Annotated Bibliography
1. Pellegrino, A. (2010). Pre-service teachers and classroom authority. American Secondary Education, 38(3), 62-78. Retrieved from http://search.proquest.com.wwwproxy0.library.unsw.edu.au/docview/722356586?accountid=12763
In this article Pellegrino examines the classroom practices of 5 preservice secondary school teachers, identifying the challenges faced in establishing their authority to create an effective learning environment. As a framework for his study, Pellegrino gives 3 basic origins of authority: Traditional, Legal/Rational and Charismatic authority. Of the three, he recommends student teachers aim to develop legal/rational authority as it is based on values, rules and procedures and is most conducive to modern views of learning. …show more content…
Pellegrino suggests classroom management is of paramount concern to most student teachers and the effective application of concepts, methodologies and strategies learned during their studies is often a struggle for them. With placement soon approaching, classroom management is undeniably one of my greatest concerns, hence the reason I chose to include this article. In gaining insight into the common errors made by student teachers during placement, I hope to avoid repeating these mistakes during my tenure. The findings from this article demonstrated that although participants did utilize the knowledge and skills learned from their studies they all returned to traditional and/or charismatic authority styled forms of classroom management. This was seen in the creation of teacher-oriented classrooms as well as many attempting to take on the role of the “cool” teacher, unfortunately to no avail. As a prospective high-school teacher, I am aware of the relatively small age-gap that is likely to exist between myself and my students. Pellegrino’s warning about the ease of which student teachers often establish charismatic authority, is something I will definitely keep in mind. Although easy to establish, this type of authority is based on irrational means and as observed in the study, is often fleeting. For the participants in this study, perhaps the most significant errors made were trying to emulate the management styles of their mentors and/or being inadequately prepared. From this I learned the importance of not only developing a well-structured and well thought-out management plan but one that I adhere to, can reflect upon and alter accordingly. 2. Gillies, R. & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26(4), 933-940. Retrieved from http://www.sciencedirect.com.wwwproxy0.library.unsw.edu.au/science/article/pii/S0742051X09002327
In this article Gilles et.
al review the impact of implementing cooperative learning into the classroom. To conduct their study, the authors gained insight into the perceptions of 10 teachers from Australia who introduced cooperative learning into their classes over two school terms. Having attracted so much attention over the past few decades and with copious amounts of research suggesting it has both academic and social benefits for students, cooperative learning is a topic of great interest to me. In this study the teachers reported a number of benefits to be gained from cooperative learning although difficulties with its implementation were also experienced. This article provided me with important insight into the problems teachers commonly experience when using group work. For example, the tendency for students to socialise rather than focus on the task at hand, the level of preparation required for its effective implementation and managing time effectively. Methods to overcome these problems were also mentioned with the authors identifying a number of factors as being crucial to its success including, group composition, task type and training for both teachers and students alike. With such a large body of research supporting the use cooperative learning the reluctance of teachers embracing it concerns me. Gilles et al. propose that this resistance may be a result of the lack of understanding from teachers, on the effective use of cooperative learning as a pedagogical practice. When implementing cooperative learning there are many factors for teachers to consider. These include, ensuring group work is well prepared and well structured, providing tasks that are challenging and demonstrate a level of complexity and preparing students skills to resolve and manage conflict and monitor group progress. This is significant as research suggests that often little consideration is given to group composition, task complexity or skill preparation, when students are
initially placed in groups. In all, this article offers useful information on the effective implementation of cooperative learning into the classroom, identifying challenges one may expect and providing tips on how to avoid/overcome them. Furthermore, when implemented properly, this article suggests cooperative learning can be extremely influential in improving both the social and academic skills of students.
3. Roache, J. & Lewis, R. (2011). Teachers’ views on the impact of classroom management on student responsibility. Australian Journal of Education, 55(2), 132-146. Retrieved from http://search.informit.com.au.wwwproxy0.library.unsw.edu.au/fullText;dn=188164;res=AEIPT
In this article Roach and Lewis explore the relationship between various classroom management strategies and student responsibility and behaviour. Expanding upon an earlier study into students’ views on teacher management strategies and classroom misbehaviour, the authors use a series of questionnaires to examine the views of teachers. The focus of their research was identifying areas of congruence and divergence between student/teacher opinions, in order to identify the most effective strategies. Drawing almost identical results, the two studies highlight concern over the way teachers are responding to student misbehaviour. Roach and Lewis provide important insight into my studies by suggesting a positive correlation exists between effective management strategies and student responsibility and behaviour. They also highlight that incongruence between the perceptions of students and teachers is particularly evident in the secondary school sector, implying a need for these teachers to rethink their relationships and response to their students. As a prospective high-school teacher these implications hold great significance to me, reminding me of the vast differences that may exist between my perceptions and understandings to those of my students. As a prospective teacher this article is useful in highlighting the significance of the management strategies teachers choose to employ. It suggests effective strategies used more often, can help promote good behaviour and increased student responsibility.
4. Mundschenk, N., Miner, C., & Nastally, B. (2011). Effective classroom management: An air traffic control analogy. Intervention in School and Clinic, 47(2), 98-103. Retrieved from http://isc.sagepub.com.wwwproxy0.library.unsw.edu.au/content/47/2/98.full.pdf+html
In this article Mundschenk et al. discuss how the role of an air traffic control person, can be used as an analogy to assist teachers in effectively communicating their expectations to students and improve student engagement. By likening the role of an air traffic controller to that of a teacher, the authors construct a novel and creative framework to make classroom management more relaxed, efficient and effective. As a prospective teacher I am all too aware of the wide range of student behaviours demonstrated in classrooms today and the increasingly high expectations that fall upon us as teachers, to respond in an efficient, effective and consistent manner, hence the reason I chose to include this article. Through the use of an analogy, Mundschenk et al. create a fun and unique method of implementing behaviour management strategies into the classroom which students not only like but respond well to. Whether this framework is as applicable for more senior students as it is younger students and those with behavioural problems, is my only concern. This however, should not detract from the work of the authors and the credit they receive for such an interesting and unique approach to classroom management. I particularly like how their framework includes student self-monitoring techniques which are critical to the academic and social development of students.
5. Reupert, A., &Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26(6), 1261-1268. Retrieved from http://www.sciencedirect.com.wwwproxy0.library.unsw.edu.au/science/article/pii/S0742051X10000430
In this article Reupert et al. explore the frequency, confidence and success levels reported by pre-service teachers in their use of various behaviour management strategies. The strategies used in the study were drawn from various literature works and categorised into 4 groups: 1) preventative strategies 2) rewards 3) initial corrective/low intrusive 4) later corrective/more intrusive strategies. Results from this study illustrate that student teachers employ strategies based on their level of comfort using them, demonstrating little regard to the type of misbehaviour faced or the long-term outcome of the strategies employed. The findings of this article are important to my studies as it demonstrates the need to vary the types of strategies one uses depending on the behaviour one is faced with. For example, managing the behaviours of violent or severely aggressive students would warrant different strategies to those used in managing less severe forms of behaviour such as frequent interruptions. Furthermore, the article stresses the need for student teachers to consider the long-term outcome of the strategies they employ with research showing the long-term benefits of managing misbehaviour through preventative measures compared to corrective/reactive ones. From this study it becomes clear that there is no ‘one size fits all’ approach to dealing with misbehaviour and teachers need to be confident in implementing a range of strategies to effectively manage their class. Additionally, for teachers to enhance their relationships with students and reap long-term benefits of the strategies they employ, focus should be on preventative rather than reactive strategies.
6. Allday, R., Hinkson-Lee, K., Hudson, T., Neilsen-Gatti, S., Kleinke, A., & Russel, S. (2012). Training general educators to increase behavior specific praise: Effects on students with EBD. Behavioural Disorders, 37(2), 87-98. Retrieved from http://muse.jhu.edu.wwwproxy0.library.unsw.edu.au/journals/education_and_treatment_of_children/v035/35.4.thompson.html
In this article Allday et. al examine how to increase teachers’ use of behaviour specific praise (BSP) and the impact this has in an inclusive classroom environment. By conducting a simple professional development intervention to help teachers better understand the benefits of BSP and to train them in using it effectively, the authors aimed to a) increase teachers’ use of BSP to all students and b) determine the effects this had on students with or at risk of emotional/behavioural disorders (EBD). This article is useful to my studies as Allday et. al suggest that effective use of BSP can increase student engagement as well as academic performance. The results of the study concluded that teachers’ use of BSP was not only increased following the training but was also used to replace corrective statements. For example, by providing BSP to students who were on-task, teachers were able to correct the behaviour of those off task whereas prior to training, a corrective statement would have been used. Furthermore, results showed that students with or at risk of EBD demonstrated improvements in engagement, task completion and academic response following the increased usage of BSP. With the push for equity in the classroom and the inclusion of students with or at risk of EBD, teachers today are faced with a more diverse range of student behaviours than ever before. In addition, reports from teachers suggest that coping with the challenging behaviour of students is the most stressful part of their professional lives. In light of this, ensuring teachers are equipped with the necessary skills to handle these behaviours becomes increasingly evident. The findings presented in this study are important as they demonstrate how intervention via a brief professional development training session can improve the frequency at which teachers use BSP resulting in improved engagement and learning of students with EBD.
7. Shieh, R. (2012). The impact of technology-enabled active learning (TEAL) implementation on student learning and teachers’ teaching in a high school context. Computers & Education, 59(2), 206-214. Retrieved from http://www.sciencedirect.com.wwwproxy0.library.unsw.edu.au/science/article/pii/S0360131512000322
In this article Shieh explores the impact of Technology-Enabled Active Learning (TEAL) on both students’ performance and the teaching practice of teachers. The study was performed on 117 high school students across three physics classes (one experimental and two control classes) with data collected via a number of means including, pre and post-tests, observations, research journals and interviews. I chose to include this article as Shieh suggests that the use of TEAL can produce many benefits for both students and teachers alike. Additionally, the educational theory behind the use of TEAL is based on the social constructivist theory of learning which I strongly support. The findings from this study revealed that exposure to TEAL led to an increase in students’ academic performance as well as their level of engagement, participation and enthusiasm in class. Furthermore, the students’ affirmation to the use of TEAL and their improved results were seen to impact positively on the teacher increasing their motivation and confidence in instruction. Although this study examined the use of TEAL in a high school physics setting, I believe it also applicable to the teaching of mathematics. Thus as a prospective mathematics teachers this article is extremely relevant. No longer mandatory in NSW, we are seeing an increasing number of students discontinuing their studies of senior school mathematics which is of great concern to me. Going into teaching I am dedicated to finding ways of increasing students understanding and interest in mathematics as well as increasing their enthusiasm and passion for the subject. The use of TEAL is one way I believe this can be achieved. As demonstrated in the article, although the majority of participating students described physics as a difficult subject to study, those exposed to TEAL had far more positive attitudes towards physics classes with many describing it as “fun”. They also reported that TEAL activities and demonstrations were interesting and helped them connect the content they were learning to real-life experiences. To me this is of extreme significance as I believe part of the reason so many are choosing to discontinue studying maths, is because they find it boring, difficult and/or irrelevant
In this article Pellegrino examines the classroom practices of 5 preservice secondary school teachers, identifying the challenges faced in establishing their authority to create an effective learning environment. As a framework for his study, Pellegrino gives 3 basic origins of authority: Traditional, Legal/Rational and Charismatic authority. Of the three, he recommends student teachers aim to develop legal/rational authority as it is based on values, rules and procedures and is most conducive to modern views of learning. …show more content…
Pellegrino suggests classroom management is of paramount concern to most student teachers and the effective application of concepts, methodologies and strategies learned during their studies is often a struggle for them. With placement soon approaching, classroom management is undeniably one of my greatest concerns, hence the reason I chose to include this article. In gaining insight into the common errors made by student teachers during placement, I hope to avoid repeating these mistakes during my tenure. The findings from this article demonstrated that although participants did utilize the knowledge and skills learned from their studies they all returned to traditional and/or charismatic authority styled forms of classroom management. This was seen in the creation of teacher-oriented classrooms as well as many attempting to take on the role of the “cool” teacher, unfortunately to no avail. As a prospective high-school teacher, I am aware of the relatively small age-gap that is likely to exist between myself and my students. Pellegrino’s warning about the ease of which student teachers often establish charismatic authority, is something I will definitely keep in mind. Although easy to establish, this type of authority is based on irrational means and as observed in the study, is often fleeting. For the participants in this study, perhaps the most significant errors made were trying to emulate the management styles of their mentors and/or being inadequately prepared. From this I learned the importance of not only developing a well-structured and well thought-out management plan but one that I adhere to, can reflect upon and alter accordingly. 2. Gillies, R. & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26(4), 933-940. Retrieved from http://www.sciencedirect.com.wwwproxy0.library.unsw.edu.au/science/article/pii/S0742051X09002327
In this article Gilles et.
al review the impact of implementing cooperative learning into the classroom. To conduct their study, the authors gained insight into the perceptions of 10 teachers from Australia who introduced cooperative learning into their classes over two school terms. Having attracted so much attention over the past few decades and with copious amounts of research suggesting it has both academic and social benefits for students, cooperative learning is a topic of great interest to me. In this study the teachers reported a number of benefits to be gained from cooperative learning although difficulties with its implementation were also experienced. This article provided me with important insight into the problems teachers commonly experience when using group work. For example, the tendency for students to socialise rather than focus on the task at hand, the level of preparation required for its effective implementation and managing time effectively. Methods to overcome these problems were also mentioned with the authors identifying a number of factors as being crucial to its success including, group composition, task type and training for both teachers and students alike. With such a large body of research supporting the use cooperative learning the reluctance of teachers embracing it concerns me. Gilles et al. propose that this resistance may be a result of the lack of understanding from teachers, on the effective use of cooperative learning as a pedagogical practice. When implementing cooperative learning there are many factors for teachers to consider. These include, ensuring group work is well prepared and well structured, providing tasks that are challenging and demonstrate a level of complexity and preparing students skills to resolve and manage conflict and monitor group progress. This is significant as research suggests that often little consideration is given to group composition, task complexity or skill preparation, when students are
initially placed in groups. In all, this article offers useful information on the effective implementation of cooperative learning into the classroom, identifying challenges one may expect and providing tips on how to avoid/overcome them. Furthermore, when implemented properly, this article suggests cooperative learning can be extremely influential in improving both the social and academic skills of students.
3. Roache, J. & Lewis, R. (2011). Teachers’ views on the impact of classroom management on student responsibility. Australian Journal of Education, 55(2), 132-146. Retrieved from http://search.informit.com.au.wwwproxy0.library.unsw.edu.au/fullText;dn=188164;res=AEIPT
In this article Roach and Lewis explore the relationship between various classroom management strategies and student responsibility and behaviour. Expanding upon an earlier study into students’ views on teacher management strategies and classroom misbehaviour, the authors use a series of questionnaires to examine the views of teachers. The focus of their research was identifying areas of congruence and divergence between student/teacher opinions, in order to identify the most effective strategies. Drawing almost identical results, the two studies highlight concern over the way teachers are responding to student misbehaviour. Roach and Lewis provide important insight into my studies by suggesting a positive correlation exists between effective management strategies and student responsibility and behaviour. They also highlight that incongruence between the perceptions of students and teachers is particularly evident in the secondary school sector, implying a need for these teachers to rethink their relationships and response to their students. As a prospective high-school teacher these implications hold great significance to me, reminding me of the vast differences that may exist between my perceptions and understandings to those of my students. As a prospective teacher this article is useful in highlighting the significance of the management strategies teachers choose to employ. It suggests effective strategies used more often, can help promote good behaviour and increased student responsibility.
4. Mundschenk, N., Miner, C., & Nastally, B. (2011). Effective classroom management: An air traffic control analogy. Intervention in School and Clinic, 47(2), 98-103. Retrieved from http://isc.sagepub.com.wwwproxy0.library.unsw.edu.au/content/47/2/98.full.pdf+html
In this article Mundschenk et al. discuss how the role of an air traffic control person, can be used as an analogy to assist teachers in effectively communicating their expectations to students and improve student engagement. By likening the role of an air traffic controller to that of a teacher, the authors construct a novel and creative framework to make classroom management more relaxed, efficient and effective. As a prospective teacher I am all too aware of the wide range of student behaviours demonstrated in classrooms today and the increasingly high expectations that fall upon us as teachers, to respond in an efficient, effective and consistent manner, hence the reason I chose to include this article. Through the use of an analogy, Mundschenk et al. create a fun and unique method of implementing behaviour management strategies into the classroom which students not only like but respond well to. Whether this framework is as applicable for more senior students as it is younger students and those with behavioural problems, is my only concern. This however, should not detract from the work of the authors and the credit they receive for such an interesting and unique approach to classroom management. I particularly like how their framework includes student self-monitoring techniques which are critical to the academic and social development of students.
5. Reupert, A., &Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26(6), 1261-1268. Retrieved from http://www.sciencedirect.com.wwwproxy0.library.unsw.edu.au/science/article/pii/S0742051X10000430
In this article Reupert et al. explore the frequency, confidence and success levels reported by pre-service teachers in their use of various behaviour management strategies. The strategies used in the study were drawn from various literature works and categorised into 4 groups: 1) preventative strategies 2) rewards 3) initial corrective/low intrusive 4) later corrective/more intrusive strategies. Results from this study illustrate that student teachers employ strategies based on their level of comfort using them, demonstrating little regard to the type of misbehaviour faced or the long-term outcome of the strategies employed. The findings of this article are important to my studies as it demonstrates the need to vary the types of strategies one uses depending on the behaviour one is faced with. For example, managing the behaviours of violent or severely aggressive students would warrant different strategies to those used in managing less severe forms of behaviour such as frequent interruptions. Furthermore, the article stresses the need for student teachers to consider the long-term outcome of the strategies they employ with research showing the long-term benefits of managing misbehaviour through preventative measures compared to corrective/reactive ones. From this study it becomes clear that there is no ‘one size fits all’ approach to dealing with misbehaviour and teachers need to be confident in implementing a range of strategies to effectively manage their class. Additionally, for teachers to enhance their relationships with students and reap long-term benefits of the strategies they employ, focus should be on preventative rather than reactive strategies.
6. Allday, R., Hinkson-Lee, K., Hudson, T., Neilsen-Gatti, S., Kleinke, A., & Russel, S. (2012). Training general educators to increase behavior specific praise: Effects on students with EBD. Behavioural Disorders, 37(2), 87-98. Retrieved from http://muse.jhu.edu.wwwproxy0.library.unsw.edu.au/journals/education_and_treatment_of_children/v035/35.4.thompson.html
In this article Allday et. al examine how to increase teachers’ use of behaviour specific praise (BSP) and the impact this has in an inclusive classroom environment. By conducting a simple professional development intervention to help teachers better understand the benefits of BSP and to train them in using it effectively, the authors aimed to a) increase teachers’ use of BSP to all students and b) determine the effects this had on students with or at risk of emotional/behavioural disorders (EBD). This article is useful to my studies as Allday et. al suggest that effective use of BSP can increase student engagement as well as academic performance. The results of the study concluded that teachers’ use of BSP was not only increased following the training but was also used to replace corrective statements. For example, by providing BSP to students who were on-task, teachers were able to correct the behaviour of those off task whereas prior to training, a corrective statement would have been used. Furthermore, results showed that students with or at risk of EBD demonstrated improvements in engagement, task completion and academic response following the increased usage of BSP. With the push for equity in the classroom and the inclusion of students with or at risk of EBD, teachers today are faced with a more diverse range of student behaviours than ever before. In addition, reports from teachers suggest that coping with the challenging behaviour of students is the most stressful part of their professional lives. In light of this, ensuring teachers are equipped with the necessary skills to handle these behaviours becomes increasingly evident. The findings presented in this study are important as they demonstrate how intervention via a brief professional development training session can improve the frequency at which teachers use BSP resulting in improved engagement and learning of students with EBD.
7. Shieh, R. (2012). The impact of technology-enabled active learning (TEAL) implementation on student learning and teachers’ teaching in a high school context. Computers & Education, 59(2), 206-214. Retrieved from http://www.sciencedirect.com.wwwproxy0.library.unsw.edu.au/science/article/pii/S0360131512000322
In this article Shieh explores the impact of Technology-Enabled Active Learning (TEAL) on both students’ performance and the teaching practice of teachers. The study was performed on 117 high school students across three physics classes (one experimental and two control classes) with data collected via a number of means including, pre and post-tests, observations, research journals and interviews. I chose to include this article as Shieh suggests that the use of TEAL can produce many benefits for both students and teachers alike. Additionally, the educational theory behind the use of TEAL is based on the social constructivist theory of learning which I strongly support. The findings from this study revealed that exposure to TEAL led to an increase in students’ academic performance as well as their level of engagement, participation and enthusiasm in class. Furthermore, the students’ affirmation to the use of TEAL and their improved results were seen to impact positively on the teacher increasing their motivation and confidence in instruction. Although this study examined the use of TEAL in a high school physics setting, I believe it also applicable to the teaching of mathematics. Thus as a prospective mathematics teachers this article is extremely relevant. No longer mandatory in NSW, we are seeing an increasing number of students discontinuing their studies of senior school mathematics which is of great concern to me. Going into teaching I am dedicated to finding ways of increasing students understanding and interest in mathematics as well as increasing their enthusiasm and passion for the subject. The use of TEAL is one way I believe this can be achieved. As demonstrated in the article, although the majority of participating students described physics as a difficult subject to study, those exposed to TEAL had far more positive attitudes towards physics classes with many describing it as “fun”. They also reported that TEAL activities and demonstrations were interesting and helped them connect the content they were learning to real-life experiences. To me this is of extreme significance as I believe part of the reason so many are choosing to discontinue studying maths, is because they find it boring, difficult and/or irrelevant