Relevant bibliographies by topics / Classroom

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 March 2023

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Journal articles on the topic "Classroom"

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Nurputra, M. Irham, Rosady Mulyadi, and Muhammad Taufik Ishak. "PENGARUH BESARAN RUANG DAN JUMLAH MAHASISWA TERHADAP TEMPERATUR DI RUANG KELAS." ATRIUM: Jurnal Arsitektur 5, no. 1 (June 10, 2020): 13–21. http://dx.doi.org/10.21460/atrium.v5i1.69.

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Title: Influence of Space and Number of Students on Classroom Temperature This study aims to examine the classroom temperature in the Class Room building Faculty of Engineering at Gowa campus. And will focus on classroom temperature influenced by conditioning the dimension of space and the number of students in the Class Room building. The reasearch method used the is quantitative-descriptive. Then collecting data related with the measurement of space, the temperature measured with the instrument then presented in tabular form for later the comparisson with the data from the treated classroom. From the result of this research, concludes that the temperature in the classroom related with changes in the size classroom and the number of students in the classroom indicates that with the addition of the number of users in the classroom will increase the temperature and fewer user in different classrooms shows the decrease the classromm temperature.
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Milner, H. Richard, and F. Blake Tenore. "Classroom Management in Diverse Classrooms." Urban Education 45, no. 5 (August 17, 2010): 560–603. http://dx.doi.org/10.1177/0042085910377290.

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Falgenti, Kursehi, and Witriana Endah P. "Pelatihan Google Class Room Offline untuk Efektivitas Pembelajaran Tatap Muka Terbatas di SMP Darrosta Jakarta." IJCOSIN: Indonesian Journal of Community Service and Innovation 3, no. 1 (January 31, 2023): 72–77. http://dx.doi.org/10.20895/ijcosin.v3i1.716.

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Pembelajaran Tatap Muka (PTM) terbatas dengan dukungan google classroom di SMP Darrosta menghadapi dua kendala. Pertama, siswa memiliki akses internet yang terbatas dalam mengerjakan tugas yang diberikan guru di google classroom. Kedua, Guru-guru belum memanfaatkan fasilitas google classrom offline (luring) untuk mempermudah siswa mengakses materi dan tugas di google classroom. Untuk efektivitas PTM terbatas di SMP Darrosta maka perlu dilakukan pelatihan google classroom offline. Metode pelatihan terdiri dari tahap persiapan yaitu survei lokasi kegiatan untuk menggali permasalahan yang dihadapi, tahap pelaksanaan yaitu pelatihan pengaturan google classroom offline secara hybrid dan tahap monitoring dan evaluasi untuk mengetahui seberapa besar peningkatan pengetahuan dan kemampuan guru-guru SMP Darrosta. Program pelatihan google classrooom offline menghasilkan output meningkatnya pengetahuan dan keterampilan guru SMP Darrosta menggunakan google classroom. Guru memiliki pengetahuan dan keterampilan menjadikan materi dan tugas yang diberikan dalam google classroom diakses secara offline. Siswa dapat mengakses materi dan mengerjakan tugas-tugas pembelajaran dari perangkat handphone tanpa koneksi internet.
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Mocová, Pavla, and Jitka Mohelníková. "Indoor Climate Performance in a Renovated School Building." Energies 14, no. 10 (May 14, 2021): 2827. http://dx.doi.org/10.3390/en14102827.

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Indoor climate comfort is important for school buildings. Nowadays, this is a topical problem, especially in renovated buildings. Poorly ventilated school classrooms create improper conditions for classrooms. A post-occupancy study was performed in a school building in temperate climatic conditions. The evaluation was based on the results of long-term monitoring of the natural ventilation strategy and measurements of the carbon dioxide concentration in the school classroom’s indoor environment. The monitoring was carried out in an old school building that was constructed in the 1970s and compared to testing carried out in the same school classroom after the building was renovated in 2016. Surprisingly, the renovated classroom had a significantly higher concentration of CO2. It was found that this was due to the regulation of the heating system and the new airtight windows. The occupants of the renovated classroom have a maintained thermal comfort, but natural ventilation is rather neglected. A controlled ventilation strategy and installation of heat recovery units are recommended to solve these problems with the classroom’s indoor environment. Microbiological testing of the surfaces in school classrooms also shows the importance of fresh air and solar radiation access for indoor comfort.
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Shan, Qi. "Intelligent Learning Algorithm for English Flipped Classroom Based on Recurrent Neural Network." Wireless Communications and Mobile Computing 2021 (September 13, 2021): 1–8. http://dx.doi.org/10.1155/2021/8020461.

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Reading and writing are the foundations of English learning as well as an important method of instruction. With the advancement of network technology and the onset of the information age, an increasing number of students have lost interest in traditional English reading and writing instruction in the classroom. Flipped classrooms have emerged as a result of this situation and have become the focus of research in one fell swoop. As a result, flipped classroom research at home and abroad has primarily focused on the theory and practical application of flipped classrooms, and flipped classroom application practice is primarily based on the overall classroom, with few separate discussions on the effects of flipped classroom students’ self-learning. As a result, we developed a recurrent neural network-based intelligent assisted learning algorithm for English flipped classrooms. There are two main characteristics of the model. First, it is a gated recurrent unit based on a variant structure of the recurrent neural network. The double-gating mechanism fully considers the context and selects memory through weight assignment, and on this basis, it integrates the novel LeakyReLU function to improve the model’s training convergence efficiency. Second, by overcoming time-consuming problems in the medium, the adoption of the connection sequence classification algorithm eliminates the need for prior alignment of speech and text data, resulting in a direct boost in model training speed. The experimental results show that in the English flipped classroom’s intelligent learning mode, students explore and discover knowledge independently, their enthusiasm and interest in learning are greatly increased, and the flipped classroom’s teaching effect is greatly improved.
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Polirstok, Susan. "Classroom Management Strategies for Inclusive Classrooms." Creative Education 06, no. 10 (2015): 927–33. http://dx.doi.org/10.4236/ce.2015.610094.

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Sakui, Keiko. "Classroom management in Japanese EFL classrooms." JALT Journal 29, no. 1 (May 1, 2007): 41. http://dx.doi.org/10.37546/jaltjj29.1-2.

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The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL) in Japan. To fill the gap, this study will report on: a) classroom management difficulties that arise in Japanese EFL classrooms when teachers try to teach English communicatively, b) how teachers conceptualize and attempt to deal with these problems, and c) what strategies can be offered to alleviate these problems. 教室内における指導運営はどの国においても重要な課題である。このテーマについてこれまで多くの研究が行われてきたが (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999)、言語教育の分野では実証研究がほとんど行われていないと言ってもよく、日本の英語教育界ではさらに関心が低いように思われる。本論文は、a) 英語をコミュニケーションの手段として指導しようとする場合には特に運営指導が難しくなること、b) 教員はこのような困難に直面した場合どのように対処しているのか、c) 効果的な対象方略とはどのようなものか、これら３点について実地調査の報告を行った。
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Gündüz, Müge. "Analysing language classrooms through classroom interaction." International Journal of Human Sciences 11, no. 2 (November 24, 2014): 1149. http://dx.doi.org/10.14687/ijhs.v11i2.3044.

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Sarker, Pramath Chandra, Md Nur-E.-Alam Siddique, Sabina Sultana, and Subrata Kumer Pal. "Comparison between Traditional Classroom and Flipped Classroom on Student’s Engagement and Satisfaction." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 2 (February 20, 2023): 624–35. http://dx.doi.org/10.11594/ijmaber.04.02.29.

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Background: The implications of flipped classrooms are increasing day by day around the world for better benefits compared to traditional classrooms. But the application and research about this field are insufficient in Bangladesh Objective: The present study was conducted to investigate the effectiveness of the flipped classroom learning environment on students’ engagement and satisfaction compared to a traditional classroom. Methods: Result showed a significant difference in student engagement and satisfaction with flipped classroom being favored over traditional classroom. A cross-sectional survey research was conducted using a 5-point Likert-type questionnaire to measure student engagement and satisfaction, respectively, on both the traditional classroom and the flipped classroom. Data were collected from 79 participants from the traditional classroom and 61 participants from the flipped classroom. After six weeks of intervention on flipped classroom method, again a survey was carried out to discover student engagement and satisfaction. The obtained data were analyzed by employing descriptive statistics, t-test, and correlation by SPSS version 26, Microsoft Excel version 19, and an online t-test calculator. Results: The study's findings revealed a significant mean difference in student engagement and satisfaction between the traditional and flipped classrooms. The outcomes also showed that students were more engaged and satisfied with flipped classrooms than with traditional classrooms. Another outcome to note is that the flipped classroom was also able to differentiate students based on class activity and regularity, while the traditional classroom could not. Conclusion: The findings suggest that the flipped classroom model has the potential to be the ideal education system in the 21st century and to address the 4th Industrial Revolution. Further investigation, assessment, and modification are necessary for widespread implementation.
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Masitowarni Siregar. "Classroom Management of Senior and Yunior English Teachers in Medan." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 2 (June 26, 2020): 623–31. http://dx.doi.org/10.33258/biohs.v2i2.293.

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The purpose of the study was to find out the differences between the classroom management performed by the senior and yunior teachers in teaching English at senior High School in Medan. This is a descriptive qualitative study. The respondents of the research were 28 English teachers of Yunior and Senior High School in Medan. Questionnaire and Observation sheet were used to collect the data on the teachers classroom management. The result of the study shows that senior English teachers perform more aspects of Classroom management. They perform 18 point from 20 points aspect.. Junior English teacher get 17 point. Although senior teachers perfom only show slightly more aspect of classromm management but for the quality of classroom management they perform better due to the longer experience of teaching. For junior English teacher they perform more enthusiastics energy, although it is clear that they have to study more on the behavior and attitude expected in the classrooms.
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Dissertations / Theses on the topic "Classroom"

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Kemp, Hermione. "Exploring a story-based learning design in a grade 4 science and technology classroom." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021017.

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Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
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Türnüklü, Abbas. "Classroom management in Turkish and English primary classrooms." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30943.

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The purpose of this thesis is to examine primary school teachers' behaviour management and classroom setting strategies in the Turkish and English contexts. In order to accomplish this purpose, the present research was carried out in the 1997-98 academic year in Turkey and England. Two research methods, structured observation and semi-structured depth interview, were used in order to collect data. Structured classroom observation was used to collect quantitative data related to teachers' and students' managerial interaction. Semi-structured in-depth interviews were used to obtain deep and rich first hand information about teachers' classroom management and setting strategies in the primary classroom context. The sample consisted of 12 Turkish and 8 English primary classroom teachers. The study showed that the most common misbehaviours in the classrooms of both countries were speaking loudly and excessively, and inappropriate movement. The majority of misbehaviours involved distraction rather than severe disruption. Teachers reported that students' misbehaviour was usually caused by pupils' social and cultural background, particularly the home. However, in particular, the type and frequency of misbehaviour were also changed depending on pupils' gender and age, the time of day, seating arrangement and subject matter. Teacher strategies were investigated under the heading of preventive and reactive behaviour management. Some differences were found between Turkish and English teachers regarding preventive strategies particularly in their ability to anticipate misbehaviour before it occurred. There were also differences in the use of reactive strategies based on teachers' experience. These mainly concerned the balance between verbal and non-verbal interactions. Furthermore, although punishment was not observed during observation, both Turkish and English teachers reported using punishment on certain occasions. Although the majority of Turkish classrooms were arranged in rows and aisles, most of the English pupils sat around tables. Turkish teachers reported that where pupils sat (front, wall or near window sides) affected learning and interaction with teacher. A classroom management model was developed for primary school classrooms. Several recommendations, in particular for Turkish primary classrooms, such as provision for initial and inservice teacher training courses, whole school classroom management policies were put forward based on the model and the results of this research.
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Matsumoto, Yasuyo. "Investigating classroom dynamics in Japanese university EFL classrooms." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/296/.

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Since 1868 to the present day, the Ministry of Education, Sports, Science and Culture (MEXT) has implemented many reforms to enhance English education in Japanese universities. However, much still remains to be done to improve the situation and one of the biggest hurdles is the fact that there are many unmotivated students in Japanese university EFL classrooms. This thesis explores the reasons for this problem by focusing on inter- and intra-relations between teachers and students in this context. Data were collected through classroom observations, interviews and questionnaires. The study employs both qualitative and quantitative research methodologies and uses space and methodological triangulation in order to overcome parochialism. My conclusions are that: 1) Visible and invisible inter-member relations exist between members of university classes and their teachers; 2) The teacher's behaviour affects the students' behaviour and impacts on their learning; and 3) Cooperative learning has a positive influence on language acquisition; 4) Japanese university students may not perceive how little interaction they have with their teacher; 5) Students exhibit gender differences in terms of the types of problems encountered and the ways in which they deal with them, but some problems are dealt with negatively by female and male students alike; and 6) Teachers appear not to perceive the problems and when they do they often deal with them by using negative strategies.
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Isbell, Rebecca T., and Pamela Evanshen. "Real Classroom Makeovers: Practical Ideas for Early Childhood Classrooms." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/0876593783.

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1. The environment matters: design elements to consider : Beauty in everyday environments ; The impact of light ; Sounds make a difference ; A place for everything, everything in its place ; A secure and supportive environment ; Valuing diversity in the classroom ; Setting up appropriate learning environments -- 2. The process of planning for successful change : Creating the vision ; Developing a plan ; Introducing a new feature -- 3. Low-cost, big-impact changes : Decluttering ; Small changes ; Teacher's space -- 4. Building a sense of community in the classroom : Creating a welcoming and inviting entrance ; Developing a sense of place ; Valuing each member of the community ; Having effective group time ; Learning about and practicing responsibility ; Identifying personal spaces for children ; Providing choices for individual work ; Working in small groups -- 5. Real classroom makeovers : The importance of play ; Real classroom makeovers support children's play ; Literacy centers/areas ; Manipulatives/building ; Math and science ; Art and music ; Dramatic play ; Community meeting ; Nurturing environment -- 6. Early learning standards and the classroom environment : Early learning standards ; The unique needs of children ; Adapting the environment to all learners -- 7. The amazing (and real) classroom makeover adventure : The adventure ; Description of the classroom ; Developing a vision with an initial teacher interview ; The change process ; The first element of design considered ; The next element of design considered ; Teacher interview and reflection on the learning environment ; Art ; Books ; Blocks ; Gathering place ; Home living ; Science ; Writing ; Summary ; Teacher comments after the makeover -- Classroom evaluation checklist.
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Hetzendorfer, Vanessa Marie. "Enhancing classroom communication via classroom websites." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2436.

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The purpose of the project was to develop a webpage for each teacher at Deer Canyon Elementary School which is in Alta Loma, California. The webpages were designed to give teachers the tools to add information to their own webpages to enhance their communication with students and students' parents.
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Low, Suk May. "The effectiveness of classroom code-switching in Malaysian science classrooms." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14340/.

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In 2003, English for Teaching of Mathematics and Science policy was implemented in Malaysia, requiring teachers to teach these subjects in English through primary to tertiary education. However, this policy was abolished in 2011, leaving schools to decide for themselves the medium of instruction (MOI) for these subjects during the soft-landing period. By 2022, all primary and secondary education is expected to complete the reversion of MOI to Malay. However, this is not applicable to both pre-university and tertiary education where students will continue to learn Mathematics and Science in English. Under such circumstance, it is foreseen that students and teachers in higher education will have problem learning and teaching these subjects when the reversion of MOI to Malay is completed as students will have learnt the subjects fully in Malay before entering higher education. As Malaysia is a multilingual country and most teachers and students speak both English and Malay, the researcher is interested to investigate the effectiveness of classroom code-switching (CS) and the possibility of adopting it as a strategic teaching tool in science classrooms. This research was carried out in three schools in Malaysia in 2013. Lessons conducted by two science teachers from each school were observed and audio-recorded for four hours. Three of these teachers were teaching science in English medium (EMI) whereas the other three had bilingual classrooms, teaching in both Malay and English (BMI). The recordings were then transcribed and analysed for instances of CS and their functions. These teachers were also interviewed about their language and education backgrounds. Students in each class were asked to complete a questionnaire by providing their language background and preferences of MOI for the teaching of science. Having compared both EMI and BMI classes, it is found that CS in EMI classes does provide strategic functions for classroom management and transmit of content knowledge. Students also appear to be very receptive to classroom CS and even view it as a way to improve their language skills.
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Morton, Brian L. "Tracing Growth of Teachers' Classroom Interactions with Representations of Functions in the Connected Classroom." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373903545.

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Gross, Anna Lynn. "The Flipped Classroom: Shakespeare in the English Classroom." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27512.

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Bergmann and Sams? twenty-first century flipped classroom method was reviewed in depth to determine its effectiveness in improving student achievement and enjoyment of studying Hamlet by William Shakespeare, a text that is difficult to both read and comprehend. The flipped method was implemented into one of two 12th grade general English classes in rural Minnesota. The first section of 12th grade general English read the play aloud using the traditional read-aloud method and completed an in-depth passage analysis chart for homework. The second section, the intervention group, used the flipped method and read the play on their own with accompanying video podcasts and then worked together in class with both peer and teacher help to complete the passage analysis chart. After finding similar final assessment scores, the flipped classroom may prove to be successful in an English class studying difficult literature.
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Veneri, Brittney. "Classroom environment : the classroom environment's effect on student learning /." Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Bandre', Patricia E. "The status of the selection and use of children's literature in K-6 rural Ohio public school classrooms." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1121782590.

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Books on the topic "Classroom"

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author, O. Sŭng-hwan, and Yi Hyŏn-myŏng author, eds. Kyoyuk kajok ŭi sam ŭl saeropke tijain hanŭn konggan hyŏksin iyagi. Sŏul-si: Tŏbŭl Puk, 2020.

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Classroom of the future: Orchestrating collaborative spaces. Rotterdam: Sense, 2010.

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Conway, Kathryn. Master classrooms: Classroom design with technology in mind. Chapel Hill, NC: Institute for Academic Technology, University of North Carolina at Chapel Hill, 1990.

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Hardin, Carlette Jackson. Effective classroom management: Models and strategies for today's classrooms. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2004.

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Effective classroom management: Models and strategies for today's classrooms. 3rd ed. Boston: Pearson, 2012.

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Evertson, Carolyn M. Looking into learning-centered classrooms: Implications for classroom management. Washington, DC: NEA, 2006.

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Evertson, Carolyn M. Looking into learning-centered classrooms: Implications for classroom management. Washington, DC: NEA, 2006.

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Classroom control: Understanding and guiding classroom behaviour. Leicester: British Psychological Society, 1985.

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Matsui, Yūsei. Assassination classroom. San Francisco, CA: Viz Media, 2015.

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Classroom assessment. 2nd ed. New York: McGraw-Hill, 1994.

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Book chapters on the topic "Classroom"

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Catungal, John Paul. "Classroom." In Keywords in Radical Geography: Antipode at 50, 45–49. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119558071.ch8.

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Barton, Len. "Classroom teaching and classroom research." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol229:74—Vol229:89. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-168.

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Watson-Gegeo, Karen Ann. "Classroom Ethnography." In Encyclopedia of Language and Education, 135–44. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4535-0_13.

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Landau, Barbara. "Classroom Management." In International Handbook of Research on Teachers and Teaching, 739–53. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_46.

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Du, Yi. "Classroom Data." In The Use of First and Second Language in Chinese University EFL Classrooms, 89–158. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1911-1_5.

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Bennett, Barrie. "Classroom Organization." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_187-2.

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Horvath, Joan, and Rich Cameron. "Classroom Issues." In Mastering 3D Printing in the Classroom, Library, and Lab, 185–91. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3501-0_7.

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Bunn, Kristen E. "Classroom Choreography." In Learning Democracy in School and Society, 33–40. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-287-0_3.

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Budde, Jürgen, Katja Kansteiner, and Andrea Bossen. "Classroom-Management." In Zwischen Differenz und Differenzierung, 145–75. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-02698-1_7.

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Doll, Beth, and Kimberly Dooley. "Classroom Climate." In Encyclopedia of Quality of Life and Well-Being Research, 944–49. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_402.

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Conference papers on the topic "Classroom"

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Lim, Kah Yee, Joan Hau, and Yiqi Tew. "Computer Performance Evaluation for Virtual Classroom with Artificial Intelligence Features." In International Conference on Digital Transformation and Applications (ICDXA 2021). Tunku Abdul Rahman University College, 2021. http://dx.doi.org/10.56453/icdxa.2021.1008.

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The advancement of computer technology allows students to interact with Artificial Intelligence (AI) through smart classrooms. Smart classroom is one of the latest technology enhanced learning (TEL) which allows the classroom and students to interact during the learning process. Currently, smart classrooms are believed to change current dull teaching methods and enhance the students’ learning experience. Therefore, the proposed paper is a comprehensive study of applying artificial intelligence features to an intelligent classroom system (a.k.a virtual classroom system) that provides face detection and hand gestures through e-learning classrooms. Artificial intelligence features will be implemented and compared on three machines with varying hardware specifications. According to the results of this study, Tensorflow Handpose provides more accuracy than MediaPipe Hands, although it requires higher hardware specifications. Face-api.js also outperforms TensorFlow and MediaPipe when it comes to executing face detection functions. According to this study, the present face and hand APIs can be adopted in smart classroom systems. Keywords: Virtual Classroom, Google Meet, Face Detection, Hand Gesture Detection, Object Recognition
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Abrahamson, Dor, Paulo Blikstein, and Uri Wilensky. "Classroom model, model classroom." In the 8th iternational conference. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599607.

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Yan Sufeng and Song Runjuan. "Virtual classroom and traditional classroom." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543379.

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Yan, Sufeng, and Runjuan Song. "Virtual Classroom and Traditional Classroom." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.16.

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Handler, Eric. "Virtual Reality: Classroom Tool or Classroom Fool?" In 2019 ACM SIGUCCS Annual Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3347709.3347830.

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Schmidt, Catarina. "Examining Critical Moments During Classroom Conversations in Two Literacy Classrooms." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1881111.

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Patterson, Donna M., and Lanie Steinwart. "Classroom technology." In the 33rd annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1099435.1099506.

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Barr, John, and Ananda Gunawardena. "Classroom salon." In the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157196.

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Granger, Mary J., and Joyce Currie Little. "Classroom discussions." In the 8th annual conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/961511.961541.

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Ganoe, Craig H., Jacob P. Somervell, Dennis C. Neale, Philip L. Isenhour, John M. Carroll, Mary Beth Rosson, and D. Scott McCrickard. "Classroom BRIDGE." In the 16th annual ACM symposium. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/964696.964699.

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Reports on the topic "Classroom"

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Balkenborg, Dieter, and Todd Kaplan. Economic Classroom Experiments. The Economics Network, September 2009. http://dx.doi.org/10.53593/n835a.

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O'Donnell, Michael, Travis Rogers, and Piali Sengupta. Scientists in the Classroom. Waltham, MA: Brandeis University Materials Research Science Engineering Center, 2019. http://dx.doi.org/10.26812/scilinkreports.11.

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Griffiths, Rebecca. MOOCs in the Classroom? New York: Ithaka S+R, October 2013. http://dx.doi.org/10.18665/sr.24658.

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Sedgwick, John. Research and Classroom Teaching. Bristol, UK: The Economics Network, February 2007. http://dx.doi.org/10.53593/n629a.

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Turanova, L. M., and A. A. Stiugin. Electronic educational environment «Virtual classroom». OFERNIO, November 2020. http://dx.doi.org/10.12731/ofernio.2020.24655.

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Bardzell, Mike, Jennifer Bergner, Kathleen Shannon, Don Spickler, and Tyler Evans. PascGalois Abstract Algebra Classroom Resources. Washington, DC: The MAA Mathematical Sciences Digital Library, July 2008. http://dx.doi.org/10.4169/loci002636.

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Fisher, Michael, Mike Bardzell, and Kurt Ludwick. PascGalois Number Theory Classroom Resources. Washington, DC: The MAA Mathematical Sciences Digital Library, July 2008. http://dx.doi.org/10.4169/loci002637.

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Reynolds, Richard Jennings. Crane. Incidental Classroom Instruction 20295. Office of Scientific and Technical Information (OSTI), April 2016. http://dx.doi.org/10.2172/1245550.

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Adomaitis, Alyssa Dana, and Diana Saiki. Redefining Gender in the Classroom. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8473.

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Herrera, Vincent. Crane: Incidental Classroom Instruction (#20295). Office of Scientific and Technical Information (OSTI), August 2022. http://dx.doi.org/10.2172/1885714.

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