Relevant bibliographies by topics / Classroom environment

Academic literature on the topic 'Classroom environment'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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 environment.'

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 environment"

1

Brukštutė, Grėtė. "Physical Classroom Environment and Pedagogy." Architecture and Urban Planning 15, no. 1 (January 1, 2019): 38–43. http://dx.doi.org/10.2478/aup-2019-0005.

Full text
Abstract:
Abstract The aim of this article is to analyse how physical classroom environment can be related to pedagogy and to examine the causes that prevent such correlation. The article briefly introduces the development of classrooms since the 20th century, it underlines modern learning activities, presents visual organization of classroom spaces in correlation with the latter and analyses students’ activity zones in the classrooms. Article presents the model of interaction between pedagogy and physical classroom environment.
APA, Harvard, Vancouver, ISO, and other styles
2

Harlen, Wynne, and Barry J. Fraser. "Classroom Environment." British Journal of Educational Studies 35, no. 3 (October 1987): 287. http://dx.doi.org/10.2307/3121263.

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

Broadfoot, Patricia, and Barry J. Fraser. "Classroom Environment." British Journal of Educational Studies 36, no. 1 (February 1988): 91. http://dx.doi.org/10.2307/3121612.

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

Lucas, Liney. "Classroom environment." International Journal of Educational Development 8, no. 1 (January 1988): 70–71. http://dx.doi.org/10.1016/0738-0593(88)90036-3.

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

Haertel, Geneva D., and Herbert J. Walberg. "Classroom environment." Teaching and Teacher Education 4, no. 4 (January 1988): 379–82. http://dx.doi.org/10.1016/0742-051x(88)90035-2.

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

Trickett, Edison J., Peter E. Leone, Carolyn Molden Fink, and Sheldon L. Braaten. "The Perceived Environment of Special Education Classrooms for Adolescents: A Revision of the Classroom Environment Scale." Exceptional Children 59, no. 5 (March 1993): 411–20. http://dx.doi.org/10.1177/001440299305900504.

Full text
Abstract:
The Classroom Environment Scale (CES), originally developed for use in traditional public school classrooms, was revised for use in special education classrooms. The scale, which assesses students' perceptions of various aspects of the classroom, was administered to students in 79 special education classrooms in 16 residential and day treatment schools serving special education students with behavior disorders and emotional disturbance. Psychometric analyses showed that only seven of the nine aspects of the classroom found in the original CES were reliably reported in special education classrooms. The revised scale was found reliable for use in special education classes in residential and day treatment settings.
APA, Harvard, Vancouver, ISO, and other styles
7

Fraser, Barry J. "Use of Classroom Environment Assessments in School Psychology." School Psychology International 8, no. 4 (October 1987): 205–19. http://dx.doi.org/10.1177/014303438700800402.

Full text
Abstract:
It is desirable today that school psychologists, in addition to being concerned with student achievement, give consideration to important psychosocial aspects of classroom environments. This paper makes several economical hand-scorable classroom environment instruments readily accessible to school psychologists and provides an overview of numerous past uses of these instruments including studies of the effects of classroom environment on student outcomes, use of environment variables as process criteria in evaluating educational innovations and teachers' practical attempts to use learning environment assessments to guide improvements in classrooms. Some applications of classroom environment assessments in school psychology are considered.
APA, Harvard, Vancouver, ISO, and other styles
8

Roskos, Kathleen, and Susan B. Neuman. "The Classroom Environment." Reading Teacher 65, no. 2 (October 2011): 110–14. http://dx.doi.org/10.1002/trtr.01021.

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

Findley, Bev, and Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key." College Teaching Methods & Styles Journal (CTMS) 2, no. 1 (July 22, 2011): 49. http://dx.doi.org/10.19030/ctms.v2i1.5252.

Full text
Abstract:
Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.
APA, Harvard, Vancouver, ISO, and other styles
10

Findley, Bev, and Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key." College Teaching Methods & Styles Journal (CTMS) 2, no. 3 (July 22, 2011): 1. http://dx.doi.org/10.19030/ctms.v2i3.5262.

Full text
Abstract:
Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Classroom environment"

1

Veneri, Brittney. "Classroom environment : the classroom environment's effect on student learning /." Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.

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

Shaddock, Bellamy Lucinda. "Classroom Environment: Content Analysis Examining Characteristics of Classroom Environments That Affect Students' Academic Achievement." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3133.

Full text
Abstract:
The purpose of this qualitative study was to extend the understanding of the characteristics of a classroom environment that impact students’ engagement in academics and therefore has the potential to positively impact student achievement scores. Data were collected through content analysis to analyze for reoccurring themes to assess how the characteristics of the classroom environment impact student’s achievement. Ten classrooms within the Kingsport City District were observed and analyzed for this study. Six research questions guided this study, and qualitative data were analyzed for reoccurring themes. Findings from this study suggest that implementing certain characteristics in to the classroom environment can positively impact students’ academic success. The development and construction of classroom environments should include such characteristics as positive discipline, well laid out and organized classrooms, accountable talks, collaborative groups, positive teacher student interaction, and learning targets. As a result of this research a recommendation for practice is that districts support the development of classrooms that would positively impact student’s achievement.
APA, Harvard, Vancouver, ISO, and other styles
3

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

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

Schroeder, Colleen. "The responsive classroom /." Full text available online, 2004. http://www.lib.rowan.edu/find/theses.

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

Conway, Jason Allen. "Connecting Cooperative Learning to Classroom Environment." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/151001.

Full text
Abstract:
Educational Administration
Ed.D.
The purpose of this multiple site case study was to determine whether implementing the cooperative learning element of structuring student interactions is a possible contributing solution to student disenfranchisement and lack of social skills. This study explored student and teacher attitudes and perceptions, in seven separate secondary social studies classrooms, regarding their classroom environment before and after an intervention that trains teachers on how to implement four structured student interactions focused on class building and teambuilding. This study is in response to the diagnosis of educational administrators and classroom teachers facing challenges in building positive school and classroom environments. The lack of social skills and the inability to work well with each other diminishes the opportunities for the creation of positive school and classroom environments. As a result, students may become disenfranchised, evidenced by dropout rates and the disinterest in activities provided in the classroom. The study consisted of case study methodology using surveys, interviews, focus group sessions, lesson plans, teacher journals and classroom observations to document the story of the possible impact of implementing structured student interactions. The study revealed that it was inconclusive whether the intervention strategies had an overall positive or negative effect in the perceptions of engagement, interdependence, accountability and equity. Despite the conclusion, the data provide several opportunities for discussion within the areas of classroom environment, instructional leadership, instructional coaching, implementation fidelity of new strategies and teacher self-study of practice.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
6

Faulk, Janet, and Pamela Evanshen. "Linking the Primary Classroom Environment to Learning." Digital Commons @ East Tennessee State University, 2016. https://www.amzn.com/1938113209.

Full text
Abstract:
Book Summary: Empowering students to be active thinkers and learnersPrimary students enter the classroom as capable thinkers with unique experiences, skills, and ideas about the world. Using this new collection of articles, educators can build on that preexisting knowledge to take teaching and learning to the next level. This valuable resource will help you- Create environments that boost learning and build social relationships among students- Engage young learners in interpreting complex literature and thinking deeply and meaningfully about math and science- Support culturally and linguistically diverse children- Foster strong ties with familiesUsing the ideas presented here as a foundation, educators can make the most of their time with students by using each interaction as a powerful opportunity to instill confidence, competence, and a love of learning.
APA, Harvard, Vancouver, ISO, and other styles
7

Faulk, Janet, and Pamela Evanshen. "Linking the Primary Classroom Environment to Learning." Digital Commons @ East Tennessee State University, 2014. https://www.amzn.com/1938113047.

Full text
Abstract:
Book Summary: Edited and compiled just for teachers, this resource explains developmentally appropriate practice (DAP) so teachers can apply DAP in their work with children in first, second, and third grades.
APA, Harvard, Vancouver, ISO, and other styles
8

Evanshen, Pamela, and C. Hensley-Pipkin. "Progress! Linking the Primary Classroom Environment to Learning – Strategically Designing the Physical Classroom Environment to Reflect Early Childhood Principles." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4348.

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

Hine, Paul. "Classroom environment and the transition to secondary schooling." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/768.

Full text
Abstract:
This study was undertaken to investigate changes in classroom environment as students move between upper primary and lower secondary school in selected schools in South Australia. A new instrument, the Middle School Classroom Environment Indicator (MSCEI), was devised to measure students' perceptions of particular aspects of classroom environment that were considered important in this transitional phase along the educational continuum. Actual and preferred versions of the instrument were used longitudinally with students in Grade 7 and again in Grade 8 in order to determine whether students perceived an improvement or deterioration in salient aspects of their classroom climate. Also, student satisfaction was assessed before and after transition. Quantitative data from the questionnaire were supported by qualitative data gathered through discussions with teachers, students and administrators, as well as classroom visits before and after transition into secondary school.Research questions were answered through numerous statistical analyses of questionnaire data: item analysis, factor analysis and analysis of variance for establishing the reliability and validity of the MSCEI; simple correlation and multiple regression analyses for investigating associations between student satisfaction and classroom environment scales; and paired t tests to compare and contrast perceptions of classroom environments in Grade 7 and Grade 8.The sample consisted of 311 students in six schools in Grade 7 and 575 students in six schools in Grade 8. The schools represented different enrolment profiles and 'distinctive settings. The schools involved were two single-sex boys' schools, one single-sex girls' school, and three co-educational schools. Five of the six schools in the sample had both primary and secondary classes in the school, while one school terminated enrolment as a primary school in Grade 7 and students moved to a new secondary setting in Grade 8.Classroom environments in secondary settings were generally perceived less favourably, given rapid lesson turnover, multiple specialist teachers and larger school sizes, which were associated with a perceived increase in alienation. These findings seem generally consistent across the sample of schools involved in the study, although variations were evident in different schools with differing enrolment profiles and internal arrangements for catering for students moving from primary to secondary schooling. Satisfaction was closely associated with the classroom environment dimensions of affiliation and autonomy in Grade 7, and with affiliation, autonomy and teacher support in Grade 8.Given the extensive work undertaken by researchers and scholars in the area of middle schooling, this study holds significance for teachers and administrators who wish to promote effective and manageable classroom experiences for students as they move from upper primary to lower secondary schooling.
APA, Harvard, Vancouver, ISO, and other styles
10

Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20040331.142834.

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

Books on the topic "Classroom environment"

1

Fraser, Barry J. Classroom environment. London: Croom Helm, 1986.

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

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

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

W, Anderson Lorin, Ryan Doris W, Shapiro B. J, and International Association for the Evaluation of Educational Achievement., eds. The IEA classroom environment study. Oxford [England]: Published for the International Association for the Evaluation of Educational Achievement by Pergamon Press, 1989.

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

Hue, Ming-tak. Classroom Management: Creating a positive learning environment. Hong Kong: Hong Kong University Press, 2008.

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

Marinou, Olga. Classroom learning environment and pupils' achievement. Guildford: University of Surrey, 1997.

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

Kang, Chŏng-hŭi. Tajŏnghan kyosil esŏ 20,000-sigan: Maŭm ŭro hanŭn il, hakkyo konggan tadŭmki. Sŏul-si: Sallimt'ŏ, 2020.

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

Zabel, Robert H. Classroom management in context: Orchestrating positive learning environments. Boston, MA: Houghton Mifflin, 1996.

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

Draves, William A. Energizing the learning environment. Manhattan, Kan: Learning Resources Network, 1995.

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

Ross, Carol. Making your classroom work: Tried and true organization and management strategies. Markham, ON: Pembroke Publishers, 1994.

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

Bautista-Díaz, María Leticia, Rubén García-Cruz, and Norma Angélica Ortega-Andrade. Estrategias prácticas para la sana convivencia escolar. Pachuca de Soto, Hidalgo, México: Universidad Autónoma del Estado de Hidalgo, Instituto de Ciencias de la Saud, Área de Psicología, 2018.

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

Book chapters on the topic "Classroom environment"

1

Lebenhagen, Chandra. "Classroom Environment." In Autism and Inclusive Education, 107–28. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032687926-6.

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

Grant, S. G., and Bruce A. VanSledright. "The Classroom Environment." In Elementary Social Studies, 172–200. Fourth edition. | New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003013808-8.

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

Osborne, Philip, Kajal Singh, and Matthew E. Taylor. "The Classroom Environment." In Applying Reinforcement Learning on Real-World Data with Practical Examples in Python, 61–75. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-79167-3_4.

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

Connor, Dawn. "The Classroom Environment." In Supporting Children with Autism in the Primary Classroom, 6–17. Milton Park, Abingdon, Oxon; New York, NY: Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9780203712580-2.

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

McCann, Lynn. "The classroom environment." In All About Autism: A Practical Guide for Primary Teachers, 43–52. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003280064-9.

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

Ertel, Pamela A. Kramer, and Madeline Kovarik. "Environment." In The ABC's of Classroom Management, 44–45. 2nd ed. New York: Routledge, 2013. http://dx.doi.org/10.4324/9780203765333-67.

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

Wittmer, Andreas, and Adrian Müller. "The Environment of Aviation." In Classroom Companion: Business, 79–117. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79549-8_3.

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

Wittmer, Andreas, and Adrian Müller. "The Environment of Aviation." In Classroom Companion: Business, 79–117. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79549-8_3.

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

Blackburn, Barbara R. "Reinvigorating the Environment." In Rigor in Your Classroom, 153–78. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003095743-7.

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

Mallard, Graham. "The physical environment." In The Behavioural Learning Classroom, 71–82. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003198505-8.

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

Conference papers on the topic "Classroom environment"

1

Stoica, Diana. "SUPPORTING LEARNING ROMANIAN BEYOND THE CLASSROOM � ROMANIAN AS A FOREIGN LANGUAGE, A CASE STUDY." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.088.

Full text
Abstract:
Before the pandemic that burst out in 2019, most language teachers noticed that students learn more efficiently when they combine classroom learning with learning outside the classroom. In Romania, this concept is quite new when we think of higher education, where students have been accustomed to learning in more formal environments, such as labs or classrooms. As for learning a foreign language outside the classroom, there are no studies that report on the effectiveness of learning outside this so-called safe environment. This idea occurred due to the restrictions imposed during Covid-19 when I thought of ways to take students out of the virtual environment and bring them into a safer scenario where they could feel comfortable and interact with each other. Most language teachers have noticed that students learn more efficiently when they combine classroom leaning with learning outside the conventional environment. In Romania, this concept is quite new when we think about higher education. In this context, students believe that learning is more efficient in a more formal environment, e.g. labs, classrooms. As for learning out of the classroom, there are no studies that report on the effectiveness of learning outside the classroom. Having very few options, I did not even think that out-of-class learning might be less effective than classroom learning, and I could gladly observe the positive aspects of learning beyond the classroom. This present paper will be focused mainly on the benefits of learning outside the classroom and the importance of learner autonomy. The examples provided come from the Preparatory Year of Romanian Language, where Romanian is taught as a foreign language.
APA, Harvard, Vancouver, ISO, and other styles
2

Ateh, Comfort. "INCLUSIVE CLASSROOM ENVIRONMENT THAT ENHANCE LEARNING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1740.

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

Bond, Marjorie, Leyla Batakci, Douglas Whitaker, Wendine Bolon, April Kerby-Helm, Alana Unfried, and Michael Posner. "A Model for the Classroom Environment." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8a3.

Full text
Abstract:
The Motivational Attitudes in Statistics and Data Science Education Research group is developing a family of validated instruments: two instruments assessing students’ attitudes toward statistics or data science, two instruments assessing instructors’ attitudes toward teaching statistics or data science, and two sets of inventories to measure the learning environment in which the students and instructor interact. The Environment Inventories measure the institutional structures, course characteristics, and enacted classroom behaviors of both the students and instructors, all of which interact with the student and instructor background. This paper will discuss our proposed theoretical framework for the learning environment and its development.
APA, Harvard, Vancouver, ISO, and other styles
4

Rismorlita, Cut Erra, Emzir, and Yumna Rasyid. "Linguistic Environment in Japanese Speaking Classroom." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008994501090114.

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

Xiao, Bing, Yudian Li, Junliang Ma, and Juhou He. "Analysis of information technology classroom teaching behavior in smart classroom environment." In ICETM 2023: 2023 the 6th International Conference on Educational Technology Management. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3637907.3637981.

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

Kokash, Hussein, Khalil Khanafer, and Mihai G. Burzo. "Enhancing Thermal Comfort and Air Quality in a Classroom Using Air Filtration Boxes." In ASME 2023 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2023. http://dx.doi.org/10.1115/imece2023-113886.

Full text
Abstract:
Abstract This study presents a numerical simulation of a classroom’s indoor environment using Fluent Ansys to investigate the effectiveness of air filtration boxes in maintaining good indoor air quality (IAQ) and thermal comfort while reducing the spread of airborne particles. The simulation examines the distribution of aerosol particles released by occupants, the airflow patterns, and the concentration of pollutants in a typical classroom with a ventilation system consisting of supply and return air diffusers and air filtration boxes. The results demonstrate that the placement and location of the air filtration boxes significantly impact IAQ and thermal comfort, and the proposed template can guide researchers in optimizing ventilation strategies. More specifically, our results show that more filtration boxes are not always better or desirable. As few as two filtration boxes placed strategically in the classroom can be as effective as using more boxes. The study highlights the importance of maintaining good IAQ and thermal comfort in classrooms, especially during the COVID-19 pandemic. The use of air filtration boxes is a cost-effective and easy-to-install solution that can help filter out pollutants and reduce the spread of airborne virus particles. The findings of this study can contribute to creating safer and healthier indoor environments in classrooms and have implications for the health and productivity of occupants.
APA, Harvard, Vancouver, ISO, and other styles
7

Burykina, Natalya M., and Svetlana A. Volosova. "Organizing classroom work in an inclusive environment." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-149-155.

Full text
Abstract:
This article examines the features of effective organization of classroom work in an inclusive environment. The options for providing a choice to children with different intellectual abilities in accordance with individual interests, the characteristics of each child and the learning style are revealed. A special place in the article is given to the formation of a positive climate in the classroom, the formation of a community of students and the development of rules of behavior.
APA, Harvard, Vancouver, ISO, and other styles
8

Kang, Jian, and Wenjing Yang. "Research on Teaching Strategies to Promote Classroom Interaction in Smart Classroom Environment." In 2023 International Symposium on Educational Technology (ISET). IEEE, 2023. http://dx.doi.org/10.1109/iset58841.2023.00032.

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

Suwawi, Dawam Dwi Jatmiko, Kusuma Ayu Laksitowening, and Irwinda Putri. "Enhancing Online Classroom Towards Personalized Learning Environment." In 2018 6th International Conference on Information and Communication Technology (ICoICT). IEEE, 2018. http://dx.doi.org/10.1109/icoict.2018.8528728.

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

Tanaka, Fumihide, Javier R. Movellan, Bret Fortenberry, and Kazuki Aisaka. "Daily HRI evaluation at a classroom environment." In Proceeding of the 1st ACM SIGCHI/SIGART conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1121241.1121245.

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

Reports on the topic "Classroom environment"

1

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

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

Hammers, Dustin. Teaching Strategies for an Inclusive Classroom Environment. Ames (Iowa): Iowa State University, January 2020. http://dx.doi.org/10.31274/cc-20240624-1378.

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

Luqi, M., P. Shing, and G. Hughes. Prototyping Hard Real-Time Ada Systems in a Classroom Environment. Fort Belvoir, VA: Defense Technical Information Center, December 1992. http://dx.doi.org/10.21236/ada261561.

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

Simpson, Mary. The Affect Team Learning has on Creativity in a College Classroom Environment. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1845.

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

Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

Full text
Abstract:
This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
APA, Harvard, Vancouver, ISO, and other styles
6

Uchitel, Aleksandr D., Ilona V. Batsurovska, Nataliia A. Dotsenko, Olena A. Gorbenko, and Nataliia I. Kim. Implementation of future agricultural engineers' training technology in the informational and educational environment. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4440.

Full text
Abstract:
The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the λ Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.
APA, Harvard, Vancouver, ISO, and other styles
7

Bondarenko, Olga V. The didactic potential of virtual information educational environment as a tool of geography students training. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3761.

Full text
Abstract:
The article clarifies the concept of “virtual information educational environment” (VIEE) and examines the researchers’ views on its meaning exposed in the scientific literature. The article determines the didactic potential of the virtual information educational environment for the geography students training based on the analysis of the authors’ experience of blended learning by means of the Google Classroom. It also specifies the features (immersion, interactivity, and dynamism, sense of presence, continuity, and causality). The authors highlighted the advantages of virtual information educational environment implementation, such as: increase of the efficiency of the educational process by intensifying the process of cognition and interpersonal interactive communication; continuous access to multimedia content both in Google Classroom and beyond; saving student time due to the absence of necessity to work out the training material “manually”; availability of virtual pages of the virtual class; individualization of the educational process; formation of informational culture of the geography students; and more productive learning of the educational material at the expense of IT educational facilities. Among the disadvantages the article mentions low level of computerization, insignificant quantity and low quality of software products, underestimation of the role of VIЕЕ in the professional training of geography students, and the lack of economic stimuli, etc.
APA, Harvard, Vancouver, ISO, and other styles
8

Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3243.

Full text
Abstract:
Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
APA, Harvard, Vancouver, ISO, and other styles
9

Pinchuk, O. P., O. M. Sokolyuk, O. Yu Burov, and M. P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.717007.

Full text
Abstract:
Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
APA, Harvard, Vancouver, ISO, and other styles
10

Devreese, Margaux. COMTOG Report on “Path Out”. European Center for Populism Studies (ECPS), May 2023. http://dx.doi.org/10.55271/rp0039.

Full text
Abstract:
Path Out is successful at teaching people about the realities of conflict due to its well-researched background, appealing art direction, authentic storytelling and exploration opportunities. When the game is introduced in an educational environment, it gains new players, and the teachers are able to provide a framework for understanding the student’s player experience. However, despite the classroom context expanding Path Out’s potential, similar nuanced and thoughtful games about conflict, such as the other games featured in the COMTOG project, do not have access to these educational environments.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Classroom environment' for particular source types:
Journal articles Dissertations / Theses 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