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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 classroom
Management
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