Classroom Management: Instructional Strategies and the Allocation of Learning Resources. BRIDGES Research Report Series, No. 4.

Autor/in	Montero-Sieburth, Martha
Institution	Harvard Univ., Cambridge, MA. Inst. for International Development.
Titel	Classroom Management: Instructional Strategies and the Allocation of Learning Resources. BRIDGES Research Report Series, No. 4.
Quelle	(1989), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Change Strategies; Classroom Techniques; Developing Nations; Elementary Education; Foreign Countries; Human Capital; Incentives; Instructional Improvement; Instructional Innovation; Motivation; Recognition (Achievement); Resource Allocation; Teaching Methods + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Lösungsstrategie; Klassenführung; Developing country; Developing countries; Entwicklungsland; Elementarunterricht; Ausland; Humankapital; Anreiz; Unterrichtsqualität; Educational Innovation; Bildungsinnovation; psychologische; Motivation (psychologisch); Soziale Anerkennung; Ressourcenallokation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Due to limited resources in developing countries, finding the most effective means to achieve educational goals demands finding alternatives with the lowest possible costs. Classroom management attempts to use the human and material resources already present to improve both the quality and the quantity of learning through time-on-task. The relevance of classroom management, which emphasizes teaching in relation to management and uses instructional materials and teacher-managed time to promote learning, in developing nations is examined within this document. Specifically, the literature reviewed indicates that: (1) for learning to occur, stable teacher and student attendance patterns--established through incentives, recognition, and goal achievement--must exist; (2) it is the teacher as a classroom manager who has the greatest influence on learning; and (3) the use of classroom time and instructional materials depends on the teacher's ability to organize, pace, monitor, and provide feedback to students. Instructional strategies and the allocation of learning resources present challenging tasks for the educational attainment of developing countries. Classroom management strengthens the teacher's knowledge of his or her role; by becoming more aware of this role and of the interactive aspects of the teaching-learning process, teachers can enhance students' ability to learn. (191 references) (KM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01