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Goal orientations and classroom goal structures proved to be highly predictive of classroom-related behaviors and academic achievement. The purpose of the present study was to predict students’ classroom behaviors from goal orientations and classroom goal structures and compare those predictions across students with and without learning problems. Participants were 209 typical students and 18 students with learning difficulties/disabilities (LD). Individual goal orientations and perceptions of classrooms’ goal structures were assessed using self-reports. Student behaviors were assessed over five consecutive days during school hours. Using Multilevel Random Coefficient Modeling (MRCM) procedures, results indicated that mastery approach goals and a mastery goal structure were positive predictors of positive affect, student engagement and students’ perceptions of reinforcement from teachers. Mastery avoidance goals were a negative predictor of positive affective states and a positive predictor of both negative affective states and perceptions of punishment. Last, performance approach goals and a performance goal structure exerted deleterious effects on students’ positive classroom behaviors, particularly for students with LD. When matching mastery goals with a mastery goal structure, effects were significantly more pronounced, and in the desired direction, compared to the matching of performance goals with a performance goal structure. Implications of the findings for practice are discussed.

The purpose of this paper is to examine how data are used in classroom placement routines. The authors explore educators’ assumptions about the purposes of the classroom placement routine, detailing the ostensive (i.e. structure and template) and performative aspects of the routine itself, and the implications of data use for equity and leadership practices.

Using a multi-site case study involving in-depth interviews of teacher and school leaders and observations of meetings, the authors examined the role that data played in classroom placement routines in three elementary schools in the USA.

Findings show that educators across schools collected similar types of multi-dimensional data; however, analysis and decision-making processes varied based on their assumptions and goals. Assessing student needs holistically and balancing students across classes based on academic diversity, behavioral or socio-emotional needs, gender and teacher workload were consistent patterns. There was a distinct difference between collecting data and actually using it as a basis of decision making.

These findings highlight the importance of using in-depth observations to understand data use in schools. Educators’ assumptions and philosophies about classroom placement contributed to the pattern of discussion and decisions made throughout the routines. Delving deeper into how data are used in specific routines and organizational contexts can illuminate how data use is socially constructed and enacted for equity.

Educators who guide school routines have the power to maintain taken-for-granted assumptions about students, or to create counter-narratives.

This study provides insights into classroom and student placement processes by emphasizing the social and interactional dimensions of data use as they unfold in practice. It also extends empirical knowledge about the purposes, dimensions, and uses of data-driven decision making models.

This paper describes a small research project undertaken in a technical college in Qatar on the use of iPads in the classroom. iPads were trialed for a semester each in mathematics and physics classes; students completed pre- and post-surveys. Classroom observations were carried out and interviews were conducted with both faculty (N=3) and students (N=19). Over 80% of students reported positively on the iPad as being “helpful” to “very helpful” for learning new things and course materials, for increasing their interaction with online course materials and getting course information and for exploring additional material related to course topics. Faculty perceptions of iPad use in class were also positive.

The present study aims to understand context and dynamics of cognitive learning of students as an outcome of the usage of popular movies as a learning tool in the management classroom and specifically in the context of a course on cross‐cultural management issues.

This is an exploratory study based on qualitative analysis of reflection notes of 14 students who participated in an elective course on “managing cross‐cultural issues (MCCI)” in the second year of their MBA programme. Students were asked to submit reflection notes focused on classroom learning as an outcome of the course MCCI with specific reference to used movies Outsourced and My Big Fat Greek Wedding. Students' reactions in their reflection notes were analyzed through qualitative content analysis.

The findings of this study reveal that students found selected movies very relevant and effective in learning cross‐cultural theories, issues and developing cross‐cultural competence. They also enjoyed movies as learning experience in the classroom. Both instructor's observations and students' reactions regarding the effectiveness of movies as classroom learning tool are very positive.

Popular movies, if appropriately selected and included in cross‐cultural training programmes for expatriate managers, immigrant workers and managers who travel to different countries, could be very useful as a learning tool for developing multicultural perspective and cross‐cultural competence.

This paper could be very useful to academicians and researchers who want to use popular movies as an instructional or research tool for exploring the psychodynamics of classroom learning in management and social sciences courses or professional training programmes focused on cross‐cultural management skills, global leadership skills, diversity management.

This essay articulates the vision of a flourishing classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons educators can glean from improvisational theater in order to achieve a flourishing classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.

This essay articulates the vision of a flourishing classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons educators can glean from improvisational theater in order to achieve a flourishing classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.

Improvisational theatre can shed some light on teaching pedagogies within the classroom. Building trust in the classroom community, framing failure as learning opportunities, and promoting the improvisational mindset can enable students to learn better.

This essay articulates the vision of a flourishing management classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons management educators can glean from improvisational theater in order to achieve a flourishing management classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.

Translating motivational research to classroom instruction may be so difficult because the two enterprises of psychological research and teaching are inherently different in goals and assumptions. Whereas psychological theory is meant to be broad and generalizable, educational practice must attend to individual and situational differences. For instance, a great deal of research suggests that mastery goal structures are related to desirable beliefs and behaviors. However, knowing that this is so does not help teachers know how to foster mastery goals in their classrooms and whether or how practices might vary given differences among students, developmental levels, and content areas. As Patrick (2004) noted, the theoretical notion of mastery goal structure as it is currently conceptualized was not developed in classrooms and does not address how a mastery goal structure is either manifested or communicated to students. Although it makes theoretical sense to provide “appropriate challenge” to students, how a teacher adapts that principle to students with a range of abilities and attitudes, from challenge seekers to avoiders, is not obvious. Research can provide only a general theoretical heuristic for understanding tendencies and does not necessarily explain individuals' behavior over time (Turner & Patrick, 2004). For motivational research to be meaningful and useful to educators, it needs to help them interpret student behavior as specific responses to specific sets of circumstances. Pajares (2007) expressed this well when he noted:Research findings … drawn from educational psychology broadly, and motivation theory and research in particular are bounded by a host of situated, cultural factors that must be attended to if the constructs themselves are to have any, as William James (1907/1975) termed it, practical, or cash, value. (p. 30)Therefore, in its present form, theory may not appear useful to teachers because of its seeming lack of specificity. These issues apply to all current theories of motivation.

Thirty-two qualitative research reports on co-teaching in inclusive classrooms, identified through a comprehensive literature search, are reviewed. Studies have included significant diversity in grade level, geographical location, setting, and took place in three different countries. Overall, teachers and administrators reported a high degree of satisfaction with co-teaching. However, a number of needs were also addressed, including administrative support, appropriate caseloads, planning time, student skill level, and co-teacher compatibility. Implications for research and practice are discussed.

Teachers play a vital role in the structure of their classrooms. Part of this structure is having a clear understanding of the importance of not only supporting their students, but also the teacher assistants/support staff with whom they collaborate. Providing teacher assistants/support staff with guidance, information on student needs and classroom structures, team-building strategies, training, and supervision sets the stage for a positive climate for collaboration, teamwork, and learning. Consequently, teachers should be proactive and diligent to ensure high-quality training and supervision for teacher assistants/support staff, as this will have a direct impact on the services and learning opportunities being provided to the students.

Physical victimization at school is little studied in impoverished developing country contexts. Moreover, the role of school and classroom contexts as risk factors remains poorly understood.

The aim of the study is to investigate the prevalence of physical victimization in rural Chinese middle schools as well as the individual, teacher/classroom, and school-level risk factors associated with experiencing physical victimization.

We use two waves of longitudinal, representative survey data to perform a multilevel logistic regression analysis (MLRA) of physical victimization among middle school students from 100 villages in one of China’s poorest provinces. We focus on a subset of questionnaire items that were gathered from students when the sampled children were 13–16 years old. We also utilize student data from the first wave of the survey to control for prior internalizing problems and academic achievement. Finally, we link matched data collected from principal and teacher questionnaires to examine the risk factors for physical victimization associated with students’ microclimates and the wider school environment.

A substantial proportion of middle school students (40%) reported having been beaten by classmates. Elevated risk was found among males; students with prior poor performance in language; students with past internalizing problems; students of female teachers and teachers evaluated as low performing; students in disruptive classrooms; and students in classrooms undergoing mandated reforms.

These findings suggest that efforts to reduce school violence should not only focus on the deficits of individual students, but rather should target practices to alter the within school risk factors associated with microclimates.

In this chapter, we offer a thorough research compendium that bridges together theories and perspectives from various disciplines including adult and higher education, psychology and social psychology, sociology, and women's and gender studies in order to help instructors think about ways to expand on existing activities by incorporating mobile technologies in the learning process. Based on this review of literature, we discuss the importance of motivation, participation, community, voice, and learning in higher education and offer our Interdisciplinary Model for Student-Centered Classrooms as a guide for helping instructors who want to use mobile technologies in their own classes. In the second half of the chapter, we discuss suggestions for achieving this model through the use of mobile technologies, provide several opportunities for critical reflection of this model through problem-based scenarios to stimulate applications of our model, and consider the process of infusing mobile technologies into current pedagogical techniques. Overall, this chapter provides a theoretical basis and mandate for further research and implementation of mobile technologies as useful pedagogical tools in higher education capable of increasing student retention, engagement, and positive learning outcomes in higher education.