ERIC Number: ED314834
Record Type: RIE
Publication Date: 1989-Apr
Reference Count: N/A
Classroom Management: Instructional Strategies and the Allocation of Learning Resources. BRIDGES Research Report Series, No. 4.
Due to limited resources in developing countries, finding the most effective means to achieve educational goals demands finding alternatives with the lowest possible costs. Classroom management attempts to use the human and material resources already present to improve both the quality and the quantity of learning through time-on-task. The relevance of classroom management, which emphasizes teaching in relation to management and uses instructional materials and teacher-managed time to promote learning, in developing nations is examined within this document. Specifically, the literature reviewed indicates that: (1) for learning to occur, stable teacher and student attendance patterns--established through incentives, recognition, and goal achievement--must exist; (2) it is the teacher as a classroom manager who has the greatest influence on learning; and (3) the use of classroom time and instructional materials depends on the teacher's ability to organize, pace, monitor, and provide feedback to students. Instructional strategies and the allocation of learning resources present challenging tasks for the educational attainment of developing countries. Classroom management strengthens the teacher's knowledge of his or her role; by becoming more aware of this role and of the interactive aspects of the teaching-learning process, teachers can enhance students' ability to learn. (191 references) (KM)
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Sponsor: Agency for International Development (IDCA), Washington, DC. Bureau of Science and Technology.
Authoring Institution: Harvard Univ., Cambridge, MA. Inst. for International Development.
Note: The Basic Research and Implementation in Developing Education Systems Project (BRIDGES) is directed by the Harvard Institute for International Development and the Harvard Graduate School of Education.