questionnaires, was used for the study that reported application of strategies such as physical classroom arrangement, audio equipment, rules, and schedules as strategies. Application of the strategies however differed between public and private schools and yielded different effects. The study is relevant to current topic and its method that suggests reliability and validity is its strength. Potential bias from research participants’ responses is however the greatest weakness and is a threat to the associated strength with the applied research method.
Briesch, A., Briesch, J., and Chafouleas, S. (2015). Investigating the usability of classroom management strategies among elementary schoolteachers. Journal of Positive Behavior Interventions 17(1), 5-14.
The results identified the participants’ ability to use the strategies, suggest application in class set-ups, is valid, and is relevant to the current study. Validity and reliability, based on the applied quantitative approach are the study’s strengths but using participants to measure outcomes is a weakness.
Coles, E., Owens, J., Serrano, V., Slavee, J. and Evans, S. (2015). From consultation to student outcomes: The role of teacher knowledge, skills, and beliefs in increasing integrity in classroom management strategies. School Mental Health 7(1), 34-48.
Using case study, results show relationship between the variables and therefore identify possible mediator factor to effectiveness of classroom management strategies. Ability of a case study to develop in-depth understanding of a phenomenon is the study’s strength while inability to infer findings, due to the subjective approach is a weakness of the study.
Garner, P., Moses, L., and Waajid, B. (2013). Prospective teachers’ awareness and expression of emotions: Associations with proposed strategies for behavioral management in the classroom. Psychology in the Schools 50(5), 471-488.
The researchers aimed at investigating relationship between ...
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The authors contemplated that the lecture format has historically been the most popular teaching pedagogy utilized by collegiate faculty members in the United States. However, lecturing alone is not always the most successful approach to promote learning. The purpose of this study was to evaluate the effectiveness of incorporating active learning techniques.
The author brings into light the key to reflecting on the way we teach is to base our thinking on what we know about how students learn. Learning is constructed as a result of the learner's activities. Activities those are appropriate to achieving the curriculum objectives result in deep approach to learning.
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