Johler, et al, 2022). Hence, it also shows that the promotion of good methods in classroom discipline provides a procedure for consistent, fair, and positive discipline to determine class acceptability in terms of behavior of students which means the process of discipline has increased the decision-making of faculties for better learning output.…”

Section: Resultsmentioning

confidence: 96%

Suppressed Disciplinary Action for Faculties in the Academic Performance of Students

Mallillin

Paraiso²

2022

EJES

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The study aims to identify the effects of suppressed disciplinary action for faculties on the academic performance of students such as the promotion of good methods of classroom discipline, management in handling classroom conflicts, mastery of school discipline, guidelines, and procedures, consistency of fairness and positivism, and maintain classroom standards for the academic performance of students. A descriptive quantitative research design is utilized in the study and relies on purposive sampling in the selection of the sample size of the study. Hence, the study comprised sixty (60) respondents only. Results show that the promotion of good methods of classroom discipline manages to keep the classroom in orderly manner to maintain attractive and cheerful classroom discipline that prevents disruptive and disorderly behavior of students, handling classroom conflicts shows that faculties serve as guidance among students regarding where they will be treated with tender loving care, mastery of school discipline, guidelines, and procedures shows to develop skills for classroom management in maintaining the key of positive learning environment, consistency of fairness and positivism adheres to the experiences and observation for the necessity of discipline, and maintaining classroom standard for the academic performance of students shows to provide initiatives on the resources and materials needed in the academic performance of the learners, and technology of teaching and learning are utilized properly to equip students in the learning process. Findings show that there is a significant relationship on the effects of suppressed disciplinary action for teachers on the academic performance of students in the area of promotion of good methods of classroom discipline, management in handling classroom conflicts, mastery of school discipline, guidelines, and procedures, consistency of fairness and positivism, and maintain classroom standards for the academic performance of students as observed by the respondents. Article visualizations:<img src="/-counters-/edu_01/0294/a.php" alt="Hit counter" />

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“…Berkembangnya teknologi informasi memberikan dampak perubahan pada berbagai aspek kehidupan, salah satunya pada sistem pendidikan (Zhao et al, 2020), selain pertumbuhan teknologi informasi, pandemic covid 19 juga menjadi salah satu faktor mempercepat evolusi sistem pendidikan menuju sistem yang berbasis digital (Hikmawati et al, 2021) ; (Singh, 2022). Implementasi kebijakan pendidikan berbasis digital adalah suatu bentuk pengaplikasian media teknologi dalam sistem pendidikan pada seluruh aspek pendidikan baik dalam sistem pengajaran, penilaian, manajemen sekolah, maupun pengembangan profesionalisme guru dalam upaya menguatkan mutu pendidikan (Johler et al, 2022) ; (Andita & Rafaela, 2023) Oleh karena itu, penyelenggaran pendidikan berbasis digital merupakan strategi yang digunakan oleh manajemen suatu sekolah untuk menciptakan peserta didik yang terampil dan inovatif karena dapat meningkatkan keterampilan dan kemampuan siswa di era digital Dede & Richards (2012), mengembangkan pemikiran logis dan ketrampilan komunikasi (Machekhina, 2017).…”

Section: A Pendahuluanunclassified

Peran Guru sebagai Street-Level Bureaucrat dalam Mendukung Kebijakan Pendidikan Berbasis Digital di SMA Negeri 5 Kupang

Nuwa,

Rene

2023

jap untirta

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The purpose of this study is to identify and explain how teachers, as street-level bureaucrats, carry out their roles in supporting the implementation of digital-based learning programs at SMA Negeri 5 Kupang. This research was conducted using a descriptive-qualitative approach. Data collection was conducted through in-depth interviews, a literature study, and field observation. The results showed that teachers of SMA Negeri 5 Kupang, as street level bureaucrats, carry out five roles to support the implementation of digital-based learning programs, namely: (1) mentors, as alternative providers in solving problems related to the use of digital media, as curriculum providers, and as innovators; (2) mentors, as teachers in the operation of hardware, software, and applications applied in digital-based learning, and as advisors; (3) motivators, motivating students to think critically in the use of digital media, appreciating, and improving students' skills; (4) facilitator, providing access to the use of digital technology, providing project-or task-based learning, facilitating online discussion, and building communication with parents; (5) demonstrator, showing students how to use digital media effectively and efficiently, providing examples, and demonstrating how to solve technical problems; and (6) evaluator, assessing students' progress in the application of digital technology and assessing the safety of the application of digital technology. The results also show that in carrying out this role, SMA Negeri 5 Kupang teachers are still faced with several obstacles, such as limited resources, financial constraints, limited knowledge and skills, the digital divide, a lack of awareness related to digital ethics, a lack of student involvement and motivation, limited subjectivity, observation difficulties, and the complexity of digital security.

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Teachers’ Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom

Cited by 10 publications

References 43 publications

InClass – an instrument to assess classroom management in inclusive and special education with a focus on heterogeneous learning groups

InClass – an instrument to assess classroom management in inclusive and special education with a focus on heterogeneous learning groups

Suppressed Disciplinary Action for Faculties in the Academic Performance of Students

Peran Guru sebagai Street-Level Bureaucrat dalam Mendukung Kebijakan Pendidikan Berbasis Digital di SMA Negeri 5 Kupang

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