Schools across the country are dedicating significant resources to the selection, adoption, and durable implementation of evidence-based practices (EBPs); however, the research-to-practice gap remains a significant challenge facing education today (DuFour & Mattos, 2013). Coaching is one of the implementation variables most consistently cited for improving the high-fidelity adoption of new practices. This study used two concurrent multiple baseline, single-case designs across participants with counterbalanced intervention phases to examine the effects of coaching on teachers’ use of evidence-based, class-wide behavior management practices. Specifically, the study examined the extent to which a functional relation exists between (a) coach-delivered prompting, (b) coach-delivered performance feedback, and (c) the interaction effects of coach-delivered prompting with performance feedback and an increase in teachers’ use of evidence-based classroom management practices and a decrease in class-wide disruptive behavior. Results indicate that coach-delivered prompting and performance feedback is functionally related to an increase in teacher use of evidence-based classroom management practices and a reduction in classroom disruption; however, no additional effects were observed when prompting and performance feedback were delivered together. Potential contributions of the study are discussed in terms of establishing a more nuanced understanding of the active ingredients of effective coaching to support the selection, training, evaluation, and ongoing support of coaches in K-12 educational settings.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2007 / In this mini-thesis data has been collected and processed to detennine which factors inf1uence effectiv'e classroom management in the intermediate and senior phases at poor rural schools, A Comprehensive review of relevant National and International literature were conducted and farmed the basis for the construction of a questionnaire. The questionnaire was formulated to determine the extent, complexity and reality to which educators at poor rural schools are exposed to on a daily basis. External and internal factors contributing to poor classroom management were identified. External factors include home circumstances and the environment in which learners live. The lack of stimulation at home, low literacy levels of parents, the absence of good early childhood programmes and the shortage of food have a huge impact on learners performance in the classroom. Negative role models in the community and home as well as proper supervision, lead to discipline problems and unmotivated learners. Internal factors refer to the role of the teacher, the curriculum and discipline in the classroom. It is clear that educators play a central role in the provision of quality education. It is not an easy task. Working conditions are difficult and lead to weak motivation and low morale among teachers. It is impossible to implement outcomes based education in large classes. Dejected teachers try to survive by using traditional teaching and classroom approaches. There is however a big group of professional and motivated teachers. This teachers do everything to support and motivate learners. It is clear that poverty in the community is the main reason for the problems in rural schools. It is also clear that this problems need to be addressed. Long-term political solutions are needed to combat poverty. Short-term solutions might include better cooperation between the school and the community. The key to success is sustainable coaching and mentoring of teachers. The excessive emphasis on teaching and demonstration of outcomes are not beneficial for both learners and teachers. A solution to the problem is: ..... adapt the system in the child's best interest rather than the child having to adapt to the education system." Human Rights Commission (2006: 16)

M.Ed. (Education) / Conflict is a general phenomenon in social relationships. Due to the fact that the teacher and the pupils are together for about six hours a day, there is a great possibility that conflict can arise in the classroom. There can be a variety of reasons for this conflict. It is very important that the teacher must be aware of the fact that he is going to deal with conflict from time to time. Another important aspect for the teacher is that he must be aware of conflict, must know the different kinds of conflict as well as the reasons for the conflict that arises. Further on he must prepare himself for conflict situations so that he is able to handle it in such a way that the pupil as well as himself will benefit from these situations. The handling of conflict must become part of the teacher's daily task. He must have a positive attitude towards conflict situations and must not evade it. Every conflict situation must be analysed and handled according to the merits of the case. other aspects that need attention is the teacher-pupil relationship, communication between the teacher and his pupils and the management of the classroom. The teacher must endeavour to build a relationship of trust with his pupils. That will encourage pupils to be honest and open with the teacher. This will also enable the teacher to handle conflict situations in a positive manner and eventually both parties will benefit from this. Two-way communication should be present in the classroom. This implies that the teacher will give the pupils the opportunity to participate in classroom decisions and the setting of classroom rules. The pupils will then feel more free to discuss with him any problems they may have. The way the teacher manages his classroom is also going to have an influence on classroom conflict. His conduct towards management and leadership will enable him to limit or prevent classroom conflict or will enable him to cope with the situation.

M.Ed. / Please refer to full text to view abstract

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This study explored student teachers' level of problem representation over the course of the practicum experience in the face of instructional problems specific to the domains of teaching. The purposes of this study were: (1) to analyze the growth and development of student teachers' levels of problem representation during their practicum in the areas of adaptation of instruction to individual differences among learners and classroom/ behaviour management through an application of Case's (1991) neo-Piagetian theory of intellectual development, (2) to use these levels to compare student teachers' representations of hypothetical teaching dilemmas and their representations of their own teaching problems, and (3) to explore how student teachers represent and re-represent their teaching challenges during the practicum through the use of concept maps and reflective interviews. Eighteen elementary level student teachers and their six faculty advisors completed written and oral output measures during the practicum. Student teachers' responses were rated according to the levels of problem representation derived from Case's neo-Piagetian theory of intellectual development. Faculty advisors' ratings and observations provided a means of assessing whether student teachers translated their representations into action. Student teachers' concept map drawings and reflections about their teaching challenges provided insight into how they represented their challenges. The results verified previous research conclusions (Newman, 1992, 1993, 1994) that student teachers' level of problem representation and description of the problem increases in complexity over the course of the practicum experience. Student teachers' level of problem representation is more complex for their own teaching problems than for hypothetical case scenarios. Also, the findings supported that Case's neo-Piagetian conceptual framework does provide a useful theoretical tool for describing the development of student teachers' ability to represent classroom/ behaviour management and individual differences teaching problems. Concept maps and structured interviews provided very interesting insights into student teachers' representation of teaching challenges associated with classroom management, instructional planning, teaching, and assessment, and student needs. Implications for teacher education and future studies of teacher thinking are discussed. / Arts, Faculty of / Psychology, Department of / Graduate

While researchers have identified student incivility as a problem in higher education in the United States, little is known about how students and faculty perceive the issue within the classroom environment at a private university in the northeast. Uncivil behavior can negatively impact the learning environment. The purpose of this mixed-methods case study was to compare students' and faculty's perceptions of civility in the classrooms and explore how civility is addressed in course syllabi and artifacts. The theoretical base was Clark's continuum of incivility, and the conceptual framework was Bandura's social cognitive theory. Types and frequency of uncivil behaviors were measured using Bjorklund and Rehling's survey tool. Sixty-one faculty members and first-year students selected using purposeful sampling participated in an electronic survey and data was analyzed statistically. Findings showed students and faculty perceive the severity and frequency of behaviors in a similar manner. A document analysis was conducted using coding and thematic analysis of key words related to civility. Results showed that syllabus documents and classroom artifacts were not being used to communicate expectations about the behaviors faculty and students found most severe. A professional development project was created to share results with faculty, discuss student perspectives of civility, and create civility statements for inclusion in future syllabus documents. Methods regarding how to address uncivil behavior in the classroom can continue to be developed with both faculty and student perspectives taken into account. An increase of civil behaviors will result in positive social change at this institution.

This study was made by a teacher who wishes to further her professional growth by gaining perspective and by getting under way a consistent, intelligent program directed toward the personal and social growth of children in her classroom. / Typescript. / "June, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Mildred Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 54-56).

"The beginning of this study took place in the classroom of a retarded pupil group. When the teacher arranged the roll, she noticed an unusual distribution of names according to the alphabet. There were so few names in the upper letter brackets, compared with rolls of other classes she had taught, that she began to note the recurrence of this situation in later experience. With a somewhat biased and unscientific attitude she continued to look for evidence that there might be a relation between success in school and the place of a pupil's name on the class roll. When the subject was chosen for research study, however, it became apparent that such guesswork was pitiably weak framework on which to build statistical inference. Attempts to find an example of a normal distribution of names by alphabetical listings met with repeated failure until near the end of the research period. That approach failing, a questionnaire was devised"--Introduction. / Typescript. / "August 7, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. L. Waskom, Professor Directing Study. / Includes bibliographical references (leaves 37-38).

Dissertation submitted in partial fulfillment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology and Special Needs Education of the Faculty of Education at the University of Zululand, 2009. / The aim of this study was to pursue an investigation into the effect of discipline on academic achievement in secondary schools. From the literature study it became clear that classroom management is a necessary condition for effective student learning. The school climate established by the educator can have a major impact on learners’ motivation and attitude towards learning. As such, the skills involved in establishing a positive classroom climate are of immense importance. Clearly, learners need order in the classroom if the activities, which take place, are to facilitate effective learning. The most important point to bear in mind in considering discipline, is that creating the necessary order is more to do with the skills involved in effective teaching in general than it is to with how one deals with learner behaviour itself. If the learning activities are well-planned and prepared, if the presentation elicits and maintains learners’ attention, interest and involvement, and if the activities are challenging and offer realistic opportunities for success, then the necessary order will be established as part of these qualities. In essence, skilful teaching lies at the heart of establishing discipline. Most learner misbehaviour is quite trivial. The types of learner behaviour most frequently cited by educators are:  excessive talk or talking out of turn,  being noisy (both verbal, such as shouting at another learner across the room, and non-verbal, such as letting a disk lid slam shut),  not paying attention to the educator,  not getting on with the work required,  being out of their seats without good cause,  hindering other learners, and  arriving late for lessons. To a large extent, such problems can be minimized by skilful teaching in general, and by developing conventions and routines for behaviour, which are followed. The discipline which prevails in a classroom will not only be influenced by the educators’ behaviour and expectations, but also by the expectations learners bring with them, and, importantly, by the prevailing ethos in the school. Nevertheless, a well-managed lesson coupled with a relationship based on mutual respect and rapport will do much to minimize pupil misbehaviour. In schools where it is recognized that there are a number of learners with marked emotional or academic difficulties, skilful teaching can ensure that good discipline in lessons will be the norm. Learners misbehave at school for a variety of reasons, e.g. boredom, inability to do the work, low academic self-esteem, emotional difficulties, poor attitudes, etc. The key to establishing good discipline at school lies in learners accepting the educator’s authority to manage their behaviour and their progress in learning. Learning activities cannot take place effectively in a classroom of thirty learners or more, unless one is given authority to control, manage and direct what is going on as, when and how appropriate. Much of the authority as an educator derives from the status he has in that role, and the respect and esteem for educators generally held in society; this is particularly conveyed to learners by their parents and other sources of influence. Educators will have some degree of status because of this, most notably with younger learners where they may be perceived as a parent figure to some extent. In order to exercise managerial control, learners’ behaviour needs to be rule-governed. Such school rules may be explicitly stated by educators or simply inferred from the educator’s actions. In conclusion a summary was presented on the findings of the literature and empirical study, and the following are some of the recommendations that were made:  All schools should draw up a code of conduct and implement it.  Rules related content should be incorporated in the academic curriculum.  Further research should be conducted concerning disruptive behaviour in the classroom in order to provide an overview of the problem.