EFFECTIVELY MANAGING CLASSROOM A CASE STUDY OF FOUR NOVICE ELEMENTARY TEACHERS IN PRIVATE SCHOOLS

http://dx.doi.org/10.31703/gssr.2021(VI-III).08      10.31703/gssr.2021(VI-III).08      Published : Sep 3
Authored by : Ayesha Saleem , Yaar Muhammad , Malahat Fuad Siddiqui

08 Pages : 72-79

References

  • Al-Zu'bi, Z. H. (2013). Classroom management problems among teacher students training at Hashemite University. European Journal of Business and Social Sciences, 2(3), 140- 149.
  • Ashley, L. D., Mcloughlin, C., Aslam, M., Engel, J., Wales, J., Rawal, S., . . . Rose, P. (2014). The role and impact of private schools in developing countries: Rigorous literature review. https://assets.publishing.service.gov.uk/go vernment/uploads/system/uploads/attachm ent_data/file/439702/private-schools-full- report.pdf
  • Bickmore, D. L., & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26(4), 1006-1014.
  • Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., Burke, P., & Louviere, J. (2013). Teacher Retention and Attrition: Views of Early Career Teachers. Australian Journal of Teacher Education, 38(3), 112- 129. https://doi.org/10.14221/ajte.2013v38n3.9.
  • Burkman, A. (2012). Preparing novice teachers for success in elementary classrooms through professional development. Delta Kappa Gamma Bulletin, 78(3), 23-33.
  • Burns, D., & Darling-Hammond, L. (2014). Teaching around the world: What can TALIS tell us. https://edpolicy.stanford.edu/sites/default/ files/publications/teaching-around-world- what-can-talis-tell-us_3.pdf
  • Collins, J. W., & O'Brien, N. P. (2011). The Greenwood dictionary of education (2nd ed.). California: Greenwood.
  • Creswell, J. W. (2007). Qualitative enquiry and research design: Choosing among five approaches (2 ed.). New York: Sage.
  • Creswell, J. W. (2008). Qualitative, quantitative, and mixed methods approaches (3rd ed.). New York: Sage.
  • Cummings, C. B. (2000). Winning strategies for classroom management (1st ed.). USA: ASCD.
  • Davis, J. R. (2017). Classroom management in teacher education programs (1st ed.). London: Palgrave Macmillan.
  • DeAngelis, K. J., Wall, A. F., & Che, J. (2013). The impact of preservice preparation and early career support on novice teachers' career intentions and decisions. Journal of Teacher Education, 64(4), 338-355.
  • Espelage, D., Anderman, E. M., Brown, V. E., Jones, A., Lane, K. L., McMahon, S. D., . . . Reynolds, C. R. (2013). Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agenda. American Psychologist, 68(2), 75.
  • Farah, A., Fauzee, O., & Daud, Y. (2016). A cursory review of the importance of teacher training: A case study of Pakistan. Middle Eastern Journal of Scientific Research, 21(6), 912-917.
  • Farrell, T. S. (2009). The novice teacher experience. In A. Burns & J. C. Richard (Eds.), Cambridge Guide to Second Language Teacher Education (1st ed., pp. 182-189). New York: Cambridge University Press.
  • Farrell, T. S. (2012). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development. Tesol Quarterly, 46(3), 435-449.
  • Feiman-Nemser, S. (2012). Beyond solo teaching. Educational Leadership, 69(8), 10-16.
  • Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current issues in education, 14(1), 1-36.
  • Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163-169.
  • Garandeau, C. F., Lee, I. A., & Salmivalli, C. (2014). Inequality matters: Classroom status hierarchy and adolescents' bullying. Journal of youth and adolescence, 43(7), 1123-1133.
  • Guerriero, S. (2014). Teachers' pedagogical knowledge and the teaching profession. Teaching and Teacher Education, 2(1), 1-7.
  • Guerriero, S. (2017). Pedagogical Knowledge and the Changing Nature of the Teaching Profession. Educational Research and Innovation. https://doi.org/10.1787/9789264270695-en
  • Hong, J. Y. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543.
  • Husain, W., Gulzar, A., & Aqeel, M. (2016). The mediating role of depression, anxiety and stress between job strain and turnover intentions among male and female teachers. FWU Journal of Social Sciences, 10(1), 48-57.
  • Iqbal, M. (2012). Public versus private secondary schools: A qualitative comparison. Journal of Research and Reflections in Education, 6(1), 40-49.
  • Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2014). Promoting early career teacher resilience: A framework for understanding and acting. Teachers and Teaching, 20(5), 530-546.
  • Klassen, R. M., & Durksen, T. L. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. Learning and Instruction, 33, 158- 169.
  • Kwaku, D., Mensah, D., & Jonathan, A. W. (2016). Teacher professional development: Keys to basic teachers curriculum practice success in Ghana. British Journal of Education, 4(4), 29-37.
  • Laslett, R., & Smith, C. (2002). Effective classroom management: A teacher's guide (2nd ed.). London: Routledge.
  • Lewis, R. (2008). Understanding pupil behaviour: Classroom management techniques for teachers (1st ed.). London: Routledge.
  • ASER Pakistan. (2015). Annual status of education report. South Asian Forum for Educational Development (SAFED). http://aserpakistan.org/document/aser/201 5/reports/national/ASER_National_Report_ 2015.pdf:
  • Pugatch, T. (2017). Is teacher certification an effective tool for developing countries? IZA World of Labor, 2, 349-349.
  • Raba, A., & Mahmoud, A. A. (2016). The Challenge of Classroom Leadership and Management Facing Newly Appointed Teachers. American Journal of Educational Research, 4(2A), 25-29.
  • Rideout, G., & Windle, S. (2017). Beginning teachers'pupil control ideologies: An empirical examination of the impact of beliefs about education, mentorship, induction, and principal leadership style. Canadian Journal of Educational Administration and Policy(104).
  • Simon, N. S., & Johnson, S. M. (2015). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117(3), 1-36.
  • Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London Sage Publications.
  • Struyven, K., & Vanthournout, G. (2014). Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching. Teaching and Teacher Education, 43, 37-45.
  • Thornberg, R. (2011). 'She's weird!' - The social construction of bullying in school: A review of qualitative research. Children & society, 25(4), 258-267.
  • Ur, P. (2006). Are teachers born or made? Readings in Methodology, 16(1), 7-14.
  • Wolff, C. E., Jarodzka, H., den Bogert, N., & Boshuizen, H. P. (2016). Teacher vision: expert and novice teachers' perception of problematic classroom management scenes. Instructional Science, 44(3), 243- 265.
  • Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. (2015). Keeping an eye on learning: Differences between expert and novice teachers' representations of classroom management events. Journal of Teacher Education, 66(1), 68-85.

References

  • Al-Zu'bi, Z. H. (2013). Classroom management problems among teacher students training at Hashemite University. European Journal of Business and Social Sciences, 2(3), 140- 149.
  • Ashley, L. D., Mcloughlin, C., Aslam, M., Engel, J., Wales, J., Rawal, S., . . . Rose, P. (2014). The role and impact of private schools in developing countries: Rigorous literature review. https://assets.publishing.service.gov.uk/go vernment/uploads/system/uploads/attachm ent_data/file/439702/private-schools-full- report.pdf
  • Bickmore, D. L., & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26(4), 1006-1014.
  • Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., Burke, P., & Louviere, J. (2013). Teacher Retention and Attrition: Views of Early Career Teachers. Australian Journal of Teacher Education, 38(3), 112- 129. https://doi.org/10.14221/ajte.2013v38n3.9.
  • Burkman, A. (2012). Preparing novice teachers for success in elementary classrooms through professional development. Delta Kappa Gamma Bulletin, 78(3), 23-33.
  • Burns, D., & Darling-Hammond, L. (2014). Teaching around the world: What can TALIS tell us. https://edpolicy.stanford.edu/sites/default/ files/publications/teaching-around-world- what-can-talis-tell-us_3.pdf
  • Collins, J. W., & O'Brien, N. P. (2011). The Greenwood dictionary of education (2nd ed.). California: Greenwood.
  • Creswell, J. W. (2007). Qualitative enquiry and research design: Choosing among five approaches (2 ed.). New York: Sage.
  • Creswell, J. W. (2008). Qualitative, quantitative, and mixed methods approaches (3rd ed.). New York: Sage.
  • Cummings, C. B. (2000). Winning strategies for classroom management (1st ed.). USA: ASCD.
  • Davis, J. R. (2017). Classroom management in teacher education programs (1st ed.). London: Palgrave Macmillan.
  • DeAngelis, K. J., Wall, A. F., & Che, J. (2013). The impact of preservice preparation and early career support on novice teachers' career intentions and decisions. Journal of Teacher Education, 64(4), 338-355.
  • Espelage, D., Anderman, E. M., Brown, V. E., Jones, A., Lane, K. L., McMahon, S. D., . . . Reynolds, C. R. (2013). Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agenda. American Psychologist, 68(2), 75.
  • Farah, A., Fauzee, O., & Daud, Y. (2016). A cursory review of the importance of teacher training: A case study of Pakistan. Middle Eastern Journal of Scientific Research, 21(6), 912-917.
  • Farrell, T. S. (2009). The novice teacher experience. In A. Burns & J. C. Richard (Eds.), Cambridge Guide to Second Language Teacher Education (1st ed., pp. 182-189). New York: Cambridge University Press.
  • Farrell, T. S. (2012). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development. Tesol Quarterly, 46(3), 435-449.
  • Feiman-Nemser, S. (2012). Beyond solo teaching. Educational Leadership, 69(8), 10-16.
  • Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current issues in education, 14(1), 1-36.
  • Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163-169.
  • Garandeau, C. F., Lee, I. A., & Salmivalli, C. (2014). Inequality matters: Classroom status hierarchy and adolescents' bullying. Journal of youth and adolescence, 43(7), 1123-1133.
  • Guerriero, S. (2014). Teachers' pedagogical knowledge and the teaching profession. Teaching and Teacher Education, 2(1), 1-7.
  • Guerriero, S. (2017). Pedagogical Knowledge and the Changing Nature of the Teaching Profession. Educational Research and Innovation. https://doi.org/10.1787/9789264270695-en
  • Hong, J. Y. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543.
  • Husain, W., Gulzar, A., & Aqeel, M. (2016). The mediating role of depression, anxiety and stress between job strain and turnover intentions among male and female teachers. FWU Journal of Social Sciences, 10(1), 48-57.
  • Iqbal, M. (2012). Public versus private secondary schools: A qualitative comparison. Journal of Research and Reflections in Education, 6(1), 40-49.
  • Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2014). Promoting early career teacher resilience: A framework for understanding and acting. Teachers and Teaching, 20(5), 530-546.
  • Klassen, R. M., & Durksen, T. L. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. Learning and Instruction, 33, 158- 169.
  • Kwaku, D., Mensah, D., & Jonathan, A. W. (2016). Teacher professional development: Keys to basic teachers curriculum practice success in Ghana. British Journal of Education, 4(4), 29-37.
  • Laslett, R., & Smith, C. (2002). Effective classroom management: A teacher's guide (2nd ed.). London: Routledge.
  • Lewis, R. (2008). Understanding pupil behaviour: Classroom management techniques for teachers (1st ed.). London: Routledge.
  • ASER Pakistan. (2015). Annual status of education report. South Asian Forum for Educational Development (SAFED). http://aserpakistan.org/document/aser/201 5/reports/national/ASER_National_Report_ 2015.pdf:
  • Pugatch, T. (2017). Is teacher certification an effective tool for developing countries? IZA World of Labor, 2, 349-349.
  • Raba, A., & Mahmoud, A. A. (2016). The Challenge of Classroom Leadership and Management Facing Newly Appointed Teachers. American Journal of Educational Research, 4(2A), 25-29.
  • Rideout, G., & Windle, S. (2017). Beginning teachers'pupil control ideologies: An empirical examination of the impact of beliefs about education, mentorship, induction, and principal leadership style. Canadian Journal of Educational Administration and Policy(104).
  • Simon, N. S., & Johnson, S. M. (2015). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117(3), 1-36.
  • Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London Sage Publications.
  • Struyven, K., & Vanthournout, G. (2014). Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching. Teaching and Teacher Education, 43, 37-45.
  • Thornberg, R. (2011). 'She's weird!' - The social construction of bullying in school: A review of qualitative research. Children & society, 25(4), 258-267.
  • Ur, P. (2006). Are teachers born or made? Readings in Methodology, 16(1), 7-14.
  • Wolff, C. E., Jarodzka, H., den Bogert, N., & Boshuizen, H. P. (2016). Teacher vision: expert and novice teachers' perception of problematic classroom management scenes. Instructional Science, 44(3), 243- 265.
  • Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. (2015). Keeping an eye on learning: Differences between expert and novice teachers' representations of classroom management events. Journal of Teacher Education, 66(1), 68-85.

Cite this article

APA

    APA : Saleem, A., Muhammad, Y., & Siddiqui, M. F. (2021). Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools. Global Social Sciences Review, VI(III), 72-79. https://doi.org/10.31703/gssr.2021(VI-III).08

CHICAGO

    CHICAGO : Saleem, Ayesha, Yaar Muhammad, and Malahat Fuad Siddiqui. 2021. "Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools." Global Social Sciences Review, VI (III): 72-79 doi: 10.31703/gssr.2021(VI-III).08

HARVARD

    HARVARD : SALEEM, A., MUHAMMAD, Y. & SIDDIQUI, M. F. 2021. Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools. Global Social Sciences Review, VI, 72-79.

MHRA

    MHRA : Saleem, Ayesha, Yaar Muhammad, and Malahat Fuad Siddiqui. 2021. "Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools." Global Social Sciences Review, VI: 72-79

MLA

    MLA : Saleem, Ayesha, Yaar Muhammad, and Malahat Fuad Siddiqui. "Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools." Global Social Sciences Review, VI.III (2021): 72-79 Print.

OXFORD

    OXFORD : Saleem, Ayesha, Muhammad, Yaar, and Siddiqui, Malahat Fuad (2021), "Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools", Global Social Sciences Review, VI (III), 72-79

TURABIAN

    TURABIAN : Saleem, Ayesha, Yaar Muhammad, and Malahat Fuad Siddiqui. "Effectively Managing Classroom: A Case Study of Four Novice Elementary Teachers in Private Schools." Global Social Sciences Review VI, no. III (2021): 72-79. https://doi.org/10.31703/gssr.2021(VI-III).08