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The study explores the evolution of supervision in educational settings, focusing on the transition from traditional inspection methods to more developmental and clinical supervisory practices. Using a descriptive correlational research design, the study systematically examines the relationship between supervisory practices and teachers' efficacy in the Division of Cabuyao City. A self-constructed questionnaire, validated by experts and utilizing a Likert scale, was administered to public school teachers in Cabuyao to assess their perceptions of supervisory practices and their own efficacy. The findings indicate that supervisors, school heads, and master teachers in Cabuyao City public schools actively engage in pre-observation, classroom observation, and post-conference analysis, which are crucial for fostering a supportive learning environment. These practices include detailed pre-observation preparations, the use of COT-RPMS rating sheets, and constructive feedback during post-observation conferences. Additionally, the study reveals that elementary teachers in Cabuyao City demonstrate high levels of student engagement, effective instructional strategies, and strong classroom management skills. The research identifies a significant correlation between supervisory practices and teachers' efficacy, particularly in areas such as pre-observation conferences and classroom management. This suggests that enhanced supervisory practices lead to improved teacher performance, highlighting the need for a compilation of best supervisory practices to guide effective teacher supervision. The study contributes to the understanding of how supervisory practices impact teachers' professional growth and offers insights for improving educational supervision in public schools. [ABSTRACT FROM AUTHOR]

Classrooms are the factories where students are created, enhanced, become a better person than a mediocre or less mediocre human, learn ethics and morality, gather specific knowledge and make themselves ready for what they want to be and how to reflect themselves in the mirror of the world according to their goals and desires. For this reason, the scope of education is very widespread. Furthermore, the application of different topics and courses in the life of a human is not the same in various ages of their life. To make education effective, it is highly necessary to apply the things that suit people appropriately with their appeal, necessity and exact age. This research paper is based on the logical explanation of the definitions of education, classroom and its components, knowledge and skill, figures for apparent understanding, the elaboration of educational phases of human life, the ways to ensure an effective classroom and finally, the composition of an operative teacher and a dutiful student. [ABSTRACT FROM AUTHOR]

This study discusses whether free-view media processing technology impacts individual student learning in everyday dance teaching practice in different ways. This study was conducted empirically by creating three groups: a traditional face-to-face group, a completely digital media online learning group and a blended model group. Results indicated that the blended learning model group achieved better results than the traditional face-to-face model group and the completely online group. In other words, this indicates that free-view media processing technology plays a positive role in dance teaching. It encourages students to reflect and think critically. With blended learning, students can embrace new technologies, learn and teach together, and avoid disruptions caused by removing technology from the classroom. [ABSTRACT FROM AUTHOR]

This study aimed to identify the relationship between training program effectiveness and English language teachers' self-efficacy. The participants of this study consisted of 144 English language teachers at Makkah schools. The data were collected via the Effectiveness of Training Program Scale and the Teachers Self-Efficacy Scale. The findings of the study revealed a statistically significant relationship between training programs effectiveness and English language teachers' self-efficacy. Furthermore, English teachers perceived self-efficacy toward student engagement and instructional strategies was medium, whereas classroom management was not high. Relevant implications and future directions are discussed within the scope of the training program effectiveness and teacher’s self-efficacy literature.

More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students most in need. Of the malleable factors related to burnout, this article focused on teachers' capacity to manage classroom behavior and discusses the potential of the Behavioral, Academic, and Social Engagement (BASE) Model to disrupt processes that can lead to teacher burnout. To illustrate the model's potential, we present perspectives from middle school teachers shared in focus groups about challenging classroom behaviors and their professional development needs, and we discuss how the BASE Model can help address teachers' capacity for managing their classroom context. Implications for teacher training and supported professionalism to reduce burnout are discussed. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has necessitated a shift toward online education, making it more critical than ever to understand the impact of learning styles on teaching and learning. This critical review examined recent studies on the topic and highlights the significance of catering to individual learning styles to optimize student performance in diverse educational settings. From all the articles, four main concepts emerged: implementing effective teaching strategies for diverse learners, identifying and using learning styles to cater to student's individual needs, supporting students with individualized needs during remote instruction, and evaluating and assessing student learning in an online environment. Schools and teachers could identify students' learning styles using various tools. They could also use these learning styles to fit their teaching strategies in the class and the assessments. Teachers used a variety of educational tools and artificial intelligence for individualized instruction. The review concluded that educators incorporated various teaching methods and technologies to accommodate students' learning preferences and foster meaningful engagement in virtual classrooms, particularly during these challenging times.

Within teacher education, generally, classroom management is understood as presenting dispositional and technical challenges, mostly a matter of gaining and displaying specific skills to establish order. Drawing on an analysis of three prominent texts, the author argues for the need to reconceive classroom management as a philosophical and practical moral problem tied to answering the insistent question, How ought students and educators live together and treat one another in school? Understood as a matter of forging a democratic citizenship of schooling, a reflection of democracy as a distinctive way of life and not merely a form of government, the author offers a framework to guide reconsideration composed of five democratic 'manners,' including hospitality, listening, voice, reflectivity, and evidential discernment., Introduction In the early 20th century, the distinguished educator William Chandler Bagley (1907), seeking to make sense of the 'problem of classroom management' for teachers, offered a warning: In a [...]

The Good Behavior Game (GBG) is an interdependent group-oriented contingency management system successfully used in school settings to promote positive student behaviors. As a classroom management intervention, there is a large body of evidence for it increasing desirable classroom behaviors and decreasing problem behaviors across a range of student populations. Recent studies have also demonstrated that a positive reinforcement-focused version of the GBG can be successfully implemented using a software application. The purpose of this article is to provide a brief overview of the GBG and its evidence base and describe the steps for implementing the GBG with a freely available software application for classroom management.

The article focuses on Tran Templeton's commentary on the complex relationships between teachers and children's materials, highlighting how educational routines often flatten the richness and creativity inherent in children's art and play. Topics include the disruptive potential of children's tableaux in challenging adult narratives, the role of doubt in re-evaluating interpretations of children's art and the importance of embracing difference to foster more inclusive and educational practices.

Introduction: The dissemination of the idea of subjectivity as well as active and critical citizenship creates opportunity/challenge for reflective educational practice build on the basis of conscious and responsible choices regarding goals and means of education. In this context, issues related to maintaining discipline in the classroom were raised. Based on the theory of Charles H. Wolfgang (2001) indicating: 1) rules and consequences model (authoritarian approach), 2) confrontation and negotiation model (democratic approach), 3) relationship and listening model (liberal approach), as well as the model of individual philosophy of discipline by Clifford H. Edwards (2008) and the theory of self-determination by E. L. Deci and R. M. Ryan (2000), attempts were made to determine to what extent professionally active teachers are attached to traditional, authoritarian solutions regarding discipline, to what extent they are open to new, democratic and liberal approaches, and what factors predict their preferences in this regard. Method: The research pursued descriptive objectives related to the models of discipline preferred by teachers, and explanatory objectives related to determining whether the teacher's individual educational philosophy, his/her work environment at school and such sociodemographic variables as age, gender or type of institution in which the teacher is employed predict these preferences. The research was attended by 169 professionally active teachers employed in kindergartens, primary and secondary schools. It was designed according to the rules of the correlation procedure, with the use of English-language tools translated into Polish: The Beliefs on Discipline Inventory (BDI), The Teachers' Need for Autonomy Satisfaction (TNAS) and the Polish-language Rationality of Education Questionnaire (KRAK). Results: The conducted analyzes indicate that the confrontation and negotiation model is the most popular among the respondents, followed by the relationship and listening model, and the rules and consequences model. Factors that predict teacher preferences are: individual educational philosophy and age. Conclusions: The obtained data suggest that the surveyed teachers are open to democratic and liberal strategies of discipline. The democratic confrontation and negotiation model is preferred by respondents who perceive the sense of school education in accordance with hermeneutic and negation rationality and the ones who contest praxeological rationality. The liberal relationship and listening model is popular among younger respondents. These results can become the basis for designing activities for the academic education and professional development of teachers and pedagogues - reflective practitioners, e.g. in the field of developing self-awareness related to recognizing the factors that determine personal preferences in the field of discipline models. [ABSTRACT FROM AUTHOR]

To investigate the pending problem and improve the effectiveness of online classrooms in the post-COVID-19 era, researchers conducted semi-structured interviews with 41 teachers from China, the Philippines, and other countries who have experienced long-time online classrooms. The research indicated that (1) all problems the teachers face in the online classroom can be classified into two types, including internal problems (the problems in teachers' teaching, students' learning, classroom discipline, and students' psychology) and external problems (the problems in hardware and equipment, school management, education equity and privacy protection, and family interference). (2) To better improve online classroom effectiveness, teachers strongly call for a series of reforms, including the reform of school management, curriculum and teaching, after-class instruction, and psychological support, which require schools, teachers, and parents to work together to make fundamental improvements. (3) Educational equity issues caused by economic development level, long-term inefficient online interaction, and various internal contradictions are the fundamental reasons why the previous problems existing in the online classroom have not been solved. Teachers, schools, educational researchers, and government departments need to deeply study and analyze these reasons, which will help solve a series of past and present problems in the online classroom. [ABSTRACT FROM AUTHOR]

Middle school is a cornerstone for success in high school. However, cognitive, emotional, and behavioral engagement of adolescents often decline as they transition from elementary to middle school, resulting in lower school grades and more challenging behaviors, especially for adolescents with or at risk for emotional and behavioral disorders (EBD). Class-wide function-related intervention teams (CW-FIT), a classroom management program based on school-wide positive behavior support, has been found to be effective in elementary general and special education classrooms. The present study, a randomized control trial of CW-FIT for middle schools (CW-FIT MS), evaluated the effects on class-wide on-task behavior, as well as the on-task and disruptive behaviors of students identified as at risk for EBD. Participants included 629 students (70 identified as at risk) enrolled in 28 middle school classrooms across five Title I schools representing diverse geographic, ethnic, and socioeconomic areas. The study also addressed research questions regarding effects of the intervention on teacher praise and reprimands, as well as teacher and student social validity. Results suggested that CW-FIT MS was associated with improvements in class-wide and at-risk student on-task behavior, student disruptions, teacher praise, and teacher reprimand rates. Both teachers and students reported the intervention to be socially valid. Study limitations and areas for future research are addressed., Author(s): Howard P. Wills [sup.1], Paul Caldarella [sup.2], Leslie Williams [sup.3], Kandace Fleming [sup.4], Pei-Yu Chen [sup.5] Author Affiliations: (1) grid.266515.3, 0000 0001 2106 0692, Juniper Gardens Children's Project, University [...]

Professional vision of classroom management comprises the competence to recognize relevant classroom management events and interactions and to interpret them in a theory-based manner (Gold et al., 2016; Sherin & van Es, 2009). Promoting this competence is a main goal of teacher training. The effectiveness of video-based learning arrangements to promote this competence has already been confirmed (Steffensky & Kleinknecht, 2016). However, there is a lack of digital learning opportunities that offer individually adaptable learning paths (Bremer, 2009) to take different performance levels and learning tempi of pre-service teachers into account (Landenfeld et al., 2019). This article therefore describes the development of a digital, video-based learning module to promote the professional vision of relevant classroom management events. It was developed according to proven media-psychological design principles and subjected to usability testing. Representing the potential user groups, two student teachers (novices) and twelve seminar leaders (experts) worked on at least one part of the digital learning module and evaluated its usability in terms of content, operability, and aesthetics. A qualitative content analysis of interview transcripts and notes revealed that design and content of the module were evaluated as aesthetic and meaningful. Additionally, statements on module length, video analyses, support elements, feedback, operating elements, and design aspects were extracted. Based on these findings, the video analyses were modified, and the module was revised. In addition to the possibility of using the digital learning module for the competence development of pre-service teachers, the obtained findings are useful for the construction of future video-based learning modules.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A successful teacher manages the classroom in a way to meet all the potential challenges. In effect, classroom management skills are the cornerstone of the whole process of successful teaching. This survey-based study assessed the interrelationship among EFL teachers' smart classroom management (SCM), their students' learning approach, positive orientation (PO), and language achievement (LA). SCM implies using different strategies including appropriate planning, organization, leadership, and control based on humanistic approaches to education. The population of the study consisted of about 307 Iranian university, institute, and public school students, out of which 279 were sampled. This study used the Persian forms of three questionnaires: Smart Classroom Management Questionnaire (SCMQ), Revised Study Process Questionnaire (R-SPQ-2F) measuring deep approach (D), surface approach (SA), and Positivity Scale (PS). The results obtained via Structural Equation Modeling (SEM) demonstrated that the expected model including the variables under study had a good fit with the data. The results demonstrated that EFL teachers' SCM positively and significantly influenced the three student-related factors: DA. LA, and PO. LA was positively predicted by DA, while SA had no significant influence on LA. PO positively and significantly impacted LA. It can also be concluded that LA is positively predicted by SCM via its influence on DA and PO. The major implication of the present study should inform teacher educators to incorporate SCM strategies in their programs. [ABSTRACT FROM AUTHOR]

We designed an interactive virtual reality (VR) application to provide a controlled and yet unpredictable environment for the development of classroom management skills. The simulated environment allows teachers in training to interact with virtual students in realistic and meaningful ways. The VR application allows rich verbal interaction by using artificial intelligence (AI). Initial findings suggest it is a successful proof of concept. In this paper, we focus on the technical implementation. Predictions on educational effectiveness and the educational challenges of pre-service teacher education are discussed. Future developments include rigorous testing and incorporating non-verbal communication based on a multi-dimensional interpersonal behavior model.

Background: Mixed-reality simulations (MRS) have been available for some time. However, teacher education programs in the United States are now introducing MRS as part of teacher training. Therefore, this study sought to determine teacher candidates’ perceptions of MRS and their possible benefits for education. Objectives: The purpose of this case study was to determine factors associated with a positive simulation experience, the simulation improvements or concerns, and what the teacher candidates learned from the live session. Methods: A qualitative methodological approach was employed. Feedback results were collected from 57 teacher candidates who participated in the MRS session, which were analyzed using an Excel document to identify the emergent themes. Results and Conclusions: The qualitative data revealed three themes: the real-life experiences were beneficial in acquiring pedagogical skills; the simulation was an effective training resource; and there was a need to improve the technology to ensure more realistic experiences. The simulation enables pre-service teachers to engage, think critically, and apply teaching skills with a small group of students. Conducting only one simulation was not enough to acquire knowledge on best teaching practices. Therefore, there is a need to implement additional MRS scenarios at the university level, so that teacher candidates can practice and feel confident teaching students in a safe environment.

Childhood educators are adjusting as they transition from the global pandemic to the new normal. This qualitative study explored the learning processes facilitated by teachers for children in a group childcare center in British Columbia, Canada, during the new normal. The case study identified six teachers who were purposefully identified based on the following criteria: being licensed childhood educators, teaching in the facility, and showing a willingness to participate in the study. The twenty young children were likewise chosen considering these conditions: they are enrolled in the facility, aged three to four, and their parents gave their written consent. In-depth interviews, classroom observations, photographs, and field notes were utilized. Trustworthiness was also observed in the study. Findings reveal three emerging themes: engaging children in deliberate play-based activities streamlining classroom management, and challenging and rewarding learning. The study concludes that the teachers' learning process is characterized by high learner engagement in deliberate play-based activities. The facilitators of learning have to streamline their classroom management through creative scaffolding, collaboration, and modifications in their teaching and pacing. Facilitating learning is a confluence of challenges, job fulfillment, and positive impact. Thus, further investigation may be conducted to verify the findings in other childcare centers in British Columbia, Canada. [ABSTRACT FROM AUTHOR]

Teacher self-efficacy is a construct that exerts a powerful influence on the behaviors of teachers. Yet, few studies have been conducted examining the impact of contextual structures within educator preparation programs on the development of general and domain-specific teaching efficacy. This study investigated the impact of ayearlong internship for elementary educationmajors along several dimensions of teacher self-efficacy, including self-efficacy for classroom management, student engagement, and instructional strategies. The results indicate that candidates who participated in the internship demonstrated increases in efficacy that were significantly different in comparison to candidates who completed the traditional teacher education program. Implications are discussed as related considerations for teacher education programs as they seek to structure clinical experiences to maximize opportunities for mastery experiences and relationship building, thereby maximizing growth in candidates' teaching self-efficacy., Introduction The current educational context is characterized by unprecedented attention on teacher preparation. Educator preparation programs (EPPs) face increased scrutiny to demonstrate effectiveness for producing teachers who positively impact student [...]

Introduction: Power relationships, which manifest themselves in all kinds of organizational environments, including educational institutions, manifest themselves as a necessity for teacher leadership in the classroom. It is necessary to use different types of power, which are multi-sourced and influenced by more than one variable, in classroom management to increase the quality of education. Due to these reasons, this study aimed to comparatively examine the types of power used by high school teachers in classroom management according to the opinions of teachers and students.

It is important for the teacher, who is one of the main actors in the cognitive, mental and psychological development of their students, to create a safe educational environment. However the state in Turkey has received reports that have found abusive behavior by some teachers. The main objective of this study is to question the existence of abuse by music teachers. The participants of the study consisted of 902 students studying in different Faculty of Education departments in Turkey. The research is a descriptive study and employed a survey model. The data were collected through an “Abuse in Music Class Questionnaire”, which was developed by the researcher. The results revealed that more than one-quarter of the responding students experienced emotional abuse and 5 to 10% suffered physical abuse in music classes during middle school and high school. Men reported emotional abuse significantly more than women. This study showed that students may experience abuse in music classes and that emotional abuse is more common than physical abuse. As far as reasons for abuse, classroom management problems, a lack of knowledge about pedagogic principles in the developmental characteristics of children, and teaching methods are highlighted.

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Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The expertise of the teaching staff to organize the didactic activity and to manage the pupils' behavior is of major importance for achieving school performance, especially under the conditions of frequent changes in the education system, the digitization process, the numerous discipline problems in schools, the various expectations of the professional environment, of the civil society, of teachers or of parents. Teachers must lead pupils' behavior and also must prevent and act in unexpected situations using the most appropriate classroom management strategies to create a positive climate conducive to learning. The aims of the current study are to identify the challenges that teachers are facing in the classroom management at various age levels of pupils and to analyses their needs of training in order to improve the professional skills in this area. A number of 97 teachers from all four levels of pre-university education have answered a questionnaire with three semi-directive questions that targeted the following aspects related to the classroom management: the most common problems that teachers face in the classroom management; the examples of management problems from their own professional practice; the knowledge or skills that teachers would need to improve for a better classroom management. The content analysis of the teachers' answers highlighted as the most common categories of challenges in classroom management the following: the discipline problems, the teacher’s poor collaboration with pupil’s families, the management of the social and emotional environment of the class, the lack of material resource or the insufficient space in classroom. In terms of the teachers' training needs for a better classroom management, the analysis showed a grouping of answers around the following aspects: specific intervention strategies, techniques and tools in disciplinary cases, communicating with pupils, communicating and working with the pupils’ parents, specific methods and techniques to make teaching-learning more efficient, knowledge in child psychology. The information obtained through the current study can contribute to the design of continuous training programs for teachers and to the introduction of discussion topics focused upon the identified problems into the curriculum for the initial training of pupils who wish to pursue a teaching career.

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Distance education contributes to the development of teamwork skills that may be needed in business life and builds effective collaborative communication skills that allow individuals to learn on their own. Students are able to take online classes, interact with their teachers and become a member of interactive groups. During the pandemic, countries faced different constraints that changed the general perception of education. The use of distance education programs, especially during the recent global COVID-19 epidemic, has had a positive or negative impact on students and had similar impacts on teachers as well. The education sector has also been affected by the various measures taken by countries to minimize the risk of transmission during the pandemic period. In this period, the traditional understanding of education has been interrupted and teachers carried out their education and training activities in technological environments. Distance education has also brought some difficulties as well as provided certain advantages to teachers. Quantitative analysis was preferred as the research method to describe the difficulties teachers faced when implementing open and distance education in Turkey. Within the scope of this study, problems of distance education faced by educators in classroom management are tried to be examined during the pandemic period. [ABSTRACT FROM AUTHOR]

Students who present as dysregulated due to the impacts of trauma and toxic stress can challenge educators and find themselves improperly or insufficiently supported, punitively consequenced and unable to equitably access education. Trauma-informed approaches based on an understanding of brain development and function have been put forth as best practice for supporting students with trauma histories. The novel Sustainably Integrated Trauma-Informed Education Framework (S.I.T.E. Framework) facilitates systemic integration of trauma-informed approaches across a school and was developed through a community-informed process to address implementation challenges traditionally linked to trauma-informed initiatives. The S.I.T.E Framework promotes the science-based content of the Neurosequential Model in Education (NME) and was piloted during the 2017–18 school year at a metropolitan elementary school in Colorado. Mixed analytic methods identified four components, 1) establish and facilitate school-based Core Team, 2) deliver school-wide professional development training, 3) provide on-site staff support and consultation and 4) conduct a comprehensive evaluation as critical to the successful implementation of the framework. Pilot testing of the S.I.T.E. Framework's innovative, multicomponent structure illustrates the potential for sustainable, whole-school integration of brain-based, trauma-informed approaches that are supportive of both educators and students regardless of their trauma history. [ABSTRACT FROM AUTHOR]

Our study is focused on the perceived professional efficacy of informatics in-service teachers with the experience of using micro-controller BBC micro:bit. In Slovakia, teaching using hardware is not typical. In addition, many teachers do not teach programming. BBC micro:bit is designed to be a tool for computer science (CS) teachers that should make a significant contribution to the innovation of CS teaching and enable CS teachers to implement CS lessons. The following research questions were asked. Q1: Is there a difference in the perceived efficacy to use teaching strategies based on experience with the micro:bit? Q2: Is there a relationship between the perceived efficacy of using teaching strategies and experience using the micro:bit? The research sample comprised N = 388 CS teachers employed in Slovak schools from the available selection. The research sample included CS teachers who participated in the project called ENTER. All participants have a grant, weekly online practices, supporting materials, and also consultant for implementation of a new teaching strategy. This study's findings indicate that the use of a microcontroller such as the micro:bit has a positive impact on self-efficacy for instructional strategies, but not for classroom management. [ABSTRACT FROM AUTHOR]

This study aims to analyze and understand the meaning of classroom management for Islamic Religious Education teachers at Madrasah Aliyah Ihyaul Ulum. Researchers use a qualitative approach to the type of case study. Data collection techniques are carried out through observation, interview, and documentation. Research results show that; Class management is understood as a form of the central role and duties of an Islamic religious teacher, which must be carried out thoughtfully and responsibly. Second, the implementation of class management in Islamic Religious Education learning is motivated by the teacher's desire to achieve his learning goals in Madrasahs. Third, implementing class management in learning Islamic Religious Education aims to improve the quality of learning. Fourth, creating a comfortable learning atmosphere for learning Islamic Religious Education.

(1) Background: Dealing with students’ maladaptive behaviour in the classroom, such as verbal aggressive behaviour, is challenging, particularly for novice teachers. They often encounter limited opportunities for training and practice in handling such incidents during their pre-service education, rendering them ill-equipped and uncertain when confronted with instances of verbal aggression during their initial teaching experiences. This article reports on the design and validation of a verbal aggression management competence model to guide and substantiate novice teachers’ immediate reactions. (2) Methods: The model’s construction and validation processes were informed by a dual-pronged approach, encompassing a literature analysis to explore theoretical concepts and semi-structured interviews involving 32 educational experts to validate its practical applicability. (3) Results: The design and validation processes resulted in a comprehensive competence model consisting of concrete steps to be taken during or immediately following an incident and overarching attitudes to be adopted throughout the incident managing process. (4) Conclusions: This study contributes a structured framework to empower novice teachers, offering tools to address verbal aggressive behaviour within the classroom environment. Furthermore, it highlights the potential of incorporating this model into teacher education programs, facilitating the competence development of future teachers, and fostering conducive learning environments.

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This study documents patterns of cultural value conflict and harmony for Latino students in two relational domains--among the students themselves and between the students and their teachers--in two second grade classrooms in the Los Angeles area. One of the classrooms was led by a teacher who participated in a professional development program, the Bridging Cultures Project, based on cultural and social psychology research and theory, and one led by a teacher who did not. Invoking the cultural value spectrum of individualism-collectivism, the Bridging Cultures Project engaged Spanish-English bilingual elementary teachers in learning about individualistic values rooted in the design of instruction and behavioral management in U.S. classrooms and how they may differ from the relatively more collectivistic values of their students. Through this program, teachers became researchers themselves, experimenting with new approaches grounded in a collectivistic values paradigm. Discourse analysis revealed that, through her instructional methods, the Bridging Cultures teacher made her classroom activities and interactions relatively more collectivistic. By contrast, the non-Bridging Cultures teacher encouraged relatively more individualistic behaviors. This study demonstrates how explicit learning about cultural values can help a teacher design instruction in a way that reduces cultural value conflicts in the classroom. [ABSTRACT FROM AUTHOR]

The goal of the Maximize Program is to collaborate with educators to develop resources and procedures to facilitate teachers’ use of equity-focused behavioral supports. In this study, we describe teachers’ responses to the first iteration of the interactive Maximize Technology Platform. Ninety elementary school teachers from three schools were encouraged to use the platform to learn about the foundational concept of equity literacy, complete a self-assessment of practices, and set a goal for improvement. We observed teachers’ platform use, self-reported use of 10 behavior support strategies, goals set for improving equity-focused features of these strategies, and reported progress during the first quarter of the academic year. Over 70% of teachers reported frequent use of four strategies: Classroom Expectations, Praise, Greetings, and Community Circles. Fewer teachers reported using Student Choice, Effective Questioning, and Corrective Feedback. Variations in use between general education and other teachers were observed. Over 60% of teachers set an equity-focused goal. Variability in the types of goals set and rates of reported improvement highlight the complexity of this work. Results offer promise about the use of interactive technology to facilitate professional learning and goal-setting about equity initiatives and offer insights for leveraging interactive technology to facilitate teachers’ implementation of equity-focused practices.

Education and its vigorous reformative process has been generating interest among researchers over the last years in Albania becoming one of the most widespread topics of discussion. The reforms that the Lower Secondary Education System has undergone over the last decade have been intensive, quick and sometimes even chaotic highly influenced by other social developments. Due to the implementation of a new restructured school curriculum in the Albanian compulsory educational system, the managing process in this level of education has become a major challenge for the educators. The addition of another year (9th grade) to the previous educational Albanian system has increased the difficulty of classroom management of the 9th grade students. This study aims to analyze the current educational reality in Albania created after this structural and content reform made in the Lower Secondary Education System, changing it from 8th grade system to 9th grade system, pointing out the advantages and difficulties encountered by the teachers, as well as the adaptation of the pupils versus this new reality. The study is realized through four phases: firstly, the compilation of a general outline of the paper; secondly, the preparation of questionnaires for teachers and pupils; thirdly, the gathering of data and observations in the Lower Secondary Education classes; fourthly, the elaboration of the gathered information drawing certain conclusions and suggestions regarding this issue. The treatment of this topic served not only for the recognition of this transformation that the Albanian educational system underwent, but also for the recognition of the new challenges that teachers faced up with while trying to reach an efficient classroom management. [ABSTRACT FROM AUTHOR]

The present study sought to elicit insights into pedagogical practices pertaining to the integration of digital games into teaching and learning. A review of peer-reviewed journal articles published in English over the past 10 years uncovered common pedagogical themes that were categorized into a pre-game, game, and post-game taxonomy. The findings indicated that teachers implemented a variety of instructional activities at the pre-game, game, and post-game stages. Pre-game activities consisted mostly of lectures and gameplay trainings. At the game stage, teachers engaged in content scaffolding, performed classroom management activities, and provided technical assistance to students during gameplay. At the post-game stage, teachers organized debriefing sessions to ensure that gameplay translated into learning outcomes for students. Recommendations are made for the integration of games into teaching and learning in order to maximize student engagement and learning outcomes. [ABSTRACT FROM AUTHOR]