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  • 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