Student-centered teacher responses to student behavior in the classroom: A systematic review.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F23%3A00130683" target="_blank" >RIV/00216224:14410/23:00130683 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.frontiersin.org/articles/10.3389/feduc.2023.1156530" target="_blank" >https://www.frontiersin.org/articles/10.3389/feduc.2023.1156530</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/feduc.2023.1156530" target="_blank" >10.3389/feduc.2023.1156530</a>

Jazyk výsledku

čeština

Název v původním jazyce

Student-centered teacher responses to student behavior in the classroom: A systematic review.

Popis výsledku v původním jazyce

Introduction: Effective communication skills are essential for successful behavior management in the classroom. Teachers who can respond proactively and in a student-centered manner can create a positive and productive learning environment. However, the empirical support for student-centered communication practices in behavior management is limited. Methods: To address this gap, a systematic literature review was conducted to identify the characteristics of student-centered behavior management strategies that lead to lower behavior problems and increased student engagement. The review utilized a PRISMA protocol to ensure the rigor of the study selection process. Results: Five main categories were identified that characterize student-centered behavior management responses. A table of 24 communication strategies was presented based on the findings of the review. The study also discussed the further impact of these strategies on student motivation, learning outcomes, responsibility, and interpersonal classroom climate. Discussion: The findings of this study highlight the importance of effective communication skills in behavior management and provide valuable insights for teachers to improve their practice. By implementing these student-centered communication strategies, teachers can manage the classroom effectively, creating a more positive and productive learning environment and supporting students in achieving better learning outcomes.

Název v anglickém jazyce

Student-centered teacher responses to student behavior in the classroom: A systematic review.

Popis výsledku anglicky

Introduction: Effective communication skills are essential for successful behavior management in the classroom. Teachers who can respond proactively and in a student-centered manner can create a positive and productive learning environment. However, the empirical support for student-centered communication practices in behavior management is limited. Methods: To address this gap, a systematic literature review was conducted to identify the characteristics of student-centered behavior management strategies that lead to lower behavior problems and increased student engagement. The review utilized a PRISMA protocol to ensure the rigor of the study selection process. Results: Five main categories were identified that characterize student-centered behavior management responses. A table of 24 communication strategies was presented based on the findings of the review. The study also discussed the further impact of these strategies on student motivation, learning outcomes, responsibility, and interpersonal classroom climate. Discussion: The findings of this study highlight the importance of effective communication skills in behavior management and provide valuable insights for teachers to improve their practice. By implementing these student-centered communication strategies, teachers can manage the classroom effectively, creating a more positive and productive learning environment and supporting students in achieving better learning outcomes.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Frontiers in Education

ISSN

2504-284X

e-ISSN

2504-284X

Svazek periodika

8

Číslo periodika v rámci svazku

article ID 1156530

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

14

Strana od-do

1-14

Kód UT WoS článku

000978998600001

EID výsledku v databázi Scopus

2-s2.0-85159713027