This study attempts to provide an effective administrative plan and contribute to other teachers in the field of junior high school education. In this study, the administrative plan is divided into two mail parts: first, the administrative plan and the teacher; and second, the administrative plan and pupil. All conclusions are summarised in the final chapter.

Vår studie är gjord för att se om det finns någon skillnad i mellanstadieelevers beteenden i klassrum respektive idrottshall. Våra frågeställningar är: Finns det skillnader i beteendena hos mellanstadieelever i idrottshallen respektive i klassrummet? Finns det några skillnader mellan pojkars och flickors beteenden? Hur yttrar sig eventuella skillnader och vad beror de på? För att komma fram till detta har vi använt oss av observationer som metod och observerat årskurs fem-klasser på två olika skolor. I arbetet har vi kopplat vår empiri till Connells teori om hegemonisk maskulinitet och Goffmans beteendeteori Front-stage och backstage. Vi har också använt oss av behaviorismens grundläggande tankar om hur en miljö kan påverka ett beteende. Under arbetets gång har vi sett skillnader i pojkar och flickors beteenden och därför har genus blivit ett av våra perspektiv.Vårt syfte är att öka kunskapen om elevers beteende i olika skolrum. Det är av vikt för alla lärare som undervisar elever i olika miljöer. Resultatet visar att det kan finnas skillnader i elevernas beteenden beroende på vilken miljö de vistas i. Vi har sett en klass där sportpojkarna styr gruppen genom en hegemonisk maskulinitet. Det blir allra tydligast i idrottshallen eftersom sportpojkarna känner sig hemma i den miljön. En annan grupp vi har följt utmärker sig genom att de bryter mot de vanliga genusnormerna. Flickorna tar lika stor plats som pojkarna. Denna grupps beteenden har vi kopplat till Goffmans Front-stage och backstage teori eftersom vi tycker att denna grupp kännetecknas av att alla elever söker uppmärksamhet, både från personal och klasskamrater.Sportpojkarnas beteenden i idrottshallen kopplar vi till behaviorismens grundtankar om hur miljön påverkar beteendet. I detta fall är sportpojkarna fostrade i en tävlingsmiljö utanför skolan som de tar med in på idrottslektionerna.På båda skolorna har elevernas beteenden varit lugnare i klassrummet än i idrottshallen. I idrottshallen är det ofta högljutt, stimmigt och tävlingsinriktat. I klassrummet finns det tydligare regler och det är allmänt lugnare.

Syftet med följande arbete är att undersöka betydelsen av utedag ur ett pedagogiskt perspektiv genom en studie av utedagar på min partnerskola, klass 2-3. Arbetet ger en teoretisk översikt över fenomenet utomhuspedagogik. Med hjälp av intervjuer ville jag undersöka elevers och pedagogers uppfattningar om utedagar ur ett lärandeperspektiv och koppla resultatet till teori. Sammanfattningsvis pekar resultaten av min undersökning på att pedagoger och elever har en positiv inställning till utedagar. Eleverna är medvetna om att en utedag innebär undervisning ute och upplever att de lär sig en mängd olika saker. Utedagar som ett komplement till övrig undervisning är värdefull för både pedagoger och elever i ett pedagogiskt perspektiv. / The aim of this essay is to study the importance of the outdoor classroom from a learning perspective thru a study of outdoor activities at my partnerschool, class 2-3. The essay gives a theoretical view on the phenomena outdoor education. I have thru inteviews examined teachers and pupils perceptions of outdoor activities from a learning perspective and connected the result to theory. The results of my examination show that pedagogues and pupils have a positive attitude towards outdoor education. The teachers experinced that they are able to widen the scientific understanding and experince of pupils. The pupils see a day with outdoor activities as a day with learning and teaching outdoors and experince that they learn a lot of different things. Informal, non-classroom-based contexts make an important contribution to learning for the pupils. The oputdoor classroom as a complement to the indoor classroom is valuable to both pedagogues and pupils in a learning perspective.

Research consistently shows that students from historically marginalized populations have difficulty accessing texts that represent the realities of their lives. Concerned that such might be the case for my students, I conducted an inventory of my classroom library and sought out award-winning texts that could make my library more diverse and inclusive. I then analyzed these award-winning texts using Bishop's (1992) categories of multicultural literature in order to better understand the picturebooks' underlying messages and ideologies. My examinations showed that the majority of the texts fit into the same category (culturally specific), though I was able to identify award-winning texts that were culturally generic and culturally neutral as well. Additionally, each category yielded salient themes--ranging from acceptance of one's complex identities to America's racialized and politicized tensions--and activist educators will wish to carefully consider said themes as they select texts and engage in critical conversations with young readers.

The purpose of this case study research was to identify the factors and supporting strategies that contribute to the implementation of DL instruction in the two-way audio/video (A/V) electronic classroom (EC). A primary goal of this research was to develop an outline of a DL manual that identifies factors and strategies or subject areas that can be used to: (a) contribute to knowledge in the field of practice, (b) improve practice, and (c) improve the quality and success of DL teaching in the EC. Additionally, this study attempted to ascertain the differences and similarities in perceptions among students, facilitators, and training officers who participated in the EC. A list of recommendations are presented at the end of this study; the first list of recommendations suggest areas for the improvement of practice and to influence the quality and success of DL. The second set of recommendations suggest areas for further study to add to knowledge in the field as well as to improve practice. The case study was completed employing a qualitative methodology using focus group interviews, observations, and written feedback from EC participants. Focus group 1 (data set I) was conducted using a set of 13 pre-determined questions with a total of eleven participants. The EC observations (data set II) was conducted at the Navy Marine Corps Intelligence Training Center (NMITC), Dam Neck, VA with 5 students in attendance. The second focus group (data set III) was conducted with a set of 15 different pre-determined questions with the same 5 students at the NMITC immediately after the observations in the EC. The FGIs and observations were video and audio taped for further review and analysis. Written information reported from two different distant site locations (same course and telecast) was analyzed, coded, and used as data set IV. This data set further clarified and corroborated data generated in data sets I, II, and III. This case study identified 10 key factors and supporting strategies pertinent to the implementation of DL in the EC. One of the findings in this study was that the roles of the instructor and the facilitator are interwoven; this arrangement is seen as a two-person "team" by this study's participants because the instructor and facilitator are dependent on each other in order to implement DL and ensure quality operations in the EC. This is a new paradigm shift in the instructor's role when compared with the conventional classroom instructor. In my examination of the literature, I could not find that this collaborative arrangement of a two-person "team" was addressed. Other findings were: (a) the importance of the student guide and supplemental materials that aided EC interactions and (b) the importance of the EC design as a quality indicator and how it can facilitate a good learning environment. Based on a synthesis of the data, there was considerable agreement among the users about the factors and strategies used to operationalize DL in the EC. The facilitators and training officers placed more emphasis on the administrative and return on investment aspects of DL -- cost savings, access to training at duty location -- versus the students who placed more stress on instructional strategies — questioning and interaction techniques -- that worked well for them in the EC and the importance of EC courses helping them to keep up to date with job competencies. / Ph. D.

The purpose of this study was to investigate the relationship between disruptive behavior and academic performance. Using an ABA design the experimenter trained a teacher of a disruptive class to use precision teaching technique to reduce the incidence of out-of-seat and talking-out behaviors. The experiment was conducted during the history period. The effects of the experiment upon academic performance in history were measured by equivalent weekly history tests. Students participated in goal setting and selection of reinforcement. Students reached their behavioral goals during 4 of the 5 weeks of treatment. Percentage of occurrence of target behaviors was reduced by 4:1 for talking-out, and 17:1 for out-of-seat, as recorded by outside observers. The mean percentage of correct responses on weekly history tests increased by 36% under treatment conditions. During the reversal phase a slight increase in target behaviors occurred. Single subject analysis showed that all students improved in performance during the treatment phases. A return to baseline conditions brought an incomplete reversal; 19 decreased slightly in academic performance, 12 continued to improve. Results suggest that the children who will benefit most from such interventions are those who, in a disruptive class, have a low or moderate level of academic performance.

The past few years have proven a need in higher education for tools that help educators and students maintain a flexible and highly adaptive approach to their coursework. Research into applied improvisation has shown that the improvisational mindset is beneficial to educational settings in this way, in part because of the way it encourages collaborative negotiations as part of the education process. Building on the work of improvisers in the fields of music, law, business, theatre, and medicine, this dissertation breaks down three specific types of negotiations found within improv: 1) Negotiations of Status; 2) Negotiations of Rule-Making; and 3) Negotiations of Authenticity. This work identifies the key components for success in those negotiations. It also provides opportunities for practical application of these negotiations using improv-based games and activities. This research indicates several benefits for educators and others who incorporate improvisational training into their work. Special attention is paid to the application of improvisation in areas such as classroom management and interpersonal relationship-building with students. It also highlights a few key games and activities that could prove beneficial as part of training for anyone engaged in the work of negotiations and communication.

Meta-analysis of 23 between-group direct observation studies of children with ADHD and typically developing peers indicates significant deficiencies in children with ADHD's ability to pay attention in classroom settings. Comparison with 59 single case design studies of children with ADHD suggests generalizability of between-group comparisons. Weighted regression analysis determined that several methodological differences – sample characteristics, diagnostic procedures, and observational coding schema – have significant effects on observed levels of attentive behavior in the classroom. Best case estimation indicates that after accounting for these factors, children with ADHD are on-task approximately 65% of the time compared to 85% for their classroom peers. Children with ADHD were also more variable in their attentive behavior across studies. Implications for conceptual models of ADHD are discussed.

Brain development in children has always been fascinating to me; it was the reason I chose to major in Early Childhood Education. I have often wondered how the expectations and behavior of parents and teachers affect young children academically. Specifically, how do early gender messages from adults, peers, and the popular media have a powerful impact on the development of young brains? The professional responsibility of all educators is to help every child reach their full potential. This thesis explored the potential impact early childhood educators have in developing and reinforcing stereotypes that can affect children academically by surveying teachers about their own backgrounds, thoughts and feelings about their male and female students. Confirming my belief that most teachers had similar backgrounds I was able to find that among the 59 respondents surveyed; 98% were female, 81% attended mixed gender public schools, 85% grew up in a two-parent home and 90% had a father working full-time outside of the home. While looking for similarities in descriptive language I was able to find that given a choice of 14 words from a word bank teachers used the same terms over and over to describe their male and female students. Teachers chose words that described physical characteristics when recalling their male students and chose emotional words when they were asked to describe their female students. When teachers were asked to recall which students they believed to be the most challenging in their classrooms and to identify the gender of these students, they identified male students three times more than their female students. I was left wondering if the mostly female teachers who all shared similar backgrounds were transferring unconscious bias onto their students. Why was the descriptive language they used so similar? Why were males students identified as challenging so much more than female students?

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