Journal articles: 'Classroom community'

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Karasik, Rona J., and Debra L. Berke. "Classroom and Community." Journal of Teaching in Marriage & Family 1, no. 4 (September 2001): 13–38. http://dx.doi.org/10.1300/j226v01n04_02.

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Florence, James, and Bruce Behringer. "Community as Classroom." Journal of Public Health Management and Practice 17, no. 4 (2011): 316–23. http://dx.doi.org/10.1097/phh.0b013e3182140be7.

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Alicea, Stacey, Carola Suárez-Orozco, Sukhmani Singh, Tasha Darbes, and Elvira Julia Abrica. "Observing Classroom Engagement in Community College." Educational Evaluation and Policy Analysis 38, no. 4 (December 2016): 757–82. http://dx.doi.org/10.3102/0162373716675726.

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Despite decades of research indicating classrooms shape student engagement, learning, and development, there is a dearth of empirically grounded research focusing specifically on observed classroom engagement as a predictor of student outcomes in community colleges. This article describes the development of a qualitatively grounded, quantitative classroom-level engagement measurement protocol designed for this purpose. We provide evidence for the measure’s validity and reliability via confirmatory factor analyses and descriptive analyses that offer a snapshot of the information this measure can generate. Furthermore, we examine a two-level structural equation regression model that uses student survey data from students nested in observed classrooms. We then review our results in light of the relevance this measure has for researchers and educators in community colleges.

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Ims, Knut J., and Morten Huse. "Community in the Classroom." Proceedings of the International Association for Business and Society 9 (1998): 1077–88. http://dx.doi.org/10.5840/iabsproc19989103.

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Burnaby, Barbara, Yetta M. Goodman, and Sandra Wilde. "Classroom Community Events and Larger Community Issues." Curriculum Inquiry 25, no. 4 (1995): 485. http://dx.doi.org/10.2307/1180024.

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Mullins, Sara Brooke. "Establishing a Community of Discourse Through Social Norms." Discourse and Communication for Sustainable Education 9, no. 1 (June 1, 2018): 5–17. http://dx.doi.org/10.2478/dcse-2018-0001.

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Abstract While researchers, educators, state and national organizations, and policy makers are taking strides to help transform traditional mathematics classrooms into inquiry-based classrooms, they fail to address how to bridge the gap between creating discussions to developing mathematical discourse. One key component for producing inquiry-based classrooms is to have effective discussions (Smith & Stein, 2011). However, to have effective discussions, social norms must be in place that promote active participation from students (Sherin, 2002). Therefore, the purpose of this paper is to synthesize educational research on social norms in the mathematics classroom to identify key components teacher educators can focus on to help teachers establish and implement social norms that promote sustainable inquiry-based classrooms. Results suggest social norms must be developed through collaboration of the teacher and students, the classroom environment must be supportive of mathematical discussion, and finally, norms should be (re)negotiated to help change students’ ways of thinking.

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Langhout, Regina Day, Julian Rappaport, and Doretha Simmons. "Integrating Community into the Classroom." Urban Education 37, no. 3 (May 2002): 323–49. http://dx.doi.org/10.1177/00485902037003002.

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Smith, Marty. "Creating Community in the Classroom." Kappa Delta Pi Record 37, no. 3 (April 2001): 111–15. http://dx.doi.org/10.1080/00228958.2001.10518479.

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Jay, Gregory. "The Community in the Classroom." Academe 86, no. 4 (2000): 33. http://dx.doi.org/10.2307/40251895.

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Maloney, Wendi A. "The Community as a Classroom." Academe 86, no. 4 (2000): 38. http://dx.doi.org/10.2307/40251896.

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Rovai, Alfred P. "Classroom community at a distance." Internet and Higher Education 4, no. 2 (April 2001): 105–18. http://dx.doi.org/10.1016/s1096-7516(01)00053-7.

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Klein, Thomas. "From Classroom to Learning Community." About Campus: Enriching the Student Learning Experience 5, no. 3 (July 2000): 12–19. http://dx.doi.org/10.1177/108648220000500305.

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Scheyett, Anna. "Suicide Prevention: Clinic, Community, Classroom." Social Work 65, no. 2 (March 25, 2020): 101–3. http://dx.doi.org/10.1093/sw/swaa003.

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McCarthy, Pamela R. "HeartPower!: From Classroom to Community." Journal of Health Education 27, sup1 (October 1996): S50—S51. http://dx.doi.org/10.1080/10556699.1996.10603249.

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Bonsall, David L., Rachel A. Harris, and Jill N. Marczak. "The community as a classroom." New Directions for Student Services 2002, no. 100 (2002): 85–96. http://dx.doi.org/10.1002/ss.72.

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Mohamed Maidin, Fathilah Begum, and Siti Shuhaida Shukor. "Students’ Perception on Flipped Classroom Approach in Learning Communicative English among Community College Students." English Teacher 50, no. 3 (December 31, 2021): 183–89. http://dx.doi.org/10.52696/zzod4338.

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Learning English as a second language has never been straightforward, especially when it requires the learners to speak in the target language during the lesson. Students have the tendency to keep quiet and refuse to communicate in English due to many factors. In encouraging students to speak in the target language during the class, many English language instructors have pursued new and interesting approaches. One of the approaches includes flipped classrooms. Flipped classroom allows students to learn the concepts of one particular topic at their own time and pace whilst spending the classroom session on hand-on activities. This study investigates students’ perceptions of using flipped classroom approaches in their Communicative English classroom. The aim of this study was to determine whether a learning approach such as flipped classroom had any influence over students’ attitudes and motivation. The participants of this study were 106 students at Taiping Community College. This study employed a quantitative research design via survey. Before gathering the students’ opinion, the participants had experienced the flipped classroom approach during the Communicative English lesson. After that, a set of questionnaires were distributed to the participants and data were analyzed descriptively. Results revealed that most students had positive perceptions towards the use of flipped classrooms and were highly motivated to learn and had positive attitudes towards the implementation of the flipped classroom approach. This study provides insights for Malaysian community college lecturers to adopt flipped classroom approach in their teaching, especially in the Communicative English lesson.

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Brown, Brandon, and Joseph A. Pederson. "LinkedIn to classroom community: assessing classroom community on the basis of social media usage." Journal of Further and Higher Education 44, no. 3 (January 29, 2019): 341–49. http://dx.doi.org/10.1080/0309877x.2018.1541973.

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Cunningham, Jahneille, and Kimberley Gomez. "Situating race: the case for examining Black children’s informal mathematics learning outside of schools." Information and Learning Sciences 122, no. 1/2 (March 11, 2021): 103–18. http://dx.doi.org/10.1108/ils-01-2020-0016.

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Purpose The purpose of this paper is to highlight the ways racialization in K-12 mathematics classrooms has narrowed the understanding of mathematical learning for Black children. Design/methodology/approach Drawing on situated learning theory and funds of knowledge, the authors argue that the social learning context of mathematics classrooms has limited the understanding of what Black children are capable of mathematically. The authors suggest that as a community of practice, mathematics classrooms may be marginalizing Black children, as well as other students of color, by devaluing their community-based knowledge and ways of knowing. Findings The extant literature portrays Black children as struggling in mathematics; however, this research is overwhelmingly conducted based on school performance measures. Yet, if one looks beyond the classroom to Black children's homes and communities, a plethora of mathematical knowledge tied to cultural and community practices may be found. As such, Black children who struggle in mathematics classroom may be experiencing misalignment across contexts, rather than a lack of mathematical knowledge altogether. Practical implications This paper has implications for classroom practice, particularly teacher ideologies pertaining to community-based knowledge. The authors urge mathematics education researchers and practitioners to look beyond the classroom, as community-based mathematical practices may provide more insight into students’ mathematical capabilities. These implications are particularly important for educating students of color, who often experience a subpar classroom education. Originality/value In this paper, the authors provide a critical lens to situated learning theory, pushing mathematics education research to examine the underexplored topic of Black children's out-of-school mathematical practices.

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Payne, Katherina A., Anna Falkner, and Jennifer Keys Adair. "Critical Geography in Preschool: Evidence of Early Childhood Civic Action and Ideas about Justice." Teachers College Record: The Voice of Scholarship in Education 122, no. 7 (July 2020): 1–34. http://dx.doi.org/10.1177/016146812012200705.

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Background U.S. preschool children from Latinx immigrant and Black communities often experience schooling rooted in compliance and overdiscipline. In these contexts, schools do not recognize the rich lived experiences of Children of Color as suitable for civic learning. This article explores how, when schools value young Children of Color as capable and their work as important, classrooms become sites of children's daily embodied civic action. Purpose Our study sought to better understand how children conceptualize and enact their ideas about community and to document the kinds of civic action present in early childhood classrooms. Applying theoretical tools of critical geography, we specifically analyzed how children used space and materials to enact their vision of a just community. Participants Three classrooms—an inclusion classroom, a bilingual classroom, and an English-only general education classroom—located within a Head Start center in South Texas participated in this study. The campus is roughly 65% Latinx, 33% Black, and 2% White, serving 3-, 4-, and 5-year-old children. Research Design This study used a multisited, comparative ethnographic methodology. Multisited ethnography allows researchers to locate patterns and contextual differences that impact people's lived experiences. Initially, researchers conducted ethnographic observations through field notes, photographs, and short videos documenting children's action on behalf of or with the classroom community. Next, we used video-cued ethnographic methods, filming for three days in each classroom and editing the footage into a 20-minute film. We showed that film to teachers, families, and children in focus groups. Analysis occurred in multiple phases, during which we refined codes through individual, partner, participant, and team-level work. Findings Children used physical space and materials to assert community membership and to strengthen community ties. They adapted space and classroom materials to include other community members in shared activities. Finally, children advocated for space for their own purposes. Conclusions When teachers and administrators approach the classroom as a civic space where children representing racial, linguistic, and ability diversity can access embodied experiences with civic action, children can use their space to act on behalf of the community. Rather than offering lesson-based social-emotional learning, schools can reflect on how children might build a just, caring community through authentic embodied experiences that include having some control over space and materials. Doing so may allow a shift toward class environments that support shared endeavors and opportunities for children to care for community members.

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Krogstad, Allison. "Community as Classroom: Service Learning in the Foreign Language Classroom." International Journal of Learning: Annual Review 15, no. 1 (2008): 37–42. http://dx.doi.org/10.18848/1447-9494/cgp/v15i01/45569.

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Anita, Nath, and Ingle GopaI. "From classroom to community: teaching Community Medicine in India." South-East Asian Journal of Medical Education 2, no. 2 (December 30, 2008): 5. http://dx.doi.org/10.4038/seajme.v2i2.476.

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Janzen, Katherine J., Beth Perry, and Margaret Edwards. "A Classroom of One is a Community of Learners." Journal of Invitational Theory and Practice 17 (February 11, 2022): 28–36. http://dx.doi.org/10.26522/jitp.v17i.3778.

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How can students in an online classroom of one, often sitting in solitude in front of a computer, experience community? Theauthors suggest that in part, the answer lies in creating invitational online educational spaces through the use of ArtisticPedagogical Technologies (ATPs), particularly Photovoice (PV) a teaching strategy. A Zen paradox (or Zen koan) discussionis undertaken utilizing Palmer’s (2007) six paradoxes of pedagogical design as a framework for understanding how PV createsinvitational classrooms through the presence of paradox.

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Henry, Michael. "Constructivism in the Community College Classroom." History Teacher 36, no. 1 (November 2002): 65. http://dx.doi.org/10.2307/1512495.

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Athanases, Steven. "Developing a Classroom Community of Interpreters." English Journal 77, no. 1 (January 1988): 45. http://dx.doi.org/10.2307/818023.

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Phelan, Patricia. "Issues in English: A Classroom Community." English Journal 80, no. 7 (November 1991): 19. http://dx.doi.org/10.2307/819263.

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Alexander, John, and Dorothe Bach. "Creating Classroom Community with Reflective Blogs." International Journal of Technology, Knowledge, and Society 9, no. 2 (2013): 17–29. http://dx.doi.org/10.18848/1832-3669/cgp/v09i02/56364.

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Pitri, Eliza. "Situated Learning in a Classroom Community." Art Education 57, no. 6 (November 2004): 6–12. http://dx.doi.org/10.1080/00043125.2004.11653570.

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LeCourt, Donna, and Carolyn Boiarsky. "From Classroom to Community to Workplace." English Journal 88, no. 2 (November 1998): 119. http://dx.doi.org/10.2307/821710.

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Little, Greta D., and Sara L. Sanders. "Classroom Community: A Prerequisite for Communication." Foreign Language Annals 22, no. 3 (May 1989): 277–81. http://dx.doi.org/10.1111/j.1944-9720.1989.tb02747.x.

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Bunkers, Sandra Schmidt. "The Classroom for a Learning Community." Nursing Science Quarterly 17, no. 2 (April 2004): 121. http://dx.doi.org/10.1177/0894318404263262.

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Summers, Jessica J., and Marilla D. Svinicki. "Investigating classroom community in higher education." Learning and Individual Differences 17, no. 1 (January 2007): 55–67. http://dx.doi.org/10.1016/j.lindif.2007.01.006.

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Stringham, David A. "Creating Compositional Community in Your Classroom." Music Educators Journal 102, no. 3 (March 2016): 46–52. http://dx.doi.org/10.1177/0027432115621953.

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Terzano, Kathryn, and Victoria Morckel. "SimCity in the Community Planning Classroom." Journal of Planning Education and Research 37, no. 1 (July 9, 2016): 95–105. http://dx.doi.org/10.1177/0739456x16628959.

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This article has three objectives. It first examines whether the latest version of SimCity can achieve learning objectives related to systems thinking, problem solving, creativity, and regional understanding in the classroom. Second, it examines whether the game influences student interest in planning. Third, it considers whether the game impacts students’ perception of the discipline. Using instructor observation, students’ game creations, and surveys, we find that the game can achieve the aforementioned learning objectives, increase student interest, and increase the perception of planning as being creative and fun. The results have implications for instruction, student recruitment, and perceptions of the field.

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Pitri, Eliza. "Situated Learning in a Classroom Community." Art Education 57, no. 6 (November 1, 2004): 6. http://dx.doi.org/10.2307/27696038.

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Mreiwed, Hala, Mindy R. Carter, and Abigail Shabtay. "Building classroom community through drama education." NJ 41, no. 1 (January 2, 2017): 44–57. http://dx.doi.org/10.1080/14452294.2017.1329680.

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Wright, J. Lenore, and Anne-Marie Bowery. "Creating Community in the Philosophy Classroom." Teaching Philosophy 29, no. 1 (2006): 1–21. http://dx.doi.org/10.5840/teachphil20062911.

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Wong, Arch Chee Keen, Rod Remin, Rick Love, Ray Aldred, Peter Ralph, and Charles Cook. "Building Pedagogical Community in the Classroom." Christian Higher Education 12, no. 4 (July 2013): 282–95. http://dx.doi.org/10.1080/15363759.2013.805635.

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Ward, Louise S., and Penny Killian. "Virtual Community Internships in the Classroom." Nurse Educator 36, no. 1 (January 2011): 40–44. http://dx.doi.org/10.1097/nne.0b013e3182001e6c.

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Bloome, David. "Building literacy and the classroom community." Theory Into Practice 25, no. 2 (March 1986): 71–76. http://dx.doi.org/10.1080/00405848609543203.

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Parker, Melissa, and Joanne Margaret Hynes-Dusel. "Establishing a Community in the Classroom." Journal of Physical Education, Recreation & Dance 72, no. 2 (February 2001): 16–17. http://dx.doi.org/10.1080/07303084.2001.10605828.

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Lacroix, Shirley, and Mary Palmer. "Extending the Classroom into the Community." Soundings (Reston, VA) 4, no. 2 (January 1991): 12–13. http://dx.doi.org/10.1177/104837139100400205.

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Sontag, Joanne Curry. "Contextual Factors Influencing the Sociability of Preschool Children with Disabilities in Integrated and Segregated Classrooms." Exceptional Children 63, no. 3 (April 1997): 389–404. http://dx.doi.org/10.1177/001440299706300307.

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This study compared the contextual classroom features of public school segregated classrooms and community-based integrated classrooms for preschool children with disabilities, examining the relations between classroom characteristics and child sociability. A total of 16 children were pair-matched and observed in their classrooms. Results showed that the contexts of the two classroom conditions were similar. Differences in child sociability were not found. Solitary play and antisocial behaviors were infrequently observed. The findings suggested a significant relationship between teacher verbal prompting and child sociability. Children were much more likely to talk to their peers when a verbal prompt was given. The study presented implications for the educational placements of preschool children.

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Chand, Gambhir Bahadur. "Language indexicalities in multilingual English language classrooms: A narrative inquiry." Scholars' Journal 3 (December 1, 2020): 30–46. http://dx.doi.org/10.3126/scholars.v3i0.37128.

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Language indexicality is the major problem in multilingual classrooms. Students from minority language communities may feel dominated in the classroom due to the lack of competency in the dominant languages used in the classroom. I have been dealing with such diversified classes for a long time and my teaching experience motivated me to carry out this research. This study tried to explore the nature of language dominance in a multilingual English language classroom and how students of minority community feel in the classroom. I used narrative inquiry as the main research design and purposive sampling procedure for sampling the participants and research site. Language dominance in the multilingual classroom was found problematic for minority community students. They mainly feel dominated in the classroom and do not enjoy studying in the classroom. The study also found that minority language learners are demotivated to take part in classroom interaction. Inappropriate use of dominating language by the teachers also found more problematic in the study. The study concluded that use of dominant language heavily in the multilingual classroom creates problem rather than helping those students who have different mother tongues.

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Reeves, Andrew. "Classroom collaborations." International Journal of Sustainability in Higher Education 20, no. 8 (October 24, 2019): 1376–92. http://dx.doi.org/10.1108/ijshe-11-2018-0220.

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Purpose This study aims to explore co-learning classes, a novel approach to leveraging universities’ capacity to contribute to the local sustainable development agenda whilst enhancing students’ learning. These participatory classes were piloted within a UK university masters’ module focussed on action for sustainability. The classes sought to combine knowledge exchange, reflection and social network development by bringing together students and community stakeholders. Design/methodology/approach The classes were run as a series of five free events, each focussed on sustainability issues relevant for local practitioners. These were either regular timetabled sessions opened up to the public or additional on-campus public events. Attendance was either face-to-face or online. Evaluation was based upon participation data, written feedback and module leader’s post-event reflections. Findings The classes successfully secured participation from diverse community members, including local government staff, voluntary sector workers and interested individuals. Both students and community stakeholders valued the participatory format, linkages of theoretical and practical knowledge and diversity of attendees. Research limitations/implications Findings are based upon a small-scale pilot study. Further research using a wider range of contexts is required to enhance understanding of the co-learning approach. Practical implications This paper highlights some key practical issues to consider if employing co-learning approaches in other contexts, including using inclusive language, aligning with students’ motivations and choosing appropriate focal event topics. Originality/value Opening up participatory university classes for the public to attend as co-learners is a rarely used approach and has little coverage in academic literature. This small-scale study therefore has value by highlighting some of the potential impacts, strengths and limitations of this approach.

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Sherpa, Dawa, and Khagendra Baraily. "Barriers to Diversity Management in Classroom: A Case of Rural Community Schools in Nepal." Tribhuvan University Journal 36, no. 01 (December 31, 2021): 187–98. http://dx.doi.org/10.3126/tuj.v36i01.43621.

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This paper attempts to explore and analyse the barriers for diversity management in classroom of a rural community schools in Nepal. Nepal is a multi-ethnic, multi-lingual, and multi-cultural country. As the fabric of society, there is also diversity in the configuration of community schools in rural areas. It entails knowing that each student is unique and acknowledging their uniqueness in the classroom. These might be along the lines of color, ethnicity, gender, sexual orientation, socioeconomic position, age, physical ability, religious views, political convictions, or other ideologies. This paper is mainly based on primary and secondary data. Purposively, head teachers, teachers, and students were selected for interviews. Interviews, field visits, classroom observation, and focus group discussion with teachers and students were conducted, and the data were analyzed thematically based on interview codes. The data shows that they were ignorant of the concept of diversity and how to manage it in the classroom. It is mainly due to the deconstruction of teachers’ attitudes regarding income, professionalism, community structure, physical infrastructure, and socioeconomic discrepancies. This paper suggests managing diversity in the classroom through both policies to integrate curricula and effective management practices in the classrooms. Thus, teachers need pedagogical skills to address the issues of diversity, marginality and oppress groups of the society and barrier of diversity management in the classroom.

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Omodan, Bunmi Isaiah, and Olugbenga A. Ige. "Sustaining Collaborative Learning among University Students in the Wake of COVID-19: The Perspective of Online Community Project." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 356–71. http://dx.doi.org/10.26803/ijlter.20.1.20.

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This study aims at reconstructing an online classroom community project as an alternative to physical collaborative teaching-learning process by identifying the challenges militating against the implementation of an online classroom community project and the possible solutions to mitigate the challenges posed by the COVID-19 pandemic. Ubuntu was used to theorise the study within the Transformative Paradigm (TP) and Participatory Research (PR) lens as a research design. Ten participants were selected among 810 first-year students who were twice given online community project assessments during the COVID-19 lockdown. The participants were selected using convenient sampling technique because, as at the time of the study, the they are under level 3 lockdown. Thematic analysis was adopted to serve the current research objectives. The study found out some challenges such as: students struggle to locate group members and unstable internet access and electricity shortage mitigate their learning. The study also revealed that tolerance among group members and consistent utilisation of online community project are the possible ways to implement online classroom community project in University classrooms more effectively.

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Hadjioannou, Xenia. "Bringing the Background to the Foreground: What Do Classroom Environments That Support Authentic Discussions Look Like?" American Educational Research Journal 44, no. 2 (June 2007): 370–99. http://dx.doi.org/10.3102/0002831207302173.

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Authentic discussions are dialogically oriented classroom interactions where participants present and consider multiple perspectives and often use others’ input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be essential to the presence of authentic discussions: physical environment, curricular demands and enacted curriculum, teacher beliefs, student beliefs about discussions, relationships among members, classroom procedures, and norms of classroom participation.

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Karki, Debraj. "English Medium Instruction in Multilingual Classroom of Community Schools of Nepal." Journal of NELTA Gandaki 4, no. 1-2 (November 1, 2021): 109–18. http://dx.doi.org/10.3126/jong.v4i1-2.42650.

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Multilingualism and multilingual classroom are the reality of language education in Nepal. Teaching in multilingual classroom is both fascinating and challenging for teachers. The article aims at exploring how the monolingual ideology over English language teaching has created a gap between the linguistic capital of learners and the authoritative pedagogical practices of teachers. Taking case of a community school in Lalitpur district, I investigate the practices of teaching English to multilingual learners in a community school and explore pertinent issues of monolingual practices in a multilingual classroom. I draw data from informal telephonic talk to a subject teacher selecting purposively and observe the instructional practices in the linguistically diversified classroom. The article makes two major claims regarding the excessive use of monolingual teaching kills the inner potentialities of learners and suggests embodying multilingual pedagogy to foster learners’ epistemic growth in a natural and comfortable environment. The teachers should transform themselves to bring change and innovation in course of their pedagogical journey. Such kind of innovation is only feasible if teachers construct and reconstruct their pedagogical assumptions as of the need of learners. So that diversified learners are addressed properly in their knowledge gaining content. It further informs that immense investigation on language classrooms to bring a paradigm shift in English language education is essential in the days to go.

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Yoon, Gab Jung. "Building classroom community of a child from multicultural family through classroom rituals." Journal of Korea Open Association for Early Childhood Education 25, no. 2 (April 30, 2020): 21–51. http://dx.doi.org/10.20437/koaece25-2-02.

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Washington, Tiffany R. "MINORITY AGING BEYOND THE CLASSROOM." Innovation in Aging 3, Supplement_1 (November 2019): S361. http://dx.doi.org/10.1093/geroni/igz038.1314.

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Abstract Service-learning is the pedagogical approach of integrating classroom learning objectives with community-based experiences. In gerontology education, service-learning is one way educators can collaborate with their respective communities to expose students to topics in minority aging. This paper presentation describes students’ experiences in a service-learning gerontological social work course embedded in a university-community partnership that took students beyond the classroom and into the community to learn about minority aging. In-classroom topics included social injustices in aging, caregiving in African American families, culturally-tailored caregiving interventions, and health disparities. In the community, students conducted in-home visits engaging persons with dementia in a tailored activities, thus freeing caregivers to engage in self-care activities. Classroom and community experiences were connected through ongoing reflection, critical thinking, and problem solving activities. Survey data revealed students experienced increased gerontological self-efficacy and increased knowledge and attitudes about dementia. This study has implications for future course design around minority aging.

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Journal articles on the topic 'Classroom community'

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