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Many educators and parents are gravely concerned about disorder and danger in school environments. In addition to school discipline issues, American classrooms are frequently plagued by minor infractions of misbehavior that disrupt the flow of classroom activities and interfere with learning. The purpose of this qualitative study was to investigate common threads of effective school discipline practices as perceived by administrators, tenured teachers, and parents in 20 schools in East Tennessee. I also attempted to determine if the views of administrators, tenured teachers, and parents are consistent with published research on school discipline practices. Data were collected from administrators, tenured teachers, and parents through an open-ended interview form that I designed. The study offers a number of recommendations regarding components of effective school discipline practices. An effective school discipline practice involves all stakeholders in its design. The principal and the teachers are responsible for carrying out the school discipline practices to foster appropriate behavior from the students. However, parents, students and community members should be equally represented in the design of discipline procedures. Administrators and teachers need to have quality professional development opportunities to acquire strategies for classroom and school discipline practices. Rewarding students for good behavior and positive contributions to the school community is important. Effective discipline practices are built through consistency and teamwork. Evaluation of school discipline practices should be ongoing, and strategies for reducing school disruptions should be continuously assessed for improvements.

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No description available.

Various studies show that the use of instructional technology in university-level second language courses can improve and enrich students' L2 acquisition and greatly motivate students to continue learning their target language. In spite of such advantages, few instructors are integrating instructional technology into their lessons. This research investigates the main issues that affect the use of instructional technology among L2 instructors at Brigham Young University. An online survey was administered to 98 instructors, examining the following factors: time, factors concerning software and availability, teacher training, and the attitudes of administrators. Results showed that the three most significant factors that impede the use of instructional technology among BYU instructors are a teacher's level of proficiency, the lack of time for training, and a lack of quality software. The research also shows that those instructors that had received training find themselves more competent and more prepared to integrate instructional technology in their courses than those that have not received any training. Because a teacher's training in use of instructional technology has significant benefits that motivate students in second language acquisition, we can conclude that teachers would profit a great deal from in-service training.

Part of the curriculum in many composition classrooms contains a reflection component where students are required to think back over their writing and discuss strengths and weaknesses. Yet many of the reflections that students write fall short of the purpose of reflection when students fail to analyze their writing practices or to make future goals for themselves, a problem that occurs when higher level reflection strategies are not taught and practiced in the classroom. When students are taught to use reflection as a way to critically evaluate their writing, to make connections between class assignments and course objectives, and to make goals for future projects, reflection becomes a more useful tool for the composition student. In my study of two first-year composition classes, I compare the impact of instructing students about reflection and requiring them to practice good reflection against the more common practice of assigning reflection intermittently without formal instruction or feedback about what makes a constructive reflection. Through the results of my study, I confirm my hypothesis that when higher quality reflection is actively taught and promoted by the instructor, reflection helps students to integrate assignments into the course objectives, to extract personal significance from assignments, and to plan for future projects.

The idea of the “flipped classroom” is a relatively new concept in education that has become increasingly popular. Instructors who flip their classrooms reverse the roles of school work and homework by recording video lectures for students to watch before coming to class. Students then work on their homework in the classroom while the instructor is present to help them. Very little research has been done on the effectiveness of the flipped classroom to determine if students can perform better on exams by learning in a flipped classroom environment, especially for high school demographics. The purpose of this research is to add to the body of knowledge and help provide data to investigate how well students learn physics content by using the flipped classroom in a high school physics class and identify students' attitudes towards the flipped classroom. Seven periods of Physics with Technology at Lone Peak High School in Highland, UT were used in this study. Three of the classes were randomly assigned to be “flipped” while the other four were taught using what is considered a “traditional” method of instruction of physics, which is based on a guided inquiry method. The pacing and content was matched each day and all classes participated in the same labs, homework, quizzes and tests. The defining difference is the method which the content is covered. The flipped classes watched video lectures at home to learn the majority of the content, then did what is traditionally known as “homework” in class with the teacher present to help. In this study, it was found that there was no statistically or practically significant difference in mean test scores for the first three units in a high school Physics with Technology class. Student responses on a survey also showed very little statistically different in the students' attitudes towards the classroom environment in either instructional method.

I denna uppsats tas problematiken i lärares upplevelse av lärande och de olika tillvägagångssätt de använder sig av i det mångkulturella klassrummet. Undersökningen är gjord på en skola i Malmö därmed handlar vår uppsats endast om den skolan. De frågeställningar som ställs är: Hur upplever pedagoger elevers lärande på skola A?Hur arbetar pedagoger med mellanöstern i historieundervisning på skola A?Syftet med uppsatsen är att studera hur lärare upplever lärandesituationen i samband med elevers lärande. Undersökningen är en kvalitativ undersökning som bygger på intervjuer. I teoretiska utgångspunkterna tas pedagogiska teorier upp, interkulturellt lärande samt pedagogiska läromedel. Resultatet visade brister på elevers svenska språkkunskaper som bidrog till hinder i elevers lärande. Dessutom framgick det från intervjuer att lärarna har för lite hjälp från ledning och ordinarie skolmaterial i sin undervisning. Vi kom fram till att rollspel kan fungera som en metod i konflikthantering.

Jag har erfarat att bildundervisningen många gånger blir ineffektiv när det kommer till den delen av ämnet som innebär instruktioner och genomgång av planerad elevuppgift. Jag vill därför introducera en ny undervisningsmetod, nämligen Flipped classroom, där instruktioner och genomgång av planerad uppgift genomförs utanför skoltid i form av en instruktionsfilm. Jag har planerat en lektionssvit i bild, som i två klasser genomförs med metoden Flipped classroom. Syftet är att undersöka hur berörd bildlärare och dennes elever ställer sig till bildundervisning med metoden Flipped classroom. Vidare vill jag ta del av hur eleverna mottar min instruktionsfilm i syfte om att få en uppfattning om hur instruktionsfilmer i bildämnet kan utformas på bästa sätt. Undersökningen genomförs i form av djupintervju med läraren, enkätintervjuer med eleverna och observationer av elevernas arbete under lektionstid. Resultatet av min undersökning visar att metoden Flipped classroom är en undersökningsmetod som passar mycket bra för bildundervisning. Läraren i min undersökning upplever att den nya metoden lett till ett bättre och lugnare klassrumsklimat. Eleverna i min undersökning anser att bildundervisning är bättre med metoden Flipped classroom än den tidigare, mer klassiska undervisningsmetoden, eftersom att det nu är lättare att utföra arbetsmomenten då de har bättre koll på vad som skall göras och kan arbeta i sitt eget tempo. Mina observationer visar att metoden leder till att eleverna, med hjälp av instruktionsfilmens stöd i bildarbetet, arbetar mycket fokuserat och effektivt förutsatt att tekniken fungerar som den skall. Min slutsats är att metoden Flipped classroom passar mycket väl för bildundervisning, och att den i det stora hela en en metod med fler fördelar än en mer klassisk undervisningsmetod i bild.

The purpose of this dissertation has been to get a deeper understanding of how, when and why the English teachers of year 6-9 at a particular multilingual school use Swedish when they teach English in a multilingual classroom. Data were collected through notes taken during observations of two teachers during one lesson each. After observing the teachers I conducted one interview with them each. Swedish was used mostly when grammar was explained and when work was done with vocabulary. If Swedish dominated during a lesson or not, depended on what was being done during the lesson. The main reason given why the teachers used Swedish in teaching English was that they were not trained to teach English in a multilingual classroom where Swedish is not the first language of all the pupils. The teachers felt it was difficult to speak English during a whole lesson when they were teaching a group of pupils who had a low level of English.