<p>The basic idea behind an extra year in school was to offer students who have not read nine years in Swedish primary school an opportunity to prepare themselves to pass a high school. This first group that went an extra year in school consisted of eleven students who completed their studies and went on to high school. During the time the group expanded, the school received students from various schools in the same municipality. During the follow-up of these groups could be noted that there were many students who registered, but only few students completed their studies and went on to high school. The purpose of this study was to explore why leadership in the classroom is important for students. I used an ethnographic research method with both quantitative and qualitative data. I interviewed five students and three teachers and a representative from the school south of Stockholm.  The result of my study is that an extra year in elementary school is needed for students coming from preparatory classes (FBK) and have the motivation to go one extra year this is an opportunity to get ratings, which they lack from their home countries. An extra year in school should be individually adapted to the students who already have read nine years in Swedish high schools.</p>

The aim of the present study is to examine the source and characteristics of the classroom rules adopted by kindergarten teachers and to identify the difficulties confronted in the process of establishing and implementing classroom rules. In addition to this / in the current study, the possible effects of teaching experience on the practices of kindergarten teachers regarding classroom rules were also examined. The data of this study were collected through the survey developed by G&uuml / nay (2005). The instrument was adapted by the researcher in order to use it with kindergarten teachers. Reliability and validity checks of the adapted scale were conducted and a pilot study was constructed before using the instrument in the actual study. The data collected in the study were analyzed through the use of a statistical analysis program. The participants of the current study consisted of 231 in-service kindergarten teachers working in both public and private schools in Ankara with children between the ages of 4 to 6. Descriptive results of the present study illustrated that the main source of the classroom rules implemented in kindergarten indicated both &ldquo / teachers and students&rdquo / . In relation to the characteristics of the classroom rules / it was found that kindergarten teachers mainly establish rules which are positively stated and which are related to &ldquo / not harming friends&rdquo / . Kindergarten teachers did not report any difficulties when establishing classroom rules but rather they reported some difficulties that result from the families when implementing classroom rules. Finally / the results of the MANOVA analysis indicated that there is not a mean difference between less and more experienced teachers in relation to classroom rules practices.

The basic idea behind an extra year in school was to offer students who have not read nine years in Swedish primary school an opportunity to prepare themselves to pass a high school. This first group that went an extra year in school consisted of eleven students who completed their studies and went on to high school. During the time the group expanded, the school received students from various schools in the same municipality. During the follow-up of these groups could be noted that there were many students who registered, but only few students completed their studies and went on to high school. The purpose of this study was to explore why leadership in the classroom is important for students. I used an ethnographic research method with both quantitative and qualitative data. I interviewed five students and three teachers and a representative from the school south of Stockholm.  The result of my study is that an extra year in elementary school is needed for students coming from preparatory classes (FBK) and have the motivation to go one extra year this is an opportunity to get ratings, which they lack from their home countries. An extra year in school should be individually adapted to the students who already have read nine years in Swedish high schools.

The purpose of this study was to examine the impact of constructivist learning process on preservice teacher education students&amp / #65533 / performance, retention, and attitudes in Classroom Management Course. In this study, an experimental design and a case study design were used together. The sample (n = 144) were third year preservice teachers at the Foreign Languages Education program at Middle East Technical University, Turkey. The experimental group (n = 76) was subjected to social constructivist learning process, while the control group (n = 68) was subjected to traditional instruction for eleven weeks. Data were collected through qualitative and quantitative methods. Findings show that posttest scores were not statistically different between the experimental and the control groups. However, a significant difference was found in the retention scores in favor of the experimental group. The conceptual change the learners went through was evident in their metaphorical images which tend to change from a more controlling image to images that depict leadership, sensitivity to individual differences, and student learning. Descriptive findings indicate that retention was fostered through constructivist activities that mainly included reflective writing, critical thinking, and problem solving. Factors such as active learning, meaningful and enjoyable learning environment, and the attitudes of instructors had a positive impact on student learning. Nevertheless, the load of reflective diary writing and portfolio preparation tasks, and collaborative work could be overwhelming and discouraging and these impacted negatively on learners&amp / #65533 / attitudes towards the course.

The purpose of this study was to gain an understanding of the management practices of expert secondary general education teachers in inclusive classrooms. Specifically, expert teachers of classrooms who included students with severe cognitive disabilities, including autism, intellectual disability, and traumatic brain injury were of interest in this study. Further, this study was designed to determine how the teachers learned to expertly manage their inclusive classrooms. Eight teachers met criteria for inclusion in this study as expert teachers, through confirmed nomination, experience requirements, holding required teaching certifications, and through evidencing positive impacts on their included students with disabilities. Interviews were conducted with these eight teachers, in addition to telephone interviews with their special education teaching peers. Through a constant-comparative method of data analysis, it was found that teachers learned to manage their inclusive classes in a variety of ways. They learned from traditional opportunities, self-directed learning, and through learning from others. Each of these teachers engaged in continual learning strategies that began during pre-service preparation and continued through professional development while in-service. Additionally, the teachers in this study managed their classrooms in a variety of ways which addressed student learning, the environment, and student behavior. Management of student learning was evidenced through 17 identifiable practices, including ones such as modifying product expectations, including multi-sensory opportunities, and including real-world applicability. Teachers managed their inclusive classroom environments through 11 different practices, such as establishing a structure with rules, working as a whole group/class, and creating a calm learning environment. Management of behavioral expectations was executed by these expert teachers through 12 distinct management practices, including consistency with consequences, maintaining a respectful attitude ant tone with the class, and being aware of student stressors. Management practices of these expert teachers additionally aligned well with the principles of Universal Design for Learning (UDL).

The aim of the study is to investigate early childhood teachers&rsquo / perceptions and self-reported practices towards instructional arrangement for classroom management. In the light of literature review components of instructional arrangement were evaluated and the most common elements used by researchers were selected to be investigated within this study. Materials, daily schedules, and curriculum planning are the three components that are included in the study. More specifically, the present study aimed to examine perceptions and self-reported practices of early childhood teachers on how to select materials, design daily schedule, and plan curriculum / and to investigate their perceptions on those three components for classroom management. Early childhood teachers participated in the study were involved in an interview which was developed and conducted by the researcher. There were twenty questions in the interview including three sections. The aim of the first part was to get demographic information from participants. Questions in the second part were designed to see the perceptions and self-reported practices of participants on classroom management. The third part was designed to see perceptions and self-reported practices of teachers towards materials, scheduling, and planning for classroom management. 17 early childhood teachers from different schools participated in the study working with children between the ages of three to six. 16 female and one male early childhood teachers invited to be participated in the study. Five of the teachers were working in public schools and 12 of the teachers were working in private schools. The findings of the study indicated that early childhood teachers believe on the importance of materials, daily schedules, and curriculum planning on classroom management. They consider classroom management while selecting materials, designing daily schedules, and preparing curriculum plans. Their criteria for materials, daily schedule, and curriculum planning indicate differences based on their educational backgrounds and experience levels. As opportunities of public and private schools have differences, applications indicate differences, too. Teachers stated the influence of families and school administrations on their classroom management applications.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-200). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3024510.

Title from first page of PDF document. Includes bibliographical references (p. 20-21).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (p. 132-138).