Journal articles: 'Classroom practices'

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Westberg, Karen L., Francis X. Archambault, Sally M. Dobyns, and Thomas J. Salvin. "The Classroom Practices Observation Study." Journal for the Education of the Gifted 16, no. 2 (January 1993): 120–46. http://dx.doi.org/10.1177/016235329301600204.

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The Classroom Practices Observational Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) examined the instructional and curricular practices used with gifted and talented students in regular elementary classrooms throughout the United States. This article describes the procedures used in this study and the results obtained from systematic observations in 46 third or fourth grade classrooms. The observations were designed to determine if and how classroom teachers meet the needs of gifted and talented students in the regular classroom. Two students, one gifted and talented and one average ability student, were selected as target students for each observation day. The Classroom Practices Record (CPR) was developed to document the types and frequencies of differentiated instruction that gifted students receive through modifications in curricular activities, materials, and teacher-student verbal interactions. Descriptive statistics and chi-square procedures were used to analyze the CPR data. The results indicated little differentiation in the instructional and curricular practices, grouping arrangements, and verbal interactions for gifted and talented students in the regular classroom. Across five subject areas and 92 observation days, the observed gifted and talented students experienced no instructional or curricular differentiation in 84% of their instructional activities.

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Sarker, Subarna, Md Khurshid Hassan Rajib, and Rubaiyat Jahan. "Potentiality of Democratic Competencies for an Inclusive Classroom." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 199–207. http://dx.doi.org/10.47772/ijriss.2024.804016.

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This conceptual paper examines the democratic competencies embedded in student-centric classroom practices, argues for the potentiality of student-centric classroom activities in catering to an inclusive classroom environment, and concludes that students’ participation in classroom activities that facilitate democratic competencies may contribute to inclusive classroom practices. Literature suggests that democratic education upholds the principles of inclusion in classroom practices by addressing any means of oppression since democratic values ensure free and active participation of students. Bangladeshi classroom scenario demonstrates a disparate attitude on the part of the students where a significant portion of the students remain silent during classroom activities. For this research, data was retrieved from secondary school students to fathom whether student-centric classroom activities (that reflect democratic competencies) add value to the idea of inclusive classroom practices. The study found that democratic competencies are practiced in Bangladeshi classrooms and students hold a positive attitude, hence, there is a scope for promoting inclusion through such practices. One key implication of this study is that more research is needed to operationalize the democratic competencies for the Bangladeshi classroom context for an inclusive classroom.

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Sheikh, Abu Bakar Mohd, and Mohd Noh Abd Manap. "Classroom Assessment Practices." Open Journal of Social Sciences 12, no. 03 (2024): 239–58. http://dx.doi.org/10.4236/jss.2024.123018.

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Abdul Majid, Abdul Hameed, Siti Hawa Hashim, and Ruziah Md Zain. "Classroom Management Practices – Observations in Selected Malaysian Classrooms." IOSR Journal of Humanities and Social Science 19, no. 11 (2014): 54–58. http://dx.doi.org/10.9790/0837-191115458.

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Piazza, John P. "Structuring CI-based practices for success." Journal of Classics Teaching 20, no. 39 (2019): 57–59. http://dx.doi.org/10.1017/s2058631019000096.

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While many Latin teachers are successfully implementing Comprehensible Input-based practices1 in their classrooms, plenty of teachers are hesitant to do so - and for good reason. One need only follow the discussions on the various blogs and Facebook groups dedicated to CI-based practices to see a predictable arc that goes from enthusiastic implementation to giving up and falling back on previous practices. Teachers who are attracted to CI-based practices are often those who also are frustrated with the traditional textbooks and curricula, and so a change in methods is often accompanied by a loosening of a traditional unit structure, or even the daily and weekly structure of a traditional language classroom. To do this, however, is to confuse the content of classroom instruction with the practices that contain them, the latter being an important element of classroom management.

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Griffin, Cynthia C., Martha B. League, Valerie L. Griffin, and Jungah Bae. "Discourse Practices in Inclusive Elementary Mathematics Classrooms." Learning Disability Quarterly 36, no. 1 (November 16, 2012): 9–20. http://dx.doi.org/10.1177/0731948712465188.

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In this exploratory study, teachers’ use of standards-based, discourse practices and their students’ mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics participated in this study (three students from each classroom). Six classroom observations of teachers took place over 4 months focusing on a subset of indicators associated with Walshaw and Anthony’s framework of mathematics classroom discourse practices. Follow-up interviews were also conducted. Curriculum-based and state-accountability measures were collected on the six target students in these settings. Different patterns of student performance emerged across the two classrooms in which teachers were observed using different types and degrees of standards-based discourse practices during mathematics lessons. Findings suggest indicators of effective mathematics teaching in inclusive general education classrooms to be validated by future research efforts.

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Gómez, María del Carmen, and Anders Jakobsson. "Everyday classroom assessment practices in science classrooms in Sweden." Cultural Studies of Science Education 9, no. 4 (June 4, 2014): 825–53. http://dx.doi.org/10.1007/s11422-014-9595-y.

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Kesevan, Hema Vanita, Noor Alhusna Madzlan, and Kaaminy Kanapathy. "Native and Non-native English Teachers’ Classroom Ideologies and its Implementation in ESL Classroom." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 158. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.158.

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The global spread of English language has led many classrooms in the post-colonial contexts that teach English as a second and foreign language to pursue a perpetual belief that native English teachers have different teaching ideologies and practices compared to non-native teachers. Although teachers’ ideologies are deemed to be influential in shaping their classroom pedagogical practices, not many studies have examined teachers’ ideologies and its actual implementation in classroom pedagogical practices. Many past studies in this area have focused either on teachers’ classroom beliefs or classroom practices. Thus far, there is no any empirical evidence that supports the existing belief that native and non-native English teachers pursue different teaching ideologies and practices. Thus, this study seeks to understand whether as suggested, the native and non-native English teachers pursue different teaching ideologies and practices in Malaysian ESL classroom context. This study provides insights and empirical evidences into teaching ideologies and actual classroom pedagogical practices of teachers in Malaysian ESL classroom context.

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Kozma, Robert B. "Technology and Classroom Practices." Journal of Research on Technology in Education 36, no. 1 (September 2003): 1–14. http://dx.doi.org/10.1080/15391523.2003.10782399.

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Gage, Nicholas A., Terrance Scott, Regina Hirn, and Ashley S. MacSuga-Gage. "The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School." Behavioral Disorders 43, no. 2 (July 5, 2017): 302–15. http://dx.doi.org/10.1177/0198742917714809.

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Teachers’ classroom management practices have a direct impact on their students’ probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which teachers implemented evidence-based classroom management practices and whether there was a relationship between use of those teacher behaviors and students’ time engaged in instruction and rate of disruptions. Using latent class analysis, we identified four groups of teachers from 1,242 teacher–student dyads in 65 elementary schools, with one group of teachers demonstrating very low rates of classroom management practices. We then modeled the predictive relationship of being in classrooms with low rates of classroom management practices and student engagement and disruptive behavior within a multilevel framework. Results indicate that students in classrooms with low rates of classroom management practices were statistically significantly less engaged in instruction, whereas no differences in disruptions were found. The results are discussed within the context of prior research, students with or at risk for emotional and/or behavioral disorders, and study limitations.

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Kibler, Amanda K., Lauren Molloy Elreda, Vonna L. Hemmler, Miriam R. Arbeit, Rebecca Beeson, and Haley E. Johnson. "Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices." American Educational Research Journal 56, no. 3 (October 13, 2018): 676–715. http://dx.doi.org/10.3102/0002831218803872.

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Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the following: (a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers’ classroom practices relate to differences in the linguistic integration of students’ academic peer networks? Findings from this analysis add to the literature on the complex relationships between classroom characteristics, linguistic integration, and teacher practices.

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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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Albahiri, Mohammed Hamed, Ali Albashir Mohammed Alhaj, and Mohammed Saeed Alghamdi. "Successful Teaching Strategiesand Practices in EFL Virtual Classrooms: A Qualative Study For Analyzing Several Studies and Practices." Revista de Gestão Social e Ambiental 18, no. 3 (July 15, 2024): e08002. http://dx.doi.org/10.24857/rgsa.v18n3-192.

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Objective: The current study intended to identify successful teaching strategies and practices in EFL virtual classrooms and to build a proposed model for designing teaching strategies and successful practices in virtual classrooms. Theoretical Framework: The research concerns itself with studies that concentrate on applications of artificial intelligence, adaptive learning, teaching methods, communication, and interaction in EFL virtual classrooms. Method: the study adopted the qualitative documentary method as the paradigm of qualitative research through extensive qualitative analyses of the contents of several previous studies. Results and Discussion: The study obtained results that comprised several successful teaching strategies in EFL virtual classrooms and a proposed model for designing teaching strategies in virtual classrooms. Research Implications: In addition to these results,this study presents numerous teaching strategies and successful practices in EFL virtual classrooms that help teaching faculty, teaching cadres in a virtual classroom environment. It also gives a proposed model for successful teaching strategies and practices in EFL virtual classrooms that aids e-learning designers in designing teaching strategies in a virtual classroom environment. Originality/Value: This study is amongst the first to investigate successful teaching strategies and practices in EFL virtual classrooms especially in the context of arabian countries .

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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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Abdelhalim, Safaa M., and Ashwaq A. Aldaghri. "Creating Culture of Thinking in Language Classrooms: An Interpretive Inquiry Into Saudi University EFL Instructors’ Beliefs and Practices." Journal of Language Teaching and Research 15, no. 2 (March 1, 2024): 396–407. http://dx.doi.org/10.17507/jltr.1502.08.

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Guided by sociocultural theory (SCT) perspectives, this mixed-methods study investigated Saudi university EFL instructors' beliefs and teaching practices regarding the creation of culture of thinking (CoT) in language skills classrooms, and the factors affecting this process. Research data were gathered from 169 EFL university instructors through a self-report questionnaire. Among the participants, 12 instructors participated in a semi-structured interview. Additionally, classroom observations were conducted in seven classrooms. Questionnaire data were analyzed quantitatively using descriptive statistics while interview and classroom observation data were analyzed qualitatively. Instructors’ beliefs were examined in terms of their conceptions of thinking skills, and their perceptions of the importance of creating and sustaining a CoT in EFL classrooms. Their beliefs and reported practices were then compared to their actual classroom practices. Data analysis revealed several key findings. Firstly, there was an obvious incongruence between instructors' stated beliefs, reported practices, and actual classroom teaching practices. Though most instructors were favorable toward the CoT, they did not apply it to their classrooms. Secondly, several factors were identified to have mediated instructors' beliefs and practices pertaining to the CoT. These factors were related to cultural values (e.g., individual thinking, obedience, and respect for adults) as well as institutional and classroom contexts (e.g., workload, examination system, students’ thinking habits, and language proficiency). Finally, instructors lacked the strategies necessary to effectively implement CoT. Based on these findings, pedagogical implications and future research studies are proposed.

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Vayndorf, Markus, and Max Kopelman. "Feedback Practices in Interactive Classrooms: Creating a Learner-centered Classroom." International Journal of Humanities Education 12, no. 2 (2015): 13–25. http://dx.doi.org/10.18848/2327-0063/cgp/v12i02/43824.

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Melliti, Mimoun. "Teachers’ Practices and Perceptions of the Flipped Classroom Approach." Journal of Translation and Language Studies 4, no. 1 (March 19, 2023): 1–22. http://dx.doi.org/10.48185/jtls.v4i1.686.

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Despite the importance of the flipped classroom approach, few studies have investigated its implementations in Tunisia. This study attempts to fill this gap by exploring the different applications of flipped classroom approach, its spread, and its applicability in Tunisia. This study aims to study the Flipped classroom approach’s practices in the English department within the Faculty of Arts and Humanities Kairouan (FLSHK). It also focuses on the English professors’ perceptions regarding this approach. Two research methods were used to collect data; observation of five English classes and interviews with nine FLSHK English professors. This research is of great value in understanding Tunisian professors’ perceptions of the flipped classroom and its applications within Tunisian English classrooms to seek better learning experiences. The findings have significant implications on teaching, teachers, and learners’ experiences.

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Abdullah, Amnah, Mohd Zaki Ishak, and Robert Francis Peters. "SCIENCE CLASSROOM PRACTICES IN AN ISLAMIC RELIGIOUS SECONDARY SCHOOL: ADAPTING CLASSROOM ETHNOGRAPHY." International Journal of Humanities, Philosophy and Language 3, no. 10 (June 15, 2020): 70–89. http://dx.doi.org/10.35631//ijhpl.310007.

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This article is a response to the article “Classroom Ethnography: Adapt or Adopt?” The aim of this article is to guide potential local postgraduates on the coding process for the selected classroom ethnography which is not well understood. Qualitative data collection and data analysis were used from a larger ethnographic study. We explored in-depth the influence that culture has on learning science in an Islamic Religious Secondary School form five science classrooms. The ethnographic fieldwork capturing the informants’ beliefs and values central to their distinctive way of life could provide emerging data for understanding the culture sharing group’s learning of science in a period of time. The choice of manual coding attempts to describe the nature of science classroom practices at this Islamic Religious Secondary School science classroom. This article presents findings that adapting classroom ethnography is possible. We found that the students’ initial sources of cultural influence are the nature of science classroom practices.

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Putri, Fabelia Indah, and Irfan Rifai. "TRANSLANGUAGING PRACTICES IN EFL CLASSROOMS: TEACHERS’ PERSPECTIVE." English Journal Literacy Utama 6, no. 1 (September 29, 2021): 460–70. http://dx.doi.org/10.33197/ejlutama.v6i1.155.

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This study is centered on exploring the teachers' perspective towards translanguaging practices in EFL classrooms. This study is framed within a qualitative case study involving four English teachers from two high schools in Sidoarjo, East Java. In order to understand the subjects' perspectives, personal interviews were utilized. The data having been collected, it were transcribed verbatim and analyzed thematically. The current study's findings show that teachers practiced translanguaging mainly when they explained the materials, such as grammar. In this sense, the sole motivation of using translanguaging is that grammar is complex and explaining in English is far more complicated. In addition, teachers also practiced translanguaging when they managed the classroom, showing shared cultural values. Further analysis showed that translanguaging helps teachers achieve their goals, and one of the goals is helping their students understand the materials explained in English better. The results of this study are expected to be advantageous for the teachers to be aware of the importance of translanguaging practices in the EFL classroom.

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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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Getaw, Fetene, Tamiru Olana, and Rufael Disasa. "THE TRIPARTITE RELATIONSHIP AMONG EFL TEACHERS’ COGNITION, PERCEIVED AND ACTUAL CLASSROOM PRACTICES OF READING INSTRUCTION." Journal of English Language and Literature 10, no. 02 (2023): 01–15. http://dx.doi.org/10.54513/joell.2023.10201.

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Understanding the beliefs that guide teachers’ decision making and actions in their classrooms could help educators adjust how they work with teachers to provide more targeted feedback, to support teachers‘ professional growth and development throughout their career. The ultimate aim of this study was to show the tripartite relationship among EFL teachers’ cognition, perceived and actual classroom practices of reading instruction at secondary schools in Addis Ababa. A descriptive survey research design was employed. Questionnaire, interview and classroom observation were used as major data collection instruments. Particularly, questionnaire and interview were used to explore teachers’ cognition, and perceived practices of reading instruction whereas classroom observation was done to assess their actual classroom practices. The study was held at six secondary schools found in Gulela sub city in Addis Ababa. 80 English language teachers who were active in the academic year of 2022 had taken part in filling the questionnaire. And classroom observation and interview were done with six EFL teachers. The study participants were selected purposively. Finally, the data attained via questionnaire was analyzed quantitatively by using SPSS, whereas data from interview and classroom observation were qualitatively narrated. The finding revealed that EFL teachers’ cognition of reading instruction and their actual classroom practices lied on the bottom up approach of reading instruction whereas the report of teachers’ perceived classroom practices indicated that they implement top-down approach. EFL teachers’ cognition of reading instruction was found to be contradicting with their perceived classroom practices but congruent with their actual classroom practices.

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Zhou, Xiaozhou (Emily), XiaoLing Huang, and Jili He. "Translanguaging in L3 Spanish Classrooms: Practices and Attitudes." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 65–75. http://dx.doi.org/10.5209/clac.71996.

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Abstract. Research into pedagogical translanguaging in second/foreign language education has largely been focused on the interplay between two languages, one of which is usually English. Little attention has been paid to the practice of trilingual translanguaging (translanguaging between three languages), and how this can be helpful in the acquisition of a third language. This study, conducted in two Spanish as a third language classrooms in a Chinese university, aims to explore teachers’ translanguaging practices as well as the teachers’ and students’ attitudes to these practices. Analysis of data collected through audio-assisted classroom observation, interviews, and questionnaires reveals that teachers proactively and flexibly mobilize their multilingual resources in classroom talk. Students in general express positive attitudes towards teachers’ translanguaging practices, and express a wish to experience a greater amount of bilingual translanguaging between English (L2) and Spanish (L3). Meanwhile, having access to the views of L3 learners on teachers’ classroom talk proves to be a crucial component in the understanding of how L3 teaching and learning can take place in the most effective way. This study calls for further research into translanguaging practice in multilingual classrooms and its impact on students’ learning.

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Ahlrichs, Johanna, Katharina Baier, Barbara Christophe, Felicitas Macgilchrist, Patrick Mielke, and Roman Richtera. "Memory Practices in the Classroom." Journal of Educational Media, Memory, and Society 7, no. 2 (September 1, 2015): 89–109. http://dx.doi.org/10.3167/jemms.2015.070206.

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This article draws on memory studies and media studies to explore how memory practices unfold in schools today. It explores history education as a media- saturated cultural site in which particular social orderings and categorizations emerge as commonsensical and others are contested. Describing vignettes from ethnographic fieldwork in German secondary schools, this article identifies different memory practices as a nexus of pupils, teachers, blackboards, pens, textbooks, and online videos that enacts what counts as worth remembering today: reproduction; destabilization without explicit contestation; and interruption. Exploring mediated memory practices thus highlights an array of (often unintended) ways of making the past present.

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Saefurrohman, Saefurrohman, and Elvira S. Balinas. "English Teachers Classroom Assessment Practices." International Journal of Evaluation and Research in Education (IJERE) 5, no. 1 (March 1, 2016): 82. http://dx.doi.org/10.11591/ijere.v5i1.4526.

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The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Twelve respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that both Filipino and Indonesian junior high school English teachers used assessment for learning as the main purpose of assessment. The majority of Filipino Junior High school English teachers prepared and made their own assessment, while Indonesian junior high school English teachers used items from published textbooks as their primary sources for constructing assessment items. Both Filipino and Indonesian junior high school English teachers used written comments as their primary method for providing feedback. Total score test and a letter grade were the highest percentage methods for providing a final report for both Filipino and Indonesian junior high school English teachers.

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KING-SEARS, MARGARET E., and CRAIG S. CUMMINGS. "Inclusive Practices of Classroom Teachers." Remedial and Special Education 17, no. 4 (July 1996): 217–25. http://dx.doi.org/10.1177/074193259601700404.

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MAJOR DETERMINANTS OF THE FREQUENCY AND LEVEL OF INCLUSIVE PRACTICES FOUND IN GENERAL EDUCATION CLASSROOMS ARE THE COMFORT, COMPETENCE, AND PROFICIENCY THAT EDUCATORS FEEL WHILE IMPLEMENTING NEW PROCEDURES. THE PURPOSE OF THIS ARTICLE IS TO DESCRIBE PRACTICES THAT GENERAL EDUCATORS HAVE USED TO SUCCESSFULLY IMPLEMENT INCLUSION. A VISUAL ANALYSIS REPRESENTING EDUCATORS COMFORT LEVELS WITH SOME METHODS KNOWN TO BE EFFECTIVE FOR IMPLEMENTING INCLUSION IS DESCRIBED AS A MEANS OF TARGETING KEY AREAS IN WHICH EDUCATORS DESIRE PREPARATION AND SUPPORT. PROCEDURES FOR REPLICATING THESE METHODS ARE DESCRIBED, AND ACTIONS NECESSARY TO INCREASE EDUCATORS' EXPERTISE AND COMPETENCE WITH NEW METHODS—ESSENTIAL FOR SUCCESSFUL INCLUSION—ARE REPORTED.

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Rasmussen, Chris, Michelle Stephan, and Karen Allen. "Classroom mathematical practices and gesturing." Journal of Mathematical Behavior 23, no. 3 (January 2004): 301–23. http://dx.doi.org/10.1016/j.jmathb.2004.06.003.

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Cobb, Paul, Michelle Stephan, Kay McClain, and Koeno Gravemeijer. "Participating in Classroom Mathematical Practices." Journal of the Learning Sciences 10, no. 1-2 (April 2001): 113–63. http://dx.doi.org/10.1207/s15327809jls10-1-2_6.

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Cremades, Elga. "Plurilingual classroom practices and participation." Resercle. Revista de la Societat d'Ensenyament i Recerca del català com a llengua estrangera, no. 4 (December 3, 2023): 108–10. http://dx.doi.org/10.31009/resercle.2023.11.

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Aasebø, Turid Skarre. "Classroom discussions: Possibilities and limitations for democratic classroom practices." Education Reform Journal 2, no. 1 (December 30, 2017): 1–16. http://dx.doi.org/10.22596/erj2017.0201.1.16.

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Karki, Tirtha. "Writing Instruction in Secondary Schools: Unraveling Practices and Challenges." Journal of NELTA Gandaki 1 (June 14, 2019): 108–18. http://dx.doi.org/10.3126/jong.v1i0.24465.

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In a discourse related to teaching writing in second or foreign language classrooms, there is a focus on process writing which seems still new practice in many Nepali classrooms. In this context, this study was conducted to explore secondary level English teachers' practices and challenges of teaching writing. The study adopted qualitative research design. For this, twenty secondary level English teachers from both public and private schools of Sunsari District, Nepal were selected as informants. The data were collected through classroom observation, semi- structured interview and Focused Group Discussion (FGD). First, classroom observation of eight teachers was carried out followed by semi-structured interview. Then, the other twelve teachers were invited for FGD. Analysis of qualitative data uncovered that majority of the teachers adopted product approach to teaching writing with abundant stress on support to students for securing good marks in the final examination. The major challenges revealed behind this situation were large class size, low proficient learners, pressure on course completion, lack of practical training for teachers, and insufficient resources including ICT facility in the classroom contexts.

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Hasselquist, Laura, and Tracy Kitchel. "Factors of Influence on Classroom Literacy Practices." Career and Technical Education Research 44, no. 2 (October 1, 2019): 32–55. http://dx.doi.org/10.5328/cter44.2.32.

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Previous research has indicated professional training and support, personal literacy preferences, and professional literacy attitudes have an influence on classroom literacy practices. Limited literacy related research has been conducted in agricultural education. This study sought to examine the influence of professional training and support, personal literacy preferences, and professional literacy attitudes of agriculture teachers on current classroom literacy practices. Data was collected from in-service teachers in 35 states. The researchers determined a majority of agriculture teachers have completed professional training, have positive personal literacy preferences and positive professional literacy attitudes. They also use a variety of literacy activities in their classrooms. The use of PowerPoint presentations and traditional writing activities were the only practices determined to have a significant influencer. Recommendations for practice include encouraging agriculture teachers to develop relationships with the English/Language Arts department and offering professional development related to literacy assessment.

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Yopianti, Yana, and Nizamuddin Sadiq. "Classroom management practices: Indonesian secondary schools teachers’ perceptions." Communications in Humanities and Social Sciences 3, no. 1 (July 30, 2023): 34–42. http://dx.doi.org/10.21924/chss.3.1.2023.56.

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The present study aims to investigate the Indonesian secondary school teachers' perspectives of practicing their classroom management to create a conducive classroom environment for learning. This research method is qualitative study, which is able to explore the perspectives of participants regarding their understanding and experience in managing classrooms to create conducive learning. The participants in this study were two teachers who taught in the urban and in rural area. After negotiating with the headmaster, the participants were recruited under a purposive sampling approach and gave their consent to participate in this study. In this study, data were collected through one-to-one interviews and analyzed using thematic analysis. Employing Garwood and Harris (2020) five parameters, two themes were resulted in each parameter. The participants were the teachers recognizing students' names and paying attention to their attitudes and intelligence. They also tried to have a good appearance, performance, and attitude as well as to make games. Regarding a consequence of breaking rules, the teacher in urban area applied academic punishments such as memorizing vocabularies; while, the one in rural area preferred to provide social punishments such as taking out the trash from classrooms. Furthermore, the teachers did not involve students in managing class rules, but made them individually or privately. Finally, both teachers informed class procedures in their teachings. The findings of this study implied that classroom management should be understood as well as practiced properly and appropriately as one of attempts the teacher could make to maintain and create a conducive learning atmosphere.

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Rahman, Md Mehadi. "Exploring Teachers Practices of Classroom Assessment in Secondary Science Classes in Bangladesh." Journal of Education and Learning 7, no. 4 (July 20, 2018): 274. http://dx.doi.org/10.5539/jel.v7n4p274.

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The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.

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Unluol Unal, Neslihan. "What Do We Know About Evidence-Based Practices?" International Journal of Innovation Education and Research 7, no. 5 (May 31, 2019): 238–47. http://dx.doi.org/10.31686/ijier.vol7.iss5.1505.

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Many teachers have various problems in finding solutions to their students’ problems in the classroom. One of the challenges that teachers face is to make decisions about how to teach and manage students’ behavior. Due to research to practice gap, finding appropriate interventions and implementing them in the classroom might be difficult for teachers. Evidence – based practices (EBPs) are offered to close the gap between research and practice. The purpose of this study was to discuss how EBPs are determined and to provide practitioners guidance to implement them in their classrooms. Barriers to implementing EBPs and resources for EBPs were also discussed.

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Mohan, Parmeshwar Prasad, Karen Swabey, and John Kertesz. "A comparative study of urban, rural and remote teachers’ de-privatised practices." Waikato Journal of Education 24, no. 2 (November 21, 2019): 83–94. http://dx.doi.org/10.15663/wje.v24i2.662.

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De-privatisation of classrooms is characterised by formal and informal invitations to colleagues to access classroom management, pedagogical approaches and teaching practices. This case study of six secondary schools examined the perceptions and practices of de-privatised practice amongst Fijian urban, rural and remote area teachers. Quantitative and qualitative data was generated from a total of 197 online questionnaires and 48 face-to-face semi-structured interviews. Key findings of the research were, firstly, that school geographical locations had no impact on teachers’ perceptions and practices of classroom de-privatisation. Secondly, de-privatised practices are impacted on by individual, group, school and governmental factors. Thirdly, in Fiji the consistent drive to de-privatise classrooms is lacking, as the policies do not support such reforms. Nonetheless, teacher perceptions validated the belief that classroom de-privatisation enhances teacher professional growth that promotes improved student learning. These findings have implications for the design of teachers’ professional learning communities (PLCs) in Fiji and beyond.

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Shah, Shanina Sharatol Ahmad, Juliana Othman, and Fatiha Senom. "THE PRONUNCIATION COMPONENT IN ESL LESSONS: TEACHERS’ BELIEFS AND PRACTICES." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 193. http://dx.doi.org/10.17509/ijal.v6i2.4844.

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Research has shown that teachers’ beliefs on teaching and learning exert an influence on their actual classroom practices. In the teaching of English pronunciation, teachers’ beliefs play a crucial role in the choice of pronunciation components taught in the ESL classrooms. This paper explores teachers’ beliefs about teaching English pronunciation in Malaysian classrooms and the extent to which these beliefs influenced the teachers’ classroom instructions. Employing a multiple case study of five ESL teachers in secondary schools, this study investigated the beliefs the teachers have formed about pronunciation focused areas and classroom practices in teaching English pronunciation. Data were collected through actual classroom observations and semi-structured interviews with the teachers and students. The findings of the study found that ESL teachers seem to believe that pronunciation skills are to be taught integratedly with other English language skills. Results also indicate a discrepancy between these teachers’ beliefs on the focused areas of pronunciation and the stated curriculum specifications. Additionally, the ESL teachers seem to have vague and contradictory beliefs about pronunciation focused areas. These beliefs are based on their previous language learning and professional experience as well as other contextual factors such as examination demands and time constraints. As a result, these beliefs lead to the pronunciation component being neglected despite it being stipulated by the curriculum.

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Piotrowski, Stephanie A., Marni J. Binder, and Jasna Krmpotić Schwind. "Primary Teachers’ Perceptions of Mindfulness Practices With Young Children." LEARNing Landscapes 10, no. 2 (July 5, 2017): 225–40. http://dx.doi.org/10.36510/learnland.v10i2.812.

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Recent research into mindfulness in education supports introduction of this practice into the classroom. This qualitative descriptive study explored mindfulness with young children, as perceived by their teachers. Four primary teachers were interviewed using open-ended and semi-structured questions, allowing them to share their experiences of implementing mindfulness in their classrooms. Using thematic analysis, we learned that teachers found benefits of including mindfulness into daily classroom routines. However, they felt that more holistic approaches, such as guided breathing, yoga, and lovingkindness meditation, could more fully support childhood well-being.

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Jimola, Folasade Esther, and Graceful Onovughe Ofodu. "ESL Teachers and Diagnostic Assessment: Perceptions and Practices." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 2 (December 4, 2019): 33–48. http://dx.doi.org/10.4312/elope.16.2.33-48.

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Diagnostic assessment is an indispensable aspect of pedagogy. Past research has shown that teachers’ perceptions and attitudes to diagnostic assessment could influence their classroom practices. This article discusses teachers’ perceptions of diagnostic assessment, reiterates the essence of diagnostic assessment in English language classrooms, explores teachers’ attitudes and utilization of diagnostic assessment techniques, and also investigates the factors influencing teachers’ knowledge of assessment practices. To achieve these objectives, an empirical study on English language teachers’ perceptions of diagnostic assessment, teachers’ attitudes and utilization of diagnostic assessment techniques and factors influencing teachers’ knowledge of assessment practices was conducted. The results show that the majority of English language teachers in the sample have inaccurate perceptions of the purpose of diagnostic assessment and also have negative attitudes to diagnostic assessment in classrooms. The results of the survey indicate that schooling, professional coursework and context are factors that influence ESL teachers’ classroom assessment practices.

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Huensch, Amanda. "Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs." Language Teaching Research 23, no. 6 (April 2, 2018): 745–64. http://dx.doi.org/10.1177/1362168818767182.

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The goal of this work was to explore the training, classroom practices, and beliefs related to pronunciation of instructors of languages other than English. While several investigations of this type have been conducted in English as a second/foreign language contexts, very little is known about the beliefs and practices of teachers of languages other than English. It is unknown whether recent shifts to focusing on intelligibility, as advocated by some pronunciation scholars, are borne out in foreign language classrooms. To fill this gap, instructors of Spanish ( n = 127), French ( n = 89), and German ( n = 80) teaching basic language courses (i.e. the first four semesters) at 28 large (e.g. more than 15,000 students), public universities in the United States completed an online survey reporting on their training, classroom practices, and beliefs. Similar to ESL/EFL contexts, the results indicated that instructors believe it is important to incorporate pronunciation in class and that it is possible to improve pronunciation. However, the findings also indicated that instructors have goals which simultaneously prioritize intelligibility and accent reduction. Implications include the need for research on which pronunciation features influence intelligibility in languages other than English and for materials designed to target these features.

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Roubinov, Danielle S., Nicole R. Bush, Melissa J. Hagan, Jason Thompson, and W. Thomas Boyce. "Associations between classroom climate and children's externalizing symptoms: The moderating effect of kindergarten children's parasympathetic reactivity." Development and Psychopathology 32, no. 2 (June 10, 2019): 661–72. http://dx.doi.org/10.1017/s095457941900052x.

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AbstractClassrooms are key social settings that impact children's mental health, though individual differences in physiological reactivity may render children more or less susceptible to classroom environments. In a diverse sample of children from 19 kindergarten classrooms (N = 338, 48% female, M age = 5.32 years), we examined whether children's parasympathetic reactivity moderated the association between classroom climate and externalizing symptoms. Independent observers coded teachers’ use of child-centered and teacher-directed instructional practices across classroom social and management domains. Children's respiratory sinus arrhythmia reactivity to challenge tasks was assessed in fall and a multi-informant measure of externalizing was collected in fall and spring. Both the social and the management domains of classroom climate significantly interacted with children's respiratory sinus arrhythmia reactivity to predict spring externalizing symptoms, controlling for fall symptoms. For more reactive children, as classrooms shifted toward greater proportional use of child-centered methods, externalizing symptoms declined, whereas greater use of teacher-dominated practices was associated with increased symptoms. Conversely, among less reactive children, exposure to more teacher-dominated classroom management practices was associated with lower externalizing. Consistent with the theory of biological sensitivity to context, considering variability in children's physiological reactivity aids understanding of the salience of the classroom environment for children's mental health.

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Archambault, Francis X., Karen L. Westberg, Scott W. Brown, Bryan W. Hallmark, Wanli Zhang, and Christine L. Emmons. "Classroom Practices Used with Gifted Third and Fourth Grade Students." Journal for the Education of the Gifted 16, no. 2 (January 1993): 103–19. http://dx.doi.org/10.1177/016235329301600203.

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The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Six samples of third and fourth grade teachers in public schools, private schools and schools with high concentrations of four types of ethnic minorities were randomly selected to participate in this research. The major finding of this study is that third and fourth grade classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for all types of schools sampled. It also holds for classrooms in different parts of the country and for different types of communities. Implications of these findings for researchers and gifted education specialists are discussed.

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Taylor, Abby L., Mary Louise Hemmeter, Erin E. Barton, Lise Fox, Chris Vatland, and Kymberly Horth. "Coaching Coaches to Guide Classroom Implementation of Pyramid Model Practices." Infants & Young Children 37, no. 4 (August 22, 2024): 316–35. http://dx.doi.org/10.1097/iyc.0000000000000275.

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Identifying effective professional development related to providing social–emotional support in early childhood classrooms is a critical need. We used a multiple probe across participants and behaviors design to examine the impact of external coaching support on classroom coaches’ use of coaching strategies with teachers in childcare programs. As secondary measures, we assessed the implementation of the Pyramid Model using a standardized tool and teachers’ perceptions of children’s engagement and behavior. Two classroom coaches increased their implementation of two Practice-Based Coaching components: (a) collaboration and planning and (b) reflection and feedback. Results from secondary measures were inconclusive. Our study extends the professional development research by focusing on increasing the implementation fidelity of evidence-based coaching strategies to improve teachers’ use of social–emotional teaching practices in early childhood classrooms.

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Nagro, Sarah A., Shanna E. Hirsch, and Michael J. Kennedy. "A Self-Led Approach to Improving Classroom Management Practices Using Video Analysis." TEACHING Exceptional Children 53, no. 1 (June 17, 2020): 24–32. http://dx.doi.org/10.1177/0040059920914329.

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Strong classroom management may be the key to finding success as a new teacher. Yet many teachers seek additional professional development in managing classrooms that include students with disabilities. The purpose of this article is to provide new teachers and teacher educators with a prescriptive yet self-led approach to systematically improving classroom management practices using a sequential video analysis process. This article outlines an easy-to-follow four-step process that teachers can use to record, review, reflect on, and revise their instruction. A checklist of evidence-based classroom management strategies with video exemplar links, a free online observation tool called the Classroom Teaching Scan, and a guide for self-reflection called the Reflection Matrix are all explained. Through this highly structured yet self-led approach, teachers can independently engage in noticing elements of teaching, identify their own areas of strength and weakness, reflect in a meaningful way, and implement evidence-based classroom management practices.

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Alkharusi, Hussain, Said Aldhafri, Hilal Alnabhani, and Muna Alkalbani. "Classroom Assessment: Teacher Practices, Student Perceptions, and Academic Self-Efficacy Beliefs." Social Behavior and Personality: an international journal 42, no. 5 (June 18, 2014): 835–55. http://dx.doi.org/10.2224/sbp.2014.42.5.835.

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We examined the effects of teachers' classroom assessment practices and students' perceptions of assessment tasks on students' academic self-efficacy beliefs as 1 dimension of student academic motivation. Participants (N = 1,457) were students sourced from 99 classrooms of public secondary schools in Oman. Results of multilevel analysis showed that student academic self-efficacy beliefs were significantly and positively influenced by students' perceptions of the assessment tasks. Specifically, congruence with planned learning, authenticity, transparency, and diversity all had significant positive influences on self-efficacy beliefs, as did frequent communication by the teacher about the assessment with students and teachers' frequent use of nonachievement grading factors. Implications are discussed for classroom practices and research related to classroom assessment.

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Eddy, Sarah L., Mercedes Converse, and Mary Pat Wenderoth. "PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes." CBE—Life Sciences Education 14, no. 2 (June 2015): ar23. http://dx.doi.org/10.1187/cbe.14-06-0095.

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There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors’ alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved.

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Griffin, Daniel, Silvia Gallagher, Vanessa Vigano, Dimitra Mousa, Sanne Van Vugt, Alex Lodder, and Jake Rowan Byrne. "Best Practices for Sustainable Inter-Institutional Hybrid Learning at CHARM European University." Education Sciences 12, no. 11 (November 10, 2022): 797. http://dx.doi.org/10.3390/educsci12110797.

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CHARM European University offers an inter-institutional Master’s (MSc) in Global Challenges for Sustainability across five European university campuses using innovative, challenge-based, transdisciplinary, and student-centered pedagogies. However, delivering modules across multiple locations at the same time poses a major challenge. Multiple hybrid classrooms solve this challenge by offering spaces for students and staff to teach and learn locally and remotely. This study describes the first Participatory Action Research (PAR) cycle iteration of the design, implementation, testing, and delivery of hybrid classrooms within a European university alliance. Hybrid classroom collaboration was facilitated through videoconference software, and this research describes a collaborative space design for transdisciplinary teamwork within this environment. Perspectives from a technical expert on virtual learning environments, an educationalist who supports teaching staff, and a classroom-based teaching assistant are presented. Integrating educational principles and module learning outcomes, aligning physical build specifications, testing hardware and software, identifying pedagogical needs, facilitating professional development, and ensuring adequate time for testing is crucial for successful hybrid classroom delivery. This research contributes practical use cases and recommendations for educational and support staff delivering digital transformation through hybrid classrooms across inter-institutional co-operations.

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Hong, Ang Leng, and Tan Kim Hua. "A Review of Theories and Practices of Multiliteracies in Classroom: Issues and Trends." International Journal of Learning, Teaching and Educational Research 19, no. 11 (November 30, 2020): 41–52. http://dx.doi.org/10.26803/ijlter.19.11.3.

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This paper aims to review the concepts of literacy, multiliteracies, and multimodality in educational settings and their relevance in classroom practice. Literacy has emerged in recent years as an essential concept in the classroom teaching and learning process. With literacy views beyond the conventional print medium, it is important for teachers, educators, and learners to be given a new understanding of multiliteracies pedagogies. This paper also reflects on the development of multiliteracies paradigms. Specifically, it discusses the relevance and potentials of multimodal teaching and learning in dealing with the multiliteracies school learners bring into the classrooms including digital literacies and online literacies. This paper adopted a systematic literature review approach exploring issues and trends related to multiliteracies in the classroom context. The findings indicate that past studies often consider both the multimodality of meaning-making and meaning-recreating as well as different multiliteracies skills learners bring to the classroom. The review presented here addresses multiliteracies pedagogy in classroom teaching that benefits teachers, educators, and learners. Recommendations are made for future multiliteracies studies to strengthen the pedagogical practices in the emerging digital classroom.

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Kim, Minjeong. "Intertextuality and Narrative Practices of Young Deaf Students in Classroom Contexts: A Microethnographic Study." Reading Research Quarterly 47, no. 4 (October 2012): 404–26. http://dx.doi.org/10.1002/rrq.029.

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AbstractThis study explores how intertextuality influences the narrative practices of young deaf children in two classrooms. Specifically, the study examines how variations in what texts are made available to juxtapose and variations in how texts are juxtaposed influence the narratives young deaf children produce. A major premise underlying these two purposes is that intertextual links are socially constructed by teachers and children. Data from each classroom was collected using ethnographic methods including participant observation 2.5 days per week in each classroom for six months, collection of classroom artifacts (e.g., student writing and drawing) and video recordings of select storytelling and story writing events. Data analysis involved transcribing the video recorded events, identifying potential instances of intertextuality in the transcripts and student written products, and coding for intertextual substance (the range of texts referenced) and intertextual process (how intertextual connections were constructed). Findings revealed two models of narrative practice in the classrooms: an individual model with a focus on a narrow range of narrative forms and structures aligned with formal curriculum and required assessments and a narrow range of potential intertextual connections; and, a shared model of narrative practice that involved a broader range of potential intertextual connections, social play, a focus on author‐audience relationships (where the audience were classroom peers) often eschewing formal narrative structures and forms, and the use of multiple modalities / sign systems. In one of the classrooms the individual model prevailed, while the shared model prevailed in the other. The findings suggest that over time deaf children, like hearing children, engage in, adopt, and adapt different classroom narrative practices dependent on the classroom social contexts of their production. The findings have implications for reconceptualizing narrative development and the assessment of spoken and written narratives.

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Reis, Sally M., Marcia Gentry, and Lori R. Maxfield. "The Application of Enrichment Clusters to Teachers' Classroom Practices." Journal for the Education of the Gifted 21, no. 3 (April 1998): 310–34. http://dx.doi.org/10.1177/016235329802100304.

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This study investigated the impact of providing one type of gifted education pedagogy, enrichment clusters, to the entire population of two urban elementary schools. Enrichment clusters provided a regularly scheduled weekly time for students to work with adult facilitators to complete a product or provide service in a shared interest area. Teaching practices of classroom teachers who participated as cluster facilitators were affected both in the enrichment clusters and in regular classrooms. Challenging content was integrated into 95% of the clusters through teaching specific authentic methodologies, advanced-thinking and problem-solving strategies. Approximately 60% of the teachers who facilitated clusters transferred some of the strategies used in clusters into their regular classroom practices.

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Barwell, Richard. "Learning Mathematics in a Second Language: Language Positive and Language Neutral Classrooms." Journal for Research in Mathematics Education 51, no. 2 (March 2020): 150–78. http://dx.doi.org/10.5951/jresematheduc-2020-0018.

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Research focused on learning mathematics in a 2nd language is generally located in individual 2nd-language contexts. In this ethnographic study, I investigated mathematics learning in 4 different second-language contexts: a mainstream classroom, a sheltered classroom for Indigenous students, a welcome class for new immigrants, and a French-immersion classroom. The study was framed by a view of learning as socialization and the Bakhtinian notion of centripetal and centrifugal language forces. I present 7 socialization events that were particularly salient in 1 or more of the classrooms. For each socialization event, I identify various socialization practices. Based on a comparison of socialization practices in the 4 classrooms, I propose a distinction between language positive and language neutral mathematics classrooms. In language positive mathematics classrooms, students’ socialization into mathematics and language includes explicit attention to different aspects of language use in mathematics. In language neutral mathematics classrooms, the role of language in mathematics tends to be implicit.

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Journal articles on the topic 'Classroom practices'

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