Abstract: The present study explores teacher emotions, in particular how they are predicted by students’ behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel (2014), teachers rated their experienced joy, anger and anxiety during classroom instruction (dependent variable). Students’ motivational behaviour (= engagement), socio-emotional behaviour (= discipline in class) and relational behaviour (= closeness; interpersonal TSR) were assessed as the independent variables. Teachers’ self-efficacy beliefs served as a control variable. Hierarchical regression analysis revealed that the interpersonal relationship formed between teachers and students was the strongest predictor for teachers’ joy (positive relation) and anxiety (negative relation), whereas lack of discipline in class best predicted teachers’ anger experiences. Students’ engagement also proved a significant predictor of teacher emotions. The results suggest that interpersonal TSR plays a particularly important role in teachers’ emotional experiences in class.

Abstract: Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers’ cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers’ expertise development. We created a coding scheme using grounded theory to analyze expert and novice teachers’ verbalizations describing classroom events and their relevance for classroom management. Four categories of codes emerged. These referred to perceptions/interpretations, thematic focus, temporality, and cognitive processing expressed. Mixed-method analysis of teachers’ verbalizations yielded a number of significant effects related to participants’ expertise levels. Notably, teachers’ cognitive processing diverged significantly based on expertise level. Differences in focus included themes such as student learning, student discipline, and teacher interaction and influence. Experts focused on learn...

Abstract: The primary aim of this study was to investigate how students’ perceptions of relationships with peers at school and teachers’ classroom management are associated with school refusal-related reasons and truancy-related reasons for school non-attendance. The study included controls for emotional stability and relevant parental variables. A student self-report questionnaire was implemented, and students were recruited from 45 schools in seven municipalities in Norway. The survey was conducted at the end of the autumn term in 2012, with a total of 5,465 students from the 6th–10th grades participating. The sample of students was examined to obtain a subsample consisting of those students who reported that they had been absent from school at some time during the past 3 months ( $$\hbox {N}=3{,}629$$ ). Multivariate associations were studied in this subsample through the use of structural equation modeling. The findings of this study suggest that poor relationships with peers at school could be an important risk factor for school refusal and could be a moderate risk factor for truancy. Moreover, according to these results, teachers’ classroom management could play a role in school refusal indirectly by preventing bullying and social exclusion by peers. Finally, a direct association of teachers’ classroom management with school refusal-related and truancy-related reasons was found among secondary school students, suggesting that perceived poor support from teachers could increase the risk of school refusal and truancy among these students. The present study underscores the importance of efforts to prevent bullying as a measure to reduce school refusal. Finally, the findings imply that the role of school factors must always be taken into account in connection with unexcused school non-attendance.

Abstract: This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators-a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report instrument for assessing teachers' subjective wellbeing, which is operationalized via subscales measuring school connectedness and teaching efficacy. The conceptualization and development processes underlying the TSWQ are described, and results from a series of preliminary psychometric and exploratory analyses are reported to establish initial construct validity. Findings indicated that the TSWQ was characterized by 2 conceptually sound latent factors, that both subscales and the composite scale demonstrated strong internal consistency, and that all scales demonstrated convergent validity with self-reported school supports and divergent validity with self-reported stress and emotional burnout. Furthermore, results indicated that TSWQ scores did not differ according to teachers' school level (i.e., elementary vs. middle), but that they did differ according to unique school environment (e.g., 1 middle school vs. another middle school) and teacher stressors (i.e., general teachers vs. teachers experiencing classroom management challenges). Results also indicated that, for teachers experiencing classroom challenges, the TSWQ had strong short-term predictive validity for psychological distress, accounting for approximately half of the variance in teacher stress and emotional burnout. Implications for theory, research, and the practice of school psychology are discussed.

Abstract: In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedded formative assessment (17 classes) with a control group (11 classes). Curriculum-embedded formative assessment and classroom process quality promoted students’ learning. Moreover, classroom process quality and embedded formative assessment interacted in promoting student learning. To ensure effective instruction and consequently satisfactory learning outcomes, teachers need to combine specific teaching practices with high classroom process quality.

Abstract: This chapter uses data from the Measures of Effective Teaching project to study ways that adult observations using the Framework for Teaching and student perceptions using Tripod survey assessments help distinguish components of effective teaching. The approaches are found to be compatible in the components of teaching that they measure. Moreover, adults and students evaluate teaching similarly. The chapter uses value- added test score measures and student survey responses for happiness in class, effort in class and whether the teacher inspires an interest in college, as key outcomes predicted by teaching quality. The mix of teaching components that predicts value added differs systematically from the combination that predicts happiness, effort or inspiration. This chapter distinguishes multiple aspects of teaching that together predict student engagement and learning. Our primary aim is to help elementary and secondary school educators understand the components of teaching effectiveness—the types of action that produce or facilitate learning and healthy development—in order to more strategically and effectively improve their own and others' teaching. It is well know from research that some teachers routinely produce more learning than others (e.g., Rivkin, Hanushek and Kain, 2005; Kane, McCaffrey and Staiger, 2010 and 2012). Why? According to focus-group research with regular citizens, people believe the reason is that effective teachers simply care more (Chart with Kendall-Taylor, 2008). Similarly, when we ask large audiences of professional educators to select among multiple reasons that some teachers produce more learning, they too select caring as the most important reason. Are they correct? Based on classrooms sampled from more than 200 schools in six cities that participated in the Bill & Melinda Gates Foundation project on Measures of Effective Teaching (MET), findings in this chapter indicate that caring is the strongest predictor of happiness, but not learning. Instead, we find that classroom management is the strongest predictor of learning. The chapter presents this and other findings, distinguishing among multiple aspects of teaching and their implications for students. Three rapidly spreading methods for assessing teacher performance are classroom observations, student surveys and test-based measures of student learning (i.e., growth or value- added scores). The latter of these—test-based measures—can help us understand how much students have learned. However, they do not indicate which aspects of teaching may need to improve in order that students might learn more in any particular classroom. Accordingly, this chapter applies two popular frameworks and associated assessment tools for measuring what teachers actually do in their classrooms. A central question is whether these two approaches—Charlotte Danielson's Framework for Teaching and Ronald Ferguson's 7Cs framework from his Tripod Project survey assessments—are mutually reinforcing as ways of diagnosing teachers' professional strengths along with areas in need of improvement. The

Abstract: Language for Specific Purposes provides a concise history of the roots of LSP, and an analysis of the current trends in globalization, technology and applied linguistics that directly affect the learning, teaching and researching of LSP. The book provides insights into language course planning, design and implementation, assessment and evaluation, as well as issues in pedagogy, classroom management and professional development of particular interest to LSP practitioners. Another important focus of the book is research: the nature of research in LSP, typical research methods in the field, and ideas for researchable projects. Numerous case studies and lists of useful resources for further study and research make this book a rich resource, not only for graduate students planning to teach LSP, but also for professionals looking to update or extend their knowledge of the field.

Abstract: Specific praise is an empirically supported classroom management strategy associated with desired academic and behavioral student outcomes when implemented appropriately in classrooms. Unfortunatel...

Abstract: Research in learning analytics and educational data mining has recently become prominent in the fields of computer science and education. Most scholars in the field emphasize student learning and student data analytics; however, it is also important to focus on teaching analytics and teacher preparation because of their key roles in student learning, especially in K-12 learning environments. Nonverbal communication strategies play an important role in successful interpersonal communication of teachers with their students. In order to assist novice or practicing teachers with exhibiting open and affirmative nonverbal cues in their classrooms, we have designed a multimodal teaching platform with provisions for online feedback. We used an interactive teaching rehearsal software, TeachLivE, as our basic research environment. TeachLivE employs a digital puppetry paradigm as its core technology. Individuals walk into this virtual environment and interact with virtual students displayed on a large screen. They can practice classroom management, pedagogy and content delivery skills with a teaching plan in the TeachLivE environment. We have designed an experiment to evaluate the impact of an online nonverbal feedback application. In this experiment, different types of multimodal data have been collected during two experimental settings. These data include talk-time and nonverbal behaviors of the virtual students, captured in log files; talk time and full body tracking data of the participant; and video recording of the virtual classroom with the participant. 34 student teachers participated in this 30-minute experiment. In each of the settings, the participants were provided with teaching plans from which they taught. All the participants took part in both of the experimental settings. In order to have a balanced experiment design, half of the participants received nonverbal online feedback in their first session and the other half received this feedback in the second session. A visual indication was used for feedback each time the participant exhibited a closed, defensive posture. Based on recorded full-body tracking data, we observed that only those who received feedback in their first session demonstrated a significant number of open postures in the session containing no feedback. However, the post-questionnaire information indicated that all participants were more mindful of their body postures while teaching after they had participated in the study.

Abstract: Many teachers report that their preservice training in classroom management was inadequate or ineffective, but little is known about the types of training they receive. In this exploratory study, 157 preservice teachers from throughout the United States were surveyed about the training sources through which they obtained knowledge and skills in classroom management as well as the content and their attitudes toward the training. A majority of students took stand-alone courses in classroom management, which were reported to provide the most comprehensive content, but the most frequently reported sources were mentoring and fieldwork. Participants reported that a combination of didactic coursework and hands-on training were associated with the highest sense of preparedness to use classroom management strategies. Implications for future research and school psychological services are discussed.

Abstract: Improving the accessibility and effectiveness of community mental health services for children has been a national concern for more than a decade (National Advisory Mental Health Council, 2001). In a seminal study, secondary data analysis of three nationally representative household surveys indicated that nearly 80% of low-income youth in need of mental health services did not receive services in the preceding 12 months, with rates approaching 90% for uninsured families (Kataoka, Zhang, & Wells, 2002). Lack of access to services is especially problematic in urban, low-income communities with high rates of nonattendance at initial appointments and rates below 10% for attendance at as few as four sessions (see McKay & Bannon, 2004). Infrequent use of mental health services has been attributed to stigma (Dempster, Wildman, & Keating, 2013) and concrete obstacles, such as inaccessible locations, lack of information about services, and social isolation (Harrison, McKay, & Bannon, 2004). Concentrated urban poverty also is associated with high risk of substantial mental health difficulties for youth (Cappella, Frazier, Atkins, Schoenwald, & Glisson, 2008). A longitudinal analysis of a large nationally representative sample of youth indicated a robust relation between neighborhood disadvantage and conduct problems over and above a series of family and individual risk factors (Goodnight, et al., 2012). Relatedly, exposure to community violence, affecting almost 80% of urban children (U.S. Department of Justice, 2003), is associated with poor academic performance (McCoy, Roy, & Sirkman, 2013) mediated by depression and disruptive behavior (Borofsky, Kellerman, Baucom, Oliver, & Margolin, 2013). A public health framework offers promise for organizing the design and delivery of more accessible and appropriately targeted services to children living in urban poverty. Within a public health framework, universal intervention strategies are deployed to attenuate risk factors and related behavior problems, while targeted interventions are simultaneously deployed for high-risk cases (Stiffman, Stelk, Evans, & Atkins, 2010). If delivered in those contexts naturally inhabited by children and families – primarily school and home – and focused on specific aspects of those contexts affecting child learning and behavior, service models encompassing such interventions also could be more effective and sustainable (Atkins & Frazier, 2011). In this study, we examined a service delivery model, Links to Learning (L2L), which involved the integration and delivery of universal and targeted interventions focused on supporting schooling for children with disruptive behavior disorders living in urban low-income communities. School-Based Mental Health Services Schools are the de facto providers of mental health services for children and youth (Farmer, Burns, Phillips, Angold, & Costello 2003; Green et al., 2013), providing an estimated 70% to 80% of psychosocial services (Rones & Hoagwood, 2000). However, the primary modality for school-based services, individual counseling (Foster et al., 2005), is largely ineffective for children with disruptive behavior disorders, which comprise the majority of school referrals (Farmer, Compton, Burns, & Robertson, 2002; Foster et al., 2005). This is especially evident for children attending schools in low-income urban communities. In a recent meta-analysis examining school-based mental health programs for low-income, urban youth (Farahmand, Grant, Polo, Duffy, & DuBois, 2011), null effects were found for most outcomes (mean ES = .08), and negative effects were found for programs focused on externalizing behaviors (ES = −.11). The authors suggested that these findings reflect a lack of attention to the many stressors apparent in low-income urban schools and proposed that effective services would require an integration of the school ecology into program planning and implementation. A second meta-analysis of programs based in community mental health settings serving low income urban youth (Farahmand et al., 2012) found positive effects for programs that supported parents or provided other community supports (mean ES = .38), and null effects for programs focused on direct services to youth (mean ES = .03). These findings suggest that individually focused services are contraindicated for low-income youth with disruptive behavior and that interventions are likely to be more impactful when they can be deployed in, and alter, family and community contexts. In the present study, we implemented and examined a model in which community mental health staff worked directly with parents and teachers in low-income urban schools to enhance children’s school success. Predictors of Children’s Learning: Teachers and Parents Informed by evidence supporting the effectiveness of focusing mental health services on the empirical predictors of youth offending (Henggeler, Schoenwald, Borduin, Rowland, & Cunningham, 1998), we constructed a model focusing mental health services on the empirical predictors of children’s learning to impact children’s school success (see Cappella et al., 2008). An extensive literature documents that children’s academic learning is compromised in urban low-income schools, with profound and growing gaps between poor and nonpoor U.S. children (Reardon, 2011). This has important implications given that academic achievement is a hallmark of children’s sense of competence (Masten & Curtis, 2000), and critical to social and emotional adjustment (Roeser, Eccles, & Freedman-Doan, 1999). Academic achievement can operate as a protective factor for urban children (Freudenberg & Ruglis, 2007), and is associated with positive relationships with peers, teachers, and parents, and improved classroom behavior (Atkins, Hoagwood, Kutash, & Seidman, 2010). In addition, a direct focus on schooling by mental health providers could bridge educational and mental health systems, and provide additional resources to struggling urban schools (Ringeisen, Henderson, & Hoagwood, 2003). Reviews of the educational literature reveal that teachers and parents contribute uniquely to children’s learning. Specifically, three components of teacher practices most significantly impact children’s learning: Effective instruction, classroom management, and teacher outreach to parents (Stringfield, 1994). Similarly, parent communication with teachers, homework support, and reading at home are associated with improved learning (Jeynes, 2005). These classroom and family predictors of learning were the focus of the mental health service model developed for this study (Cappella et al., 2008). Diffusion of Innovation: Teacher Key Opinion Leaders and Parent Advocates Diffusion theory posits that key opinion leaders (KOLs) spread innovations as a function of their influential role within their social network (Rogers, 1995). In the first study applying diffusion theory to urban schools (Atkins et al., 2008), KOL teachers, working with mental health providers (MHPs), promoted higher rates of teachers’ self-reported use of recommended interventions than consultation from MHPs without KOL support. These results supported an expanded role for KOL teachers for the dissemination of school-based mental health interventions. Similarly, involving parents with similar characteristics and experiences as the parents of children referred for services can reduce stigma, enhance participation in services, and influence behavior change due to shared experiences and reduced social distance (Frazier, Abdul-Adil, Atkins, Gathright, & Jackson, 2007; Hoagwood et al., 2010). The Current Study We examined the extent to which a mental health model, Links to Learning (L2L), focused on the key predictors of student learning and delivered by community mental health providers aligned with parent advocates and KOL teachers, would lead to greater reductions in children’s disruptive behavior at home and school as compared to mental health services-as-usual (SAU). Moderators included baseline child and family characteristics. This three-year longitudinal study utilized a multi-method, multi-informant design consisting of classroom observations, teacher report, parent report, and direct assessment of academic performance with random assignment of schools to L2L or assisted referral to community based SAU.

Abstract: The purpose of the study was to determine the efficacy of the Class-Wide Function-Related Intervention Teams (CW-FIT) program for improving students’ on-task behavior, and increasing teacher recognition of appropriate behavior. The intervention is a group contingency classroom management program consisting of teaching and reinforcing appropriate behaviors (i.e., getting the teacher’s attention, following directions, and ignoring inappropriate behaviors of peers). Seventeen elementary schools, the majority in urban and culturally diverse communities, participated in a randomized trial with 86 teachers (classrooms) assigned to CW-FIT, and 73 teachers (classrooms) assigned to the comparison group. Class-wide student on-task behavior improved over baseline levels in the intervention classes. Teachers were able to implement the intervention with high fidelity overall, as observed in adherence to 96% of the fidelity criteria on average. Teacher praise and attention to appropriate behaviors increased, and reprim...

Abstract: Teacher training and teacher quality are an important part of the education system, therefore there is a need for new training programs for teachers to gain new knowledge and skills and to support their professional development. In recent years, new programs have been developed to offer knowledge and experience to teachers, and different methods such as consulting to increase the effectiveness of these programs have been suggested. One of these methods is performance feedback which can desirably change teacher behaviors and offer teachers opportunities to experience applying these newly learned methods in their classrooms. The purpose of this study is to examine the effectiveness of performance feedback (PF) which was given daily to teachers following their training in classroom management strategies on the outcome of teacher-student dyads. This study was conducted using three teachers working in mainstreaming classes and their students with special needs. A single-subject design, the multiple-probe design with probe conditions across subjects, and the one group pre-test/post-test design were used to complete the research goal. As a result, performance feedback was found to have positive effects on teacher-use of target classroom management skills (individualization, transitions, and reinforcement). It was seen that intervention increased the preventive classroom management skills and classroom behaviors of teachers. Regarding the outcome for the children, the intervention program increased academic engagement and positive behaviors, while decreasing negative behaviors. Teacher opinions related to the performance feedback intervention were generally positive. Finally, social comparison data indicated that the intervention was socially valid, and by the end of the study the students who were participants in the research displayed more positive behaviors and less negative behaviors than the social comparison groups.Keywords: Inclusion * Performance feedback * Classroom management strategies * Social comparison * Single-subject designsEducation in general is the process of changing the behaviors of individuals in a desired direction (Demirel, 2007; Erturk, 1994). There is a direct relationship between the quality of education and the quality of the teacher; effective teachers who aim to support the development of all students in their classroom are expected to assess the physical environment, function, and instructional materials of the classroom in terms of student needs, and to make the necessary adaptations and modifications (Friend & Bursuck, 2002). Studies show that there is a strong relationship between classroom management and student achievement, and the most important factors which affect student learning are classroom management (Wang, Haertel, & Walberg, 1994) and teacher behaviors (Fidler, 2002; Wright, Horn, & Sanders, 1997). In order to achieve successful classroom management, it is necessary to appropriately utilize classroom space, identify and implement classroom rules, utilize reinforcements in classroom management, hold students responsible during the process of instruction and assessment, create a positive classroom environment, and form positive teacherstudent relationships (Burden & Byrd, 1994 as cited in Deniz, 2010). Therefore, it is emphasized that teachers have knowledge and skills about classroom management and they must improve their classroom management skills to increase the effectiveness of education (Fidler, 2002).Teacher quality and effective instruction play an important role in general education as well as in mainstreaming education. Mainstreaming practices have been implemented since the 1980s in Turkey. In the scope of related laws and regulations, students with special needs were placed in general education classrooms, thus the roles and responsibilities of teachers changed (Sucuoglu & Kargin, 2006). Teachers in mainstreaming classrooms are expected to meet the needs of all children, yet teachers indicate they lack the knowledge and skills on mainstreaming and children with special needs (Batu, 2010; CraneMitchel & Hedge, 2007; Gok & Erbas, 2011; Kargin, Acarlar, & Sucuoglu, 2006; Salend, 1998; Scruggs & Mastropieri, 1996). …

Abstract: As well as other school subjects, physical education (PE) is emerging in terms of integrating information and communication technology (ICT) into regular classes. Such innovative teaching practices that implement ICT in PE involve diverse parties that are affected by these teaching processes. Students, principals, districts, parents, administrators, policy makers, and last but least the PE teachers themselves are involved. Hence, each participating party has its own personal perceptions and attitudes towards ICT and PE. This study examined the subjective theories of PE teachers about integrating ICT into PE. PE teachers’ subjective theories that feature the following areas were covered: 1) student, 2) teaching, 3) teacher, 4) equipment, 5) computer literacy, 6) classroom management and organization, 7) social interaction, and 8) innovative and modern teaching. Within the framework of the research program “subjective theories” (RPST), PE teachers’ subjective theories were modeled into a questionnaire after being extracted from an expert group discussion. A total of 57 in-service secondary school PE teachers were surveyed using the developed instrument. The data was analyzed using standard statistical procedures. The analysis focused on the subjective theories themselves and their relation to gender, computer literacy, household computer ownership, and professional experience (years in service).

Abstract: Teacher self-efficacy has repeatedly been associated in previous research findings with teacher effectiveness, better opportunities to learn, and other favorable student outcomes (e. g., Bandura, 1997; Dembo & Gibson, 1985; Gibbs & Powell, 2011; Ross, 1992). However, much is still to be learned about the specific characteristics and experiences that contribute to these teacher beliefs. Teacher self-efficacy is defined as a cognitive mechanism that controls behavior (Bandura, 1997), increasing as the individual teacher develops in self-assurance, knowing he or she has become proficient at the competencies necessary to achieve desired outcomes (Goddard, Hoy, & Hoy, 2000).Few studies of teacher self-efficacy have focused specifically on rural teachers working at the high school level. Moreover, little is known about the characteristics and behavior of highly efficacious teachers in these settings. Rural school districts often face scarce school funding and a limited labor base, resulting in substantial difficulty with recruitment and retention of highly qualified teachers (Arfstrom, 2010; Berry, Petrin, Gravelle, & Farmer, 2011). Because investments in good teaching are widely considered fundamental to enhancing learning opportunities and promoting student success, identifying characteristics that contribute to teacher efficacy, and thus to highly effective teaching, can be especially important in rural areas.Related LiteratureTeachers who have a strong sense of efficacy have been associated with providing the kinds of experiences needed for positive student outcomes (Lee, Cawthon, & Dawson, 2013; Pianta, Hamre, & Allen, 2012; Rubie-Davies, Flint, & McDonald, 2012). The Teachers Sense of Self-efficacy Scale (TSES), developed byTschannen-Moran and Woolfolk-Hoy (2001) and is used in numerous studies throughout the world (e. g., Dibapile, 2012; Gibbs & Powell, 2011 ; Pendergast, Garvis & Keogh, 2011 ; Rubie-Davies et al., 2011 ; Yilmaz, 2011), identifies three dimensions of these teacher efficacy beliefs: student engagement, instructional strategies, and classroom management (Tschannen-Moran & Woolfolk-Hoy, 2001 ). Although these dimensions of efficacy may be interconnected, with no bright lines between them in many respects, factors identified by the TSES are widely used as a way to conceptualize teacher beliefs about their competence in the classroom.Student EngagementTeacher effectiveness is critical for students to achieve academically, and student achievement has been convincingly linked to student engagement in numerous studies (e.g., Pianta et al., 2012, Ross, 1994; Soodak & Podell, 1997). Although there is a lack of agreement on the precise definition of student engagement (Klem & Connell, 2004; Taylor & Parsons, 2011), researchers concur that it is fundamental to student success (e.g., Klem & Connell, 2004; Pianta et al., 2012; Taylor & Parsons, 2011). Classroom experiences need to engage students with a multitude of activities, student involvement, enthusiasm for learning, and high expectations for all students (Taylor & Parsons, 2011). Students who report high engagement had better school attendance and higher test scores (Klem & Connell, 2004). However, pedagogy and curriculum that foster higher student engagement were often challenging for some teachers to employ (Taylor & Parsons, 2011 ).Instructional PracticesTeachers' beliefs about their efficacy have been found to directly influence their instructional practices (e. g., Chacon, 2005; Graham, Harris, Fink, & McArthur, 2001). Teachers are more willing to try innovative instructional practices when they have confidence in their teaching ability and are highly satisfied with their practice (Rubie-Davies et al., 2012). A teacher's level of efficacy has been found to influence the type of practices used to delivery instruction (Rubie-Davies et al. …

Abstract: Learning how to manage a classroom effectively is a difficult task for preservice teachers. This is compounded by the lack of attention that classroom management receives in many teacher preparation programs and in the field of education in general. This article offers a rationale for the lack of attention to classroom management in teacher education, a lens through which we can discuss classroom management, and five activities and assessments we can use in teacher education courses to prepare teacher candidates in the area of classroom management. This goal is to focus the attention of preservice teachers on classroom management as a means to enhance student learning as opposed to improving student behavior.IntroductionThe most common concern of beginning teachers is classroom management (Ganser, 1999; Jacques, 2000; Ladd, 2000; McCormacke, 2001). Beginning teachers report that weak classroom management skills and disruptive students are the most significant barriers to being a good teacher (Fideler & Haskelhorn, 1999), and often teachers in their first few years of teaching blame their teacher preparation programs for failing to adequately prepare them for classroom management (Ladd, 2000; Monroe, Blackwell, & Pepper 2010). Merrett and Wheldall (1993) found that a vast majority of teachers felt that classroom management is very important, while 72% were unsatisfied with the preparation they received from their teacher education program in classroom management. This article offers a rationale for the lack of attention to classroom management in teacher education, a lens through which we can discuss classroom management, and five activities and assessments we can use in teacher education courses to prepare teacher candidates in the area of classroom management.Lack of Focus on Classroom ManagementLearning how to manage a classroom effectively is a difficult task for preservice teachers. The reasons for the difficulty lie in the lack of attention to the field by the profession, lack of formal preparation in the field by most teachers, and the lack of reality-based pedagogy in many teacher education classrooms. Beginning teachers face a reality shock in the classroom when their teacher education programs focus on the theoretical side of classroom management (Roache, & Lewis, 2011). Preservice teachers believe it would be more helpful if teacher preparation programs provided more real-life experiences on how to resolve classroom management issues (Stewart-Wells, 2000).The teaching profession has many ways of demonstrating the relative importance of topics within education. Individual aspects of the profession have well-developed theories; a substantial body of research; common definitions, goals, and evaluations; graduate programs focused on the topic; as well as professional organizations, journals, and conferences all dedicated to the improvement of the specific topic. As an example, the teaching profession has demonstrated and embraced the importance of early elementary teachers' ability and skills in teaching students to read. Every teacher education preservice program has multiple courses dedicated to the topic; there are multiple professional organizations at the state, regional, national, and international level to promote the advancement of reading education, such as the International Reading Association with its corresponding professional conferences and journals. There are hundreds of graduate programs in reading education, thousands of professionals dedicated to researching the best content and pedagogy in reading, and millions of dollars spent each year to improve reading instruction in schools.In contrast, classroom management receives little attention, professional development, research, or professional discussion. Most teacher preparation programs dedicate less than one course to classroom management (Blum, 1994; Hammerness, 2011; Landau, 2001). …

Abstract: English as a lingua franca (ELF) is recognised as the most interesting and controversial subject to have emerged in language teaching in the last 15 years. This collection, written by international experts in the field, brings new insight into the relationship between ELF and language teaching. It covers a wide range of areas in school and university contexts, exploring how the pedagogy of intelligibility, culture and language awareness, as well as materials analysis and classroom management, can be viewed from an ELF perspective. The chapters are written in a clear, readable style and include a set of engagement priorities that can be used as a stimulus for class discussion. Combining academic rigour with strong practical relevance, this book will appeal to applied linguists working in pedagogy and the social sciences and is essential reading for any teacher or trainee interested in acquiring an international perspective on an exciting new area of English language teaching.

Abstract: Recently, a number of studies have examined the lived experiences of the international teaching assistants (ITAs) in the U.S. classrooms. The findings show that the ITAs face many challenges such as classroom management, instructional, linguistic, cultural, and social challenges. Following this line of research, this interview-based study examined the lived experiences of a group of ITAs using qualitative methodology. The paper aims to: (1) to provide insights into the ITAs' perspectives on their first semester of teaching in the U.S. including determining the challenges they face and (2) to consider possible revisions to existing ITAs' preparation programs based on the ITAs' own perspectives and a review of the available literature. This study contributes to the field by presenting information that has the potential to prompt future empirical investigations into educational cultures as they apply to novice instructors in international contexts and to inform and renew curricula for ITAs' preparation programs at the U.S. universities. "A student came to see me and asked about why I deducted some points … and then things got out of hand … He was being rude … He used the words like "You are full of crap." … I was maintaining my composure, but he lost his cool. So, managing and adjusting to every student is important. How the students will behave and how you will react. Because if somebody says: "You are full of crap," there are various thoughts running in your mind…" (Michael, an ITA from China) The comments above, one from an international teaching assistant (ITA) in chemistry from Russia and the other from an ITA in computer science from China, indicate the kinds of challenges that ITAs face on a daily basis in the U.S. classrooms. Even though many of the challenges are encountered by beginning instructors independent of their national origin, ITAs face the additional task of adopting the skills of cross-cultural competency in order to successfully communicate with U.S. undergraduate students (Smith, Meyers, & Burkhalter, 1992). A recent review of existing research shows that ITAs as new instructors in an unfamiliar instructional context encounter specific instructional, cultural, and linguistic challenges (Zhou, 2009). This study aims to contribute to the existing body of literature related to ITAs' development of professional expertise (e.g., Aubrey, 1991; Gorsuch, 2012; Lin & Yi, 1997; 뀀ഀȠ뀀ഀȠ뀀ഀȠ뀀ഀȠ뀀ഀȠ뀀ഀȠ뀀ഀȠ뀀ഀȠ뀀ഀȠ

Abstract: Education systems in developing countries are often centrally managed in a top-down structure. In environments where schools have different needs and where localized information plays an important role, empowerment of the local community may be attractive, but low levels of human capital at the local level may offset gains from local information. This paper reports the results of a four-year, large-scale experiment that provided a grant and comprehensive school management training to principals, teachers, and community representatives in a set of schools. To separate the effect of the training from the grant, a second set of schools received the grant only with no training. A third set of schools served as a control group and received neither intervention. Each of 273 Gambian primary schools were randomized to one of the three groups. The program was implemented through the government education system. Three to four years into the program, the full intervention led to a 21 percent reduction in student absenteeism and a 23 percent reduction in teacher absenteeism, but produced no impact on student test scores. The effect of the full program on learning outcomes is strongly mediated by baseline local capacity, as measured by adult literacy. This result suggests that, in villages with high literacy, the program may yield gains on students' learning outcomes. Receiving the grant alone had no impact on either test scores or student participation.

Abstract: Schools are increasingly using multi-tiered prevention models to address the academic and behavior needs of students. The foundation of these models is the implementation of universal, or Tier 1, practices designed to support the academic and behavioral needs of the vast majority of students. To support teachers in the use of effective Tier 1 classroom practices, researchers and practitioners need reliable and valid measures of these practices that are sensitive to change over time. The purpose of this study was to examine the reliability and validity of the Brief Classroom Interaction Observation–Revised (BCIO-R), which is a direct observation measure of classroom Tier 1 instructional and classroom management practices for use in elementary school classrooms. Findings indicate that the BCIO-R can be reliably implemented in the classroom context. In addition, the measure is associated with important teacher-reported constructs such as efficacy in classroom management and burnout. Furthermore, the measure ...

Abstract: Coaching for urban early career teachers (ECTs) offers promise and aligns with features of effective professional development to support the implementation of evidence-based practices. However, the functional components and key elements of coaching and coach supervision are not well specified in the literature. The goal of the current study was to examine adherence and feasibility of a coaching intervention designed to provide urban ECTs with concentrated support in classroom management and engaging learners—two instructional domains that are robust predictors of attrition (Ingersoll and Strong in Rev Educ Res 81:201–233, 2011). Coaches (n = 6) worked with ECTs (n = 15) in three urban, high-poverty elementary schools during the 2-year intervention. A mixed-method design was employed, such that qualitative data (i.e., semi-structured interviews) and quantitative data (i.e., adherence measures) were collected concurrently, remained independent during analyses, and were integrated during interpretation (Creswell and Clark in Designing and conducting mixed methods research. Sage, Thousand Oaks, 2007). Findings revealed that ECTs generally received the intended frequency and duration of coaching but with fewer opportunities for post-conferences. Coach supervision, on average, was delivered with intended frequency, with variability across coaches. Thematic analyses highlighted coach provision of emotional and instrumental support, emphasized consistent coaching as critical, and that time was a significant barrier to ECT participation in coaching. Supervision promoted social support among coaches and provided opportunities to adapt the model to ECT needs.

Abstract: A comprehensive research review carried out on behalf of the Norwegian Ministry of Education in 2008 concluded that the competence to establish and maintain good teacher–student relations is a central and important one for a teacher in today’s schools. Together with teaching competence and classroom management competence, other competencies that are decisive for learning outcomes include the teacher’s knowledge of and ability to establish relations, to feel empathy, respect and tolerance, and to take an interest in the students and their potential. Nordenbo and colleagues’ findings correspond with the results from other meta-studies, and hence, research quite unanimously concludes that relations matter. However, a closer definition and breakdown into concrete skills is impeded not only at theoretical and definitional levels, but also at a practical level. How can relational competence be described theoretically? And can relational competence be learnt and trained in the context of teacher education at all? In a current development and research project of the Bachelor Degree Programme for Teacher Education in Aarhus, Denmark, we investigate the development of relational competence in both theory and practice. The project is organised and carried out in cooperation between student teachers, teacher educators, qualified teachers and researchers, and this conceptual paper explains the theoretical ideas, implications and perspectives as well as the overall aims and the structure of the project. After a brief introduction to the organisational context, The Danish Teacher Education, the theoretical and empirical underpinnings of the project are explained. The project’s overall aim is to break new ground in pedagogical research and teacher education, and the goal is to contribute to the development of theoretical knowledge within this academic field, so that relational competence can be understood and taught as part of ongoing development of teacher’s professional competence.

Abstract: One of the key effects of globalisation is the extraordinary increase in migratory movements. Spain, a country traditionally accustomed to emigration, has seen a considerable rise in the influx of immigrant population, with notable demographic, social and cultural transformations. Particularly, since the early 90s, schools have been experiencing increasing ethnic diversity in their student enrolments. Especially, over the last 10 years, their presence has multiplied 10-fold, reaching 9.53% of the total student body. Thus, along with linguistic difference, class, gender or ability, the most characteristic feature of Spanish schools in recent years is their multicultural nature. For these reasons, it seems reasonable to focus on how Spanish schools, and particularly teachers, perceive and manage cultural diversity. This article reports on a multiple case design study concerning the teachers’ views on cultural diversity and the impact on daily practice in their classrooms. Participants included 16 teachers, ...

Abstract: Science, technology, engineering, and mathematics (STEM) education is an emerging initiative in Australia, particularly in primary schools. This qualitative research aimed to understand Year 4 students' involvement in an integrated STEM education unit that focused on science concepts (e.g., states of matter, testing properties of materials) and mathematics concepts (e.g., 3D shapes and metric measurements) for designing, making and testing a strong and safe medical kit to insulate medicines (ice cubes) at desirable temperatures. Data collection tools included student work samples, photographs, written responses from students and the teacher, and researcher notes. In a post-hoc analysis, a pedagogical knowledge practice framework (i.e., planning, timetabling, preparation, teaching strategies, content knowledge, problem solving, classroom management, questioning, implementation, assessment, and viewpoints) was used to explain links to student outcomes in STEM education. The study showed how pedagogical knowledge practices may be linked to student outcomes (knowledge, understanding, skill development, and values and attitudes) for a STEM education activity.

Abstract: Although research into humour in education contexts has increased sharply over the past decade, there are still relatively few studies related to its impact on specific elements of classroom dynamics such as teaching, student/teacher interaction, and classroom management. Teachers’ perceptions of the use of humour as a teaching, interaction, and management tool likely shape the educational experiences for all stakeholders. This study used online discussions to explore perceptions among kindergarten through grade 12 (K–12) teachers of the use of humour as a teaching, interaction, and management strategy in the classroom. These discourses revealed participating teachers (n = 31) have some understanding of how humour impacts teaching and learning, students’ engagement and motivation, teachers’ confidence and interaction with students, and various challenges and resistances to the use of humour in the classroom. Findings indicated that while most participating teachers could demonstrate examples of their use of humour in the classroom, few appeared to perceive humour as a structured classroom strategy. Additionally, the study revealed that while participating teachers are open to the idea of using humour in the classroom, most do not deliberately or strategically include it in the planning or implementation of their lessons. Participants’ responses consistently showed that humour “just happened” in the classroom and that it was part of a teacher’s responsibility to ensure that humour did not distract from learning activities. Participating teachers identified many more negative than positive factors that influenced their decisions about using humour in the classroom.