Urban Teachers’ Professed Classroom Management Strategies

Brown, Dave F.

doi:10.1177/0042085904263258

Cited by 108 publications

(51 citation statements)

References 9 publications

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“…The teacher felt that managing the class with rewards and good studentteacher relationships may lose students' respect and cooperation. The findings of the study are consistent with other studies where a combination of a firm authority and culturally responsive classroom management approach is more effective for handling these refugee students (Brown, 2004;O'Neal et al, 2017). As Lansford (2010) indicated, if punishment is a norm in respective cultures, teachers, parents, and students may view punishment as effective form of classroom punishment.…”

Section: Lack Of Teaching Materials Space Qualified Teachers Textbsupporting

confidence: 86%

Challenges of Refugee Teachers in Malaysian Community-Based Learning Centers

Siah¹,

Low²,

Ho³

et al. 2020

Makara Hubs-Asia

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Because Malaysia is not a signatory to the 1951 Refugee Convention, the children of refugees living in Malaysia are deprived of any formal education. Children are taught mostly by the refugees themselves, many of whom are volunteers. Most of the community-based learning centers, which encounter many academic and management problems, are also sustained by the refugees. This qualitative study aims to apply the framework of resources and demands theory to explore the work demands encountered by these refugees' teachers and whether they have enough resources to meet the demands, as the learning centers are self-supported or supported by non-governmental organizations. This study collected data using the focus group method, recruiting participants through purposive sampling. Participants were organized into eight groups, each with seven volunteer participants, and open-ended questions were used for the participants to fully express their views and experiences. The data were analyzed using thematic analysis. The result showed that participants are burdened by academic and administrative tasks, lack of resources, poor infrastructure, and self-incompetence. The findings of the study proposed that more non-government organizations, local communities, and other stakeholders provide expertise and financial assistance to these communitybased learning centers as education is the human right of each child. Tantangan Guru-guru Pengungsi di Pusat Pembelajaran Berbasis Komunitas di Malaysia Abstrak Karena Malaysia bukan merupakan penandatangan Konvensi Pengungsi 1951, hak anak-anak pengungsi untuk mendapat pendidikan resmi telah menjadi sebuah masalah yang tidak begitu diperhatikan. Kebanyakan anak-anak ini diajar oleh guru yang terdiri dari para pengungsi yang bekerja sebagai sukarelawan. Pusat pembelajaran berbasis komunitas dikelola dan dikendalikan oleh pengungsi sering menghadapi pelbagai isu dari segi akademik dan manajemen. Studi pendekatan kualitatif ini menggunakan teori sumber daya dan permintaan sebagai kerangka kajian untuk mengetahui apa saja tuntutan pekerjaan yang dihadapi guru pengungsi dan apakah mereka memiliki sumber daya yang cukup untuk menghadapi tuntutan tersebut, karena pusat pembelajaran bersifat swadaya atau didukung oleh Lembaga Swadaya Masyarakat (LSM). Sumber pembelajaran yang tersedia perlu dikaji supaya cukup menampung serta memenuhi permintaan kerja. Pengumpulan data menggunakan metode focus group dan partisipan direkrut melalui purposive sampling. Partisipan dikumpulkan ke delapan kelompok, masing-masing kelompok terdiri dari tujuh partisipan sukarelawan. Pertanyaan terbuka (open-ended questions) digunakan untuk mendapat pandangan serta pengalaman berkaitan isu yang dikaji. Data dianalisis menggunakan teknik analisis tematik. Hasil temuan menunjukkan bahwa para guru memikul beban yang berat dalam menjalankan tugas akademik serta administrasi. Mereka juga menghadapi isu kurangnya sumber daya, keadaan infrastruktur yang serba kekurangan serta keyakinan diri dalam kompetensi mengajar. Temuan studi in...

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Section: Lack Of Teaching Materials Space Qualified Teachers Textbsupporting

confidence: 86%

Challenges of Refugee Teachers in Malaysian Community-Based Learning Centers

Siah¹,

Low²,

Ho³

et al. 2020

Makara Hubs-Asia

View full text Add to dashboard Cite

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“…Thus, some solutions to address the disparities in disciplinary outcomes may be long-term, such as improving teacher diversity and preparation. Preservice teacher programs lack the capacity to effectively prepare teachers for multicultural classrooms, even though new teachers need to have the capacity to easily adapt to multicultural environments and develop classroom management skills for diverse learners (Brown, 2004). Teacher preparation programs provide an opportunity to assist teachers in coordinating classroom conversations that disrupt inequalities within classrooms (Brown et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches

Welsh¹,

Little²

2018

Review of Educational Research

264

194

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In recent decades, K-12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise serious questions about educational equity. This study provides a comprehensive review of the extant literature on the contributors to racial, gender, and income disparities in disciplinary outcomes, and the effectiveness of emerging alternatives to exclusionary disciplinary approaches. Our findings indicate that the causes of the disparities are numerous and multifaceted. Although low-income and minority students experience suspensions and expulsions at higher rates than their peers, these differences cannot be solely attributed to socioeconomic status or increased misbehavior. Instead, school and classroom occurrences that result from the policies, practices, and perspectives of teachers and principals appear to play an important role in explaining the disparities. There are conceptual and open empirical questions on whether and how some of the various alternatives are working to counter the discipline disparities.

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“…The education literature identifies the need for teaching and classroom management approaches that emphasize conveying high expectations, respect, and nurturance, and support their significance for student engagement and academic outcomes (Brown, 2004). However, relatively little attention has been paid to developing an educator skill-set that emphasizes changing adult interactions with youth in order to better promote PYD in a multicultural context.…”

Section: Discussionmentioning

confidence: 99%

They Just Respect You for Who You Are: Contributors to Educator Positive Youth Development Promotion for Somali, Latino, and Hmong Students

et al. 2016

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Youth from immigrant communities may experience barriers to connecting with schools and teachers, potentially undermining academic achievement and healthy youth development. This qualitative study aimed to understand how educators serving Somali, Latino, and Hmong (SLH) youth can best promote educator-student connectedness and positive youth development, by exploring the perspectives of teachers, youth workers, and SLH youth, using a community based participatory research approach. We conducted four focus groups with teachers, 18 key informant interviews with adults working with SLH youth, and nine focus groups with SLH middle and high school students. Four themes emerged regarding facilitators to educators promoting positive youth development in schools: (1) an authoritative teaching approach where teachers hold high expectations for student behavior and achievement, (2) building trusting educator–student relationships, (3) conveying respect for students as individuals, and (4) a school infrastructure characterized by a supportive and inclusive environment. Findings suggest a set of skills and educator-student interactions that may promote positive youth development and increase student-educator connectedness for SLH youth in public schools.

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Urban Teachers’ Professed Classroom Management Strategies

Cited by 108 publications

References 9 publications

Challenges of Refugee Teachers in Malaysian Community-Based Learning Centers

Challenges of Refugee Teachers in Malaysian Community-Based Learning Centers

The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches

They Just Respect You for Who You Are: Contributors to Educator Positive Youth Development Promotion for Somali, Latino, and Hmong Students

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