The need for teachers to respond effectively to student problem behaviors is vital for positive student outcomes. This study examined how general education teachers respond to different problem behaviors, what variables possibly predict those responses, and if dealing with problem behaviors plays a possible role in teacher attrition. Results were reported using descriptive and statistical analyses. Three-hundred sixty-three elementary and secondary teachers in five school districts were invited to participate in a survey. Findings indicate that teachers primarily use individually directed responses to problem behaviors and the responses had little differentiation according to intensity of behavior. The data revealed some statistically significant relationships between type of response with teacher gender and elementary and secondary teachers. A regression model identified four variables that predicted teacher intention of leaving the profession. Conclusions indicate that even though most teachers reported being satisfied with their job, there was still a substantial percentage that reported that they consider leaving the job, and problem behaviors influenced that intention. Further research is needed to make any generalizations.

"Several years ago the faculty of Allie Yniestra Elementary School of Pensacola, Florida, under the leadership of a progressive, professional principal, agreed to place the children into the various rooms of each grade according to their reading ability, the basis of judgment being the scores of the Stanford Achievement Tests given to the children during May of the previous year. Two years later, after much discussion and study, the school returned to its former method of grouping, which was simply dividing the names of the boys and girls among the various teachers of each grade. Test scores of the sixth grade children during two years of each method of grouping were carefully retained and compared. It is as a member of Yniestra faculty, and in the light of those scores, that this study of grouping was undertaken. It is the purpose of this paper to investigate the origin and need of grouping, to examine critically the different methods, and to analyze their possible effect on the objectives and functions of the elementary school of today"--Introduction. / Typescript. / "August, 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 30-31).

Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2017 / The qualitative study reported here was aimed at documenting and describing how agency is enacted through students‟ interactions in a mathematics classroom. A case study design was adopted and focused on a grade 11 mathematics class with all the students being participants. These participants were purposefully selected as they formed the class which was allocated to me for dayto-day mathematics teaching. The research question which the study sought to address was: how is agency enacted through students‟ interactions in a mathematics classroom? The classroom in which data was generated adopted a sociocultural perspective as a referent for its practice. Due to this perspective, agency was thus employed as conceptualised by Pickering (1995). Data was generated through interviews and participant observation. However, the interviews were not employed in their „tradition‟ view, but were mostly like focus-group interviews in nature. Data also emerged from classroom discussions, when students in their groups, worked through learning activities. These interactions together with the interviews were audio recorded. Meanwhile, observation data was recorded in a researcher journal in which entries were made after each lesson. Data was analysed following Polkinghorne‟s (1995) narrative analysis of eventful data. During the analysis the researcher listened to the audio records a number of times, and then transcribed all the audio into text. This was followed by reading through the textual data which led to a selection of excerpts used in data analysis. It was found that agency was enacted during student-material interactions, as students engaged in the „dance of agency‟ when deciding on learning a new approach or using an old one to respond to questions. Furthermore, agency was enacted during student-student interactions when students initiated either group or whole class discussion and they were able to sustain the discussions to completion without the teacher‟s intrusion. Finally, during teacher-student interactions, students accounted for their actions and shared their experience and decision making process.

Learning management systems (LMS) are playing a key role in the education systems. Education institutions are using LMS platforms to make the communication and collaboration between teacher and student easier, which inspired this study to measure the user satisfaction in using the different platforms applying usability heuristics. The survey evaluation is used to measure user satisfaction. The main objective of this study is to measure the user experience while using interactive interfaces. The selected LMS platforms for the research are canvas and google classroom. The experiment involves creating dummy course in the selected LMS platforms, fabricating the course assignments, gathering the users, and enrolling them into the platforms. The enrolled set of users will complete the assignments and take a survey on their experience with the platforms. Time taken by each user to complete assignments and survey are recorded and collected off-time comments. The responses of the survey are collected and graphically will interpret each question. Statistical attributes like populated variance and standard deviation are calculated for measuring the user experiences, and they are tabulated for the LMS platforms. User satisfaction on the canvas and google classroom was measured using usability heuristics. From the survey results, we can conclude that the canvas web application obeys all the usability heuristics, whereas the google classroom obeys only seven of the usability heuristics.

Reading literature has always been a big part of developing language skills, critical thinkingand imaginative thinking. However, research show that adolescents in today’s society tend toread less literature both inside and outside of the classroom. The Swedish National Agency forEducation emphasizes the importance of reading written texts in the subject English, yet thesyllabi do not offer specific recommendations or guidelines. This thesis paper aims toinvestigate how English teachers choose literature in the EFL classroom to motivate studentsto read and how they structure teaching around these books to motivate their students to read.For this qualitative research four interviews with open-ended questions were held and the datashows that teachers are struggling to understand what literary texts they are expected to use.Thus, the teachers have developed multiple strategies to manage demotivated students in theclassroom and the most common way to teach about literature was to use fiction as the mainsource. The most common way to motivate students to read is to have an open conversationwith the students why reading is important and providing them with a good study technique tofeel less stressed.

The purpose of this essay is to investigate religious didactic research that could eventually be applied in a teacher’s various forms of teaching and education, so that islamophobia may be eradicated, which leads me to this essay’s question  How can religious didactic research be applied in religious education to combat Islamophobia in schools and classrooms?.  The research required for this essay has been found through various databases, such as Google Scholar, Swepub and ERIC via EBSCO. Through the selected research in this essay, I found that the research had intentions to combat questions and doubts regarding islamophobia in schools, which made it easy for me to choose them. Even though most of my research is established in several foreign countries such as Canada and  the United States, I find my research and their methods relevant to Swedish society as well. I believe my research is more than helpful for me as a yet to be teacher, but also for all the teachers out there. The research combined is able to give the tools needed for a teacher to at least reduce islamophobia in classrooms. Examples of how to do that will be presented in this essay. It is not unknown that prejudice and mockery are things that people have experienced throughout time and therefore I find that this subject is of huge relevance.

This study aimed at investigating and analysing the communication occurring during whole class discussions, with a specific focus on the nature of the mathematical arguments. The investigation was a qualitative case study where the communication during eight whole class discussions in grade 3-5 were analysed. Three types of arguments, wich are functional in the communication and convey different aspects of mathematics, were identified in the study. The types are (a) argument conveying a solution to a task/ a problem (b) argument conveying conceptual properties, and (c) argument conveying a mathematical relationship. The arguments types explain why an answer to a task is correct (type a), illuminate properties of a mathematical object (b), and clarify a mathematical relationship (c). The findings also reveal that arguments may be expressed through the use of a broad range of communicative resources, such as spoken language, written language, symbols, drawings, the use of manipulatives, and gestures. This highlights the importance of taking into account more than speech when construing arguments/reasoning communicated in mathematics classroom. The study also points to the importance of paying attention to arguments/reasoning that are created during other occasions than during task work or problem solving, and that arguments can enable the discerning of mathematical aspects for learners.

Using 641 principles of economics students across four universities, the authors examine whether providing monetary incentives in a prisoner's dilemma game enhances student learning as measured by a set of common exam questions. Subjects either play a two-player prisoner's dilemma game for real money, play the same game with no money at stake (i.e., play a hypothetical version), or are in a control group where no game is played. The authors find strong evidence that students who played the classroom game for real money earned higher test scores than students who played the hypothetical game or where no game was played. Their findings challenge the conventional wisdom that monetary incentives are unnecessary in classroom experiments.

The Classroom Practice Inventory (CPI) was developed as a tool to provide descriptive information about the practices used in classrooms to address the developmental needs of children with autism spectrum disorder (ASD). Data from a multi-site study examining the outcomes for preschool students with ASD served in three types of classroom models indicate that the CPI produces reliable and valid assessments of practices used in classrooms. Items on the CPI can be used to discriminate among classroom models and can be used to provide descriptive information about classrooms following a prescribed comprehensive treatment model as well as those providing an eclectic model of services. Implications for the future use of the CPI are discussed.

The purpose of this research study is to determine and describe in-service SBAE teachers? perceived Pedagogical Content Knowledge (PCK) and challenges with non-content related classroom material. In general, PCK is the point where knowledge of teaching meets agricultural content knowledge. With the rising number of alternatively certified agricultural educators across the country, it is important to examine PCK in both traditionally and alternatively certified teachers as well as the differences between the two. Since successful classroom management is crucial to teacher retention, it is necessary to look at the differences in difficulty of implementation of various strategies. Agricultural education is diverse and involves numerous topics within the broad industry. This study also describes the sources of content knowledge among the two licensure types. It is recommended that future studies research the PCK of teachers based on years of experience and licensure route.