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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.

Purpose: The major objectives of the study were to assess the classroom management practices of the teachers, to assess the critical thinking skills of the students and to measure the effect of teachers’ classroom management practices on the development of students’ critical thinking skills. Design/Methodology/Approach: The research approach was quantitative and correlational research was used. The population of the research was based on 7294 faculty members serving in HEC recognized universities of Islamabad. Sample of 447 teachers was selected by using stratified-sampling technique. Researcher used classroom management practices scale based on 45 items and critical thinking skills assessment scale based on 47 items. Findings: The data revealed that the classroom management had no effect on Critical Thinking Development. Teacher’s cohesiveness had 0.1% negative effect, teacher’s support had no effect, teacher’s involvement had also no effect, teacher’s skill related to investigation had 0.1% effect, task orientation had 0.2% effect, teacher’s co-operation had 0.2% negative effect and teacher’s equity had 0.2% positive on student’s critical thinking development. However none of the above mentioned effect was statistically significant. Teachers need to learn how to manage positive learning environment. For this purpose, teachers need to use regular feedback, appreciations, and interactive classroom discussions and peer learning methods.

The article focuses on California's teacher retention crisis and the challenges faced by new educators in K-12 classrooms. Topics include the financial and practical hurdles of credentialing, the benefits of formal mentorship programs for teacher retention, and the implementation of a district-wide mentoring initiative based on Cognitive Coaching to support new teachers in navigating classroom realities and professional development.

The article focuses on the essential role of valuing students' time and their individual worth in fostering a positive classroom environment. Topics include the challenges new teachers face when connecting with students, the importance of creating structured and organized lessons, and the lasting impact teachers can have by recognizing students' potential and humanity.

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 [...]

Learners’ academic performance is one of the most imperative elements of the classroom and a core responsibility of teachers as well as schools. Thus, it is imperative to manage a classroom in a way that is conducive to teaching and learning that can promote high academic performance. Consequently, the study aimed to examine the role of classroom management in enhancing learners' academic performance. A generic qualitative research method approach was employed in the study. A purposive sampling technique was used to select a total of 18 teachers from six government secondary schools to study the phenomenon. Therefore, it was found that effective classroom management plays an important role in learners' performance. During the research, it was found that the no availability of physical resources and poor classroom management contribute to learners, performance. Based on the research findings it was identified that teacher effectiveness, teacher preparedness and teacher social and emotional proficiency, teacher-learner relationship, and learners' motivation, behavior, and discipline are the major factors that also have a strong role on learners' performance. The schools selected to conduct research are lacking resources, and teachers are not as effective and skilled as required. Due to the lack of resources and skills, teachers can't manage classrooms which can enhance learners' academic performance. It is thus mandatory to provide resources to schools and skills and training to teachers.

This qualitative study aimed to explore Iranian EFL teachers’ cognition of corrective feedback as one of the elements of classroom management in the EFL context of Iran’s language institutes. Participants of the study were 12 in-service Iranian EFL teachers who taught adult EFL learners. The participants were selected through purposeful sampling, and the sample size was determined based on saturation. The main instrument of the study was a semi-structured one-to-one in-person interview, which aimed to elicit the participants’ cognition of corrective feedback. These individual interviews were audio-recorded and then they were transcribed. Thematic analysis of the data indicated that the participants considered corrective feedback an important element of classroom management in EFL classes. Moreover, the participants believed that corrective feedback should be provided for common errors and errors related to lesson objectives. They classified EFL learners’ errors in terms of the purpose of activities (communication vs. form, and fluency vs. accuracy). In addition, they knew about different timings for the provision of corrective feedback (delayed vs. immediate/on-the-spot). Furthermore, they highlighted the inclusion of teacher correction, peer correction, and self-correction for sufficiently providing corrective feedback in EFL classes. They also foregrounded EFL learners’ proficiency level and their affective factors for appropriate provision of corrective feedback. On the whole, the participants had a sound cognition of corrective feedback as one of the elements of classroom management in EFL classes in Iran. The findings of the present study have implications for language teacher educators, EFL teachers, and language institute supervisors.

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.

Physical Education has had to evolve and change throughout history to adapt to the demands of society. As a result, teachers have had to seek pedagogical alternatives to ensure that students are active, motivated, and engaged in the classroom. This approach allows for the development of motor, cognitive, and socio-emotional skills in students, ultimately contributing to the holistic development of the individual, which is the primary goal of education. Out of this intrinsic need for Physical Education, Alternative Sports have emerged, providing opportunities for different types of learning compared to more traditional sports. Cornerball, a hybrid between split-court and wall-based sports, played in a somewhat unique playing area--a 90° corner, is introduced with the aim of offering a new Alternative Sport. The objective of this descriptive study is to present a new pedagogical proposal designed for the educational context, highlighting its characteristics and fundamental aspects to consider, such as rules, the playing field, participants, and methodological strategies for its implementation within a Physical Education classroom. Therefore, the aims and purposes of this work are to describe a new sports game so that in the future, more detailed and specific empirical studies can be proposed. [ABSTRACT FROM AUTHOR]

This exploratory study investigated the process of student teachers’ CM competence development and resulting outcomes in the context of secondary education professional development schools in the Netherlands. Curriculum assignment output of four student teachers was analysed, and the student teachers and their teacher educators were interviewed. The learning process of the student teachers for CM was reconstructed in terms of (self-regulated) learning, the role of others and (un)planned (learning) activities. Also, student teachers’ goals and learning outcomes were investigated. The results showed that student teachers’ CM goals and outcomes mainly focused on creating healthy teacher-pupil relationships and were only marginally different. However, large variation was found in their learning processes, especially in terms of taking initiative for their own learning, the systematic approach to learning and the use of resources. Moreover, results showed the crucial role of teacher educators and theoretical knowledge for student teachers’ CM learning during their internship. [ABSTRACT FROM AUTHOR]

The present study explored the teachers' self‐efficacy patterns and perceived personal accomplishment in the coronavirus disease 2019 pandemic teaching environment. The current sample included in‐service teachers (n = 393) representing 36 states across the United States. We explored whether teacher efficacy variables (i.e., engagement efficacy, instruction efficacy, and classroom management) predict their perceived personal accomplishment. Also, based on the clustering analysis, we explored how teachers' different self‐efficacy patterns related to their perceived personal accomplishment. The results indicate that teacher efficacy strongly predicted their personal accomplishment levels and show insightful implications on how to support teachers to recover well‐being in a post‐pandemic learning environment. Practitioner points: Three self‐efficacy components of teachers (i.e., engagement efficacy, instructional efficacy, and self‐confidence in classroom management) influenced their percieved personal accomplishment in different ways.During the pandemic teaching period, teachers' high engagement efficacy can compensate for limited teaching confidence; similarly, stronger teaching confidence can counterbalance the impact of reduced engagement efficacy.To increase teachers' positive perceptions of their jobs and restore emotional well‐being, a shift in educational policy is required, one that supports enhancing teachers' self‐efficacy in the post‐COVID‐19 era. [ABSTRACT FROM AUTHOR]

This article examines the place of ijtihad in the British Religious Education curriculum. It argues that the concept should be taught to high school students earlier than A-Level. Knowledge of ijtihad enables students to understand diversity of thought and legal interpretation in Islam, and why different conclusions can be reached from the same or similar corpus of Islamic sources. Ijtihad has always played an important role in the consolidation and evolution of Islamic legal thinking. Yet despite increased research about the value of a hermeneutical approach in the RE classroom in recent years, ijtihad is rarely taught in UK schools. The article presents real life classroom experience and tweaks to the established RE syllabi which have been implemented in schools where the majority of students identify as Muslims. Its principal author (Zameer Hussain) is a religious studies teacher who brings his own expertise in teaching to this debate in order to evidence how a hermeneutical approach to the study of Islam at all levels will benefit students' understanding of Islam and help them to understand the importance of legal pluralism within and between Islamic traditions. [ABSTRACT FROM AUTHOR]

A qualitative content analysis was employed to examine what factors contributed to effective teachers' selection and retention in urban high poverty schools. First, the Star Teacher Interview was used to identify effective urban educators. Then, verbal interviews were conducted with star subjects to determine factors that contributed to their selection and decision to remain in urban high-poverty districts. An inductive analysis process revealed emerging and reoccurring themes. Four major factors were identified that influenced STAR teachers' decision to begin their career in an urban school district and/or Title I school: Giving back to the community, diversity, location, and autonomy. Three major factors were identified that influenced STAR teachers' decision to continue their career beyond 5 years in an urban school district and/or Title I school: Job satisfaction, effective with population, and perseverance. Implications of this study suggest that urban districts work closely with practicum and observation students from the universities who show promise in working with culturally diverse children. Providing teacher candidates with rich experiences in urban schools may positively impact their decision to work in urban settings. [ABSTRACT FROM AUTHOR]

This paper initiates a teaching sequence that focuses on building up equivalent definitions to the standard ones for the limit concept in Real Analysis. It comprises two parts: The first provides a classroom assignment where students, guided by Analysis lecturers, are led to develop an alternative definition to the $ \varepsilon - \delta $ ϵ − δ one for limits of one-variable real functions that are based on the realisation of the interval of $ \delta $ δ 's. In the second one, students are directed by their instructor to restore equivalence between two distinct definitions of limit for a function mapping a subset of $ {R^2} $ R 2 into $ R $ R. This is done by adding a condition to one of the definitions, resulting in a third definition that is equivalent to the other one. [ABSTRACT FROM AUTHOR]

Classroom management practices are critical to the success of teachers and students, and a growing number of programs have been developed to improve these practices. However, there has been less investigation into observational tools to assess classroom management and exploration of whether it can be measured consistently by observers across elementary, middle, and high school classrooms. Moreover, there is a need to determine how classroom management practices vary as a function of school settings and classroom contexts (e.g., class size and racial composition). The current study aimed to examine classroom management practices using the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an observational measure administered by trained external observers across 3,263 classrooms. A series of analyses indicated that the ASSIST demonstrated partial MI across contexts, and was particularly robust across class size and racial composition, which enabled us to contrast latent mean differences across developmental levels. Latent means of classroom practices across elementary and middle school were similar, whereas elementary school and high school classrooms differed significantly. The findings provide evidence that the ASSIST is similarly measuring classroom management across classroom contexts but is sensitive to mean differences in classroom management across classroom contexts. Impact Statement The Assessing School Settings: Interactions of Students and Teachers (ASSIST) is an observational measure of classroom management that is helpful for assessing differences in classroom management constructs across classroom levels (i.e., elementary, middle, high), as well as select contextual variables, including class size and racial composition. Findings illustrate the promise of the ASSIST as a tool for measuring teachers' classroom management practices and detecting differences across these settings, suggesting it may be particularly useful in large scale studies which span multiple grade and school levels. [ABSTRACT FROM AUTHOR]

Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social–emotional–behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices. [ABSTRACT FROM AUTHOR]

Students with attention-deficit/hyperactivity disorder (ADHD) may engage in disruptive classroom behaviors. The Caught Being Good Game (CBGG) has been identified as an intervention for managing class-wide behaviors. The purpose of the current study was to evaluate the effect of the CBGG in increasing class-wide academically engaged behavior (AEB) and decreasing disruptive behaviors (DB) among target students diagnosed with ADHD. This study used a multiple baseline design across three elementary classrooms. The results indicated that all participants' AEB increased when the CBGG was implemented. The results also suggested that the CBGG decreases DB among target students diagnosed with ADHD. Using the CBGG as part of classroom management could reduce the time teachers spend managing student behavior and increase the time they spend on teaching. [ABSTRACT FROM AUTHOR]

The article focuses on the use of mapping activities in diverse classroom settings in South Korea and the United States, offering valuable techniques for integrating art as a language tool. Topics include understanding mapping in children's literacy practices, visualizing identity and belonging through mapping activities, and exploring children's sense of belonging in the classroom through interviews and mapping narratives.

The article focuses on the integration of technology in early childhood education, advocating for the use of digital tools to engage, enhance, and extend learning. Topics include the Triple E Framework for evaluating technology effectiveness, practical applications of digital microscopes and green screens in the classroom, and guidance for teachers on getting started with these tools to support student learning and exploration.

Teachers' classroom practice encompasses diverse facets of teacher behavior. Understanding teachers’ classroom practice is important as the literature has been well documented its association with student, teacher, and classroom outcomes. Positive teacher-student relationships and proper classroom management, both are important aspects of teachers’ classroom practices, have been empirically linked to increasing student academic performance and reducing problem behaviors. This study explored patterns of teacher classroom practices across teacher-student relationships and classroom management and validated them using a person-oriented approach, k-means clustering, on three sets of data with over 600 participants. Using indicators of classroom assessment scoring system (CLASS), three distinct teacher profiles were identified: supportive, intermediate, and detached. Supportive teachers demonstrated high levels of teacher-student relationships and classroom management, while detached teachers showed low levels of both. Intermediate teachers fell between these two groups. The study also compared these profiles based on teacher self-efficacy, work stress, and classroom climate. Supportive teachers had the highest classroom climate scores, followed by intermediate and detached. Work stress was comparable for intermediate and supportive teachers, but both were lower than detached. No group differences were found for self-efficacy. This study contributes to the understanding of teacher behaviors with students in the lower grades. [ABSTRACT FROM AUTHOR]

Disruptive behavior in the classroom is a significant concern for teachers in schools across the globe. Extensive research has conclusively shown that effectively managing disruptive behavior in the classroom is a crucial factor that enhances the quality of instruction. The successful management of disruptive behavior in the classroom is influenced by various factors, including the causal attribution that a teacher assigns to the behavior. This study explored teachers' perspectives on the factors contributing to disruptive behavior in the classroom. The study employed an interpretive paradigm and a qualitative approach with a case study research design. Data was generated via semi-structured interviews with six members of the School Management Team and a focus group interview with seven teachers from four purposively chosen Quintiles Three secondary schools. The findings showed that teachers attribute classroom disruptions to the characteristics and attributes of learners, contextual elements within schools, and external factors. The study concludes that these factors should be considered when developing classroom behavior strategies. [ABSTRACT FROM AUTHOR]

This study investigated the effect of Classroom Management strategies on Physics students' academic performance in Akamkpa Local Government Area of Cross River State, Nigeria. The main objectives were to examine the impact of Classroom Management approaches, gender differences, and age groups on students' achievement in physics. The research employed a quasi-experimental design, with senior secondary school two (SS2) Physics students randomly assigned to experimental groups receiving authoritative or inclusive classroom management interventions, and a control group. Data were collected through Pre-tests, Post-tests, Classroom observations, and student survey over a fourweek intervention period. The study sample consisted of 152 SS2 Physics students, and data analysis was conducted using analysis of covariance (ANCOVA). The findings revealed a significant positive effect of Classroom Management Strategies on student academic performance in Physics. Both the authoritative and inclusive approaches resulted in substantially higher average scores compared to the control group, with the inclusive style yielding the highest achievement. A large effect size indicated that Classroom Management Strategies explained a substantial portion of the variance in student performance. While gender alone did not have a significant main effect, there was a notable interaction between gender and Classroom Management Strategy. Male students performed better under authoritative management, while female students excelled in the control group. Interestingly, the inclusive strategy led to similarly high performance for both genders, suggesting its effectiveness in enhancing physics performance regardless of student gender. The study also found significant main effects for both Classroom Management Strategies and age groups on student academic performance in Physics. However, the absence of a significant interaction effect indicated that the impact of classroom management strategies on academic performance was consistent across different age groups. These findings underscore the importance of implementing comprehensive classroom management strategies and considering students' age when developing instructional approaches to optimize learning outcomes in physics education. [ABSTRACT FROM AUTHOR]

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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. [ABSTRACT FROM AUTHOR]

This study provides a comprehensive overview of trends in Scandinavian early childhood education (ECEC) research from 2006 to 2021, based on the Nordic Base of Early Childhood Education and Care's (NB-ECEC) annual reports. The study reveals a notable increase in empirical studies in Scandinavia, particularly in Sweden and Norway. The rise in English publications is attributed to international collaborations and political guidelines. Dominant thematic areas include pedagogical practices and teaching and learning, while economics and classroom management receive less focus. Qualitative research prevails, with a shortage of quantitative methods like randomised controlled trials and longitudinal designs. The study emphasises the importance of diversifying research methodologies, acknowledges positive developments in research quality, and notes an increasing trend in international peer-reviewed journal publications. [ABSTRACT FROM AUTHOR]