Teachers' Thinking about Classroom Management: The Explanatory Role of Self-Reported Psychosocial Characteristics

2008 ◽  
Vol 1 (sup1) ◽  
pp. 42-54 ◽  
Author(s):  
Heather K Alvarez
Keyword(s):  
Classroom Management ◽  
Psychosocial Characteristics ◽  
Explanatory Role

In Defense of Perceptual Content

2018 ◽  
Author(s):  
Susanna Schellenberg
Keyword(s):  
Perceptual Experience ◽  
Representational Content ◽  
Perceptual Content ◽  
Explanatory Role ◽  
Relational Understanding ◽  
The Way

Chapter 5 takes a step back and traces the way in which excessive demands on the notion of perceptual content invite an austere relationalist account of perception. It argues that any account that acknowledges the role of discriminatory, selective capacities in perception must acknowledge that perceptual states have representational content. The chapter shows that on a relational understanding of perceptual content, the fundamental insights of austere relationalism do not compete with representationalism. Most objections to the thesis that perceptual experience has representational content apply only to austere representationalist accounts, that is, accounts on which perceptual relations to the environment play no explanatory role. By arguing that perceptual relations and perceptual content are mutually dependent the chapter shows how Fregean particularism can avoid the pitfalls of both austere representationalism and austere relationalism. With relationalists, Fregean particularism argues that perception is constitutively relational, but with representationalists it argues that it is constitutively representational.

The Explanatory Role of Existence Proofs

Ethics ◽  
1986 ◽  
Vol 97 (1) ◽  
pp. 177-186
Author(s):  
Alexander Rosenberg
Keyword(s):  
Explanatory Role ◽  
Existence Proofs

Who Are the Stalking Victims? Exploring the Victimization Experiences and Psychosocial Characteristics of Young Male and Female Adults in Hong Kong

2019 ◽  
pp. 088626051988993 ◽  
Author(s):  
Heng Choon (Oliver) Chan ◽  
Lorraine Sheridan
Keyword(s):  
Hong Kong ◽  
Young Male ◽  
Limited Information ◽  
Psychosocial Characteristics ◽  
Male And Female ◽  
Lifetime Prevalence Rate ◽  
Victimization Experience ◽  
Stalking Victims ◽  
Stalking Victimization

Most stalking studies are conducted in the West. Limited information is available on victims of stalking from the Asian continent. This study specifically explored the victimization experiences of young male and female adults in Hong Kong. Using a large sample of university students ( N = 2,496) aged between 18 and 40 years, the gender distribution of stalking incident characteristics was examined, along with prevalence of various stalking behaviors, and victim–offender relationships by types of stalking behaviors. The differential role of demographic and psychosocial characteristics in stalking victimization experience was also explored. The lifetime prevalence rate of stalking victimization was 8.2%, with a higher estimate in females than males (11.6% vs. 3.8%). The sample analyzed in this study was 196 stalking victims. Although surveillance-oriented behaviors were most frequently reported by both males and females, significant gender differences in types of stalking behaviors were noted. Multivariate analyses indicated that increases in age and levels of self-esteem were correlated with an increased probability of experiencing stalking victimization, while being a male and higher levels of life satisfaction were related to a lower likelihood of falling prey to stalking victimization. This study concludes with a call for anti-stalking legislation in Hong Kong given the devastating nature and consequences of stalking victimization.

The neglected role of classroom management in teacher education

2011 ◽  
Vol 22 (2) ◽  
pp. 109-112 ◽  
Author(s):  
Jan van Tartwijk ◽  
Karen Hammerness
Keyword(s):  
Teacher Education ◽  
Classroom Management

scholarly journals Positive Classroom Management: Effects of Disruption Management Climate on Behaviour and Satisfaction with Teacher // Clima positivo de gestión del aula: efectos del clima de gestión de la disrupción en el comportamiento y en la satisfacción con el profesorado

2015 ◽  
Vol 21 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Cecilia Simón ◽  
Jesús Alonso-Tapia
Keyword(s):  
Classroom Management ◽  
Management Strategies ◽  
Teaching Quality ◽  
Disruption Management ◽  
Disruptive Behaviour ◽  
School Students ◽  
Study Analyse ◽  
Confirmatory Factor ◽  
Perceived Change

This study analyse the role of disruption management strategies and its effects, in interaction with the classroom motivational climate (CMC), on the decrease of disruptive behaviour and on the perception of teaching quality. For this purpose, the Disruption Management Climate Questionnaire (DMCQ) was developed. A total of 827 Secondary-School students formed the sample. To validate the DMCQ, confirmatory factor and regression analyses were realised. Children’s attribution to teacher’s coping strategies of decrease in disruptive behaviour, and of perceived change in satisfaction with teacher’s work as an index of teaching quality, were used as external criteria. Results support hypotheses related to DMCQ structure, and to its role as predictor of the degree of disruption decrease, but not the hypothesis related to satisfaction with teachers’ work, that depends mainly on CMC. These results underlie the importance of acting on DMCQ and CMC components to favour the teacher practices.

scholarly journals PEDAGOGICAL VIEWS - MANAGEMENT OF CLASS, COMPETENT APPROACH

2019 ◽  
Vol 34 (2) ◽  
pp. 405-410
Author(s):  
Nicola Vakirlov ◽  
Maria Becheva ◽  
Nina Belcheva
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Effective Teachers ◽  
Student Behavior ◽  
Management Strategies ◽  
Knowledge And Skills ◽  
Group Management ◽  
Classroom Management Strategies ◽  
The Us

The term "classroom management." Appears in Jossos Kounin's book, "Discipline and Group Management in Classroom." Jaasbs Kunin is an educational theoretician who focuses on the ability of the teacher to influence student behavior and instruction / management instructions. So he tries to integrate learning with classroom management. Prior to this, the US focused on the role of the teacher as a translator of knowledge and skills. Different studies have developed classroom management theories, which are based on the teacher's ability to organize and plan their activity and students, using the activity and high levels of student participation in learning. Classroom management is a collection of skills and techniques that teachers use to keep students organized, systematically methodical and tidy, focused, attentive, and academically productive during class. When classroom management strategies are implemented effectively, teachers can minimize disruptive behavior that impedes learning and other activities while increasing their effectiveness. Generally speaking, effective teachers tend to show strong skills in classroom management, while the hallmark of inexperienced or less effective teachers is the chaotic classroom.

scholarly journals The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

2019 ◽  
Vol 4 (2) ◽  
pp. 117
Author(s):  
Berliana Henu Cahyani ◽  
Asmadi Alsa ◽  
Neila Ramdhani ◽  
Fakher Nabeel Khalili
Keyword(s):  
Classroom Management ◽  
Goal Orientation ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Sampling Technique ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Self Regulated Learning ◽  
Learning Mathematics

Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom manage­ment and mastery goals concurrently.

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