Classroom management

Abstract: The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample of 1,430 practicing teachers using factor analysis, item response modeling, systems of equations, and a structural equation model. Teachers' years of experience showed nonlinear relationships with all three self-efficacy factors, increasing from early career to mid-career and then falling afterwards. Female teachers had greater workload stress, greater classroom stress from student behaviors, and lower classroom management self-efficacy. Teachers with greater workload stress had greater classroom management self-efficacy, whereas teachers with greater classroom stress had lower self-efficacy and lower job satisfaction. Those teaching young children (in elementary grades and kindergarten) had higher levels of self-efficacy for classroom management and student engagement. Lastly, teachers with greater classroom management self-efficacy or greater instructional strategies self-efficacy had greater job satisfaction.

Abstract: 1.Educational Psychology: A Foundation for Teaching. What Makes a Good Teacher? What Is the Role of Research in Educational Psychology? What Research Methods Are Used in Educational Psychology? 2.Theories of Development. What Are Some Views of Human Development? How Did Piaget View Cognitive Development? How Is Piagets Work Viewed Today? How Did Vygotsky View Cognitive Development? How Did Erickson View Personal and Social Development? What Are Some Theories of Moral Development? 3.Development During Childhood and Adolescence. How Do Children Develop During the Preschool Years? What Kinds of Early Childhood Education Programs Exist? How Do Children Develop During the Elementary Years? How Do Children Develop During the Middle School and High School Years? 4.Student Diversity. What Is the Impact of Culture on Teaching and Learning? How Does Socioeconomic Status Affect Student Achievement? How Do Ethnicity and Race Affect Students School Experiences? How Do Language Differences Affect Student Achievement? What Is Multicultural Education? How Do Gender and Gender Bias Affect Students School Experiences? How Do Students Differ in Intelligence and Learning Styles? 5.Behavioral Theories of Learning. What Is Learning? What Behavioral Learning Theories Have Evolved? What Are Some Principles of Behavioral Learning? How Has Social Learning Theory Contributed to Our Understanding of Human Learning? 6.Cognitive Theories of Learning: Basic Concepts. What Is an Information-Processing Model? What Causes People to Remember or Forget? How Can Memory Strategies Be Taught? What Makes Information Meaningful? How Do Metacognitive Skills Help Students Learn? What Study Strategies Help Students Learn? How Do Cognitive Teaching Strategies Help Students Learn? 7.The Effective Lesson. What Is Direct Instruction? How Is a Direct Instruction Lesson Taught? What Does Research on Direct Instruction Methods Suggest? How Do Students Learn and Transfer Concepts? How Are Discussions Used in Instruction? 8.Student-Centered and Constructivist Approaches to Instruction. What Is the Constructivist View of Learning? How Is Cooperative Learning Used in Instruction? How Are Problem-Solving and Thinking Skills Taught? 9.Accommodating Instruction to Meet Individual Needs. What Are Elements of Effective Instruction beyond a Good Lesson? How Are Students Grouped to Accommodate Achievement Differences? What Is Mastery Learning? What Are Some Ways of Individualizing Instruction? What Educational Programs Exist for Students Placed at Risk? 10.Motivating Students to Learn. What Is Motivation? What Are Some Theories of Motivation? How Can Achievement Motivation Be Enhanced? How Can Teachers Increase Students Motivation to Learn? How Can Teachers Reward Performance, Effort, and Improvement? 11.Effective Learning Environments. What Is an Effective Learning Environment? What Is the Impact of Time on Learning? What Practices Contribute to Effective Classroom Management? What Are Some Strategies for Managing Routine Misbehavior? How Is Applied Behavior Analysis Used to Manage More Serious Behavior Problems? How Can Serious Behavior Problems Be Prevented? 12.Learners with Exceptionalities. What Are Learners with Exceptionalities? What Is Special Education? What Are Mainstreaming and Inclusion? 13.Assessing Student Learning. What Are Instructional Objectives and How Are They Used? Why Is Evaluation Important? How Is Student Learning Evaluated? How Are Tests Constructed? What Are Portfolio and Performance Assessments? 14.Standardized Tests and Grades. What Are Standardized Tests and How Are They Used? What Types of Standardized Tests Are Given? How Are Standardized Tests Interpreted? What Are Some Issues Concerning Standardized and Classroom Testing? How Are Grades Determined? References. Name Index. Subject Index.

Abstract: Preface Chapter 1. Visible learning inside Part A: The source of ideas and the role of teachers Chapter 2. The source of the ideas Chapter 3. Teachers: The major players in the education process Part B: The lessons Chapter 4. Preparing the lesson Chapter 5. Starting the lesson Chapter 6. During the lesson - learning Chapter 7. During the lesson - feedback Chapter 8. End of the lesson Part C: Mind frames Chapter 9. Mind frames of teachers, school leaders, and systems References Appendix A. The Visible Learning Checklist Appendix B. The 800 meta-analyses Appendix C. A list of influences on achievement Appendix D. Rankings and effect-sizes of program influences from Exercises Appendix E. Calculating effect sizes Appendix F. The Irving Student Evaluation of teaching scale

Abstract: The gap in achievement across racial and ethnic groups has been a focus of education research for decades, but the disproportionate suspension and expulsion of Black, Latino, and American Indian students has received less attention. This article synthesizes research on racial and ethnic patterns in school sanctions and considers how disproportionate discipline might contribute to lagging achievement among students of color. It further examines the evidence for student, school, and community contributors to the racial and ethnic patterns in school sanctions, and it offers promising directions for gap-reducing discipline policies and practices.