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Journal articles on the topic 'Classroom considerations'

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Author: Grafiati

Published: 10 December 2022

Last updated: 19 February 2023

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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McKenzie, Emily, Tyler Tapps, Kevin Fink, and Matthew L. Symonds. "Challenge Activities for the Physical Education Classroom: Considerations." Strategies 31, no. 1 (January 2, 2018): 13–17. http://dx.doi.org/10.1080/08924562.2017.1394238.

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CUMMINS, JIM. "Multilingualism in the English‐language Classroom: Pedagogical Considerations." TESOL Quarterly 43, no. 2 (June 2009): 317–21. http://dx.doi.org/10.1002/j.1545-7249.2009.tb00171.x.

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13

Waters, Stewart, and Matt Hensley. "A Practical Guide to the Benefits & Barriers to Mobile Technology Integration In Social Studies." Curriculum and Teaching 35, no. 1 (April 1, 2020): 53–61. http://dx.doi.org/10.7459/ct/35.1.04.

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Mobile technology continues to change and evolve the way people and society function in their everyday lives. Much like the phenomenon that was the Internet 20 years ago, educators now find themselves facing increasing pressure to adapt classroom instruction to accommodate for new and emerging technologies. This article offers practical considerations from our own classroom experiences surrounding the benefits and barriers of incorporating mobile technology in social studies instruction. We provide readers with a rationale for the use of mobile technology in social studies classrooms, as well as general lists of benefits and barriers to using this technology in the classroom to hopefully assist educators in overcoming common fears associated with the use of mobile technology in the classroom.

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Good, Thomas L., and Mary Mccaslin. "What We Learned about Research on School Reform: Considerations for Practice and Policy." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (November 2008): 2475–95. http://dx.doi.org/10.1177/016146810811001111.

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Background/Context The U.S. federal government has been interested in improving the performance of students who come from low-income homes since the time of Lyndon Johnson's “Great Society” initiatives in the 1960s. The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform (CSR) program to support these beliefs. This article provides information about recent school reform research and conditions of schooling. The article then reviews our research findings (drawing on all the preceding articles in the special issue) and considers implications for policy makers, principals, teachers, teacher educators, and researchers. Purpose The basic intent of this study was to inform working theories of learning, motivation, and social/emotional development in school contexts in Grades 3–5. We hoped that an emphasis on theory, contextual enactment, and participant mediation would yield a richer picture of classroom practices and motivational dynamics that might underlie student achievement and CSR effectiveness. This study focused in particular on perspectives (principals and students) and classroom practices associated with CSR programs in elementary schools in the state of Arizona. Research Design The research program includes interview (with principals), observation (of classroom practices), and survey measures, and an adaptation of Thematic Apperception Test procedures (with students). Conclusion/Recommendations School reform initiatives can profit from more research on participant perceptions, actual classroom practices, and student mediation of those practices. These understandings can better link program design and student achievement to enhance the effectiveness of CSR initiatives. We believe that it is now possible to conduct field experiments for improving normative (typical) practice in elementary school classrooms. We offer considerations for doing this research and suggest the need for attention to students, both as social beings and learners, while altering classroom practices in small measured steps.

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Little, Mary E. "Improving Content Literacy in Social Studies Classrooms: Teachers’ Voices Within Comprehensive School Reform." Social Studies Research and Practice 3, no. 2 (July 1, 2008): 42–53. http://dx.doi.org/10.1108/ssrp-02-2008-b0004.

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The increased demands for access to and accountability for mastery of social studies curriculum by all students, including students with disabilities (SWDs) and diverse learning needs, is a current reality within secondary schools. Research has suggested classroom implementation of evidence-based instructional practices to improve content literacy. However, the lack of descriptive data related to classroom implementation of instructional practices seems to be an area of concern, especially following professional development (Correnti & Rowan, 2007). Research related to the context and conditions of classroom implementation is needed. This manuscript describes a district-wide professional development initiative within secondary social studies classrooms, outlines qualitative research, reports findings related to teacher perceptions of classroom implementation, and describes the considerations and implications related to implementation of professional development as part of comprehensive school reform.

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Eiland, Lea S., and Timothy J. Todd. "Considerations When Incorporating Technology Into Classroom and Experiential Teaching." Journal of Pediatric Pharmacology and Therapeutics 24, no. 4 (July 1, 2019): 270–75. http://dx.doi.org/10.5863/1551-6776-24.4.270.

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Technology and education are merging in today's society. Students in primary and secondary education recognize technology incorporated into teaching as a standard practice, not a unique experience. Curriculum standards in professional health sciences education have changed to promote the increased use of technology, with the purpose of enhancing student skills and engagement. The classroom and experiential settings offer opportunities for technology to be incorporated in a variety of ways. Technology can be useful for the teacher and student; however, challenges do exist. This paper highlights the benefits and challenges of incorporating technology into the settings of classroom and experiential teaching. Specifically, the purpose and use of technology, equipment, accessibility, time, and costs are discussed and example software programs are described.

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Waasdorp, Tracy E., W. John Monopoli, Zephyr Horowitz-Johnson, and Stephen S. Leff. "Peer Sympathy for Bullied Youth: Individual and Classroom Considerations." School Psychology Review 48, no. 3 (September 1, 2019): 193–206. http://dx.doi.org/10.17105/spr-2017-0153.v48-3.

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Huynh, Thi Lan, and Uyen Nu Thuy Nguyen. "Students’ Perceptions and Design Considerations of Flipped Interpreting Classroom." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1100. http://dx.doi.org/10.17507/tpls.0909.05.

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Digital technologies have become a driver of change that exerts tremendous impact across the disciplines, including education. The Flipped classroom model, carried out in a technology-enhanced environment, has been proven to bring educational innovations. However, in the Vietnamese educational context, the adoption of the flipped model in interpreting courses for undergraduate students has been hardly touched upon in the existing literature. This current study is, therefore, an attempt to examine English-majored students’ perceptions about this teaching model on Moodle Learning Management Platform and put forward some proposals in the design and implementation of the Flipped Interpreting course. The data were collected using both quantitative and qualitative methods, including a Likert-scale questionnaire and individual interviews. The results revealed that students had positive perceptions toward the adoption of Flipped model and Moodle platform. Analyzing the interconnection of three domains in CoI framework and the additional domain of Technology Use, the authors then offer further recommendations for effective implementation of the model in the EFL classroom context.

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Collins, Laura, and Carmen Muñoz. "The Foreign Language Classroom: Current Perspectives and Future Considerations." Modern Language Journal 100, S1 (January 2016): 133–47. http://dx.doi.org/10.1111/modl.12305.

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Carpenter, Edwin H., Cynthia A. Frank, and W. David Shoup. "Multimedia: The Distant Classroom: Hardware, Software, and Administrative Considerations." Social Science Computer Review 13, no. 4 (December 1995): 432–52. http://dx.doi.org/10.1177/089443939501300404.

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Parker, Lisa S., and Robin Grubs. "Ethical Considerations Regarding Classroom Use of Personal Genomic Information." Journal of Microbiology & Biology Education 15, no. 2 (December 15, 2014): 191–96. http://dx.doi.org/10.1128/jmbe.v15i2.856.

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Picou, Erin M., Hilary Davis, and Anne Marie Tharpe. "Considerations for Choosing Microphone Technologies for Students With Limited Useable Hearing Unilaterally." Language, Speech, and Hearing Services in Schools 51, no. 1 (January 8, 2020): 74–83. http://dx.doi.org/10.1044/2019_lshss-ochl-19-0018.

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Purpose Current recommendations for clinical management of school-aged children with limited useable hearing unilaterally primarily focus on remote microphone systems and preferential seating. The purpose of this narrative review is to examine the existing evidence supporting these recommendations. Method A narrative review was conducted, focused on nonsurgical interventions for children with limited useable hearing unilaterally. Results Six articles were identified. Three survey studies suggest high use rates and improved academic performance with contralateral routing of signal systems. One laboratory study suggests students with hearing loss need to sit closer to the desired signal (e.g., teacher) than their peers with normal hearing to achieve similar speech recognition. Two laboratory studies suggest remote microphone systems provide consistent benefits when the microphone is located near the talker of interest, whereas contralateral routing of signal systems impairs performance in noise. Conclusions The discrepancy between survey studies and laboratory studies could be explained partly due to the difference between listening situations in the laboratory and in classrooms. Everyone in the classroom is a potential talker of interest, and the listening environments are often dynamic. Thus, contralateral routing of signal systems might have more potential to improve classroom communication than was suggested by the laboratory studies. Recommendations for microphone technologies should be based on the extent to which a student is struggling, where the student sits in the classroom, and where the important talkers are located. There is not one optimal recommendation for all students, but a combination of remote microphone and contralateral routing of signal systems could work for most students. Supplemental Material https://doi.org/10.23641/asha.9956663

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Tłuściak-Deliowska, Aleksandra. "Classroom climate as a pedagogical category." Studia z Teorii Wychowania XIII, no. 4 (41) (December 20, 2022): 93–107. http://dx.doi.org/10.5604/01.3001.0016.1639.

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This article is an attempt to define the concept of classroom climate and to search for its specific dimensions. The text points out that the classroom climate is one of the contemporary didactic categories and occupies an important place in pedagogical considerations. It also deserves to be analyzed in isolation from the category of “school climate” due to its specificity. A short etymological retrospection and justification of the meaning of this construct are presented. The main climate-creating dimensions were outlined, such as: educational support, social and emotional support as well as classroom organization and management, and their role in increasing the effectiveness of the educational process was indicated. The assumption was made that didactic efficiency is inextricably linked to educational/upbringing effectiveness, because the way a teacher carries out teaching tasks significantly influences the effectiveness of his educational interactions. Based on these considerations, the practical implications of shaping the optimal classroom climate through action research are presented.

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Lee, Kim, and Kang. "From Uniformity to Sustainable Diversity: Exploring the Design Attributes of Renovating Standardized Classrooms in Korea." Sustainability 11, no. 20 (October 14, 2019): 5669. http://dx.doi.org/10.3390/su11205669.

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Modern school buildings in South Korea, which were until the 1990s typically designed with standardized and monotonous features based on drawings provided by the government, are shifting to more well-designed spaces under a student-centered approach in this more creative and imaginative era. The purpose of this study is to examine the renovation priorities of design features based on the preferences of architects and educators, paying particular attention to classroom design for enhancing students’ spatial and aesthetic experiences. For this unusual approach, architects and school educator groups, who jointly plan the renovation of traditional classrooms, were surveyed on classroom design features and the spatial and aesthetic experiences of students. Forty-nine responses were analyzed using an importance–satisfaction analysis (ISA). The gap analysis for all respondents showed significant differences—a significance level of 0.05 between importance and satisfaction—in 31 design attributes in traditional and standardized classrooms. Both the architects and the school educator groups designated five attributes as being of the highest priority for the classroom renovations: ventilation, overall classroom shape, shape of furniture, floor material, and furniture material. Results of these analyses could become considerations for future classroom renovations by local governments to enhance educational environments. In addition, policy recommendations for applying the results of this study to be sustainable classroom renovation throughout South Korea could be an important topic of discussion.

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Marriott Toledo, Heidi Marlen, and Lucila Margarita Sànchez Pèrez. "Flipping the Classroom: Developing Teaching Skills for Future In-Service English Teachers." INNOVA Research Journal 2, no. 8 (August 30, 2017): 119–29. http://dx.doi.org/10.33890/innova.v2.n8.2017.345.

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Abstract: In teaching English as a foreign language (EFL) to future in-service teachers, instructors need to develop not just the studentsâ€™ language proficiency, but also the necessary skills for 21st century teaching in the ever changing classroom where pupils are considered as digital natives. The required skills future teachers need to accomplish, a higher level in both the studentsâ€™ performance and class interest, can be developed through the Flipped classroom model, which is why this research work aims to explore diverse strategies that can be applied to blend theories such as multiple intelligences and higher order thinking in order to develop studentsâ€™ critical thinking skills through the incorporation of technology outside and inside the classroom. Considerations to differentiated instruction (DI), studentsâ€™ different levels of Second Language Acquisition (SLA), and the fostering of the Zone of proximal development (ZPD) of learners are also given as a feature that needs to be incorporated in flipped classrooms. In real-to-life teaching practice, this offers students the possibility to incorporate effective practices that can be directly applied in their future classrooms. Keywords: flipped classroom, undergraduate students, EFL teaching, English learning.

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Pullis, Michael. "Practical Considerations of excluding Conduct Disordered Students: An Empirical Analysis." Behavioral Disorders 17, no. 1 (November 1991): 9–22. http://dx.doi.org/10.1177/019874299101700104.

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A representative sample of 224 students identified as seriously emotionally disturbed was rated by 40 teachers on measures of behavioral problems, temperament characteristics, and classroom competence. Focused specifically on conduct disordered students, analyses revealed that conduct disorders were very prevalent in the sample, were correlated in significant ways with other problematic aspects of temperament and classroom competence, and co-occurred with other types of behavioral problems. Implications of exclusion or decertification are discussed.

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Hahn, Heidi Ann. "Course Development for the Computer Mediated Classroom." Proceedings of the Human Factors Society Annual Meeting 32, no. 18 (October 1988): 1307–8. http://dx.doi.org/10.1177/154193128803201826.

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This paper discusses considerations for designing instructional materials for the computer mediated classroom. Specifically, the topics of group versus individual instruction, information processing, media/method tradeoffs, and associated costs were addressed.

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Sahuddin, Sahuddin. "Some Theoritical Considerations Of English Language Teaching Curriculum Development." Jurnal Ilmiah Profesi Pendidikan 4, no. 1 (December 2, 2019): 28–39. http://dx.doi.org/10.29303/jipp.v4i1.77.

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Teaching language in classroom at all levels in ELT curriculum sets up the main goal to learn and to teach language as to achieve discourse competence oral or written. Discourse means texts whether transactional or inter-personal written or oral. This means that students can do many types of action using language in a specific context such as in classroom, but this does not mean that they are not being taught other things out side of the classroom environment around them. The supporting competencies (linguistic, socio-culture) can include many themes and topics as presented in each subcomponents in competency. There are four steps of language learning can be applied and planned by teachers before teaching. Building knowledge of the field: guiding students to understand/elicit the main principles of the materials. Example, writing simple transactional conversation text. Modeling of the text: teachers give model of what they are doing. Teachers present an example of the transactional conversation text. Joint construction: collaborate with students while they are doing the simple conversational transactional text. Independent construction: let them do the simple conversational transactional text independently.

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Whitley, Tracey. "The Legal Record: A.I.D.S. in the Classroom: The Legal Considerations." Kappa Delta Pi Record 23, no. 2 (January 1987): 40–44. http://dx.doi.org/10.1080/00228958.1987.10517803.

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Smith, Patricia L., and Connie L. Dillon. "Lead article: Comparing distance learning and classroom learning: Conceptual considerations." American Journal of Distance Education 13, no. 2 (January 1999): 6–23. http://dx.doi.org/10.1080/08923649909527020.

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Kim, Dohun. "Flipped interpreting classroom: flipping approaches, student perceptions and design considerations." Interpreter and Translator Trainer 11, no. 1 (July 14, 2016): 38–55. http://dx.doi.org/10.1080/1750399x.2016.1198180.

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Borgman, Jessie, and Jason Dockter. "Considerations of Access and Design in the Online Writing Classroom." Computers and Composition 49 (September 2018): 94–105. http://dx.doi.org/10.1016/j.compcom.2018.05.001.

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Sandrone, Stefano, Jimmy V. Berthaud, Chad Carlson, Jacquelyne Cios, Neel Dixit, Amtul Farheen, Jessica Kraker, et al. "Strategic Considerations for Applying the Flipped Classroom to Neurology Education." Annals of Neurology 87, no. 1 (November 21, 2019): 4–9. http://dx.doi.org/10.1002/ana.25609.

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Oleksiak, Timothy. "Slow Peer Review in the Writing Classroom." Pedagogy 21, no. 2 (April 1, 2021): 369–83. http://dx.doi.org/10.1215/15314200-8811551.

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Abstract This article offers slow peer review as an approach to student-to-student peer review in the writing classroom. Slow peer review is based in the values and theories of rhetorical feminism and, when executed purposefully, can function as a fitting alternative to fake news rhetoric. In addition to articulating the steps of slow peer review, this article illustrates how two students in a sophomore-level writing class engaged in the practice. Initial results suggest that nondirective description can lead to meaningful changes in student writing. The article concludes with further considerations for writing teachers who wish to conduct slow peer review in their own classrooms.

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Spier, Troy E., and Patricia Pytleski. "Literacy, Curriculum, and Pedagogies: Considerations for Anthropologists Teaching First-Year Composition." Teaching Anthropology 11, no. 2 (March 15, 2022): 48–58. http://dx.doi.org/10.22582/ta.v11i2.659.

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Despite the fact that this article began as a formal response to Chattaraj (2020), it serves a larger purpose in contextualizing the first-year composition classroom and the training required to provide effective instruction to students across all academic fields. Although an anthropologically-minded approach to the teaching of writing can be quite beneficial, suggesting that an anthropologist can—or even should—assume the responsibilities of first-year composition without additional training is ill-advised. To this end, this article draws upon not only the prior literature on Composition/Rhetoric, but also on the place and benefits of writing in the anthropology classroom more generally. Because the initial publication (i.e. Chattaraj, 2020) relied strictly on personal anecdotal evidence for academic success in a particular classroom setting at a liberal arts university, the findings are not generalizable to most post-secondary institutions due to the institutional accreditation requirements for educators, the concerning statistics on the literacy rates of incoming undergraduate students, the general objectives of curricular pathways, and the remarkable consistency found in first-year composition courses. As a result, this response presents a transparent overview of the first-year composition classroom and offers concrete suggestions for anthropologists who endeavour to support writing across the curriculum and/or in the disciplines.

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Hunt, Jessica H., Beth MacDonald, Rachel Lambert, Trisha Sugita, and Juanita Silva. "Think-Pair-Show-Share to Increase Classroom Discourse." Teaching Children Mathematics 25, no. 2 (October 2018): 78–84. http://dx.doi.org/10.5951/teacchilmath.25.2.0078.

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Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

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Anderson, Eric J., Matthew E. Brock, and Kara N. Shawbitz. "Philosophical Perspectives and Practical Considerations for the Inclusion of Students with Developmental Disabilities." Education Sciences 12, no. 7 (July 12, 2022): 478. http://dx.doi.org/10.3390/educsci12070478.

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Federal law in the United States requires that students with disabilities receive their education alongside their peers without disabilities to the maximum extent appropriate given their individual circumstances. As a result, students with less support needs have enjoyed increasing amounts of time in the regular education classroom, while their peers with developmental disabilities are still largely served in separate educational settings. When these students are not included in the regular education classroom, they are not able to access the academic, social, and communication benefits of inclusion. The inclusion of students with developmental disabilities has long been a point of contention and disagreement among special education teachers, administrators, and scholars. It is the goal of this paper to carefully consider the perspectives and practical considerations that affect the placement of students with developmental disabilities and understand why these students spend less time in the regular education classroom than their peers with other disabilities. In addition, we weigh the relative advantages of inclusive and separate placements. After reviewing these issues, we believe that it is possible to simultaneously value a spectrum of placement options and advocate for increased inclusion in the regular education classroom. We discuss evidence-based practices to support inclusive placements and areas of future research to support inclusion of students with developmental disabilities in the regular education classroom.

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Nungesser, Nicole R., and Ruth V. Watkins. "Preschool Teachers’ Perceptions and Reactions to Challenging Classroom Behavior." Language, Speech, and Hearing Services in Schools 36, no. 2 (April 2005): 139–51. http://dx.doi.org/10.1044/0161-1461(2005/013).

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Awareness of issues of social competence and challenging behavior related to childhood language and communication disorders has been increasing. The purpose of this clinical exchange is to provide speech-language pathologists with basic information on communication disorders and challenging behaviors, as well as with insights into ways to support both students and classroom teachers. To provide effective services to children with language impairments and optimally support classroom staff, speech-language pathologists need to recognize (a) the interdependence of language, communication, social competence, and challenging behaviors; (b) the significance that challenging behaviors can have on evaluations of academic competency; and (c) how teachers in early childhood classrooms perceive and react to challenging behaviors. This clinical exchange provides an overview of the relationship between language, communication, and social competence, and presents preliminary survey research data investigating teachers’ perceptions and reactions to challenging behaviors. Clinical implications are discussed, including considerations for intervention with children who may exhibit challenging behaviors in combination with language disabilities, and the speech-language pathologist’s instrumental role in educating and supporting classroom staff to use communication strategies when managing challenging classroom behaviors.

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Raffan, Johanna. "A Whirlwind Tour of the Major Considerations for Developing Differentiation in the Classroom." Gifted Education International 16, no. 1 (September 2001): 56–60. http://dx.doi.org/10.1177/026142940101600108.

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The following paper gives an overview of some of the key factors which need to be born in mind when planning for effective classroom differentiation: namely, Long term planning, An equitable definition of ‘exceptionality’, Consideration of multiple intelligences together with varying learning styles, Classroom strategies for differentiation and Higher Order Thinking Skills.

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Cohen, Andrew D. "Considerations in assessing pragmatic appropriateness in spoken language." Language Teaching 53, no. 2 (July 2, 2019): 183–202. http://dx.doi.org/10.1017/s0261444819000156.

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AbstractThis paper is a revised version of a plenary prompted by the upsurge of interest in the role of pragmatics in teaching, learning, and assessment, and has as its purpose to take a fresh look at recent developments in the assessment of target-language (TL) pragmatics in spoken language. The first issue considered is the question of whether to attempt to assess pragmatics as it unfolds naturally in interactions, and if so, how to do it. Next, micro-level and macro-level factors in the assessment of TL pragmatics are considered. Third, a close look is given to the specific elements of TL pragmatics to assess. Fourth, there is attention to the matter of which instruments are most appropriate for collecting the desired data in the given context. Fifth, issues relating to data analysis are discussed. Finally, matters pertaining to the assessment of classroom instruction are looked at. Recommendations are given as to potentially viable directions for dealing with these issues both in terms of research studies and for assessment of classroom instruction.

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Sykes, Debbie. "Creating a successful wildlife education program for public schools." Wildlife Rehabilitation Bulletin 38, no. 1 (January 25, 2022): 3–8. http://dx.doi.org/10.53607/wrb.v38.178.

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There are many ways to organize and execute a wildlife education program. While there are numerous resources for wildlife rehabilitators on public education, there are few that include school-aged children. A successful approach to wildlife education in the public school classroom takes into consideration developmental characteristics for preschool through high school students, teaching styles, and matches programs with state standards. English language learners and students of schools in lower income areas require special considerations.

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Brandi Simonsen, Sarah Fairbanks, Amy Briesch, Diane Myers, and George Sugai. "Evidence-based Practices in Classroom Management: Considerations for Research to Practice." Education and Treatment of Children 31, no. 1 (2008): 351–80. http://dx.doi.org/10.1353/etc.0.0007.

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Tyler, Kenneth M., A. Wade Boykin, and Tia R. Walton. "Cultural considerations in teachers’ perceptions of student classroom behavior and achievement." Teaching and Teacher Education 22, no. 8 (November 2006): 998–1005. http://dx.doi.org/10.1016/j.tate.2006.04.017.

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Kimura, Daisuke, Taiane Malabarba, and Joan Kelly Hall. "Data collection considerations for classroom interaction research: a conversation analytic perspective." Classroom Discourse 9, no. 3 (August 13, 2018): 185–204. http://dx.doi.org/10.1080/19463014.2018.1485589.

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Courtade, Ginevra R., Stacy D. Shipman, and Rachel Williams. "Increasing Academic Rigor Through Comprehensive, Ongoing Professional Development in Rural Special Education: A Description of the SPLASH Program." Rural Special Education Quarterly 36, no. 4 (August 3, 2017): 191–202. http://dx.doi.org/10.1177/8756870517721900.

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SPLASH is a 3-year professional development program designed to work with classroom teachers of students with moderate and severe disabilities. The program targets new teachers and employs methods aimed at supporting rural classrooms. The training content focuses on evidence-based practices in English language arts, mathematics, and science, as well as support for overall classroom practices that allow for academic rigor. Each teacher is paired with a coach for the duration of the 3-year participation and, in addition, receives observation support from university personnel with bug-in-the-ear intervention and ongoing support through virtual professional learning communities. Coaches also receive training and ongoing support throughout the program. This article describes the design, application, and outcomes of the SPLASH program. Implications and considerations for future directions are discussed.

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Thorsten, Anja, Marcus Samuelsson, Johan Meckbach, Camilla Heiskanen, and Anneli Mohlin. "Lärares överväganden kring att leda undervisning." Educare - vetenskapliga skrifter, no. 4 (November 22, 2021): 213–41. http://dx.doi.org/10.24834/educare.2021.4.8.

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Previous research describes classroom management as both complex and demanding. Therefore, teachers as leaders need to make many choices about how to handle situations and students. The aim of this study is to describe teachers’ considerations when they are managing the classroom. The study was conducted by a teacher-research team. The data consist of 12 focus-group interviews with 46 Swedish teachers, spanning from primary to upper secondary school. Through thematic analysis, the following four themes of consideration emerged: (a) control – how much control teachers as leaders should have and how much co-decision that should be given to the students, (b) role – if teachers should be strict or personal, (c) focus – if teachers should focus on the subject or relations to students, and (d) differentiation – if teachers should focus on each individual or on the entire group. This result is an important contribution to understanding the challenges teachers face when managing the classroom and trying to provide learning and development to all students.

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M. Williamson, Vickie. "What is the research evidence for using visualization techniques in the chemistry classroom? How should these techniques be implemented?" Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (September 30, 2015): 545–55. http://dx.doi.org/10.31129/lumat.v3i4.1022.

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The goal of chemistry education research is to improve student understanding by investigating the theoretical issues surrounding the teaching and learning of chemistry and by assessing various teaching techniques or strategies in light of these issues. Visualization techniques for the classroom have been proposed in the research literature, but these techniques are often perceived as difficult, confusing, or expensive to implement by instructors. Visualization techniques can involve the use of physical models, role-playing, fixed computer models, student-generated visualizations, animations, and simulations. The use of visualizations in the classroom is believed to promote the formation of mental models of particle behavior, thus increasing students’ conceptual understanding. Visualizations can be used individually, sequentially, or simultaneously. When used sequentially, the order of use must be considered, while simultaneous use requires consideration of the design features of the visualizations and where the students focus. Eye-tracking technology can establish the areas of student focus. Another consideration is how the visualizations interact with various student attributes, such as spatial abilities, which can moderate how students comprehend visualizations. The goal of the presentation is to merge research findings and practice considerations in order to promote a smooth implementation of visualizations into the classroom.

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Tam, Claire, Yuqing Zhao, Zaiyi Liao, and Lian Zhao. "Mitigation Strategies for Overheating and High Carbon Dioxide Concentration within Institutional Buildings: A Case Study in Toronto, Canada." Buildings 10, no. 7 (July 9, 2020): 124. http://dx.doi.org/10.3390/buildings10070124.

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Indoor air quality and thermal conditions are important considerations when designing indoor spaces to ensure occupant health, satisfaction, and productivity. Carbon dioxide (CO2) concentration and indoor air temperature are two measurable parameters to assess air quality and thermal conditions within a space. Occupants are progressively affected by the indoor environment as the time spent indoors prolongs. Specifically, there is an interest in carrying out investigations on the indoor environment through surveying existing Heating, Ventilation, Air Conditioning (HVAC) system operations in classrooms. Indoor air temperature and CO2 concentration in multiple lecture halls in Toronto, Canada were monitored; observations consistently show high indoor air temperature (overheating) and high CO2 concentration. One classroom is chosen as a representative case study for this paper. The results verify a strong correlation between the number of occupants and the increase in air temperature and CO2 concentration. Building Energy Simulation (BES) is used to investigate the causes of discomfort in the classroom, and to identify methods for regulating the temperature and CO2 concentration. This paper proposes retro-commissioning strategies that could be implemented in institutional buildings; specifically, the increase of outdoor airflow rate and the addition of occupancy-based pre-active HVAC system control. The proposed retrofit cases reduce the measured overheating in the classrooms by 2-3 °C (indoor temperature should be below 23 °C) and maintain CO2 concentration under 900 ppm (the CO2 threshold is 1000 ppm), showing promising improvements to a classroom’s thermal condition and indoor air quality.

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Kurti, Elida. "Classroom Management." European Journal of Multidisciplinary Studies 1, no. 1 (April 30, 2016): 201. http://dx.doi.org/10.26417/ejms.v1i1.p201-210.

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This paper aims to reflect an effort to identify the problems associated with the educational learning process, as well as its function to express some inherent considerations to the most effective forms of the classroom management. Mentioned in this discussion are ways of management for various categories of students, not only from an intellectual level, but also by their behavior. Also, in the elaboration of this theme I was considering that in addition to other development directions of the country, an important place is occupied by the education of the younger generation in our school environments and especially in adopting the methods of teaching and learning management with a view to enable this generation to be competitive in the European labor market. This, of course, can be achieved by giving this generation the best values of behavior, cultural level, professional level and ethics one of an European family which we belong to, not just geographically. On such foundations, we have tried to develop this study, always improving the reality of the prolonged transition in the field of children’s education. Likewise, we have considered the factors that have left their mark on the structure, cultural level and general education level of children, such as high demographic turnover associated with migration from rural and urban areas, in the capacity of our educational institutions to cope with new situations etc. In the conclusions of this study is shown that there is required a substantial reform even in the pro-university educational system to ensure a significant improvement in the behavior of children, relations between them and the sound quality of their preparation. Used literature for this purpose has not been lacking, due to the fact that such problems are usually treated by different scholars. Likewise, we found it appropriate to use the ideas and issues discussed by the foreign literature that deals directly with classroom management problems. All the following treatise is intended to reflect the way of an effective classroom management.

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Parker, Lana. "Pursuing Freedom, Making Strange: Pedagogical Considerations for Art as an Other." Brock Education Journal 28, no. 1 (December 10, 2018): 19–31. http://dx.doi.org/10.26522/brocked.v28i1.779.

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This analysis addresses the ethical and epistemological considerations for using an arts-based pedagogy in the classroom as a means of disrupting dominant hegemonies and as a foundation for a more inclusive, robust democracy. The work advances two arguments. First, education must seek recourse for a renewed democracy by focussing on our ethical and political responsibilities in relation to the other. Second, art can serve to act as that other in unique and powerful ways in the classroom. I begin by proposing that an intersubjective relation is at the heart of both ethics and politics. I then consider how art can serve as an other in that relation. To conclude, I discuss the pedagogical implications for art as an other in pursuing freedom and advancing toward democracy.

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