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:: Volume 13, Issue 5 (11-2020) ::
Educ Strategy Med Sci 2020, 13(5): 454-462 Back to browse issues page
Re-conceptualizing Classroom Management Schema
Zohre Meshkibaf Moghadam 1, Moslem Cherabin Dr2 , Ahmad Akbari Dr3 , Ali Reza Davoodi Dr4
1- Iran Islamic Azad university، Neishabur Iran. mashhad. Hasheminejad Branch. , z.mmoghadam@gmail.com
2- Department of Humanities، Neyshabur Branch،
3- Department of Humanities، bardaskan Branch،
4- Department of Mathematics ، Neyshabur Branch،
Abstract:   (382 Views)
Introduction: To manage the classroom, teachers face many problems and challenges in the field of unique and diverse educational, behavioral and emotional needs of themselves and learners. The aim of this study is to identify these challenges and to make a discourse to intervene and formulate the components that affect classroom management.
Methods: The present study is developmental and applied in terms of purpose, and in order to implement a qualitative overlap, the method of content analysis and documentary analysis were used. The unit of analysis was the "coherent text" with the judged keyword "class management" (including 7 Ph. D. theses, 2 masterchr('39')s theses, 33 articles and 200 abstracts of English articles and 20 Persian articles) and the meaning unit was "related words or phrases" with class management. "Basic themes" were defined and simplified, the classification of codes led to the summarization and formation of "organizational themes" as "sub-factors" and finally by compression, "inclusive themes" were formed as "factors". Elements that received a score above 49% in the Special Assembly with the presence of 18 experts in the field of education, their CVR, their content validity were confirmed.
Results: A review of the analysis units led to the enumeration of 2000 initial semantic codes and, subsequently, the identification of 12 intertwined component, including; "Philosophy", "Curriculum", "Human Interactions", "Management Principles", "Teacher Style", "Teacher Role", "Educational Programming", "Motivation", "Teacher Needed Knowledge", "Professional Development", "Teacher Characteristics" ‌and "Learning Approaches" in the context and texture and their sub-factors.
Conclusion: In order to optimally manage the classroom with the aim of informing, sensitizing and empowering the teacher, attention should be paid to the connection and coordination between the components, composition and accompaniment of the components with a holistic nature.
Keywords: : Schema, Reconceptualization, Classroom Management, Thematic Analysis
Full-Text [PDF 454 kb]   (72 Downloads)    
Article Type: Original Research | Subject: Other Fields
Received: 2019/11/21 | Accepted: 2020/06/13 | Published: 2020/11/30
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Meshkibaf Moghadam Z, Cherabin M, Akbari A, Davoodi A R. Re-conceptualizing Classroom Management Schema. Educ Strategy Med Sci. 2020; 13 (5) :454-462
URL: http://edcbmj.ir/article-1-2426-en.html

Volume 13, Issue 5 (11-2020) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
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