Relevant bibliographies by topics / Classroom practice

Academic literature on the topic 'Classroom practice'

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Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Classroom practice"

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Hatton, Elizabeth. "Contemporary Classroom Practice in Australian Primary Classrooms." Asia-Pacific Journal of Teacher Education 27, no. 3 (November 1999): 215–37. http://dx.doi.org/10.1080/1359866990270305.

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Dawson, Melanie Rees, and Benjamin Lignugaris/Kraft. "Meaningful Practice." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 1 (September 20, 2016): 26–50. http://dx.doi.org/10.1177/0888406416664184.

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Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and structured feedback were provided to preservice special educators in TLE to improve their delivery of specific praise, praise around, and error correction. Their weekly performance was observed in TLE during simplified teaching scenarios in intervention and during more complex teaching scenarios following intervention. In addition, their generalization of target skills to their own classrooms was measured weekly. Overall, teachers improved delivery of the target skills in the virtual classroom. They generalized performance to real classroom settings with varying levels of proficiency. Implications for teacher preparation are discussed, including the impact of aligning simulated practice opportunities and authentic teaching environments.
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Das, Kaushik. "Inclusive Mathematics Education in Classroom Practice." Shanlax International Journal of Arts, Science and Humanities 8, no. 3 (January 1, 2021): 1–5. http://dx.doi.org/10.34293/sijash.v8i3.3462.

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The present study focused on inclusive mathematics education in classroom practice. Inclusive mathematics education creates new challenges for teachers, requiring additional knowledge and possibly changed classroom practices. One teaching job gaining importance is differentiating through task design, as teachers need to provide conceptually rich learning opportunities even to students with mathematical learning disabilities. This paper investigates the ways teachers engage with inclusive mathematics in their classrooms. The main purpose of this study was to explore inclusive mathematics education in classroom practice. The methodology of the study is qualitative. This study employed international and national journals, library consultation, expert opinion, online journals, periodicals, newspapers, and documents.
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Spector, Karen. "Classroom Provocateurs and Ethical Classroom Practice." Changing English 17, no. 4 (December 2010): 363–73. http://dx.doi.org/10.1080/1358684x.2010.528869.

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Vulliamy, Graham. "Primary classroom practice." Education 3-13 26, no. 1 (March 1998): 44–49. http://dx.doi.org/10.1080/03004279885200091.

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Butler, Deborah L., Leyton Schnellert, and Sylvie C. Cartier. "Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading." Education Research International 2013 (2013): 1–19. http://dx.doi.org/10.1155/2013/845694.

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This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulatedlearning through reading(LTR) in subject-area classrooms. We build from prior research to “connect the dots” between teachers' engagement in self- and co-regulated inquiry, associated shifts in classroom practice, and student self-regulation. More specifically, we investigated whether and how teachers working within a community of inquiry were mobilizing research to shape classroom practice and advance student learning. Drawing on evidence from 18 teachers and their respective classrooms, we describe findings related to the following research questions: (1) While engaged in self- and co-regulated inquiry, what types of practices did teachers enact to support LTR in their subject-area classrooms? (2) How did teachers draw on research-based resources to inform practice development? (3) What kinds of practices could be associated with gains in students' self-regulated LTR? In our discussion, we highlight contributions to understanding how teachers can be supported to situate research in authentic classroom environments and about qualities of practices supportive of students' self-regulated LTR. We also identify limitations of this work and important future directions.
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Olaosebikan, Bolape Olufunto, and C. O. O. Kolawole. "English Language Teachers’ Classroom Practices in Ibadan, Nigeria." International Journal of Social Learning (IJSL) 3, no. 3 (August 27, 2023): 261–80. http://dx.doi.org/10.47134/ijsl.v3i3.88.

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The focus of the research is to find out about the practice of English teachers in the classroom because teachers are the best model for students' acquisition of linguistic knowledge and what they do in class during the teaching and learning process. Although all English teachers are responsible for transferring linguistic expertise to students in class, their classroom practices differ. Therefore, this study qualitatively examines the classroom practice of English teachers in the Akinyele Local Government, Ibadan, Nigeria. This study adopted a mixed methods research design. The findings reveal that English teachers in Akinyele Municipality, Ibadan, Nigeria, use a traditional approach to teach students, paper and pencil tests primarily to assess students, engage in learning assessment and enforce classroom rules to manage their classrooms. Based on the findings, it is recommended that English teachers improve their classroom practices and update their teaching methods with modern ones.
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Javed, Muhammad Latif, Muhammad Asif Choudhary, and Rashid Ahmad. "Classroom Management Techniques: A Framework to Practice." Review of Applied Management and Social Sciences 2, no. 2 (July 26, 2020): 83–93. http://dx.doi.org/10.47067/ramss.v2i2.17.

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An effective classroom management is the key to better teaching-learning results and outcomes. It relates to creating a learning environment and focuses on developing an appropriate students’ behavior at early stage of students’ life. The main objective of the study was to analyze the classroom management techniques within the framework, used by elementary school teachers to make the process operative and successful at school level. The framework developed through the elements three main aspects static, dynamic and teachers’ perception about classroom management practices All the teachers teaching at elementary level and students enrolled at elementary level in district Mirpur (A.K) comprised the population. Data obtained was analyzed; the frequency, percentage and ranking were calculated. It revealed that the environment of classroom was generally suitable for teaching-learning process. It was recommended to provide teaching A.V Aids to teachers accordingly their classrooms need. Teachers should modify their management techniques to meet the students’ needs on basis of individual differences of students’ in classrooms. As authoritative attitude of teachers discourages the student in their learning, there was need for a friendly environment so that teachers and students can work together to produce good results.
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Kim, Yoonjeon. "Revisiting Classroom Practices in East Asian Countries: Examination of Within-Country Variations and Effects of Classroom Instruction." Teachers College Record: The Voice of Scholarship in Education 120, no. 7 (July 2018): 1–42. http://dx.doi.org/10.1177/016146811812000706.

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Background/Context East Asian schools receive much attention for the comparatively high achievement of their students. To account for this success, scholars and commentators advance broad claims about the rote character of instruction or the complexity of classroom practice, typically generalizing to an entire nation. Yet little is known about the variation in classroom practices within East Asian countries and how classroom organization affects student achievement. Purpose/Objective This study extends the previous literature on East Asian classrooms by considering the heterogeneity of classroom organization within societies. It focuses on four aspects of classroom instructional practice: complex instruction, procedural instruction, teacher-centered instruction, and student-centered instruction. This study asks the following research questions: (1) To what extent do classroom instructional practices in East Asian countries differ in terms of overall prevalence and within-country variation, compared with to practices found in other nations? (2) How are classroom instructional practices associated with student achievement within East Asian countries, controlling for student, classroom, and school background variables? Research Design Drawing from the Trends in International Mathematics and Science Study (TIMSS) 2007 data, I examine how the country means and within-country variation of the four aspects of classroom instructional organization in five East Asian countries—Chinese Taipei, Hong Kong, Japan, Korea, and Singapore—compare with those in the other 45 nations in the sample. Then, I focus on two particular East Asian countries that display vastly different school structures, Japan and Singapore, to examine how classroom practices covary with student achievement within these nations. Findings/Results East Asian classrooms do tend to be more intensely teacher- centered and display less complexity than in other nations on average. But classrooms with more complex and student-centered instruction within East Asian societies display higher achievement; an opposite association is found when comparing between-country relationships worldwide. At the same time, these positive effects observed in East Asia diminish when characteristics of schools and the social- class backgrounds of students are taken into account, similar to patterns long observed in the West. Conclusions/Recommendations While classroom practices prevalent in East Asian countries are often celebrated as predictive of stronger achievement—or criticized for their rigidity and not importable to the West—these findings reveal greater variability than previously understood and suggest that classroom practices interact with social- class backgrounds and student achievement in more complex ways. And East Asian nations face educational challenges similar to those observed in the United States and other developed countries. Once we acknowledge the commonality as well as the differences, cross-national research would allow us not only to better understand perennial educational problems and the assumptions we hold about classroom practices, but also inform valid implications for policy and practice.
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Taylor, Annalise, Wendi Beamish, Madonna Tucker, Jessica Paynter, and Sue Walker. "Designing a Model of Practice for Australian Teachers of Young School-age Children on the Autism Spectrum." Journal of International Special Needs Education 24, no. 1 (April 1, 2021): 1–13. http://dx.doi.org/10.9782/jisne-d-18-00017.

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Abstract Extensive work has been undertaken in North America on effective practices in early childhood education, early childhood special education, and autism-specific interventions. Much of this work, however, has not been disseminated in teacher-friendly ways nor has it been translated into useable formats that support teacher uptake and incorporation into everyday classroom practice. The research presented here drew on practice literature from North America and a Design-Based Research approach to produce a Model of Practice (MoP) for Australian classroom teachers working with students on the autism spectrum in their first year of primary school. This practice model aims to support pedagogical decision making in relation to the effective and inclusive education of this student cohort. Iterative cycles of design involving generation of educational practices from the literature, content validation by experts, and social validation by classroom teachers were undertaken. These cycles were guided by MoP design principles and resulted in a prototype Early Years Model of Practice (EY-MoP) comprising 29 empirically-supported practices, which were highly endorsed by Australian teachers. The field testing of the EY-MoP should provide preliminary evidence of the applicability of this tool in Australian early years classrooms.
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Dissertations / Theses on the topic "Classroom practice"

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Chumun, Seeookumar. "Classroom assessment in Mauritian primary schools." Thesis, Brunel University, 2002. http://bura.brunel.ac.uk/handle/2438/5154.

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This thesis explores teachers' current knowledge and practice about classroom assessment processes in the Mauritian primary schools and reports the results of a case study, the data of which were collected during the three terms of the school year in 1998 from four primary schools that included thirty-five teachers. The interest of the case study is not to appraise the teachers' work or the school in any way; rather it is to accurately describe classroom assessment practices within the context of Mauritian primary schools. The research addresses three main questions: why teachers conduct classroom assessment, how it is conducted and what is assessed. The findings of the study indicate that teachers assess their pupils for three main reasons: providing feedback to the pupils and to themselves, reviewing the teaching methods and for diagnostic purposes. Another minor purpose noted is for communicating information to Parents. Questioning and observation are the two methods most common in the conduct of classroom assessment. Questioning techniques are mostly closed ones, with a view to seeking a specific answer from the pupils. Teachers interpret the information collected with reference to three general standards: criterion -referenced, norm-referenced and self-referenced. In general, the findings indicate that teachers' practices are oriented more towards the traditional pedagogy in terms of emphasis on the lower level objectives, whole class teaching and focusing on the product. No provision is made for the able or the less able. All the pupils are treated the same and are given the same tasks. Almost a decade after the introduction and implementation of the Learning Competencies and the scheme for Continuous Comprehensive Evaluation, it is found that Mauritian primary teachers do not have the relevant training in assessment to fully apply the progressive reforms. Despite the education system being very centralised, it seems that teachers assess their pupils independently and without any support from the government. There is no monitoring, moderating or policing of policies. Assessment practices are derived from their habit and ideology rather than from the official directives.
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Robbins, Sheri, and Sheri Robbins. "Translating Theoretical Principles to Classroom Practice." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625843.

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This study followed two teacher candidates from the Communities as Resources in Early Childhood Teacher Education (CREATE) project into their first year classrooms to determine whether they were able to translate the theoretical principles from their teacher preparation program into practice during their first year of teaching. It also examined the supporting and limiting contextual factors that affected translation both during their teacher preparation and in their first year of teaching. Multiple case study methodology was used to look closely at each case independently providing consistency through replication, while also allowing the ability to look across both cases to develop more powerful findings (Stake, 2006; Baxter & Jack, 2008; Yin, 2014). A conceptual frame was developed around translation, revisiting how it has been used in other fields of research in the past (Catford, 1974; Bassnett, 2013; Major & Cordey-Hayes, 2000; Holden & Von Kortzfleisch, 2004; Jacobson, Butterill & Goering, 2003; Davison, 2009; Straus, Tetroe, & Graham, 2009) and how it is currently being used as a metaphor in the field of education (Cook-Sather, 2001, 2006) to provide a lens into the intricacies and flexibility of the process of translation. Literature was reviewed to provide background into research that has looked closely at the impact teacher preparation programs have on the first year of teaching, and to provide background information into the conceptualization of the work undergirding the principles of CREATE. It is crucial for teacher preparation programs to follow their own graduates into their classrooms to gain a deeper understanding of what concepts, theories, and principles translated from university classrooms and field experiences to practice in first year teacher's classrooms, in order to make changes to their teacher education curriculum to prevent a breakdown of translation. This study offers insight into what supports and limits translation and offers suggestions for future research in the area of translation.
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Carneson, John. "Investigating the evolution of classroom practice." Thesis, University of Sunderland, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307963.

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Swann, J. "How can classroom practice be improved? : An investigation of the logic of learning in the classroom practice." Thesis, London South Bank University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383758.

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Jakobsson-Åhl, Teresia. "Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68869.

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This thesis scrutinises how regular mathematics teachers are expected to deal with empowerment in mathematics classroom practice. Inspired by a socio-political perspective, the aim of the study is to problematise how to empower mathematics students in inclusive classroom practice, as implicitly understood in a nationwide professional development programme, i.e., the Boost for Mathematics, in Sweden. The aim is addressed by the following research question: What types of empowering ideas are conveyed in the Boost for Mathematics? The data of the study were collected from supporting materials for teachers, published within the Boost for Mathematics. Data processing consists of two steps. Step 1 is a thematic analysis of how to promote student empowerment as discerned in the data of the study. In a nutshell, Step 1 clarifies that the data give prominence to ways of empowering students from a cognitive point-of-view while social difference is disregarded. Step 2 undertakes a critical approach and discusses an alternative way of treating empowerment; this alternative way is restricted to the design of participatory activities in inclusive classroom practice.
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Jensen, Marilyn Duckworth. "Courting Serendipity: Constructivist Theory and Classroom Practice." UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/136.

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This dissertation is a cross-case study and analysis of four teachers in a school involved in two reform initiatives which promote constructivist approaches to teaching and learning. The study describes the teachers' understandings of the learning theory and their interpretations of it in their classroom practice. The study found that three of the four teachers were practicing in ways consistent with constructivism while one was not because her need for control took precedence. The study found that although teachers are very aware of their students as individuals with different ways of learning and constructing an understanding, they are not much interested in learning theory. Teachers are, therefore, more likely to practice in ways consistent with constructivist learning theory if they see that such practice can help them meet the diverse learning needs of the individuals in their classes and if they are shown the "how-to's" in their professional development. The study also found that classroom management needs and the need for control of student behavior inhibit practice consistent with constructivism and concluded that teachers are more likely to practice in ways consistent with constructivism if complimentary classroom management techniques can be found and if teachers are comfortable giving students choice and control. The study uncovered the four C's of impediments to constructivist practice: classroom management, control, "coverage," and custodial care.
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Rogers, Stephen G. "Value added : from policy to classroom practice." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/14435/.

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Using a case-study methodology, this thesis enquires into the development of value-added from policy to classroom practice in a comprehensive school in the North of England. The study is unique in that it examines the work of teachers in relation to policy with a special focus on the extent to which value-added measures can be used to inform an understanding of what is going on at classroom level. It not only links quantitative and qualitative research paradigms, but does so at a level that has received relatively little attention and at a dramatic juncture in the history of teachers' professional lives. A literature survey shows that although originally conceived as a research tool, value-added was subsequently 'adopted' by secondary schools principally in response to government-imposed 'league tables'. A national value-added scheme has yet to be developed but, in a shift of policy, the government now promotes the use of value-added measures in the new Threshold Assessments of teachers. Value-added data for core subjects for seven years have been analysed at class level. Pupils in 'top' sets on average obtain positive residuals whilst in 'bottom' sets they are mostly negative. It is shown that this is partly a statistical artefact and therefore not a true reflection of teacher effectiveness. However, when teachers are interviewed they frequently reveal positive attitudes towards upper sets and the opposite with the lower ones. When value-added scores are considered alongside teacher interview data there are cases where residuals might be indicative of teacher performance but there are no universal patterns. Although there are some indications that pedagogical practice and teachers' backgrounds are linked with the performance of classes, it is concluded that the use of value-added data in the Threshold Assessment of teachers is flawed. Suggestions are made for further research including the use of value-added measures at classroom level.
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Evanshen, Pamela, Mary Myron, and Dilawar Grewal. "2 The Virtual Classroom: Theory to Practice." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4463.

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Hardman, Mark. "Complexity and classroom learning." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14466/.

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This thesis provides a theoretical basis for applying complexity theory to classroom learning. Existing accounts of complexity in social systems fail to adequately situate human understanding within those systems. Human understanding and action is embedded within the complex systems that we inhabit. As such, we cannot achieve a full and accurate representation of those systems. This challenges epistemological positions which characterise learning as a simple mechanistic process, those which see it as approaching a view of the world 'as it is' and also positions which see learning as a purely social activity. This thesis develops a materialist position which characterises understandings as emergent from, but not reducible to, the material world. The roles of embodied neural networks as well as our linguistic and symbolic systems are considered in order to develop this materialist position. Context and history are shown to be important within complex systems and allow novel understandings to emerge. Furthermore, shared understandings are seen as emergent from processes of response, replication and manipulation of patterns of behaviour and patterns of association. Thus the complexity of learning is accounted for within a coherent ontological and epistemological framework. The implications of this materialist position for considering classroom learning are expounded. Firstly, our models and descriptions of classrooms are reconciled with the view of our understandings as sophisticated yet incomplete models within complex social systems. Models are characterised as themselves material entities which emerge within social systems and may go on to influence behaviour. Secondly, contemporary accounts of learning as the conceptual representation of the world are challenged.
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Richmond, Pam, and n/a. "The more things change : enhancing the capacity of teachers to change their classroom practice." University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061107.130304.

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The major issue of this thesis is that for effective change in teachers' classroom practice to occur, multiple actions are required at different levels of participation, from federal and state education jurisdictions through to school communities and individual classroom teachers. The thesis supposition is that practical action factors in schools and the community can be found which meet the needs of the change. The history of attempts to achieve educational change through changed classroom practice is littered with a range of different approaches, usually one-off events. They have sometimes succeeded. Stakeholders, including parents, social pressure groups and particularly governments have increasing expectations of what it is that teachers can achieve in terms of their students' learning outcomes. The degree to which actual teaching practices are changed at the classroom level will depend on the degree to which teachers are able to manage and implement change. However, studies in the area of curriculum change reveal that the gap between policy and practice remains an ongoing concern. This thesis draws upon theory and applied research findings from the traditions of educational change, health education, models of change, evaluation and social science research methods. The purpose of this thesis is to identify and make comparisons in the practical action factors which enhance the capacity of teachers to change their classroom practice. These are investigated through a multiple case study consideration of the school context, the professional development inputs, and the classroom programs. The patterns of effective practical action in the research study would support the thesis supposition. A multiple case study-theory building approach was used to analyse the data from twelve school sites selected from the School Development in Health Education (SDHE) Project. Data analysis employed the technique of matrix displays, with several rounds of analysis in order to generate some significant factors related to teacher change. The results were considered for endorsement by an expert panel from the field in order to enhance confidence in the validity and the reliability of the research study. Results from first round of analysis in the multiple case study showed school team commitment, teachers' attitude to professional development and community cooperation to be important factors in educational change. The second round of analysis highlighted the importance of placing the teacher at the centre of change when planning professional development. Finally, the third round presents a summary of the factors emerging from the analyses in five major focus areas: professional development; principal leadership; school organisation and culture; school team; and system support. The importance of the relationships among these factors was recognised in their impact on teachers' abilities to make educational changes in their classrooms. The thesis has found that the professional decision-making and practice of teachers is value added by the actions of other players - professional development providers, school principals and education systems. Teachers' capacity to change is enhanced by appropriate school-based professional development, flexible school organisation, and the opportunity to work collaboratively in school teams. From the patterns emerging from the strong and weak clusters of cases the thesis is able to make conclusions about teachers' professional practice, professional development approaches, principal leadership, school organisation, education systems and the nature of change. This thesis shows that educational change requires multiple actions at different levels of participation. Finally, the thesis offers recommendations to the different players in the field: education systems, principals and professional development providers.
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Books on the topic "Classroom practice"

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Hilary, Constable, Farrow Steve, and Norton Jerry, eds. Change in classroom practice. London: Falmer Press, 1994.

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Kate, McGilly, ed. Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, Mass: MIT Press, 1994.

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Jonathan, Solity, ed. Classroom management: Principles to practice. London: Croom Helm, 1987.

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Civikly, Jean M. Classroom communication: Principles and practice. Dubuque, IA: Wm. C. Brown, 1992.

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Serra, Hagedorn Linda, ed. Ready to use classroom practice. California: Rapid Intellect Group, 2001.

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Tauber, Robert T. Classroom management: Theory and practice. 2nd ed. Fort Worth: Harcourt Brace, 1995.

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Keefe, James W. Personalized instruction: Changing classroom practice. Larchmont, NY: Eye on Education, 2000.

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Jonathan, Solity, ed. Classroom management: Principles to practice. London: Routledge, 1989.

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A, Leithwood Kenneth, Montgomery D. J, Bell Linda May, and Ontario Institute for Studies in Education., eds. Improving classroom practice: Using innovation profiles. Toronto, Ont: Ontario Institute for Studies in Education, 1987.

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S, Apthorp Helen, Mid-continent Research for Education and Learning (Organization), and Educational Resources Information Center (U.S.), eds. Standards in classroom practice: Research synthesis. Aurora, CO: Mid-continent Research for Education and Learning, 2001.

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Book chapters on the topic "Classroom practice"

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Galton, Maurice, and John Willcocks. "Explaining Classroom Practice." In Moving from the Primary Classroom, 175–91. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003361251-17.

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Ertel, Pamela A. Kramer, and Madeline Kovarik. "Practice." In The ABC's of Classroom Management, 101. 2nd ed. New York: Routledge, 2013. http://dx.doi.org/10.4324/9780203765333-162.

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Robinson, Adjai. "Classroom Management." In Principles and Practice of Teaching, 57–74. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003347859-5.

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Li, Yeping, and Hélia Oliveira. "Research on Classroom Practice." In The Proceedings of the 12th International Congress on Mathematical Education, 489–96. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_46.

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Chesters, Sarah Davey. "Socratic Pedagogy and Classroom Practice." In The Socratic Classroom, 41–74. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-855-1_3.

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Harmon, Keeley C., Joe Ann Clark, Jeffery M. Dyck, and Vicki Moran. "Classroom Teaching." In Nurse Educator's Guide to Best Teaching Practice, 27–47. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42539-9_3.

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Farrell, Thomas S. C. "Classroom Management." In Doing Reflective Practice in English Language Teaching, 127–41. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003178729-9.

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Farrell, Thomas S. C. "Classroom Communication." In Doing Reflective Practice in English Language Teaching, 142–59. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003178729-10.

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Farrell, Thomas S. C. "Classroom Observations." In Doing Reflective Practice in English Language Teaching, 78–95. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003178729-6.

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Rawolle, Shaun, Muriel Wells, Louise Paatsch, Russell Tytler, and Coral Campbell. "Classroom Practice and Student Learning." In Improving Schools, 65–90. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-931-8_4.

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Conference papers on the topic "Classroom practice"

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Swan, Paul. "Teacher Empathy Practice in Australian Elementary Classrooms: Implications for Classroom Management." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445009.

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Eichler, Andreas. "Teachers’ classroom practice and students’ learning." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08305.

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This report focuses on a research project that combines three aspects of a curriculum concerning teachers’ planning, teachers’ classroom practice, and their students’ statistical knowledge. The theoretical framework and methodology will be sketched. Next, the planning and classroom practice of four statistics teachers will be outlined. Finally, the report documents the knowledge and beliefs concerning statistics of five of each of the teacher’s students.
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Pengfei, Guo, and Chen Mingxuan. "Flipped Classroom: Teaching Experience from Practice." In 2015 International Conference of Educational Innovation through Technology (EITT). IEEE, 2015. http://dx.doi.org/10.1109/eitt.2015.40.

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Tretinjak, Martina Filipovic, and Vesna Andelic. "Digital Competences for Teachers: Classroom Practice." In 2016 39th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2016. http://dx.doi.org/10.1109/mipro.2016.7522250.

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Garcia, Saturnino. "Improving Classroom Preparedness Using Guided Practice." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159571.

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Chunhui, Li. "Research and Practice of Differential Classroom." In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.439.

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Harvey, Jen, Claire McAvinia, Kevin O'Rourke, and Jason FitzSimmons. "Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.24.

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Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.
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Tjendani, Endah Nur. "Classroom Talk as a Classroom Management Practice at Junior High School." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.50.

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Lee, Alexzander D., Albert Florencio Da Costa, Alyssa Davis, Darren L. Linvill, and Larry F. Hodges. "Virtualized Speech Practice for the College Classroom." In 2020 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE, 2020. http://dx.doi.org/10.1109/vrw50115.2020.00028.

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Umphress, David A., James H. Cross, Jhilmil Jain, Nischita Meda, and Larry A. Barowski. "Bringing J2ME industry practice into the classroom." In the 35th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/971300.971407.

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Reports on the topic "Classroom practice"

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Pratt-Williams, Jaunelle, and Tom Corcoran. Changing Classroom Practice: The Evaluation of the School Network Learning Project in Jordan. Consortium for Policy Research in Education, May 2015. http://dx.doi.org/10.12698/cpre.2015.jordan.

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Adams, Jennifer, and Tanja C. Sargent. Curriculum Transformation in China: Trends in Student Perceptions of Classroom Practice and Engagement. Unknown, 2013. http://dx.doi.org/10.35648/20.500.12413/11781/ii140.

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Cilliers, Jacobus, Brahm Fleisch, Cas Prinsloo, and Stephen Taylor. How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching. Research on Improving Systems of Education (RISE), September 2018. http://dx.doi.org/10.35489/bsg-rise-wp_2018/024.

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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.
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Thieman, Gayle. Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1460.

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Pabón Méndez, Mónica Rocío, Silvia Andrea Tarazona Ariza, Alfredo Duarte Fletcher, and Nelly Johana Álvarez Idarraga. English Vowel Sounds: A Practical Guide for the EFL Classroom. Ediciones Universidad Cooperativa de Colombia, February 2023. http://dx.doi.org/10.16925/gcgp.78.

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This guide was created as a response to the needs of the English phonetics and phonology class of the undergraduate Teaching Program of the Faculty of Education at Universidad Cooperativa de Colombia, where the English language is approached in a more technical, professional, and theoretical way that implicitly leads to an active and meaningful practice in the classroom with simple exercises but challenging enough for the initial level of the students. The guide gives priority to the vowel sounds of English since they are different from those in the Students’ Spanish linguistic inventory, thus, each of the short and long sounds are explained with clear examples. Finally, the guide comes with a QR code that can be easily scanned from any mobile device to access the audios of the proposed exercises to be studied in class or independently by students.
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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
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Dennis, Hannah, and Karen DeMoss. Simple Shifts: Paying Aspiring Teachers with Existing Resources. Prepared To Teach, April 2021. http://dx.doi.org/10.61625/kkdt8704.

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Reallocation—one of our 3 R's of Sustainably Funded Teacher Preparation—helps partnerships redesign work roles to better support preparation efforts and to allow candidates to earn compensation during their clinical practice. Simple Shifts shares ways residents can bring value to the classroom and how districts and programs have leveraged the skills of aspiring teachers.
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Petti, Amy. Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.614.

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Parker, Rachel, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, and Oksana Zabolotna. Learning Through Play at School Ukraine: Final Research Report. Australian Council for Educational Research, April 2024. http://dx.doi.org/10.37517/978-1-74286-738-0.

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The Learning Through Play (LTP) at School Research Study Ukraine was a four-year intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces on February 24, 2022. The revised questions were as follows: 1. What are the barriers and enablers that limit and/or support effective implementation of LTP in intervention school classrooms? 2. How do teachers in intervention schools implement LTP and adjust their classroom practices to promote learners’ literacy and social and emotional development? 3. How do children’s literacy and social emotional skills compare between testing time points including prior to and during the invasion of Ukraine by Russian armed forces?
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