Preservice teachers often need help applying classroom management theories to real-world situations due to their abstract nature. Using a case-based instruction strategy for teaching classroom management topics is a common practice to introduce preservice teachers to the contextual complexity of classrooms. This study investigates and compares the…

This monograph offers an overview of the current research work carried out in Croatia and the surrounding countries, and specifically an interesting insight in teaching and learning issues in these countries. The authors discuss the need of the general population for becoming good problem-solvers in society of today, which is characterised by…

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society…

Grade 7 student subjects, in a study of solving certain types of word problems found in elementary school mathematics materials, did not reread problems carefully, used only one of eight problem-solving heuristics, and did not check their answers, but were willing to persevere in the problem-solving process. (SB)

In an attempt to get elementary students to respect and work closely with one another a teacher uses the circular class meeting. With it students learned to cooperate in solving some classroom problems. (RK)

Examples are given of how spontaneous discussions of school and home problems enabled fourth grade children to seek solutions to difficulties in an open and cooperative way. (JD)

Scapegoating in the classroom is a destructive problem that disrupts the social life of the class. Suggestions are offered in the form of a fable to help both the outcast and those who victimize. (DF)

This article presents activities to help teachers explore the issue of tattling and help students learn when to tell and when to work it out themselves. Both activities require several 20-minute periods in which teachers explain the issue and involve students in discussions of appropriate behavior and responses. (SM)

Petty thievery (or worse) happens in every classroom. Here are techniques to cope with and discourage it. (Editor)

Investigated were relationships between student self perception and actual classroom behavior in problem solving situations of 201 elementary students. Results indicated students with positive self concept were more independent from teachers and peers. Dependance upon others by low self esteem students is more evident in higher grades. (SL)

Discusses the 15-session Structure/Themes/Open Communication/Reflection/ Individuality/Experiential Learning/ Social-Problem-Solving (STORIES) program, which uses the peer group and story form as vehicles to improve social problem solving for aggressors, victims, and bystanders. Postintervention reports show decreases in externalizing and…

An experiment investigated: (1) how verbalization of subtraction with regrouping operations influenced learning disabled students' self-efficacy and skillful performance; and (2) explored how effort-attributional feedback affected achievement behaviors. Continuous feedback led to high self-efficacy and skillful performance, and effort feedback…

Investigated the relation between stressful life events and behavioral and academic adjustment in 361 third and fifth grade students. Higher levels of social support and problem solving skills moderated negative effects of stressful events on teacher-rated behavior problems. (RJC)

Creating classroom rules together can be a very meaningful experience for children and teachers and can help establish a positive sense of classroom community. Student participation in rule-making encourages active involvement, reflection, meaningful connections, respect for rules, a sense of community, problem solving through negotiation,…

Examined longitudinal associations between the rough-and-tumble play of popular and rejected children and measures of their social affiliation and social cognition. Results suggest that rough-and-tumble play for popular, but not rejected, children predicts aspects of social affiliation and social cognitive status. (Author/GLR)