Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/7151
Title: Developing certain strategies for the effective classroom management at higher secondary level
Researcher: Rany, S
Guide(s): Sudharma, A
Keywords: Education
Upload Date: 28-Feb-2013
University: Mahatma Gandhi University
Completed Date: 2008
Abstract: The study focuses on the development of certain strategies for effective classroom management at the Higher Secondary level. As a prelude to the experiment, the investigator analysed the prevailing Classroom Management practices of teachers through a survey using a standardised Classroom Management Inventory (CMI) and Checklist. The analysis of data revealed that teachers at the Higher Secondary level were not schematically implementing the essential management strategies in the select five dimensions with more focus on the third dimension, namely, Behaviour Management. Moreover, they were found to be in need of additional in-service teacher training in all the select five dimensions with special emphasis on the third dimension, Behaviour Management and the investigator selected the same dimension for strategy preparation. The prepared strategies are (a) Modules on Behaviour Management Strategies (BMS) for teachers at the Higher Secondary level; (b) Self-learning Packages based on the prepared modules on BMS for teacher trainers; (c) Materials for in-service teacher training programme based on the prepared Modules and Self-learning Package on Behaviour Management Strategies for teacher trainers at the Higher Secondary level. The effectiveness of the prepared strategies was assessed through an inservice teacher training programme to select teachers at Higher Secondary level on the basis of the achievement and classroom practices of participants in Behaviour Management Strategies and on-task behaviour of students per class period. The tools used to assess the effectiveness were (a) Achievement test on Behaviour Management Strategies; (2) Behaviour Management Analysis Inventory (BMAI); and (c) Student s participation record. The quantitative analysis of data collected was done using the percentage, t-test and ANCOVA. The results of the experiment revealed that the in-service teacher training based on modules and the self-learning packages on BMS was effective to enhance the awareness and classroom practices..
Pagination: 273p.
URI: http://hdl.handle.net/10603/7151
Appears in Departments:Department of Education

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01_title.pdfAttached File52.65 kBAdobe PDFView/Open
02_declaration.pdf24.69 kBAdobe PDFView/Open
03_certificate.pdf30.21 kBAdobe PDFView/Open
04_acknowledgements.pdf24.75 kBAdobe PDFView/Open
05_contents.pdf35.21 kBAdobe PDFView/Open
06_list of tables.pdf64.14 kBAdobe PDFView/Open
07_list of figures.pdf52.48 kBAdobe PDFView/Open
08_list of appendices.pdf25.36 kBAdobe PDFView/Open
09_list of abbreviations.pdf21.78 kBAdobe PDFView/Open
10_abstract.pdf20.61 kBAdobe PDFView/Open
11_chapter 1.pdf116.98 kBAdobe PDFView/Open
12_chapter 2.pdf284.33 kBAdobe PDFView/Open
13_chapter 3.pdf164.3 kBAdobe PDFView/Open
14_chapter 4.pdf339.76 kBAdobe PDFView/Open
15_chapter 5.pdf1.22 MBAdobe PDFView/Open
16_chapter 6.pdf265.23 kBAdobe PDFView/Open
17_bibliography.pdf254.61 kBAdobe PDFView/Open
18_appendices.pdf1.32 MBAdobe PDFView/Open


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