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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...10 Hits 1 – 20 of 181 1 Linguistic and Arithmetic Factors in Word Problems ... Daróczy, Gabriella. - : Universität Tübingen, 2023 BASE Show details 2 Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial Allen, K; Hansford, L; Hayes, R. - : Wiley / British Psychological Society, 2022 BASE Show details 3 Effective Classroom Management in English as a Foreign Language Classroom Yasin, Burhanuddin; Mustafa, Faisal; Bina, Ayu Mentari Sarani In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 91-102 ; 23380683 ; 2087-345X (2022) BASE Show details 4 The Influence of Building Positive Student-Teacher Relationships on Classroom Management in a South Carolina High School: A Phenomenological Study Vipperman, Amanda L In: Doctoral Dissertations and Projects (2021) BASE Show details 5 Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives Anna Szép; Slava Dantchev; Martina Zemp... In: Sustainability ; Volume 13 ; Issue 22 (2021) BASE Show details 6 How Do We Know What We Know About Teaching Students from Low-Income and Other Minoritized Cultural Communities? Brown, Tiffany. - 2021 Abstract: Researchers have explored the theory-practice gap in education for decades, noting that teachers are often unequipped to reconcile the gaps between the knowledge, skills, and abilities they realize are required for the job while in-service and those they are taught through formal preservice training. We know much less about the gap between what teachers think they know about how to work effectively with students from low-income and other minoritized cultural communities in theory, and how these subjective assessments shape their strategies for delivering culturally responsive care through their teaching and classroom management styles in practice. This dissertation features three papers rooted in a set of fundamentally epistemic inquiries: Which sources of knowledge do teachers working with students from low-income and other minoritized ethnoracial communities rely on to assess and respond to the challenges their students face both in and outside the classroom? How do these sources of knowledge influence the ways in which teachers assess their students’ challenges and make decisions in response to them? Paper One is a narrative literature review that surveys what we currently know about teacher thinking in schools serving this student demographic. I repurpose a conceptual framework from the organizations literature to identify and examine root causes of some persistent challenges to double-loop learning for teachers working with students from low-income and minoritized ethnoracial communities. Papers Two and Three are empirical studies based on interviews with 62 part- and full-time faculty on one campus of the largest urban university in the country. I asked faculty to describe in detail how they would respond to challenging circumstances and situations that commonly affect their students. In Paper Two, I found that late career faculty were less likely to use culturally responsive classroom management strategies than their early career peers, and draw from developmental research to explore suggestive evidence that many of these differences correspond to various psychological experiences teachers have across their career lifespans. In Paper Three, I find that all faculty employ a mixture of espoused values associated with both single- and double-loop learning in developing their on-the-job responses, and that mixture varies by situation. Keyword: culturally responsive classroom management; culturally responsive teaching; higher education; Occupational psychology; teacher personal background; teacher values; teachers URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37368391 BASE Hide details 7 Enhancing Classroom Management Skills: Efficacy of a Supplemental Multi-Platform Intervention for Preservice Teachers Rosenberg, Michael S., PhD; Duerr, Sunny R; Ingraham, Kate... In: Excelsior: Leadership in Teaching and Learning (2021) BASE Show details 8 An experimental evaluation of the introduction of Bodyfurn chairs on on-task and disruptive behaviour in the classroom Martin, Isaac. - : The University of Waikato, 2021 BASE Show details 9 Vicarious Embarrassment in the College Classroom German, Katie; Stark, Haley; Peichel, Sarah. - 2021 BASE Show details 10 The Effects of Systematic Manipulation of Reinforcement Within a Classroom Management System Chavez, Amanda Gayle In: Theses and Dissertations--Early Childhood, Special Education, and Counselor Education (2021) BASE Show details 11 Teaching Social Studies to Social Justice and Equity Through the Lens of ELL Students Anderson, Erik In: Master's of Arts in Teaching (MAT) Action Research (2021) BASE Show details 12 (Re)storying Horizons: White Kindergarten Teachers’ Enactment Of The Language And Literacy Curriculum In A Predominantly-white Working-class North Carolina Mountain Community Public School Rollins, Elizabeth Rose. - 2020 BASE Show details 13 Design and Evaluate the Factors for Flipped Classrooms for Data Management Courses Mithun, Shamima; Luo, Xiao In: Author (2020) BASE Show details 14 Implementing the Flipped Classroom in an Undergraduate Corporate Finance Course Gokhale, Jayendra S. In: Publications (2020) BASE Show details 15 A measure of classroom management: Validation of a pre-service teacher self-efficacy scale Slater, Eileen; Main, Susan In: Research outputs 2014 to 2021 (2020) BASE Show details 16 A beginning Chinese teacher’s development of classroom management skills in a Sydney school : an action research project Shi, Chenyan. - 2020 BASE Show details 17 Supporting Fidelity of Implementation of Class-Wide Behavioral Interventions Klaft, Jenna. - 2020 BASE Show details 18 Indonesian students’ perceived benefits of the micro-teaching course to their teaching internship Teuku Zulfikar; N. Nidawati; Siti Khasinah... In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 242-250 (2020) (2020) BASE Show details 19 Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions A. Dzo'ul Milal; Zuliati Rohmah; Wahju Kusumajanti In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020) BASE Show details 20 Augmented Input and the Classroom Communication Environment for Learners with Deafblindness Brady, Loretta Elizabeth. - 2019 BASE Show details Page: 1 2 3 4 5...10

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