Relevant bibliographies by topics / Classroom considerations

Academic literature on the topic 'Classroom considerations'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Classroom considerations.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Classroom considerations"

1

Arslan, Abdullah. "Instructional Design Considerations for Flipped Classroom." International Journal of Progressive Education 16, no. 6 (December 7, 2020): 33–59. http://dx.doi.org/10.29329/ijpe.2020.280.3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Snyder, Johnny. "Classroom Note:Stability Considerations for Numerical Methods." SIAM Review 39, no. 4 (January 1997): 755–60. http://dx.doi.org/10.1137/s0036144596305909.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Allwright, Dick. "Teaching classroom learning strategies : some preliminary considerations." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 16, no. 3 (1997): 36–47. http://dx.doi.org/10.3406/apliu.1997.1203.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Korobkin, Debra. "Humor in the Classroom: Considerations and Strategies." College Teaching 36, no. 4 (November 1988): 154–58. http://dx.doi.org/10.1080/87567555.1988.10532139.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hennessy, Sara, Christine Howe, Neil Mercer, and Maria Vrikki. "Coding classroom dialogue: Methodological considerations for researchers." Learning, Culture and Social Interaction 25 (June 2020): 100404. http://dx.doi.org/10.1016/j.lcsi.2020.100404.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Calear, Alison L. "Depression in the Classroom: Considerations and Strategies." Child and Adolescent Psychiatric Clinics of North America 21, no. 1 (January 2012): 135–44. http://dx.doi.org/10.1016/j.chc.2011.08.014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Melendez, Sofia, and Archie Crowley. "Pronoun practices in the higher education classroom." Journal of Language and Sexuality 11, no. 2 (August 4, 2022): 264–77. http://dx.doi.org/10.1075/jls.20022.cro.

Full text
Abstract:
Abstract Pronouns are a crucial linguistic resource for transgender and nonbinary people, and educators are in a unique position to support trans and nonbinary students by implementing affirming pronoun practices for their classrooms. This paper outlines concrete strategies for creating a trans-affirming pedagogy in the context of higher education. The strategies discussed detail modelling pronoun introductions, collecting pronoun information, navigating pronoun misuse, and considerations related to curricula and classroom contexts. Pronoun practices are an essential step towards making the classroom an affirming place for transgender and nonbinary students to thrive.
APA, Harvard, Vancouver, ISO, and other styles
8

Permaloff, Anne, and Carl Grafton. "Using the Microcomputer in the Classroom: Initial Considerations." PS: Political Science and Politics 24, no. 4 (December 1991): 689. http://dx.doi.org/10.2307/419406.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Goldberg, Harry. "Considerations for Flipping the Classroom in Medical Education." Academic Medicine 89, no. 5 (May 2014): 696. http://dx.doi.org/10.1097/acm.0000000000000210.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Permaloff, Anne, and Carl Grafton. "Using the Microcomputer in the Classroom: Initial Considerations." PS: Political Science & Politics 24, no. 04 (December 1991): 689–94. http://dx.doi.org/10.1017/s1049096500051933.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Classroom considerations"

1

Brown, Martin Reid. "Hardware Ergonomic Considerations in Middle School Classroom Computer and Video Display Terminal Installations." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332559/.

Full text
Abstract:
The purpose of this study was to determine the extent specific ergonomic factor implementations in computer and video display terminal (VDT) installations for student use in middle school classrooms. The data interpretations using existing furniture without modification or adaptation. Of all the seating observed, 75% of the seating met standards for middle school students. Keyboards and video display screens had been placed on existing tables and were all higher than ergonomically desirable for middle school students or adults.
APA, Harvard, Vancouver, ISO, and other styles
2

Alemtairy, Ghader M. A. S. B. "Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97917.

Full text
Abstract:
In order to address the problem of newly hired teachers' failure to transfer technology integration knowledge and skills, this study used a developmental research approach in which, factors of knowledge transfer were operationalized through using The First Principles of Instructions (Merrill, 2002) to form a set of instructional considerations to promote the transfer of technology integration knowledge and skills from the learning setting to the application setting. A panel of expert reviewers from Kuwait and United states validated these considerations and led the revisions process. This study describes the development process of the instructional considerations, the expert review, and the revision of the final product.
Doctor of Philosophy
Newly hired teachers in the Kuwaiti context often fail to transfer knowledge and skills of technology integration from instructional technology courses to in classroom teaching. Research in knowledge transfer has identified factors that can promote the transfer of skills and knowledge from the learning context to the application context. These factors showed their effectiveness in technology integration literature. This study used a developmental research approach in which factors of knowledge transfer were operationalized through using The First Principles of Instructions (Merrill, 2002) to form a set of instructional considerations to promote the transfer of technology integration knowledge and skills from the learning setting to the application setting. A panel of expert reviewers from Kuwait and United states validated these considerations and led the revisions process. This study describes the development process of the instructional considerations, the expert review, and the revision of the final product.
APA, Harvard, Vancouver, ISO, and other styles
3

Lehto, Robin. "Postmodern in the English Classroom : A Didactic Consideration of Paul Auster’s City of Glass." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25400.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kylberg, Julia, and Alexandra Wulff. "English in single-sex classrooms. English teachers’ considerations when selecting texts for single-sex classes." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35836.

Full text
Abstract:
The purpose of this dissertation is to find out whether some teachers at the vocational upper secondary schools where we have had our teaching practice are aware of the gender perspective and if/how they implement it in their teaching. The focus of the investigation is to find out to what extent the teachers in question take gender into account when they select texts for their single-sex classes. The aim was to learn about the teachers’ thoughts and views on gender issues as well as learning more about how to work gender consciously in the classroom. Qualitative interviews with seven upper secondary teachers were carried out. The semi-structured interviews we conducted contained guiding questions concerning gender, single-sex classes, material used for teaching. All the interviewed teachers think that gender is a very important question both in school and in society. The majority of the participating teachers do adjust their material with gender as a factor according to the sex of the majority of the class. The teachers emphasized that they also take other factors into account when selecting texts; an important one is the pupils’ course of study and interests.
APA, Harvard, Vancouver, ISO, and other styles
5

De, Wachter Elena. "‘I wonder if the spirit of the water has anything / to say.’ : Water imagery in Carol Ann Duffy’s Poetry: A Pedagogical Consideration." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80236.

Full text
Abstract:
This essay presents an ecocritical reading of water imagery in selected poems by Carol AnnDuffy, with focus on Duffy’s personified water-voices, how water illuminates history, andDuffy’s metaphor of language as water. After a consideration of the problematics of teachingpoetry in the EFL classroom, the essay concludes that Duffy’s poetry holds potential forstudents to develop environmental literacy, both in content and in form.
APA, Harvard, Vancouver, ISO, and other styles
6

Newcomb, James William. "Issues of interaction : a consideration of factors that impact upon children operating, in junior classrooms, as reflective practitioners in the context of group-based practical problem solving activities." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402275.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hsu, Shih-Yin. "Learning strategies and materials selection in the English for tourism classroom : a study of learning strategies employed by learners in the British context, with consideration of implications for published materials selection." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006622/.

Full text
Abstract:
There are two enquiries undertaken in this work which is an investigation of learning strategies employed by students of English for Tourism in the British context, and an evaluation of textbooks already used for teaching this programme in Taiwan and relevant ones published in the United Kingdom. It is hoped that this work will have direct implications for pedagogy and learning processes of the English for Tourism programme in the Taiwanese context. This thesis is made up of four parts. The first part is Chapter 1 which investigates general broad backgrounds in the Taiwanese context. It also deals with the debate on the improvement of English language teaching in this context. It further discusses how this context relates to this work. The second part includes Chapters 2, 3, and 4, offering the theoretical framework on which an empirical research and a desk-based study of textbooks are based. Chapter 2 primarily examines the features of English for Tourism by taking account of the general key issues of ESP relevant to needs analysis, content and language, and methodology, and the specific crucial issues in relation to the target situation in the tourism industry, tourism education and training, and cultural content. It further postulates that communicative language teaching and learning strategies are closely relevant to the efficiency of ESP teaching. These are defined and explored in depth in Chapters 3 and 4 respectively. The third part consists of an empirical research and a desk-based study (Chapters 5, 6, 7, 8 and 9). Chapter 5 discusses research methodology indicating that a qualitative approach has been preferred to a quantitative approach. The empirical research will be based on participant observations (Chapter 6) and semi-structured interviews (Chapter 7). It will be followed by a desk-based study of textbooks (Chapter 9). Chapters 6 and 7 are mainly descriptive. Chapter 8 interprets the major findings of this empirical research, discusses the issues they raise and goes on to suggest improvements to the pedagogy and learning processes in the Taiwanese context. It indicates that social strategies and social interaction bothinside and outside the classroom are the most significant factors for learning processes. It suggests furthermore that a combination model of notional-functional and task-based approaches is essential for the effective English for Tourism syllabuses and methodologies in the Taiwanese context. Chapter 9 is a desk-based study of textbooks to evaluate and select appropriate and useful textbook for teaching English for Tourism in the Taiwanese context. The final part is Chapter 10. This chapter reviews the principal themes in the preceding chapters, and offers principles of approach which guide the teaching and learning of English for Tourism in the Taiwanese context.
APA, Harvard, Vancouver, ISO, and other styles
8

(636980), Sharon Williams. "The parent skilling process for informed input into the school learning environment." Thesis, 1993. https://figshare.com/articles/thesis/The_parent_skilling_process_for_informed_input_into_the_school_learning_environment/20573472.

Full text
Abstract:

The issue of community involvement in schools is of significance to all educational stakeholders. It is by its very nature, a contentious issue which has the potential to impact upon all areas of the schooling process. In response to an evident need to investigate the changing parent/school relationship, a study was designed to examine parents' informed input into the classroom and the processes appropriate for these developments. As a result of participating in the study, a community of learners emerged, bound by a commonality of interests, goals and beliefs. This was an important outcome of the research, as it provides a basis from which to assist both teachers and parents in adjusting to and accommodating these roles in the developing school/community partnership.

APA, Harvard, Vancouver, ISO, and other styles
9

Sandig, Christine. "A matter of existence and equity a consideration of characteristics of primary teachers in the innovative use of computers in the classroom /." 2003. http://wwwlib.umi.com/cr/yorku/fullcit?pMQ82951.

Full text
Abstract:
Thesis (M. Ed.)--York University, 2003. Graduate Programme in Education.
Typescript. Includes bibliographical references (leaves 166-169). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ82951.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Classroom considerations"

1

Ellis, John. Haitian voices: Considerations for the classroom teacher. Trenton, N.J: Office of Equal Educational Opportunity, New Jersey State Dept. of Education, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Teaching young adult literature today: Insights, considerations, and perspectives for the classroom teacher. Lanham: Rowman & Littlefield Publishers, Inc., 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bray, Stainback Susan, and Stainback William C, eds. Curriculum considerations in inclusive classrooms: Facilitating learning for all students. Baltimore, Md: P.H. Brookes Pub. Co., 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cassidy, Jacques. Man, the human feelings dimension: "poetry, music, and freedom" and other lectures : advanced considerations in aesthetics of the human feelings that inspired-- the great humanistic or religious poetry and song : a series of classroom lectures in the humanities from his greater work, Of man, the island and the continent. Baltimore, MD: Gateway Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

United States. Congress. House. Committee on Rules. Providing for the consideration of H.R. 3248, the Dollars to the Classroom Act: Report (to accompany H. Res. 543). [Washington, D.C.?: U.S. G.P.O., 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cullinane, Michael. A consideration of teachers' practices and perceptions in relation to the role of family and school variables in the generation and management of troubling behaviour in the school setting. Dublin: University College Dublin, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

McNamara, John, and Jack Martin. Models of Classroom Management: Principles, Practices and Critical Considerations. 3rd ed. Detselig Enterprises Ltd., 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Garcia, Antero, Jennifer S. Dail, and Shelbie Witte. Playing with Teaching: Considerations for Implementing Gaming Literacies in the Classroom. BRILL, 2020.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Garcia, Antero, Jennifer S. Dail, and Shelbie Witte. Playing with Teaching: Considerations for Implementing Gaming Literacies in the Classroom. BRILL, 2020.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kaplan, Jeffrey S., Judith A. Hayn, and Karina R. Clemmons. Teaching Young Adult Literature Today: Insights, Considerations, and Perspectives for the Classroom Teacher. Rowman & Littlefield Publishers, Incorporated, 2016.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Classroom considerations"

1

Kavanagh, Lydia, Carl Reidsema, Julie McCredden, and Neville Smith. "Design Considerations." In The Flipped Classroom, 15–35. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3413-8_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Morgan, James R., and Scott W. Slough. "Classroom Management Considerations." In STEM Project-Based Learning, 99–107. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-143-6_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Procci, Katelyn. "Ergonomic Considerations of the Gaming Classroom." In Advances in Human Factors, Business Management, Training and Education, 667–75. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_62.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Zappe, Sarah E., and Thomas A. Litzinger. "Considerations When Evaluating the Classroom Flip Instructional Technique." In The Flipped College Classroom, 51–62. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41855-1_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kelly, Gregory J. "Analyzing Classroom Activities: Theoretical and Methodological Considerations." In Topics and Trends in Current Science Education, 353–68. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7281-6_22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Otrel-Cass, Kathrin, Isabelle Girault, Maggie Renken, Augusto Chiocarriello, and Melanie Peffer. "Considerations for Integrating Simulations in the Science Classroom." In Simulations as Scaffolds in Science Education, 29–34. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24615-4_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hair, Joseph F., G. Tomas M. Hult, Christian M. Ringle, Marko Sarstedt, Nicholas P. Danks, and Soumya Ray. "An Introduction to Structural Equation Modeling." In Classroom Companion: Business, 1–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80519-7_1.

Full text
Abstract:
AbstractStructural equation modeling is a multivariate data analysis method for analyzing complex relationships among constructs and indicators. To estimate structural equation models, researchers generally draw on two methods: covariance-based SEM (CB-SEM) and partial least squares SEM (PLS-SEM). Whereas CB-SEM is primarily used to confirm theories, PLS represents a causal–predictive approach to SEM that emphasizes prediction in estimating models, whose structures are designed to provide causal explanations. PLS-SEM is also useful for confirming measurement models. This chapter offers a concise overview of PLS-SEM’s key characteristics and discusses the main differences compared to CB-SEM. The chapter also describes considerations when using PLS-SEM and highlights situations that favor its use compared to CB-SEM.
APA, Harvard, Vancouver, ISO, and other styles
8

Ozenbas, Deniz, Michael S. Pagano, Robert A. Schwartz, and Bruce W. Weber. "Trading and Technology: An Information Systems Course Application." In Classroom Companion: Business, 71–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74817-3_4.

Full text
Abstract:
AbstractFinancial markets today are highly computerized -- from software-driven order submission to price determination to straight-through clearing and settlement -- computer technology has displaced manual activities and streamlined functions throughout the trading value chain. The previous chapters examined microeconomic principles that underpin trading and price-setting, and finance theory that provides analytical frameworks for market outcomes. Our analysis introduces real market frictions and examines how transactions costs and heterogeneity among market participants makes market structure and tracing mechanism design crucial determinants of market outcomes and behavior. . In this chapter, we drill down further into the realities of a non-frictionless market in order to focus on how technology can enhance the efficiency of an actual marketplace. Challenging market design issues are encountered when developing and operating an actual trading facility, and as IT professionals know, the devil is in the details. The practical considerations in operating a market system successfully are the next topic this book addresses.
APA, Harvard, Vancouver, ISO, and other styles
9

Nikiforidou, Zoi. "Digital Games in the Early Childhood Classroom: Theoretical and Practical Considerations." In International Perspectives on Early Childhood Education and Development, 253–65. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6484-5_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gautschi, Peter, and Hans Utz. "Learning from Others: Considerations within History Didactics on Introducing the Cold War in Lessons in Germany, Sweden and Switzerland." In The Cold War in the Classroom, 393–421. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11999-7_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Classroom considerations"

1

Liu, Jay Guoxu, Hongyuan Zhu, Lei Zhu, Chongyu Shen, Ruping Zheng, Yousan Chen, and Jianxing Xu. "Spectral Design Considerations of White LED for Classroom Application." In 2021 18th China International Forum on Solid State Lighting & 2021 7th International Forum on Wide Bandgap Semiconductors (SSLChina: IFWS). IEEE, 2021. http://dx.doi.org/10.1109/sslchinaifws54608.2021.9675230.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zhang, Andy S. J. "Teaching Computer Aided Product Design With Aesthetic Considerations." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85531.

Full text
Abstract:
This paper presents a study on how to utilize the computer based 3-dimensional parametric solid modeling software to integrate aesthetics into the lectures of product design related courses of a mechanical engineering curriculum to improve teaching and learning. The study indicates that when aesthetics were properly introduced into the classrooms of product design related courses; it created an environment that stimulated students’ imagination and creativity therefore enhancing their learning experience. When teaching product design courses, instruction tends to be focused on the underlying engineering requirements related to the product. Little is taught in the classroom about the aesthetic aspects of the product. As a result, the products created from the student’s design projects are mostly functional but not necessarily visually appealing. To address this issue, in teaching design-related courses, students were told to play the roles of both designers and consumers. After learning the basics of aesthetics, students were encouraged to inject their own aesthetic evaluations, considering themselves as customers, into the design process. This allowed the students to put more attention on the human elements (aesthetics) of their design. As a result, the students’ design projects have dramatically improved in content and in forms. The advances in computer based 3D parametric modeling software has made the integration of aesthetics into the engineering design curriculum possible. Both AutoDesk’s Inventor and PTC’s Pro Engineer Wildfire software packages were used in the classrooms. With the software’s enhanced spline and surface features, students were able to try different forms or shapes to generate the desired aesthetic effects that they weren’t able to create in the past.
APA, Harvard, Vancouver, ISO, and other styles
3

Aboagye, Hayfron, Mohammed Aryee, Maapa Kwame Quansah, and Kwaku Ofori Apeadu. "Evaluating Teacher Development: Design Considerations towards a Mobile App for Self-Reporting." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2083.

Full text
Abstract:
Teacher professional development is often described as a key factor linked to improved learning outcomes. With the learning disruption caused by Covid-19, teachers have undertaken various school-based and technology-enabled professional development programmes in innovative teaching practices, including blended learning and flipped classrooms. Monitoring and evaluation of teacher professional development has, however, been fraught with lack of tools and skills to collect data, towards evidence-based practice. // With technology increasingly being accessible to teachers, it is important to harness teacher self-reporting as a cost-effective and flexible means for monitoring classroom instruction and the evolving innovative pedagogical practices. This study reports on a baseline data collection and analysis process undertaken as part of COL’s school-based teacher development programme (also known as ‘Teacher Futures’). An independent analysis was carried out to check the integrity of the instruments and produce evidence on the impacts and outcomes of the project. The paper analyses the challenges experienced with data capture and analysis and proposes some design considerations for a Mobile App prototype for teacher self-reporting.
APA, Harvard, Vancouver, ISO, and other styles
4

Woodgate, Dawn, and Danae Stanton Fraser. "eScience, Science Education and Technology Integration in the Classroom: Some Practical Considerations." In 2006 Second IEEE International Conference on e-Science and Grid Computing. IEEE, 2006. http://dx.doi.org/10.1109/e-science.2006.261071.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Colegrove, Patrick. "THE LIBRARY IN SUPPORT OF THE NEXT GENERATION CLASSROOM: CONSIDERATIONS AND LESSONS LEARNED." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2164.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bernabé Villodre, María del Mar. "CONSIDERATIONS OF HIGHER EDUCATION MUSIC TEACHERS ON DIDACTIC TRAINING IN THE INSTRUMENTAL CLASSROOM." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1348.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Godinho-Paiva, Raquel, Ruth S. Contreras-Espinosa, and Claire Horgan. "A RESPONSIVE WEB DESIGN EVALUATION METHODOLOGY – CONSIDERATIONS ON AN EXPERIENCE OF CLASSROOM AND LABORATORY INTEGRATION ON HIGHER EDUCATION AT IT TRALEE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0315.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Criss, Shannon, and Nils Gore. "Igniting Community Through Engaged Teaching." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335071.

Full text
Abstract:
Much of what we consider to be traditional teaching practices has been formed within the limits of a classroom setting, buried within a disciplinary focus. Yet our students face great societal, economic, and environmental challenges. We must ask what are we educating our students for? Do traditional models prepare our undergraduate and graduate students for a dynamic and changing world? Service-learning gets students involved in thinking in the context of real-world issues about how to address pressing community needs in partnership with community organizations. In this paper, community-engaged teaching and service-learning will be illuminated by highlighting four diverse pedagogical approaches. This paper will provide new considerations for how to integrate or advance service-learning through courses: (1) learn by designing and making; (2) learn by cross-disciplinary engagement; (3) learn by engaging in other fields and cultures; and (4) learn by serving in the pipeline.
APA, Harvard, Vancouver, ISO, and other styles
9

Starkings, Susan. "How technological introduction changes the teaching of statistics and probability at the college level." In Role of Technology. International Association for Statistical Education, 1996. http://dx.doi.org/10.52041/srap.96403.

Full text
Abstract:
During the past few decades, technological resources have become widely available for use in the teaching of statistics. This is particularly true in developed countries; developing countries are catching up at a slower pace. Technological resourses, such as electronic calculators and computers, play a significant role, not only in the classroom environment but in everyday life (e.g., in supermarkets, the banking industry, and travel agents). Above all else, the progress in computing technology has had an important effect on statistical education. This, coupled with the pressing considerations of the requirements of statistical courses, has resulted in changes in how statistics is taught. The recommendations made by the Round Table Conference in 1984 are examined here by commenting on the outcomes of these recommendations and looking at new advances in technology and their applications. Work currently being conducted in Pakistan will be reported, as well as the implications of this for other developing countries.
APA, Harvard, Vancouver, ISO, and other styles
10

A Al Ghawail, Entisar, and Sadok Ben Yahia. "The Flipped Classroom Model in Libyan Higher Education: Experiences with Students of Computer Principles." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4778.

Full text
Abstract:
Aim/Purpose: This study aims to examine the effectiveness of the flipped learning approach in a computer principles course at Alasmarya Islamic University, Libya. Background: The reason for this consideration was to evaluate the viability of conventional lecture-based educational programmes versus the active learning of computer concepts in flipped classrooms for college economics students at the Alasmarya Islamic University. Methodology: The experiment was applied to two groups: one, class A, undertook the course through the traditional method, while the other, class B, undertook the course according to the flipped classroom model. Class A students had to attend a face-to-face classroom lecture, while Class B students had to watch a pre-recorded YouTube lecture before attending class. Findings: The findings show that students participating in the flipped classroom were satisfied with this model, which produced a positive effect on students’ achievements in higher education. The flipped model also has the ability to increase students’ motivation to teach themselves compared with the traditional model. Recommendations for Practitioners: This study recommends the use of flipped learning paradigm to teach in higher education in Libya, as the teachers who applied flipped learning may also provide students with the opportunity to practice and improve their independent learning.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Classroom considerations"

1

Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

Full text
Abstract:
Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
APA, Harvard, Vancouver, ISO, and other styles
2

Tare, Medha, Alison R. Shell, and Jessica Jackson. Shifting Mindsets: Designing Lessons for Learner Variability. Digital Promise, June 2022. http://dx.doi.org/10.51388/20.500.12265/157.

Full text
Abstract:
Classrooms nationwide welcome a diverse group of learners. A goal, and an achievable one, is to recognize this unique diversity on a whole child spectrum and to strive to customize learning to meet individual needs. Critical to this process is for teachers to have at hand research that connects factors of learning in a holistic way. It is equally important to provide research-based strategies that teachers can use to embrace differences and provide pathways to robust learning for each student. With these considerations in mind, the Learner Variability Project (LVP) engaged in a partnership with the national nonprofit DonorsChoose to discover if teachers across the country could use the Learner Variability Navigator (LVN) to find and put in place research-based strategies that address the whole learner. The LVN is a free and open-source web app that curates research to provide factors of learning and affiliated strategies on a whole child framework. The pilot study found that even brief use of LVN encouraged teachers to reflect on the research-based strategies they already use and explore new strategies that support their students’ diverse experiences and needs.
APA, Harvard, Vancouver, ISO, and other styles
3

Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

Full text
Abstract:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Classroom considerations' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography