Downloads & Free Reading Options - Results

xvi, 106 p. : 26 cm

183 pages : 30 cm

The mission of this case study was to analyze whether the collaborative learning environment in the classroom inspires prosocial behavior in students. Prosocial behaviours are intended to help other people, characterized by a concern about the rights, feelings and welfare of others. Behaviours that can be described as prosocial include feeling empathy and concern for others and behaving in ways to help or benefit other people. The sample consisted of a single classroom with 35 students. The analysis was done using sociograms. The sociometric analysis has shown that the prosocial behavior of students has improved while participating in the collaborative learning activities. The findings of the study indicate that the collaborative learning inspires students’ prosocial behaviours. Deepthi Karunakaran | Dr. P. B. Beulahbel Bency "Inspiring Prosocial Behaviour in the Classroom through Collaborative Learning: A Case Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31858.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31858/inspiring-prosocial-behaviour-in-the-classroom-through-collaborative-learning-a-case-study/deepthi-karunakaran

The mission of this case study was to analyze whether the collaborative learning environment in the classroom inspires prosocial behavior in students. Prosocial behaviours are intended to help other people, characterized by a concern about the rights, feelings and welfare of others. Behaviours that can be described as prosocial include feeling empathy and concern for others and behaving in ways to help or benefit other people. The sample consisted of a single classroom with 35 students. The analysis was done using sociograms. The sociometric analysis has shown that the prosocial behavior of students has improved while participating in the collaborative learning activities. The findings of the study indicate that the collaborative learning inspires students’ prosocial behaviours. Deepthi Karunakaran | Dr. P. B. Beulahbel Bency "Inspiring Prosocial Behaviour in the Classroom through Collaborative Learning: A Case Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31858.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31858/inspiring-prosocial-behaviour-in-the-classroom-through-collaborative-learning-a-case-study/deepthi-karunakaran

Aim: To investigate the effect of physical activity on measures of executive function and task-related behaviour in the classroom, and possible mediation of the effect of physical activity on behaviour by executive functions.

A survey of 96 Australian primary and secondary school teachers was carried out based on a stratified random sample. The study aimed to determine Middle Years teachers' perceptions and management of disruptive classroom behaviour. Variables such as gender, teacher confidence and experience, supports, specific disruptive student behaviours, and behaviour management strategies were examined. The results showed that teachers' main concerns were related to distractibility, student on-task behaviour, and adherence to classroom rules. In relation to classroom management, no significant differences were identified between the management strategies employed by primary and secondary school teachers. However, differences were identified in the management strategies teachers used to manage the behaviour of male and female students. In relation to disruptive student behaviour, an increase in reports of aggressive male behaviour was observed from primary to secondary school. (Contains 3 tables.)

Both faculty and students at many colleges and universities report numerous incidents of disruptive and uncivil behaviour. However, studies show that faculty are often reluctant to confront these situations, or they feel ill-equipped to intervene. If the behaviour escalates, a disproportionate amount of time and effort can be spent trying to manage a volatile classroom environment, generating a negative experience for both faculty and students. This article presents strategies for preventing and managing disruptive behaviour in the college classroom. Drawing from theory and research in communication and group dynamics, specific methods for intervening are outlined.

Classroom and playground behaviors of 95 integrated mildly intellectually handicapped and mildly disabled students were compared with those of 95 nonhandicapped, age- and sex-matched regular class students. All subjects attended state government primary schools and were between 8 and 13 years of age. Subjects' behavior was observed in the integrated classroom and in playgrounds by means of a time sampling method that contained 9 categories of classroom behavior and 9 categories of playground behavior. Data indicated that the behavior of the integrated mildly handicapped students was in many ways similar to that of their regular class peers. Both groups of students showed low levels of negative, disruptive, and aggressive behavior in the classroom and playground. The groups did not differ significantly in their amounts of interaction with adults or peers in the classroom. The groups' patterns of initiation with peers did not differ in either setting. But some differences were found between the groups' classroom and playground behaviors. Results are discussed in terms of theories of social acceptance and the influence of both individual and system factors on the successful integration of mildly disabled students. (RH)

This paper presents, in five sections, a comparison of conferencing strategies used in two different supervisory dyads and the effects of the strategies on teachers' classroom management behavior. The first section is an overview of a larger study that sought to determine if the improvement of management practices of supervisees is associated with conferencing (principal-led intervention) or with research-verified knowledge about classroom management taught by supervisors trained in conferencing techniques (a "common language" approach). The second and third sections present case studies of each dyad. The first dyad is composed of a high conceptual level (CL) principal interacting with a low CL teacher; the second, of a low CL principal interacting with a low CL teacher. The fourth section compares the two different dyads in terms of the conferencing strategies used by the high and low CL principals, and in terms of the associated effects that were evident in the teacher's classroom management practices. The final section offers some concluding observations about the nature of the dyadic interactions. Findings revealed that a teacher's conceptual level and the role that the teacher's responses play in the dynamic of conference interaction, the principal's knowledge of pertinent content (in the case of this study, classroom management), the principal's ability (or lack thereof) to observe classroom events accurately, the principal's ability to transform a facilitating approach into an enabling one, and certain aspects of organizational life that act as constraints on both principal and teacher enhance or inhibit the teacher's classroom management processes. (JAM)

In Ireland, teachers are expected to differentiate the curriculum to meet the needs of an increasingly diverse range of students. The purpose of this study was to compare the effects of using commercially-available worksheets with universally-designed worksheets on student engagement and on-task behaviour within two mixed-ability science classes in an urban community school. The universally-designed worksheets began with questions that were carefully matched with students who traditionally struggled with independent worksheet completion. In an effort to challenge all students, subsequent questions on the universally-designed worksheets required increasing levels of literacy in a graded fashion. The results of this study indicate that the use of universally-designed worksheets can improve student engagement and on-task behaviour during independent timed worksheet activities within mixed-ability science classrooms. (Contains 2 tables.)

This study investigated the interrelationship between students' foreign language anxiety, perceptions of teachers' classroom behaviour and their achievement in English as a Foreign Language (EFL). The participants were eight teachers and their Year 10 and 11 students (N=344) from two different schools, International Standard School (ISS) and non-International Standard School (Non-ISS). The students completed the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) and Student-reported Teacher Style Scale (TSS) by Watt and Richardson (see Spearman, and Watt, 2013); teacher completed Teacher Style Scale (TSS). The result indicated that students who perceived their teacher positively exhibited low anxiety and showed better achievement. Teachers perceived themselves to be more structured, have better relatedness and clearer expectations than their students perceived.

This study investigated the interrelationship between students' foreign language anxiety, perceptions of teachers' classroom behaviour and their achievement in English as a Foreign Language (EFL). The participants were eight teachers and their Year 10 and 11 students (N=344) from two different schools, International Standard School (ISS) and non-International Standard School (Non-ISS). The students completed the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) and Student-reported Teacher Style Scale (TSS) by Watt and Richardson (see Spearman, and Watt, 2013); teacher completed Teacher Style Scale (TSS). The result indicated that students who perceived their teacher positively exhibited low anxiety and showed better achievement. Teachers perceived themselves to be more structured, have better relatedness and clearer expectations than their students perceived.

This report is concerned with the problem of the socialization of academic behavior and with the over-representation of Negro students among low achievers. Studied were such possible causative factors as (1) parental educational level and other social structural variables; (2) differential reinforcements of Negro and white students; and (3) differential exposure to high achievement level parental, sibling, and peer models. Data were gathered by student questionnaires and school records. Subjects were Negro and white eighth grade students in a recently desegregated Southern junior high school. Findings show that the educational and occupational level of fathers, their administration of rewards, and also the frequency with which reward is coupled with school achievement are particularly relevant factors. Sex of student and race of teacher in relation to race of student also seem to influence the probability of achievement. (NH)

This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms. These include a number of antecedent strategies intended to help minimise the emergence of problematic behaviours and a range of those which provide positive consequences for appropriate student behaviours. Also included is information on teacher feedback and a review of strategies for enhancing teacher-student relationships. The approaches covered by the paper are consistent with those of the Ministry of Education's Positive Behaviour for Learning (PB4L) initiatives. (Contains 1 table.)

This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms. These include a number of antecedent strategies intended to help minimise the emergence of problematic behaviours and a range of those which provide positive consequences for appropriate student behaviours. Also included is information on teacher feedback and a review of strategies for enhancing teacher-student relationships. The approaches covered by the paper are consistent with those of the Ministry of Education's Positive Behaviour for Learning (PB4L) initiatives. (Contains 1 table.)

This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms. These include a number of antecedent strategies intended to help minimise the emergence of problematic behaviours and a range of those which provide positive consequences for appropriate student behaviours. Also included is information on teacher feedback and a review of strategies for enhancing teacher-student relationships. The approaches covered by the paper are consistent with those of the Ministry of Education's Positive Behaviour for Learning (PB4L) initiatives. (Contains 1 table.)

This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms. These include a number of antecedent strategies intended to help minimise the emergence of problematic behaviours and a range of those which provide positive consequences for appropriate student behaviours. Also included is information on teacher feedback and a review of strategies for enhancing teacher-student relationships. The approaches covered by the paper are consistent with those of the Ministry of Education's Positive Behaviour for Learning (PB4L) initiatives. (Contains 1 table.)

This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms. These include a number of antecedent strategies intended to help minimise the emergence of problematic behaviours and a range of those which provide positive consequences for appropriate student behaviours. Also included is information on teacher feedback and a review of strategies for enhancing teacher-student relationships. The approaches covered by the paper are consistent with those of the Ministry of Education's Positive Behaviour for Learning (PB4L) initiatives. (Contains 1 table.)

ADHD is one of the most common chronic conditions of childhood. Teachers are a valuable source of information with regard to referral and diagnosis of the disorder. They also play a major role in creating an environment that is conducive to academic, social and emotional success for children with ADHD. The aim of this study was to examine primary school teachers' knowledge of the symptoms and management of children in their classrooms who were diagnosed with ADHD. The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years) of children enrolled in Grades One to Four. A self-administered questionnaire, the Knowledge of Attention-Deficit Disorder Scale (KADDS), which measures the misperceptions and understanding of the disorder, was used to collect the data. The results indicated that overall, 45% of the teachers correctly identified the responses to the items asked in the questionnaire. The "don't know responses" accounted for 31% of responses, while 22% of the responses were incorrectly identified. Furthermore, teachers were more knowledgeable of the general associated features of ADHD than of symptoms, diagnosis and treatment. A majority of teachers indicated that they had received training. These findings suggest a need to consider improving evidenced-based classroom interventions for ADHD among South African teachers.

ADHD is one of the most common chronic conditions of childhood. Teachers are a valuable source of information with regard to referral and diagnosis of the disorder. They also play a major role in creating an environment that is conducive to academic, social and emotional success for children with ADHD. The aim of this study was to examine primary school teachers' knowledge of the symptoms and management of children in their classrooms who were diagnosed with ADHD. The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years) of children enrolled in Grades One to Four. A self-administered questionnaire, the Knowledge of Attention-Deficit Disorder Scale (KADDS), which measures the misperceptions and understanding of the disorder, was used to collect the data. The results indicated that overall, 45% of the teachers correctly identified the responses to the items asked in the questionnaire. The "don't know responses" accounted for 31% of responses, while 22% of the responses were incorrectly identified. Furthermore, teachers were more knowledgeable of the general associated features of ADHD than of symptoms, diagnosis and treatment. A majority of teachers indicated that they had received training. These findings suggest a need to consider improving evidenced-based classroom interventions for ADHD among South African teachers.

There are few studies measuring the effects on painting quality of playing background classical music at special schools. Primary students with severe intellectual disabilities (N=24) were taught abstract painting in a two-part method. The first part involved a Pictorial Only method and the second, immediately following it, involved a Pictorial plus Classical Music background. Guttman scales were created to measure both quality of painting and, separately, classroom behaviour, weekly, for six consecutive weeks. A mixed between-within subjects ANOVA (General Linear Model, repeated measures with SPSS) found: (1) that interaction effects did not reach significance; (2) a significant main effect for method of teaching on painting quality, and on classroom behaviour, with the Pictorial and Classical Music method being significantly better; (3) a significant main effect for practice over the six weeks on painting quality, with the Pictorial and Classical Music method being significantly better; and (4) a non-significant main effect for practice over the six weeks on classroom behaviour. Teachers in special schools should try playing classical music as background during the painting sessions of their students, not only to improve painting quality, but also to improve student attitude and behaviour in class. (Contains 7 tables and 4 figures.)

There are few studies measuring the effects on painting quality of playing background classical music at special schools. Primary students with severe intellectual disabilities (N=24) were taught abstract painting in a two-part method. The first part involved a Pictorial Only method and the second, immediately following it, involved a Pictorial plus Classical Music background. Guttman scales were created to measure both quality of painting and, separately, classroom behaviour, weekly, for six consecutive weeks. A mixed between-within subjects ANOVA (General Linear Model, repeated measures with SPSS) found: (1) that interaction effects did not reach significance; (2) a significant main effect for method of teaching on painting quality, and on classroom behaviour, with the Pictorial and Classical Music method being significantly better; (3) a significant main effect for practice over the six weeks on painting quality, with the Pictorial and Classical Music method being significantly better; and (4) a non-significant main effect for practice over the six weeks on classroom behaviour. Teachers in special schools should try playing classical music as background during the painting sessions of their students, not only to improve painting quality, but also to improve student attitude and behaviour in class. (Contains 7 tables and 4 figures.)

This paper constitutes an analysis of "Honey Bee Communication: An Enquiry into Two Concepts of Animal Behavior," a unit of classroom discussion modules developed by the Patterns of Enquiry Project at the Ontario Institute for Studies in Education. The conceptual framework of the analysis consists of four major items: (1) descriptive characteristics, (2) theoretical orientation, (3) instructional orientation, and (4) comparison and evaluation. Various sections of the unit are analyzed, with particular reference to the goals and orientation of the unit, the structure and format of the textual materials, and suggested ways of using the unit. The textual analysis is directed toward the practical aspects of implementing an enquiry unit. In addition brief considerations concerning the philosophical basis of this approach are made. (Author/JR)

The main aim of the paper was to find out the classroom behavior of teacher educators of Federal College of Education (FCE). In order to get the desire end a 36 items questionnaire was constructed and divided into six dimensions ( students' command on content, practice before independent work, monitoring students' progress, teachers classroom instructions, use of question answer techniques and over all classroom behavior). The questionnaire was pilot tested and the reliability of the tool was 0.760 (Cronbach's Alpha). 300 student teachers from the FCE were considered as the sample of the study. After getting the data, the data was tabulated and analyzed by using the (SPSS XII) in terms of mean, independent sample t-test and one way ANOVA. The study reveals that there is a significant difference on the variable of gender of student teaches on practice before independent work. There is no significant difference on the variable of gender of teacher educators on any dimension. There is a significant difference on the variable of designation of teacher educators on the dimensions of practice before independent work, monitoring students' progress, teachers classroom instructions, use of question answer techniques and over all classroom behavior of teacher educators. There is a significant difference on the variable teacher educators' qualification on practice before independent work and monitoring students' progress. There is a significant difference on the variable of classes being taught on the dimensions of students' command on content, monitoring students' progress, use of question answer techniques and over all class room behavior of teacher educators. The study concludes that the teacher educators possessing higher research degrees such as PhD are better equipped to satisfy the students through practice before independent work and monitoring the progress of the student teachers.

The main aim of the paper was to find out the classroom behavior of teacher educators of Federal College of Education (FCE). In order to get the desire end a 36 items questionnaire was constructed and divided into six dimensions ( students' command on content, practice before independent work, monitoring students' progress, teachers classroom instructions, use of question answer techniques and over all classroom behavior). The questionnaire was pilot tested and the reliability of the tool was 0.760 (Cronbach's Alpha). 300 student teachers from the FCE were considered as the sample of the study. After getting the data, the data was tabulated and analyzed by using the (SPSS XII) in terms of mean, independent sample t-test and one way ANOVA. The study reveals that there is a significant difference on the variable of gender of student teaches on practice before independent work. There is no significant difference on the variable of gender of teacher educators on any dimension. There is a significant difference on the variable of designation of teacher educators on the dimensions of practice before independent work, monitoring students' progress, teachers classroom instructions, use of question answer techniques and over all classroom behavior of teacher educators. There is a significant difference on the variable teacher educators' qualification on practice before independent work and monitoring students' progress. There is a significant difference on the variable of classes being taught on the dimensions of students' command on content, monitoring students' progress, use of question answer techniques and over all class room behavior of teacher educators. The study concludes that the teacher educators possessing higher research degrees such as PhD are better equipped to satisfy the students through practice before independent work and monitoring the progress of the student teachers.

A quasi-experimental, treatment-control group investigation was designed to test the effects on Dutch primary school teachers of the staff development program "Dealing with Mixed-Age Classes." Research findings from mixed-age classes, effective teaching, and classroom management and organization were translated into teaching behaviors. Following seven 3-hour workshops teachers in mixed-age classes implemented self-designed plans to increase selected research-derived teaching behaviors and pupils' time-on-task. Based on pre- and post-training classroom observations, a significant treatment effect was found for pupils' time-on-task levels in mixed-age classrooms and for teacher behaviors regarding effective instruction, lesson design and execution, and classroom organization and management. (Author/IAH)

A quasi-experimental, treatment-control group investigation was designed to test the effects on Dutch primary school teachers of the staff development program "Dealing with Mixed-Age Classes." Research findings from mixed-age classes, effective teaching, and classroom management and organization were translated into teaching behaviors. Following seven 3-hour workshops teachers in mixed-age classes implemented self-designed plans to increase selected research-derived teaching behaviors and pupils' time-on-task. Based on pre- and post-training classroom observations, a significant treatment effect was found for pupils' time-on-task levels in mixed-age classrooms and for teacher behaviors regarding effective instruction, lesson design and execution, and classroom organization and management. (Author/IAH)

A quasi-experimental, treatment-control group investigation was designed to test the effects on Dutch primary school teachers of the staff development program "Dealing with Mixed-Age Classes." Research findings from mixed-age classes, effective teaching, and classroom management and organization were translated into teaching behaviors. Following seven 3-hour workshops teachers in mixed-age classes implemented self-designed plans to increase selected research-derived teaching behaviors and pupils' time-on-task. Based on pre- and post-training classroom observations, a significant treatment effect was found for pupils' time-on-task levels in mixed-age classrooms and for teacher behaviors regarding effective instruction, lesson design and execution, and classroom organization and management. (Author/IAH)

A quasi-experimental, treatment-control group investigation was designed to test the effects on Dutch primary school teachers of the staff development program "Dealing with Mixed-Age Classes." Research findings from mixed-age classes, effective teaching, and classroom management and organization were translated into teaching behaviors. Following seven 3-hour workshops teachers in mixed-age classes implemented self-designed plans to increase selected research-derived teaching behaviors and pupils' time-on-task. Based on pre- and post-training classroom observations, a significant treatment effect was found for pupils' time-on-task levels in mixed-age classrooms and for teacher behaviors regarding effective instruction, lesson design and execution, and classroom organization and management. (Author/IAH)

A summary of published reports of the evolution of the "Draw-A-Classroom" Test developed by the Toronto Board of Education is presented along with an extension of the previous literature reviews, an extensive bibliography, and a critical commentary on the test itself. Children's drawings of their classroom are evaluated as a form of communication. Data are reported which examine both the validity of regarding the drawings as projections of personality and the appropriateness of treating the "classroom view" as an instrument for examining the world of the child at school. Although there seems to be no generally accepted framework for inferring personality through art, its involvement in a process of communication is a constant feature. The Draw-A-Classroom Test may then be of value to both the teacher and the child because of its potential communication value and its use as a non-coded informal procedure to increase rapport and understanding in the classroom. Appendixes are included on the test's administrative procedure, coding framework, and details of time-linked changes. (LH)

This paper looks at teacher behavior in the classroom and teacher student relationships. The first section describes teacher behavior from an interpersonal perspective and presents a model to map behavior using two dimensions, proximity and influence. Proximity indicates degree of cooperation between those who are communicating; influence indicates who is controlling the communication. The second section identifies five channels of nonverbal teacher behavior: (1) use of the space; (2) body movement and position; (3) facial expression; (4) how long the teacher looks at the students; and (5) the non-content aspects of speech. The third section examines a questionnaire to determine interpersonal style, and describes the classroom environment created by teachers according to their interpersonal profile. Finally, the results of a study of student perception of interpersonal style and effective outcomes for physics teachers suggest that the relationship between students' perceptions of interpersonal styles of teachers and student achievement and attitudes are not identical. Repressive teachers had the highest student achievement scores, but were low in terms of student attitudes. Directive and authoritative teachers were high in both outcome categories. The teachers with disorderly classrooms had students with negative attitudes and low achievement scores. (ND)

Classroom behaviour management is an essential skill required by all teacher graduates to facilitate instruction in curriculum content. This article describes the classroom behaviour management (CBM) content on offer in Australian undergraduate primary education programs. To date, no nationwide studies exist that report the CBM instruction on offer in pre-service teacher education programs. Thirty-five primary teacher preparation programs were reviewed. Thirty programs (85.7%) contained mandatory course-work in CBM, 108 units contained relevant content, 33 of those were stand-alone CBM units (30.6%). More units were found with CBM content embedded within methods or inclusion units than stand-alone CBM units. The mean hours of CBM instruction per mandatory stand-alone unit was 31.46 hours, 25.5 for stand-alone electives, and 2.3 hours within embedded units. The content of CBM units is reported as well as the research interests of the unit convenors and instructors. Implications of the major findings are discussed. (Contains 4 tables.)

Classroom behaviour management is an essential skill required by all teacher graduates to facilitate instruction in curriculum content. This article describes the classroom behaviour management (CBM) content on offer in Australian undergraduate primary education programs. To date, no nationwide studies exist that report the CBM instruction on offer in pre-service teacher education programs. Thirty-five primary teacher preparation programs were reviewed. Thirty programs (85.7%) contained mandatory course-work in CBM, 108 units contained relevant content, 33 of those were stand-alone CBM units (30.6%). More units were found with CBM content embedded within methods or inclusion units than stand-alone CBM units. The mean hours of CBM instruction per mandatory stand-alone unit was 31.46 hours, 25.5 for stand-alone electives, and 2.3 hours within embedded units. The content of CBM units is reported as well as the research interests of the unit convenors and instructors. Implications of the major findings are discussed. (Contains 4 tables.)

Classroom behaviour management is an essential skill required by all teacher graduates to facilitate instruction in curriculum content. This article describes the classroom behaviour management (CBM) content on offer in Australian undergraduate primary education programs. To date, no nationwide studies exist that report the CBM instruction on offer in pre-service teacher education programs. Thirty-five primary teacher preparation programs were reviewed. Thirty programs (85.7%) contained mandatory course-work in CBM, 108 units contained relevant content, 33 of those were stand-alone CBM units (30.6%). More units were found with CBM content embedded within methods or inclusion units than stand-alone CBM units. The mean hours of CBM instruction per mandatory stand-alone unit was 31.46 hours, 25.5 for stand-alone electives, and 2.3 hours within embedded units. The content of CBM units is reported as well as the research interests of the unit convenors and instructors. Implications of the major findings are discussed. (Contains 4 tables.)

Classroom behaviour management is an essential skill required by all teacher graduates to facilitate instruction in curriculum content. This article describes the classroom behaviour management (CBM) content on offer in Australian undergraduate primary education programs. To date, no nationwide studies exist that report the CBM instruction on offer in pre-service teacher education programs. Thirty-five primary teacher preparation programs were reviewed. Thirty programs (85.7%) contained mandatory course-work in CBM, 108 units contained relevant content, 33 of those were stand-alone CBM units (30.6%). More units were found with CBM content embedded within methods or inclusion units than stand-alone CBM units. The mean hours of CBM instruction per mandatory stand-alone unit was 31.46 hours, 25.5 for stand-alone electives, and 2.3 hours within embedded units. The content of CBM units is reported as well as the research interests of the unit convenors and instructors. Implications of the major findings are discussed. (Contains 4 tables.)

Classroom behaviour management is an essential skill required by all teacher graduates to facilitate instruction in curriculum content. This article describes the classroom behaviour management (CBM) content on offer in Australian undergraduate primary education programs. To date, no nationwide studies exist that report the CBM instruction on offer in pre-service teacher education programs. Thirty-five primary teacher preparation programs were reviewed. Thirty programs (85.7%) contained mandatory course-work in CBM, 108 units contained relevant content, 33 of those were stand-alone CBM units (30.6%). More units were found with CBM content embedded within methods or inclusion units than stand-alone CBM units. The mean hours of CBM instruction per mandatory stand-alone unit was 31.46 hours, 25.5 for stand-alone electives, and 2.3 hours within embedded units. The content of CBM units is reported as well as the research interests of the unit convenors and instructors. Implications of the major findings are discussed. (Contains 4 tables.)

Classroom behaviour management is an essential skill required by all teacher graduates to facilitate instruction in curriculum content. This article describes the classroom behaviour management (CBM) content on offer in Australian undergraduate primary education programs. To date, no nationwide studies exist that report the CBM instruction on offer in pre-service teacher education programs. Thirty-five primary teacher preparation programs were reviewed. Thirty programs (85.7%) contained mandatory course-work in CBM, 108 units contained relevant content, 33 of those were stand-alone CBM units (30.6%). More units were found with CBM content embedded within methods or inclusion units than stand-alone CBM units. The mean hours of CBM instruction per mandatory stand-alone unit was 31.46 hours, 25.5 for stand-alone electives, and 2.3 hours within embedded units. The content of CBM units is reported as well as the research interests of the unit convenors and instructors. Implications of the major findings are discussed. (Contains 4 tables.)

The objectives of this scoping review were to identify and synthesize the existing literature on the impact of active learning spaces on reducing sedendary behaviors, increasing physical activity, well-being, and academic indicators in children and adolescents, and identify any gaps in the literature that could inform future design and evaluation.

The objectives of this scoping review were to identify and synthesize the existing literature on the impact of active learning spaces on reducing sedendary behaviors, increasing physical activity, well-being, and academic indicators in children and adolescents, and identify any gaps in the literature that could inform future design and evaluation.

Drawing on current research and best practices, this second part of the three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information and strategies for systematically teaching, supporting and reinforcing positive behaviour in the classroom. A proactive approach to classroom management is designed to provide teachers with effective strategies to improve behavioral outcomes in their classrooms. The goal of this approach is to facilitate academic achievement and healthy social development of students in a safe, supportive learning environment. Ten key elements of effective classroom management that support positive behaviour are discussed: (1) Positive relationships between teachers and individual students, among all students in the classroom, and between teachers and parents; (2) Classroom organization, including the physical environment and structures and routines that foster learning and encourage positive behaviour throughout the school day; (3) Differentiated instruction that considers the individual learning needs of students and creates learning situations that match students' current abilities, learning preferences and specific needs, but also stretches their abilities and encourages them to try new ways of learning; (4) Classroom behavioural expectations that are clearly articulated, aligned with school-wide expectations and consistent throughout the school day; (5) Social skills instruction that demonstrates and directly teaches specific classroom behavioural expectations; (6) Positive reinforcement for individual students and groups of students who demonstrate positive behaviours; (7) Fair and predictable consequences for individual students who demonstrate negative behaviours that adversely affect them, others and/or the classroom environment; (8) Administrative and collegial support that creates a team approach to positive behaviour supports throughout the school and in each classroom; (9) Gathering data to understand student behaviour, and using observation and analysis to identify students' strengths and needs, identify the areas for improved classroom management and measure progress over time; and (10) Targeted supports for students at risk of developing increasingly challenging behaviours. These elements are interrelated and overlapping, and may have differing degrees of importance, depending on the needs, strengths and priorities of a particular classroom. (Contains 6 footnotes, form templates and an index.) [Contributing writers include Karen Bain, Darci Fulton, Brenda Sautner, and Dwaine Souveny. For other reports in series, see ED502983 and ED502984]

The major purpose of this study was to find out if there is any influence of teachers' characteristics on science teacher's classroom behaviours and determine the kind of relationship between teachers' characteristics and classroom behaviours. To guide this study, five research questions and hypotheses were raised, stated, answered, and tested at the significance level of 0.05. The design of case study is using an observational schedule called SCIC (science classroom interaction categories). The sample of the study consisted of 150 science teachers drawn from the 25 local government areas in Delta State. The data collected were analyzed with t-test, ANOVA (analysis of variance), and Pearson product moment correlation. The major findings of the study indicated: a significant difference in classroom behaviour scores among teachers with 0-5, 6-10, and 11 and above years of experience and a perfect correlation between years of experience and classroom behaviour; a significant higher classroom behaviour scores of male teachers over the females; a significant higher classroom behaviour scores of B.Sc. (Ed.) certificate holders over those with NCE (Nigeria Certificate of Education) and B.Sc. certificates; and a non-significant correlation between type of certificates and classroom behaviours. It was concluded that the five key behaviours studied remain the skeleton for effective science teaching and learning. An appendix contains a checklist for SCIC (Science classroom interaction categories). (Contains 12 tables.)

Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Ncert Date Accessioned: 6/24/2015 2:37 The Digital Library of India was a project under the auspices of the Government of India.

Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Ncert Date Accessioned: 6/24/2015 2:37 The Digital Library of India was a project under the auspices of the Government of India.

Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Ncert Date Accessioned: 6/24/2015 2:35 The Digital Library of India was a project under the auspices of the Government of India.

This article is from International Journal of Environmental Research and Public Health , volume 11 . Abstract Small scale trials indicate that classroom-based Cognitive Behaviour Therapy (CBT) for adolescents has good reach and can help prevent depression. However, under more diverse everyday conditions, such programmes tend not to show such positive effects. This study examined the process of implementing a classroom-based CBT depression prevention programme as part of a large (n = 5,030) randomised controlled trial across eight UK secondary schools which was not found to be effective (PROMISE, ISRCTN19083628). The views of young people (n = 42), teachers (n = 12) and facilitators (n = 16) involved in the Resourceful Adolescent Programme (RAP) were obtained via focus groups and interviews which were thematically analysed. The programme was considered to be well structured and contain useful content, particularly for younger pupils. However, challenges associated with implementation were its age appropriateness for all year groups, its perceived lack of flexibility, the consistency of quality of delivery, the competing demands for teacher time and a culture where academic targets were prioritised over personal, social and health education. Whilst schools are convenient locations for introducing such programmes and allow good reach, the culture around improving well-being of young people in schools, increasing engagement with teachers and young people and sustaining such programmes are issues that need addressing.

Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Ncert Date Accessioned: 6/24/2015 2:35 The Digital Library of India was a project under the auspices of the Government of India.

Beginning teachers often report feeling less than adequately prepared by their teacher education programs in the area of classroom and behaviour management (CBM). This article reports the prevalence of evidence-based practices in the coursework content on offer in Australian undergraduate primary teacher education programs. First a set of CBM practices supported by empirical research was established. Models of CBM in CBM courses and prescribed texts were then examined for the inclusion of these practices. We found that evidence-based practices in CBM were not commonly included in either models of CBM covered in courses, or in the prescribed texts used to support courses. The implications of this phenomenon on beginning teachers' knowledge and confidence in CBM are discussed.

Beginning teachers often report feeling less than adequately prepared by their teacher education programs in the area of classroom and behaviour management (CBM). This article reports the prevalence of evidence-based practices in the coursework content on offer in Australian undergraduate primary teacher education programs. First a set of CBM practices supported by empirical research was established. Models of CBM in CBM courses and prescribed texts were then examined for the inclusion of these practices. We found that evidence-based practices in CBM were not commonly included in either models of CBM covered in courses, or in the prescribed texts used to support courses. The implications of this phenomenon on beginning teachers' knowledge and confidence in CBM are discussed.

1To the Gnat

By Samuel Rogers

LibriVox volunteers bring you 15 recordings of To The Gnat by Samuel Rogers. This was the Weekly Poetry project for May 19, 2013.<br><br>Some comments from our readers.. "It might seem a tad mellow dramatic, but if you live in the country as I do, this might just resonate. Here it is the mosquito that presents as my mortal enemy, and if it infiltrates my room at night, there is no sleeping until it has been vanquished. (Arielph)<br>"Coming from Scotland as I do where we have the dreaded Midgie, which feels like it has the teeth of a Doberman, I can sympathize with the poet on his anticipation of a sleepless night." (RMac01)<br>"with midgies to the left of me, midgies to the right of me, I feel for Samuel Rogers!" (jannie)

2Modern Scottish Minstrel

By Charles Rogers

Subtitled "Songs of Scotland of the Past Half-Century, with Memoirs of the Poets, and Sketches and Specimens in English Verse of the Most Celebrated Modern Gaelic Bards." (Summary by Chairlie)

3Elementary Theosophy

By L. W. Rogers

This book provides the basics of Theosophy and perhaps the beginning of a life long journey. Theosophy comes from the ancient wisdom that man and nature are as inseparable from the universe as the universe is inseparable from man and nature. It is a science and a philosophy, not a religion which depends on (dogma) faith. Knowledge gained through the study of Theosophy comes from the understanding of natural laws and harmony of the universe. Rogers shows us why we cannot separate ourselves from God (universe); the evolution of the soul; rebirth after physical death; why we don’t remember past lives and much more. If you’ve ever questioned why we are here or what happens when we die, the study of Theosophy may provide answers. (Summary by kirk202)

4Trees Every Child Should Know

By Julia Ellen Rogers

The best time to being to study the trees is to-day! The place to begin is right where you are, provided there is a tree near enough, for a lesson about trees will be very dull unless there is a tree to look at, to ask questions of, and to get answers from. (Julia Rogers)

5American Big-Game Hunting

By George S. Anderson, Winthrop Chanler, Oscar F. C. Crocker, Walter Bourchier Devereux, George Bird Grinnell, Arnold Hague, W. D. Pickett, Archibald Rogers, Theodore Roosevelt, Bronson Rumsey, Dean Sage, Roger D. Williams and Owen Wister

The first book published by The Boone and Crockett Club founded by Theodore Roosevelt and George Grinnell, who declared in their Editors Note: "Hunting big game in the wilderness is, above all things, a sport for a vigorous and masterful people. The rifle-bearing hunter, whether he goes on foot or on horseback, whether he voyages in a canoe or travels with a dog-sled, must be sound of body and firm of mind, and must possess energy, resolution, manliness, self-reliance, and capacity for hardy self-help. In short, the big-game hunter must possess qualities without which no race can do its life-work well; and these are the very qualities which it is the purpose of this Club, so far as may be, to develop and foster."<br /><br /> A bit outdated as to the equipment they used, this book is nevertheless an intense look at the west in early days, and at the beginnings of the conservationist movement in America. Each chapter focuses on a different animal, from buffalo, mountain goat, elk, pronghorn sheep, grizzlies, etc., indigenous peoples, different areas like the Rockies and Yellowstone, and it still captures the essence of the spirit of the hunt.<br /><br /> The book ends with a list of the club's original 100 members, a veritable Who's Who of Generals, Colonels, Doctors, Senators and Representatives, amongst them that most illustrious Gen'l William T. Sherman. ( ~ Michele Fry, read by LibriVox Volunteers)

6Cruising Voyage Around the World

By Woodes Rogers

First to the South-seas, Thence to the East-Indies, and Homewards by the Cape of Good Hope. Begun in 1708, and Finish'd in 1711. Containing a Journal of All the Remarkable Transactions; Particularly, of the Taking of Puna and Guiaquil, of the Acapulco Ship, and Other Prizes; an Account of Alexander Selkirk's Living Alone Four Years and Four Months in an Island; and a Brief Description of Several Countries in Our Course Noted for Trade, Especially in the South-sea. With Maps of All the Coast, from the Best Spanish Manuscript Draughts. And an Introduction Relating to the South-sea Trade. (Woodes Rogers) </br></br> The story of the first privateer and his adventures; including the account of Alexander Selkirk's living alone on an island off Chile which formed the background to Robinson Crusoe. (Kim)

Samuel Rogers was a renowned conversationalist who associated with the most distinguished persons of his time. This volume contains fascinating source material for the social and literary history of Great Britain over the span of his long life. - Summary by barbara2

8Law and Medical Men

By Robert Vashon Rogers

The idea that in the library of nearly every prac­ti­tion­er in the pro­fes­sions of both Physic and Law there has been for some time a small gap among the books, which could be filled by a little work like this now submitted, has induced the author to prepare and publish the following pages. While it is hoped that this little work will prove of use to the members of the Legal and Medical Professions, it is intended to be suggestive rather than exhaustive—a primer not an encyclopædia; and it is not expected that it will obviate the necessity for frequent conferences between physicians and lawyers whenever, in the practice of either, questions arise requiring the experience of the other. In most cases the very words of the judges and reporters have been used, and if any expressions are noticed that may be deemed over strong it will be found that they are the words of others: the author’s aim has been rather to act as an humble compiler and citer of cases, than to obtrude opinions or theories of his own. Brief chapters on Dentists and Druggists have been given because of the intimate connection between these gentlemen and the members of the medical profession. With great diffidence this book is committed to the tender mercies of the critics of these two learned professions—to those who can so effectually wield the pen, the tongue and the scalpel. - Summary by Robert Vashon Rogers - from the preface

9Book of American Negro Poetry

By Otto Leland Bohanan, William Stanley Braithwaite, Benjamin Griffith Brawley, James Edwin Campbell, Waverly Turner Carmichael, James David Corrothers, Joseph S. Cotter, Jr., Ray G. Dandridge, Daniel Webster Davis, R. Nathaniel Dett, W. E. B. Du Bois, Paul Laurence Dunbar, Alice Dunbar Nelson, Jessie R. Fauset, Leslie Pinckney Hill, John Wesley Holloway, Roscoe C. Jamison, James Weldon Johnson, Fenton Johnson, Charles Bertram Johnson, Georgia Douglas Johnson, Edward Smyth Jones, Joshua Henry Jones, Jr., George Reginald Margetson, George Marion McClellan, Claude McKay, William H. A. Moore, Alex Rogers, Theodore Henry Shackelford, Anne Spencer and Lucian B. Watkins

The Book of American Negro Poetry is one of the earliest and most essential anthologies of African-American verse ever brought to print. Edited by writer and diplomat James Weldon Johnson, this collection was published with the hope of bringing to the public a greater awareness of the art and literature created by Black writers. This is the first edition of this long-republished anthology and collects seminal works by Paul Dunbar, W.E.B. Du Bois, Claude McKay, Leslie Hill, James Corrothers, and many more. - Summary by ChuckW

10Wish

By Samuel Rogers

Samuel Rogers was an English poet, during his lifetime one of the most celebrated, although his fame has long since been eclipsed by his Romantic colleagues and friends Wordsworth, Coleridge and Byron. His recollections of these and other friends such as Charles James Fox are key sources for information about London artistic and literary life, with which he was intimate, and which he used his wealth to support. He made his money as a banker and was also a discriminating art collector. - Summary by Wikipedia

11Reminiscences Of A Workhouse Medical Officer

By Joseph Rogers

Joseph Rogers (1821-1889) was an English physician, medical officer, and health care reformer in London. The system of poor-law dispensaries and separate sick wards, with proper staffs of medical attendants and nurses, was due to the efforts of Rogers and his colleagues. His memoir, published in 1889, contains an informative biography written by his brother. His career was not without conflict as his zeal sometimes offended governing boards. - Summary by David Wales

12On A Tear

By Samuel Rogers

LibriVox volunteers bring you 13 recordings of On A Tear By Samuel Rogers.<br> This was the Weekly Poetry project for March 12, 2022. <br> ------<br> Our poet reflects on the magical mysteries of a woman's tears. (David Lawrence)

13Illiterate Digest

By Will Rogers

In The Illiterate Digest, the renowned humorist Will Rogers makes incisive commentary on American society, from etiquette to politics. <br>Summary by S. Emily Lee

14Self-Development and the Way to Power

By L. W. Rogers

"We may be either the suffering slaves of nature or the happy masters of her laws." The author explores why we suffer, why we have enemies, and why the development of higher consciousness is essential for our evolution. - Summary by Helen Johnson

Hester Ann Rogers was a woman of extraordinary faith in the age of early Methodism. After a powerful conversion at a young age, against the wishes of her family, she lived a life of complete devotion and walked closer to God in more spiritual joy and love than Christians generally think possible. Her rich personal experience made her a skilled guide for those who sought sanctification by faith alone. This book includes Rogers' own spiritual biography, sermons and poems occasioned by her death and a selection of her spiritual letters. - Summary by Gnarpsbaden