Online Thesis Search Results

TITLE
DECLARATION
CERTIFICATE
ACKNOWLEDGEMENT
CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
LIST OF ABBREVIATIONS
ABSTRACT
1. INTRODUCTION
1.1 Background of the Study
1.2 Need and significance of the study
1.3 Statement of the problem
1.4 Definition of important terms
1.5 Hypotheses of the study
1.6 Objectives of the study
1.7 Methodology in brief
1.8 Tools and techniques used in the study
1.9 Scope and limitations of the study
1.10 Organisation of the research report
2. THEORETICAL OVERVIEW OF THE STUDY
2.1 Introduction
2.2 Management – a conceptual analysis
Fig. 2.1: The Open Management System by Samuel C. Certo
Fig. 2.2: Organizational Goals
2.3 Classroom management- an overview
Fig. 2.3: Dimensions of Classroom Management
2.4 Behaviour management strategies
Fig. 2.4: Classroom Rule Establishment and Enforcement Model
Fig.2.5: Design of Theoretical Perspective for Practice: The Reality TherapyModel
2.5 Modules on behaviour management strategies-theoreticalbasis
2.6 Self-learning packages - theoretical basis
2.7 Teacher training programme–theoretical basis
Fig. 2.6: Steps involved in Training
2.8 Conclusion
3. REVIEW OF RELATED LITERATURE AND STUDIES
2.1 Introduction
2.2 History of research on classroom management
2.3 Studies related to current trends in classroom management
2.4 Studies related to behavioural approaches to classroommanagement
2.5 studies related to classroom management training programmes
2.6 Concclusion
4. METHODOLOGY
4.1 Introduction
Fig. 4.1: RESEARCH DESIGN
4.2 Descriptive section
4.3 Experimental section
Fig. 4.4: Schema for Practising each Module on Behaviour Management Strategy in the In-service Training Programme
Fig. 4.5: Design of In-service Teacher Training Programme in BMS
Fig. 4.6: Stages for the Preparation of In-service Training Programme
Fig. 4.7: Schema of Designing in-service Teacher Training Programme on BMS
4.4 Method of data collection
4.5 Statistical techniques employed for the study
5. ANALYSIS AND INTERPRETATION OF DATA
Section 1: extent of prevailing classroom management practices and training needs of teachers atthe higher secondary level
Section-II: effectiveness of in-service teacher trainingprogramme based on modules and self-learningpackages on behaviour management strategies
5.3 Tenability of hypotheses
5.4 Discussion of results
6. SUMMARY AND CONCLUSIONS
6.1 Introduction
6.2 The study in retrospect
6.3 Conclusions based on the findings of the study
6.4 Summary of the findings
6.5 Educational implications
6.6 Suggestions for further research
6.7 Conclusion
BIBLIOGRAPHY
APPENDICES
APPENDIX A classroom management inventory (CMI)
APPENDIX -B Checklist on classroom management
APPENDIX C Select Modules on Behaviour Management Strategies
APPENDIX C Classroom rules and consequences
Classroom Rule establishment and Enforcement model (Buckley & Cooper, 1978)
Working with Parents
Behaviour Management Plan
APPENDIX D Materials for in-service teacher training programme
APPENDIX -E Achievement test on behaviour management strategies
APPENDIX -F Behaviour management analysis inventory (BMAI)
APPENDIX -G Student participation record
APPENDIX -H: A recommended course plan for an in-service teachertraining programme on classroom management
APPENDIX I List of experts