01 SES 03 C, Issues in Improving Schools
The research focuses on the question of what qualities, interventions and experiences contribute to the ability of teachers and student teachers to manage pupil behaviour effectively. The ability to create and sustain a calm and ordered classroom environment which is ideally conducive to pupil learning is an important facet of teacher professional development. Several studies have indicated that classroom climate has an important effect on pupil attainment (see, for example, Hay McBer, 2000, Wragg, 1997).
Although some of the discourse relating to classroom climate and pupil behaviour is sometimes framed in terms of simple prescriptions and adherence to school behaviour policies (‘Don’t smile before Christmas’, ‘Be consistent’, ‘Use the school system’), there is evidence to suggest that the working atmosphere in the classroom is influenced by a complex range of factors, including the complex and sophisticated skills which teachers can develop in their experiences of working in classrooms (Elliott, 2009). However, such skills do not develop from teaching experience per se; there are many teachers who have worked in classrooms for many years who do not reach expert levels in managing pupil behaviour, and others who quickly become accomplished at this facet of teaching expertise. Moreover, there are considerable 'in school' variations in classroom climate, not just differences between schools.
The theoretical framework underpinning the research is based on the paradigm of ‘professional voice’ (see, for example, Goodson and Hargreaves, 1996), and Klemp’s model of situational understanding in the professions (See Elliott, 1991).
The scale encourages teachers, student teachers, school managers and school governors to reflect on the factors influencing the working atmosphere in the classroom. The scale has been widely used in teacher education in the UK and beyond. (Details of the scale and its use can be accessed at http://www.uea.ac.uk/~m242/historypgce/class_management/10pointscale.htm). Given that deficits in classroom climate and pupil behaviour are not limited to the UK, the scale should also be of use and interest to those involved in teaching and teacher education in other European countries.
Elliott, J. (1991) Action research for educational change, Buckingham, Open University Press. Elliott, J. G. (2009) The nature of teacher authority and teacher expertise, Support for Learning, Vol. 24, No. 4: 197-203. Goodson, I. and Hargreaves, A. (Eds) (1996) Teachers’ professional lives, Lewes, Falmer. Hay Mcber (2000) Research into Teacher Effectiveness: A Model of Teacher Effectiveness Report by Hay McBer to the Department for Education and Employment - June 2000, London, DfEE. Haydn, T. (2012) Managing pupil behaviour: working to improve classroom climate, London, Routledge. Wragg, E.C. (1997) ‘Too hot to trot in the discipline dance’, Times Educational Supplement, 19 September.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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