Academic literature on the topic 'Classroom segregation'
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Journal articles on the topic "Classroom segregation"
Ruoff, Gabriele, and Gerald Schneider. "Segregation in the Classroom." Rationality and Society 18, no. 1 (February 2006): 95–117. http://dx.doi.org/10.1177/1043463106060154.
Full textLee, Ee Lin. "The Segregation of Foreigners in U.S. Mainstream Classrooms." Sustainability 11, no. 11 (June 5, 2019): 3157. http://dx.doi.org/10.3390/su11113157.
Full textEstrada, Peggy, Haiwen Wang, and Timea Farkas. "Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom-Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn." American Educational Research Journal 57, no. 4 (November 27, 2019): 1791–836. http://dx.doi.org/10.3102/0002831219887137.
Full textLesnik, Julie J. "Modeling Genetic Complexity in the Classroom." American Biology Teacher 80, no. 2 (February 1, 2018): 140–42. http://dx.doi.org/10.1525/abt.2018.80.2.140.
Full textBarkhi, Reza, and Stephen Kozlowski. "ERP in the Classroom: Three SAP Exercises Focused on Internal Controls." Journal of Emerging Technologies in Accounting 14, no. 1 (February 1, 2017): 77–83. http://dx.doi.org/10.2308/jeta-51701.
Full textWest, Kimberly C. "A Desegregation Tool That Backfired: Magnet Schools and Classroom Segregation." Yale Law Journal 103, no. 8 (June 1994): 2567. http://dx.doi.org/10.2307/797056.
Full textKelly, Sean. "A Crisis of Authority in Predominantly Black Schools?" Teachers College Record: The Voice of Scholarship in Education 112, no. 5 (May 2010): 1247–74. http://dx.doi.org/10.1177/016146811011200501.
Full textMcFarland, Daniel A., James Moody, David Diehl, Jeffrey A. Smith, and Reuben J. Thomas. "Network Ecology and Adolescent Social Structure." American Sociological Review 79, no. 6 (November 5, 2014): 1088–121. http://dx.doi.org/10.1177/0003122414554001.
Full textGiersch, Jason, Martha Cecilia Bottia, Roslyn Arlin Mickelson, and Elizabeth Stearns. "Exposure to school and classroom racial segregation in Charlotte-Mecklenburg high schools and students’ college achievement." education policy analysis archives 24 (March 14, 2016): 32. http://dx.doi.org/10.14507/epaa.24.2123.
Full textClotfelter, Charles T., Helen F. Ladd, Calen R. Clifton, and Mavzuna R. Turaeva. "School Segregation at the Classroom Level in a Southern ‘New Destination’ State." Race and Social Problems 13, no. 2 (January 13, 2021): 131–60. http://dx.doi.org/10.1007/s12552-020-09309-w.
Full textDissertations / Theses on the topic "Classroom segregation"
McKoy, Saundra Melinda. "Lessons from the segregated classroom an oral history of the experiences and practices of three retired African American teachers /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/saundra_m_townsend/mckoy_saundra_m_200808_edd.pdf.
Full text"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Saundra Murray Nettles. ETD. Includes bibliographical references (p. 115-123) and appendices.
Hicks, Terence, Abul Pitre, and Kelly Jackson Charles. "An Instructional Companion Guide for the 21st Century Educational Leader in the Classroom and Beyond." Digital Commons @ East Tennessee State University, 2011. http://a.co/8oAf6Yw.
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Alomar, Majd. "Technologies and classroom configurations in gender-separated education in Saudi Arabia: an exploratory mixed methods study." Diss., 2018. http://hdl.handle.net/2097/39320.
Full textCurriculum and Instruction Programs
Jacqueline Spears
The purpose of this study is to explore the classroom configurations and technologies used to mediate instruction to female students in gender-separated classrooms at Qassim University and Alfaisal University in Saudi Arabia. The study describes the methods used, evaluates and compares the effectiveness of the approaches, and describes the issues and challenges that female students and their male professors face in gender-separated classrooms. The study was conducted using a sequential exploratory mixed-methods design and contains two phases, a qualitative phase and a quantitative phase. Two theoretical frameworks, Community of Inquiry and Technology Acceptance model, were used to guide the data collection in the qualitative component of the study. The results of the qualitative component were then used to develop a survey instrument that was used to collect data from a larger sample of the population. The qualitative phase focused on identifying the approaches used to mediate instruction to female students and explored the experiences of female students and male professors in gender-separated classrooms. A multiple case study design was used for collecting and analyzing the qualitative data. It included observations of five gender-separated classrooms that are equipped with different technologies and classroom configurations in Qassim and Alfaisal universities, focus groups made up of female students, and interviews with the male professors who taught those classes. Based on the themes and findings from the qualitative study, a survey instrument was developed and distributed to a sample of female students and male faculty members who teach female classrooms at Qassim University. The quantitative data enabled the researcher to report findings reflective of a larger and more diverse sample of female students and male professors at Qassim University. In conclusion, the qualitative phase of this study identified five different classroom configurations used in gender-separated classrooms: VCR, CCTV, and VC at Qassim University and Double deck and Partition at Alfaisal University. VCR was found to be the least effective classroom configuration due to the numerous technical problems associated with its use and limited instructional capabilities. CCTV was found to have fewer technical problems but also had limited instructional capabilities. VC also had fewer technical problems and advanced instructional capabilities, making it the most effective classroom configuration observed at Qassim University. At Alfaisal University, Partition classrooms appeared to be the most effective due to the enhanced educational experience provided by face-to-face instruction in the small sized classrooms. Double deck classrooms were found to be less effective. Students reported feeling isolated and disconnected in the classroom.
Martínez, Manuel active 2013. "Literature circles : Latina/o students' daily experiences as part of the classroom curriculum." Thesis, 2013. http://hdl.handle.net/2152/24071.
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Ralfe, Elizabeth Mary. "An investigation into the classroom related schemata of trainee teachers educated at racially segregated schools." Thesis, 1997. http://hdl.handle.net/10413/3368.
Full textThesis (M.A.)-University of Natal, 1997.
(13715277), Julie Deane. "Inclusion and hearing impairment: A case study." Thesis, 2000. https://figshare.com/articles/thesis/Inclusion_and_hearing_impairment_A_case_study/20960140.
Full textThis study investigated the effect of inclusive practice for a student with hearing - impairment. The findings of the case study provide a valuable resource for classroom teachers, to assist them and guide them in teaching a student who is hard of hearing or deaf.
During the 1970's and 1980's, Australian and New Zealand special education theory and practice, and education of the hearing -impaired (no less than other specialisation) were strongly influenced by the ideas of normalisation and mainstreaming. These ideas were gaining popularity from Scandinavian developments, the influence of PL94-142 (The Education of All Handicapped Children Act) in the United States and the Report of the Warnock Committee of Enquiry into special education in Great Britain.
Segregation has been most widely used as a method of dealing with disabled people. Students with disabilities (intellectual, physical and sensory) are a group of students who have traditionally been segregated educationally and a separate educational structure has been developed around them.
As the last decade of the twentieth century passes away, educators are coming to terms with change, which is seen to come out of a concept known as social justice. Inclusion is a complex topic. It ensures educational outcomes for all students and acknowledges that all students are learners.
Books on the topic "Classroom segregation"
Oh, Freedom!: Classroom Guide. Random House Trade, 1997.
Find full textMarschark, Marc, Shirin Antia, and Harry Knoors, eds. Co-Enrollment in Deaf Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.001.0001.
Full textBlum, Lawrence. Race and K-12 Education. Edited by Naomi Zack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190236953.013.28.
Full textMoland, Naomi A. Can Big Bird Fight Terrorism? Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190903954.001.0001.
Full textBook chapters on the topic "Classroom segregation"
Obrovská, Jana. "Roma Education in Post-socialist Classrooms: Between Segregation and Inclusion." In Roma Identity and Ritual in the Classroom, 1–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94514-9_1.
Full textAdair, Jennifer Keys, and Kiyomi Sa´nchez-Suzuki Colegrove. "2. Everyday Life in Ms. Bailey’s Classroom." In Segregation by Experience, 23–58. University of Chicago Press, 2021. http://dx.doi.org/10.7208/chicago/9780226765754.003.0002.
Full textAdair, Jennifer Keys, and Kiyomi Sa´nchez-Suzuki Colegrove. "3. How Educators Responded to Ms. Bailey’s Classroom." In Segregation by Experience, 59–76. University of Chicago Press, 2021. http://dx.doi.org/10.7208/chicago/9780226765754.003.0003.
Full textGarcía, David G. "The White Architects of Mexican American Education." In Strategies of Segregation. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520296862.003.0002.
Full textGarcía, David G. "“Obsessed” with Segregating Mexican Students." In Strategies of Segregation. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520296862.003.0004.
Full textLOCKHEED, MARLAINE E. "Some Determinants and Consequences of Sex Segregation in the Classroom." In Gender Influences in Classroom Interaction, 167–84. Elsevier, 1985. http://dx.doi.org/10.1016/b978-0-12-752075-9.50013-1.
Full textWILKINSON, LOUISE CHERRY, JANET LINDOW, and CHI-PANG CHIANG. "Sex Differences and Sex Segregation in Students' Small-Group Communication." In Gender Influences in Classroom Interaction, 185–207. Elsevier, 1985. http://dx.doi.org/10.1016/b978-0-12-752075-9.50014-3.
Full textBurkholder, Zoë. "The Education That Is Their Due." In An African American Dilemma, 46–86. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0003.
Full textMinow, Martha. "Making Waves: Schooling and Disability, Sexual Orientation, Religion, and Economic Class." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0007.
Full textMinow, Martha. "What Brown Awakened." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0005.
Full textConference papers on the topic "Classroom segregation"
Estrada, Peggy. "Elementary English Learner Classroom-Level Segregation Versus Integration and Achievement: A Replication Using Multilevel Modeling and Propensity Score Matching." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1660190.
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