Journal articles: 'Classroom'

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Nurputra, M. Irham, Rosady Mulyadi, and Muhammad Taufik Ishak. "PENGARUH BESARAN RUANG DAN JUMLAH MAHASISWA TERHADAP TEMPERATUR DI RUANG KELAS." ATRIUM: Jurnal Arsitektur 5, no. 1 (June 10, 2020): 13–21. http://dx.doi.org/10.21460/atrium.v5i1.69.

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Title: Influence of Space and Number of Students on Classroom Temperature This study aims to examine the classroom temperature in the Class Room building Faculty of Engineering at Gowa campus. And will focus on classroom temperature influenced by conditioning the dimension of space and the number of students in the Class Room building. The reasearch method used the is quantitative-descriptive. Then collecting data related with the measurement of space, the temperature measured with the instrument then presented in tabular form for later the comparisson with the data from the treated classroom. From the result of this research, concludes that the temperature in the classroom related with changes in the size classroom and the number of students in the classroom indicates that with the addition of the number of users in the classroom will increase the temperature and fewer user in different classrooms shows the decrease the classromm temperature.

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Milner, H. Richard, and F. Blake Tenore. "Classroom Management in Diverse Classrooms." Urban Education 45, no. 5 (August 17, 2010): 560–603. http://dx.doi.org/10.1177/0042085910377290.

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Falgenti, Kursehi, and Witriana Endah P. "Pelatihan Google Class Room Offline untuk Efektivitas Pembelajaran Tatap Muka Terbatas di SMP Darrosta Jakarta." IJCOSIN: Indonesian Journal of Community Service and Innovation 3, no. 1 (January 31, 2023): 72–77. http://dx.doi.org/10.20895/ijcosin.v3i1.716.

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Pembelajaran Tatap Muka (PTM) terbatas dengan dukungan google classroom di SMP Darrosta menghadapi dua kendala. Pertama, siswa memiliki akses internet yang terbatas dalam mengerjakan tugas yang diberikan guru di google classroom. Kedua, Guru-guru belum memanfaatkan fasilitas google classrom offline (luring) untuk mempermudah siswa mengakses materi dan tugas di google classroom. Untuk efektivitas PTM terbatas di SMP Darrosta maka perlu dilakukan pelatihan google classroom offline. Metode pelatihan terdiri dari tahap persiapan yaitu survei lokasi kegiatan untuk menggali permasalahan yang dihadapi, tahap pelaksanaan yaitu pelatihan pengaturan google classroom offline secara hybrid dan tahap monitoring dan evaluasi untuk mengetahui seberapa besar peningkatan pengetahuan dan kemampuan guru-guru SMP Darrosta. Program pelatihan google classrooom offline menghasilkan output meningkatnya pengetahuan dan keterampilan guru SMP Darrosta menggunakan google classroom. Guru memiliki pengetahuan dan keterampilan menjadikan materi dan tugas yang diberikan dalam google classroom diakses secara offline. Siswa dapat mengakses materi dan mengerjakan tugas-tugas pembelajaran dari perangkat handphone tanpa koneksi internet.

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Mocová, Pavla, and Jitka Mohelníková. "Indoor Climate Performance in a Renovated School Building." Energies 14, no. 10 (May 14, 2021): 2827. http://dx.doi.org/10.3390/en14102827.

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Indoor climate comfort is important for school buildings. Nowadays, this is a topical problem, especially in renovated buildings. Poorly ventilated school classrooms create improper conditions for classrooms. A post-occupancy study was performed in a school building in temperate climatic conditions. The evaluation was based on the results of long-term monitoring of the natural ventilation strategy and measurements of the carbon dioxide concentration in the school classroom’s indoor environment. The monitoring was carried out in an old school building that was constructed in the 1970s and compared to testing carried out in the same school classroom after the building was renovated in 2016. Surprisingly, the renovated classroom had a significantly higher concentration of CO2. It was found that this was due to the regulation of the heating system and the new airtight windows. The occupants of the renovated classroom have a maintained thermal comfort, but natural ventilation is rather neglected. A controlled ventilation strategy and installation of heat recovery units are recommended to solve these problems with the classroom’s indoor environment. Microbiological testing of the surfaces in school classrooms also shows the importance of fresh air and solar radiation access for indoor comfort.

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Shan, Qi. "Intelligent Learning Algorithm for English Flipped Classroom Based on Recurrent Neural Network." Wireless Communications and Mobile Computing 2021 (September 13, 2021): 1–8. http://dx.doi.org/10.1155/2021/8020461.

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Reading and writing are the foundations of English learning as well as an important method of instruction. With the advancement of network technology and the onset of the information age, an increasing number of students have lost interest in traditional English reading and writing instruction in the classroom. Flipped classrooms have emerged as a result of this situation and have become the focus of research in one fell swoop. As a result, flipped classroom research at home and abroad has primarily focused on the theory and practical application of flipped classrooms, and flipped classroom application practice is primarily based on the overall classroom, with few separate discussions on the effects of flipped classroom students’ self-learning. As a result, we developed a recurrent neural network-based intelligent assisted learning algorithm for English flipped classrooms. There are two main characteristics of the model. First, it is a gated recurrent unit based on a variant structure of the recurrent neural network. The double-gating mechanism fully considers the context and selects memory through weight assignment, and on this basis, it integrates the novel LeakyReLU function to improve the model’s training convergence efficiency. Second, by overcoming time-consuming problems in the medium, the adoption of the connection sequence classification algorithm eliminates the need for prior alignment of speech and text data, resulting in a direct boost in model training speed. The experimental results show that in the English flipped classroom’s intelligent learning mode, students explore and discover knowledge independently, their enthusiasm and interest in learning are greatly increased, and the flipped classroom’s teaching effect is greatly improved.

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Polirstok, Susan. "Classroom Management Strategies for Inclusive Classrooms." Creative Education 06, no. 10 (2015): 927–33. http://dx.doi.org/10.4236/ce.2015.610094.

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Sakui, Keiko. "Classroom management in Japanese EFL classrooms." JALT Journal 29, no. 1 (May 1, 2007): 41. http://dx.doi.org/10.37546/jaltjj29.1-2.

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The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL) in Japan. To fill the gap, this study will report on: a) classroom management difficulties that arise in Japanese EFL classrooms when teachers try to teach English communicatively, b) how teachers conceptualize and attempt to deal with these problems, and c) what strategies can be offered to alleviate these problems. 教室内における指導運営はどの国においても重要な課題である。このテーマについてこれまで多くの研究が行われてきたが (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999)、言語教育の分野では実証研究がほとんど行われていないと言ってもよく、日本の英語教育界ではさらに関心が低いように思われる。本論文は、a) 英語をコミュニケーションの手段として指導しようとする場合には特に運営指導が難しくなること、b) 教員はこのような困難に直面した場合どのように対処しているのか、c) 効果的な対象方略とはどのようなものか、これら３点について実地調査の報告を行った。

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Gündüz, Müge. "Analysing language classrooms through classroom interaction." International Journal of Human Sciences 11, no. 2 (November 24, 2014): 1149. http://dx.doi.org/10.14687/ijhs.v11i2.3044.

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Sarker, Pramath Chandra, Md Nur-E.-Alam Siddique, Sabina Sultana, and Subrata Kumer Pal. "Comparison between Traditional Classroom and Flipped Classroom on Student’s Engagement and Satisfaction." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 2 (February 20, 2023): 624–35. http://dx.doi.org/10.11594/ijmaber.04.02.29.

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Background: The implications of flipped classrooms are increasing day by day around the world for better benefits compared to traditional classrooms. But the application and research about this field are insufficient in Bangladesh Objective: The present study was conducted to investigate the effectiveness of the flipped classroom learning environment on students’ engagement and satisfaction compared to a traditional classroom. Methods: Result showed a significant difference in student engagement and satisfaction with flipped classroom being favored over traditional classroom. A cross-sectional survey research was conducted using a 5-point Likert-type questionnaire to measure student engagement and satisfaction, respectively, on both the traditional classroom and the flipped classroom. Data were collected from 79 participants from the traditional classroom and 61 participants from the flipped classroom. After six weeks of intervention on flipped classroom method, again a survey was carried out to discover student engagement and satisfaction. The obtained data were analyzed by employing descriptive statistics, t-test, and correlation by SPSS version 26, Microsoft Excel version 19, and an online t-test calculator. Results: The study's findings revealed a significant mean difference in student engagement and satisfaction between the traditional and flipped classrooms. The outcomes also showed that students were more engaged and satisfied with flipped classrooms than with traditional classrooms. Another outcome to note is that the flipped classroom was also able to differentiate students based on class activity and regularity, while the traditional classroom could not. Conclusion: The findings suggest that the flipped classroom model has the potential to be the ideal education system in the 21st century and to address the 4th Industrial Revolution. Further investigation, assessment, and modification are necessary for widespread implementation.

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Masitowarni Siregar. "Classroom Management of Senior and Yunior English Teachers in Medan." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 2 (June 26, 2020): 623–31. http://dx.doi.org/10.33258/biohs.v2i2.293.

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The purpose of the study was to find out the differences between the classroom management performed by the senior and yunior teachers in teaching English at senior High School in Medan. This is a descriptive qualitative study. The respondents of the research were 28 English teachers of Yunior and Senior High School in Medan. Questionnaire and Observation sheet were used to collect the data on the teachers classroom management. The result of the study shows that senior English teachers perform more aspects of Classroom management. They perform 18 point from 20 points aspect.. Junior English teacher get 17 point. Although senior teachers perfom only show slightly more aspect of classromm management but for the quality of classroom management they perform better due to the longer experience of teaching. For junior English teacher they perform more enthusiastics energy, although it is clear that they have to study more on the behavior and attitude expected in the classrooms.

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Munniksma, Anke, Johanna Ziemes, and Philipp Jugert. "Ethnic Diversity and Students’ Social Adjustment in Dutch Classrooms." Journal of Youth and Adolescence 51, no. 1 (October 8, 2021): 141–55. http://dx.doi.org/10.1007/s10964-021-01507-y.

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AbstractResearch in the US indicates that classroom diversity is related to better social adjustment of students, but research on this association in European classrooms is limited in scope and yields inconsistent findings. This study examined how classroom ethnic diversity is related to social adjustment of societally dominant versus minoritized ethnic groups, and how an open classroom climate for discussion contributes to this. This was examined in low to moderately diverse Dutch classrooms (2703 secondary school students, from 119 classrooms and schools, Mage = 14, 50% female, 18% foreign-born parents). Results revealed that students from minoritized groups reported lower social adjustment. For all students, classroom ethnic diversity was related to worse social adjustment which was partly explained by classroom socioeconomic status (SES). An open classroom climate for discussion did not moderate the relation between diversity and social adjustment. The findings indicate that students’ social adjustment is worse in ethnically diverse and low-SES classrooms, and an open classroom climate for discussion does not solve this.

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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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Barron, Ann E., and Karen S. Ivers. "The Electronic Classroom: New Classrooms without Walls." Kappa Delta Pi Record 34, no. 4 (July 1998): 152–54. http://dx.doi.org/10.1080/00228958.1998.10518755.

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McCafferty-Wright, Jennice, and Ryan Knowles. "Unlocking the Civic Potential of Current Events with an Open Classroom Climate." Social Studies Research and Practice 11, no. 3 (November 1, 2016): 112–21. http://dx.doi.org/10.1108/ssrp-03-2016-b0009.

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Current events and citizenship intersect in students’ classrooms in ways both problematic and full of potential. Teachers take a range of approaches, from the passive, weekly regurgitation of news stories to the empowered use of current events to explore broader issues and inform civic engagement. Creating an open classroom climate can help teachers unlock the civic potential of current events, which aids students in building civic knowledge, internal political efficacy, and civic self-efficacy. This article begins by introducing teachers to research on open classroom climates using data from the International Civic and Citizenship Survey (ICCS). We then provide examples of the components of an open classroom climate and a survey created from ICCS items for teachers to assess their own classroom’s climate. Elements of an open classroom climate are applied to current events pedagogy with a lesson plan for young children that explores civic responses to water scarcity and features All the Water in the World, a picture book by George Ella Lyon and Katherine Tillotson.

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Simhony, Julia, and Natthapong Chanyoo. "A Comparison of Corrective Feedback Used in International and EFL Contexts." Journal of Language Teaching and Research 9, no. 3 (May 1, 2018): 573. http://dx.doi.org/10.17507/jltr.0903.17.

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The current study aims to investigate types of corrective feedback used in two classroom settings (i.e. EFL and international school classrooms) and to compare the frequency of corrective feedback types used in the two classrooms. The participants of this study were 31 students from two classrooms (6 international and 25 in EFL classrooms) and their respective teachers; one in each classroom. Data was collected through four classroom observations and one semi-structure interview conducted with the teacher from each classroom. The findings revealed that all six types of feedback were provided by the teachers in the two classrooms. A comparison of the frequency of the use of corrective feedback in two different classrooms revealed that recast was the most frequently used type of feedback in the EFL classroom while metalinguistic clues were used the most in the international school classroom. Data from the interviews suggested that teachers from both classrooms provided the feedback to students without awareness of how the feedback types should be used appropriately for different foci of the content. This study recommends the need for teacher training on corrective feedback so that the teachers will be able to analyze, select, and provide appropriate feedback types to learners.

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Horst Andrade, Fernanda, Rodrigo Scoczynski Ribeiro, and Manuel Teixeira Braz César. "Analysis of the acoustical environment of classrooms in three brazilian public schools through measurements and 3d simulation." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 263, no. 6 (August 1, 2021): 91–99. http://dx.doi.org/10.3397/in-2021-1132.

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The present study analyses the outdoor and indoor sound pressure levels (SPL) and the reverberation time (RT) measured in three Brazilian public classrooms. For the SPL, a sound level analyzer (class II) was used, and for the RT it was used a smartphone for the measurements. The sound sources were the impulses of bursting balloons and the data was processed in a MatLab toolbox (ITA-Toolbox). The classrooms were also simulated in an open source modeling software (I-SIMPA), using ray-tracing principles. Based on the results of the simulations, supported by the low-cost measurements, it was observed that the classroom didn't reach the national standards for classroom acoustics. Some improvements were designed with sustainable materials in order to reach the lower limits of the standards using the same room acoustics software. It was observed that the low-cost measurements helped on the diagnosis of classroom's acoustic issues which was also verified in the 3D simulation. This procedure showed itself as a cheap solution for classroom acoustic designs.

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

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

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

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

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

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

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Iluzada, Christina Long, Robin L. Wakefield, and Allison M. Alford. "Personal Technology in the Classroom." Journal of Effective Teaching in Higher Education 4, no. 3 (January 4, 2022): 111–31. http://dx.doi.org/10.36021/jethe.v4i3.229.

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College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.

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Gomes, Ana Maria, Mariana Costa Martins, Manuel Farinha, Beatriz Silva, Edite Ferreira, Alexandre Castro Caldas, and Tânia Brandão. "Bullying’s Negative Effect on Academic Achievement." International Journal of Educational Psychology 9, no. 3 (October 24, 2020): 243. http://dx.doi.org/10.17583/ijep.2020.4812.

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Bullying's a phenomenon that carries great harm for those involved (bully or victim alike) in which academic achievement is harmed as well. However, the strength of such impact is yet to be clarified, existing many possibilities to explore. Or in other words, many variables that can justify such connection - classroom behavior being one example.The goal of the present investigation is to study the impact that bullying (while mediated by the classroom behavior) has on the academic achievement.The sample consisted of 288 children (from 1st year to 4th year’s students); and their teachers (whom reported their classroom behavior). Results showed that the bullying situation itself, didn’t significantly explain the academic achievement of those involved. However, from classroom behavior it was found an indirect effect between bullying and academic achievement. Within classroom behavior, the main contributive dimensions were - victim related, the excessive motor activity; and bully related, oppositional behaviors, excessive motor activity and ADHD index.This results alert to the importance of the educational agents’ attention given to the existing behavior in their classrooms. Not only because of the disruption created in each classroom’s environment, but also as a possible sign of an involvement in the existing bullying dynamics.

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Purtell, Kelly M., and Arya Ansari. "Classroom Age Composition and Preschoolers’ School Readiness: The Implications of Classroom Quality and Teacher Qualifications." AERA Open 4, no. 1 (February 2018): 233285841875830. http://dx.doi.org/10.1177/2332858418758300.

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Recent research has shown that the age composition of preschool classrooms influences children’s early learning. Building on prior research, this study examines whether the association between classroom age composition and children’s learning and development vary based on classroom quality and teacher characteristics using a subset of the Family and Child Experiences Survey (FACES), a nationally representative sample of 3- and 4-year-old children attending Head Start (n = 2,829). Results revealed that the association between age composition and children’s academic skills was dependent on classroom quality and that classroom quality was less predictive of children’s skills in mixed-age classrooms. Teacher education but not experience also moderated the influence of age composition such that mixed-age classrooms taught by a teacher with higher education were not associated with decreased literacy gains among older children.

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Munawaroh, Ai Siti, and Christina Christina. "A Field Measurement of Noise Comfort Classroom in Xaverius Pringsewu Senior High School." MARKA (Media Arsitektur dan Kota) : Jurnal Ilmiah Penelitian 5, no. 1 (August 26, 2021): 27–38. http://dx.doi.org/10.33510/marka.2021.5.1.27-38.

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A school is a place where all learning activities are carried out by students. In learning activities in the classroom, it must meet a good standard of comfort, especially the noise factor. Classroom noise can be caused by external and internal factors. The audial comfort level for classrooms is standard 55 Dba. The purpose of this study was to determine and analyze the comfort level of noise in the classroom at Xaverius Pringsewu High School. The research methods were field measurement using sound level meter. In addition survey was conducted on building users with questionnaire to know about perception of audio comfort.The classrooms studied have a classroom design where the wall vents of the two classes have different heights. With a different ventilation design, it will certainly affect the noise conditions in the classroom. The study resulted that classroom RK 1 was noisier than the classroom RK 2 due to the different class design where the classroom RK 1 had wide ventilation on the wall, while the classroom RK 2 had a closed room with vents on the door and window.

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Davis, Elizabeth A., Judy Y. Ou, Cheyenne Chausow, Marco A. Verdeja, Eleanor Divver, James D. Johnston, and John D. Beard. "Associations Between School Characteristics and Classroom Radon Concentrations in Utah’s Public Schools: A Project Completed by University Environmental Health Students." International Journal of Environmental Research and Public Health 17, no. 16 (August 12, 2020): 5839. http://dx.doi.org/10.3390/ijerph17165839.

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Radon (²²²Rn), a radioactive gas, is the second leading cause of lung cancer deaths in the U.S. Classroom radon concentrations in public schools in our target area had never been measured or had not been measured in many years. We had university students, primarily enrolled in environmental health courses, measure radon concentrations in 2289 classrooms in 66 of Utah’s public schools and identify school characteristics associated with classroom radon concentrations. The geometric mean (GM) classroom radon concentration was 31.39 (95% confidence interval (CI): 27.16, 36.28) Bq/m3 (GM: 0.85; 95% CI: 0.72, 0.98 pCi/L). Thirty-seven (2%) classrooms in 13 (20%) schools had radon concentrations at or above the U.S. Environmental Protection Agency’s (EPA) recommended action level of 148 Bq/m3 (4.0 pCi/L). Number of classrooms had a u-shaped association with classroom radon concentrations. The year the heating, ventilation, and air conditioning (HVAC) system was installed was inversely associated with having classroom radon concentrations at or above the EPA’s recommended action level. Number of classrooms and number of students had u-shaped associations with having classroom radon concentrations at or above the EPA’s recommended action level. Classroom radon concentrations decreased when schools’ HVAC systems were on. Replacing HVAC systems and turning/keeping them on may be effective radon mitigation strategies to prevent radon-associated lung cancer, especially for small and large schools.

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

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

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Deemer, Sandra. "Classroom goal orientation in high school classrooms: revealing links between teacher beliefs and classroom environments." Educational Research 46, no. 1 (March 2004): 73–90. http://dx.doi.org/10.1080/0013188042000178836.

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Huang, Li-Shing, Jui-Yuan Su, and Tsang-Long Pao. "A Context Aware Smart Classroom Architecture for Smart Campuses." Applied Sciences 9, no. 9 (May 3, 2019): 1837. http://dx.doi.org/10.3390/app9091837.

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The Smart campus is a concept of an education institute using technologies, such as information systems, internet of things (IoT), and context-aware computing, to support learning, teaching, and administrative activities. Classrooms are important building blocks of a school campus. Therefore, a feasible architecture for building and running smart classrooms is essential for a smart campus. However, most studies related to the smart classroom are focused on studying or addressing particular technical or educational issues, such as networking, AI applications, lecture quality, and user responses to technology. In this study, an architecture for building and running context-aware smart classrooms is proposed. The proposed architecture consists of three parts including a prototype of a context-aware smart classroom, a model for technology integration, and supporting measures for the operation of smart classrooms in this architecture. The classroom prototype was designed based on our study results and a smart classroom project in Ming Chuan University (MCU). The integration model was a layered model uses Raspberry Pi in the bottom layer of the model to integrate underlying technologies and provide application interfaces to the higher layer applications for the ease of building context-aware smart classroom applications. As a result, application interfaces were implemented using Raspberry Pi based on the proposed technology integration model, and a context-aware energy-saving smart classroom application was implemented based on the proposed classroom prototype and the implemented web application interface. The result shows that, in terms of technology, the proposed architecture is feasible for building context-aware smart classrooms in smart campuses.

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Ng, Lui-Kwan, and Chung-Kwan Lo. "Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education." Sustainability 14, no. 9 (April 30, 2022): 5428. http://dx.doi.org/10.3390/su14095428.

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The onset of the COVID-19 global pandemic has negatively impacted sustainable learning in education (SLE). During city lockdowns, higher education institutes (HEIs) have transitioned from adopting solely traditional didactic classroom teaching to including innovative, flexible learning approaches such as flipped classrooms. Gamification is a new techno-pedagogy that has been integrated into flipped classrooms to promote learner achievement and engagement. Grounded in self-determination theory, the objectives of this exploratory study were to analyse the influence of the flipped classroom and gamification on SLE concerning learner achievement and engagement. Participants were recruited from postgraduate business education programmes in China, and three instructional interventions were applied for a semester of 10 weeks. The three instructional interventions applied were: gamified flipped classroom (n = 25), non-gamified flipped classroom (n = 24) and gamified traditional classroom (n = 19). A mixed-methods approach was used, and both quantitative and qualitative data were analysed. The results indicated gamified traditional classrooms promote learner achievement, and the gamified flipped classrooms promote learner engagement. Furthermore, learning culture, such as teacher-dependency, also influence learner achievement and engagement. The class observation reports and learner interviews suggested that both gamified flipped classrooms and gamified traditional classrooms support SLE in the time of academic uncertainty during the COVID-19 pandemic.

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Hamid, Mohammad Hanif. "Classroom Culture in EFL Classrooms in Kabul University." International Journal of Scientific and Research Publications (IJSRP) 10, no. 3 (March 6, 2020): p9926. http://dx.doi.org/10.29322/ijsrp.10.03.2020.p9926.

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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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Yerrick, Randy. "Reconstructing Classroom Facts: Transforming Lower Track Science Classrooms." Journal of Science Teacher Education 9, no. 4 (November 1998): 241–70. http://dx.doi.org/10.1023/a:1009457115418.

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Olaniran, Bolanle A., and K. David Roach. "Communication apprehension and classroom apprehension in Nigerian classrooms." Communication Quarterly 42, no. 4 (September 1994): 379–89. http://dx.doi.org/10.1080/01463379409369944.

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McCoy, Bryan Lloyd. "Classroom Management to Support Active Middle Level Classrooms." Journal of Education and Learning (EduLearn) 6, no. 4 (September 17, 2012): 201. http://dx.doi.org/10.11591/edulearn.v6i4.163.

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Fawns, Rod, and Jo Salder. "Managing students' learning in classrooms: Reframing classroom research." Research in Science Education 26, no. 2 (June 1996): 205–17. http://dx.doi.org/10.1007/bf02356432.

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R Jimerson, Shane. "Effective Classroom Management to Support Elementary Students: Promoting Student Success through Reducing Off-Task Problem Behaviors." Current Research in Psychology and Behavioral Science (CRPBS) 3, no. 7 (October 17, 2022): 1–5. http://dx.doi.org/10.54026/crpbs/1067.

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Identifying effective classroom management strategies is important to support teachers in promoting environments conducive to learning. Effective classroom management has been demonstrated to be associated with student achievement, motivation, and fewer challenging behaviors. Given the benefits of effective classroom management strategies and providing students with self-regulation skills, the present study examined the effectiveness of a contemporary classroom behavioral management strategy in reducing off-task problem behaviors. The Raising Lions method of behavior management emphasizes: i. Immediate action responses from teachers, ii. Encourages a positive or neutral tone of voice, and iii. Allocates brief prompts for students that allow them the opportunity to exercise self-control and re-engage in classroom instruction without teacher judgment. Employing a pre-post-follow-up design, the present study examined implementation fidelity and the effectiveness of this classroom management strategy in reducing the number of off-task problem behaviors in elementary school classrooms. Classroom observations were conducted in all 18 classrooms (school-wide, including transition kindergarten through Grade 6 classrooms), with a population of primarily Latino students. One-way ANOVAs compared off-task behaviors across pre and post-intervention stages. Overall, results revealed statistically significant decreases in the number of off-task problem behaviors in 16 of the 18 classrooms. The largest impact was related to teachers not naming the behavior and instead giving a brief action prompt to trigger self-reflection and self-correction. Implications for practice and research are discussed.

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Boor-Klip, Henrike J., Eliane Segers, Marloes M. H. G. Hendrickx, and Antonius H. N. Cillessen. "The Moderating Role of Classroom Descriptive Norms in the Association of Student Behavior With Social Preference and Popularity." Journal of Early Adolescence 37, no. 3 (July 27, 2016): 387–413. http://dx.doi.org/10.1177/0272431615609158.

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This study addressed the moderating role of classroom descriptive norms for overt and relational aggression, social withdrawal, prosocial behavior, and academic reputation in the association of behavior with social preference and popularity in early adolescence. Participants were 1,492 fifth-grade students ([Formula: see text] = 10.6 years, 52.7% boys) from 59 classrooms who completed unlimited peer nominations for status and behavior. Classroom descriptive norms were computed as the average proportion of classroom nominations received for the different social behaviors. Multilevel analyses revealed that the negative association between overt aggression and social preference was attenuated in classrooms with high norms for overt aggression. The negative association between academic reputation and social preference was enhanced in classrooms with high norms for academic reputation. Classroom norms did not moderate the associations between behavior and popularity. The type of behavior and the type of status should be considered when examining classroom descriptive norms and behavior-status associations.

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Vercellotti, Mary Lou. "Do interactive learning spaces increase student achievement? A comparison of classroom context." Active Learning in Higher Education 19, no. 3 (October 27, 2017): 197–210. http://dx.doi.org/10.1177/1469787417735606.

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Research on interactive learning space classrooms has reported that instructors and students find them engaging, and engagement is expected to increase learning outcomes. Positive findings about interactive classrooms, though, are often confounded with active learning pedagogy since instructors who teach in interactive classrooms tend to also promote active learning pedagogy. More research is needed to tease apart learning gains from the instructional design, classroom context, and the related incorporation of technology. This study examined the relationship between learning gains and classroom context (traditional and interactive learning space) in a pretest/posttest design and reviewed student survey responses about learning experiences. Participants were enrolled in one of two sections of a course. Both groups were taught by the same instructor using active learning pedagogy with the same activities, materials, and assignments. The results showed that classroom context did not result in differences in students learning overall. Some findings pointing to subtle differences, however, indicate that the interactive classroom could have made the classroom instruction more effective and efficient.

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Rishel, Carrie W., Jiyoung K. Tabone, Helen P. Hartnett, and Kathy F. Szafran. "Trauma-Informed Elementary Schools: Evaluation of School-Based Early Intervention for Young Children." Children & Schools 41, no. 4 (October 2019): 239–48. http://dx.doi.org/10.1093/cs/cdz017.

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Abstract Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or trauma in the classroom. Designed as an innovative school-based approach, TIES provides classrooms with a resource liaison to support teachers in recognizing and responding to trauma indicators. This article describes a study that examined the effectiveness of the TIES intervention across multiple domains, measuring the quality of classroom interaction by comparing TIES classrooms with comparison classrooms in 11 schools in a rural Appalachian state. CLASS (Classroom Assessment Scoring System) was used to measure classroom outcomes at the beginning (baseline) and end (follow-up) of the school year. Results indicate that TIES classrooms demonstrated significant improvement from baseline to follow-up in multiple domains, whereas comparison classrooms showed decline. The article concludes with a discussion of the study’s implications.

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Diker, Fadime. "Evaluation of the efficiency of university classrooms with the fuzzy logic." Facta universitatis - series: Architecture and Civil Engineering 17, no. 4 (2019): 341–57. http://dx.doi.org/10.2298/fuace190528020d.

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In this paper, a fuzzy logic algorithm was created in order to grade and classify the design efficiencies of classrooms selected from S?leyman Demirel University. The existing classrooms were examined on site and the orientation of the classrooms, the number of people, the classroom area and the window area of the classroom were calculated. As the input variables, the orientation of the classrooms, the number of people, the area per-capita and the ratio of window area to the classroom area were modelled. The design efficiencies of the classrooms as the output variables were obtained by the rules formed among the input variables. In the model, fuzzy model as the Mamdani type and "weighted average" method as the clarification method were used. For fuzzy logic model, 180 fuzzy rules have been formed in the type of IF, which are associated with the facade of the classroom, the number of people, the area per capita and the ratio of the window area of the classrooms to the design efficiency of the classroom. Design efficiency of the classrooms were created; the design efficiency classes and the average design efficiencies of classrooms in faculties were compared and concluded according to faculties. The efficiency of the classrooms, which is the main place of the educational buildings, depends on the decisions taken during the design phase. With the model created in this paper, more efficient designs will be provided by having knowledge about the design efficiency through making use of the decision-making process of the classrooms during the design process.

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Torr, Jane. "Classroom discourse." Australian Review of Applied Linguistics 16, no. 1 (January 1, 1993): 37–56. http://dx.doi.org/10.1075/aral.16.1.03tor.

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This paper discusses some of the results of a pilot study of spontaneous teacher/child discourse in two Year 1 Sydney classrooms (children aged 6 and 7 years). The two classrooms differed greatly in terms of their ethnic composition; in one class, the majority of children came from non-English speaking backgrounds, while in the other class, all the children were native English speakers. The teachers and students were taped during typical group lessons, and the resulting data were transcribed and analysed using a speech act framework (Hasan’s message semantics network). The results showed significant differences between the discourse in the two classrooms; for example, the teacher of the non-English speaking background class spoke more frequently than the teacher of native English speakers, and she asked different types of questions. The children from non-English speaking backgrounds rarely participated in the classroom conversation. These results suggest that further investigation in the area is justified, in order to determine how typical these differences are, and the extent to which the differences are educationally significant in terms of classroom practices currently followed with ESB and NESB children.

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Xu, Fenghua, Yanru Yang, Junyuan Chen, and A.-Xing Zhu. "Behind the Silence of the Professional Classroom in Universities: Formation of Cognition-Practice Separation among University Students—A Grounded Theory Study in China." International Journal of Environmental Research and Public Health 19, no. 21 (November 1, 2022): 14286. http://dx.doi.org/10.3390/ijerph192114286.

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Classroom silence is a negative form of classroom performance that is particularly prominent in the Chinese learner population. Existing research has mainly explored the silence phenomenon among Chinese university students in two types of learning contexts: overseas university classrooms and foreign language classrooms at local universities, without focusing on the Chinese undergraduates’ reticence in courses mediated by native language at domestic universities. However, the last type is the most common habitat for Chinese university students’ learning in higher education. Therefore, a sample of Chinese undergraduates majoring in education (n = 394) was recruited to determine the mechanisms of silence formation in professional classrooms. This study was based on grounded theory and in-depth interviews, and the recorded material was processed using NVivo 12. After a series of steps including open coding, axial coding, selective coding, and theoretical saturation testing, the core feature of the phenomenon of silence in professional classrooms of Chinese university students majoring in education was found to be the separation of students’ cognition and speaking practice. Then, a theoretical model of the formation and development of the phenomenon of classroom silence in professional classrooms of these undergraduates was constructed. The study showed that these university students had professional perceptions of classroom silence and displayed strong opposition to it, but they continued to maintain silent classroom behavior under the combined influence of individual characteristics, classroom experience, and learning adjustment. Following this, implications for existing research and suggestions for future practice are discussed.

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Yu, Huiju, Gaojun Shi, Jiaping Li, and Junfeng Yang. "Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom." Sustainability 14, no. 13 (July 5, 2022): 8184. http://dx.doi.org/10.3390/su14138184.

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Interaction in the classroom plays the key role for cultivating students’ 21st century skills. Insufficient breadth of interaction, uneven interaction opportunities, and chaotic interaction existed in many classrooms. With the integration of technology into education, many smart classrooms were built, with one of the aims being to promote interaction. However, the differences of interaction behaviors and engagement in a smart class versus a traditional class could rarely be found in literature, especially with the same teacher lecturing in both classes. In this study, a quasi-experiment was conducted by one experienced English teacher lecturing in a smart classroom with students and a traditional classroom with students for one semester. Research data were obtained by coding the 8 class videos with the proposed “Classroom Interaction Analysis Framework” and the adapted engagement questionnaire, and the data were analyzed using SPSS 24. Results showed that there were no significant differences in either interpersonal interaction or human–technology interaction; however students experienced significantly more engagement in the smart classroom. The reasons were analyzed and interaction patterns in smart classroom were discussed. Finally, a smart classroom interaction model was proposed to promote classroom interaction by considering the interplay of pedagogy, space, and technology.

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Manasco, M. Hunter. "YouTube™ in the Speech-Language Pathology Classroom." Perspectives on Issues in Higher Education 13, no. 1 (June 2010): 22–26. http://dx.doi.org/10.1044/ihe13.1.22.

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YouTube™ is an online video sharing Web site that is increasingly used in higher education classrooms. In addition presenting content on many diverse topics, YouTube™ rapidly became a rich source of clinical illustrations with relevance for the speech-language pathology classroom. Although professors in health education now take advantage of this resource, no documentation exists regarding students' reactions to the use of YouTube™ in the classroom. The purpose of this study was to survey students' opinions regarding the use of YouTube™ in the classroom. Videos from YouTube™ augmented lecture material in four speech-language pathology classrooms. At the end of the semester, students rated their opinions of the professor’s use of YouTube™ in the classroom and the contribution of the Web site to their classroom experience. All 104 students in the classes surveyed responded. A majority of students reported increased understanding, interest in, and retention of the classroom material due to use of videos on YouTube™.

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Xu, Chang, Kexin Zhu, and Suyi Liu. "Classroom Management Strategies in Secondary Language Education." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1649–54. http://dx.doi.org/10.54097/ehss.v8i.4539.

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Classroom management could be considered as one of the most demanding jobs to teachers. Effective classroom management is not only beneficial to teaching efficiency, but also conducive to the comprehensive development of the students. This paper aims to explore effective strategies of managing English classrooms for secondary school learners. Using a foreign language in the classroom may impede classroom management, as code-switching in English as a Foreign Language (EFL) classrooms may induce stress and discomfort among students. Long-term issues with the English subject compound over time, impacting learning outcomes and eroding students' confidence. But autonomous students are more likely to take the initiative to learn and explore outside the classroom. Generally, creating a classroom environment suitable for secondary school students is one of the main responsibilities of teachers. When they are guided to access a new language at this stage, it is particularly important to build their initial interest in further learning.

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Hu, Xiaoli, and Qian Zhao. "A Flipped Classroom Approach to Improve Nursing Students’ Learning Performance, Critical Thinking Skills, and Learning Satisfaction in a Stroke Care Training Course." Pacific International Journal 5, no. 4 (December 31, 2022): 82–88. http://dx.doi.org/10.55014/pij.v5i4.222.

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The present study explored the effectiveness of presenting a stroke accident training program in three one-hour classes using a flipped classroom approach to traditional classroom teaching to third-year nursing students during their neurological clinical rotation. A quasi-experimental pretest and post-test study is designed to test the flipped classroom's effectiveness in improving learning outcomes. In so doing, eighty diploma nursing and midwifery students in the third-year clinical nursing program were selected from a medical college as the study participants. They were randomly assigned as the control and experimental groups, with 40 and 40 students. During the one-month training program, the control group (the non-flipped classroom) was taught using the traditional teaching method. In contrast, the experimental group (the flipped classroom) was taught in a flipped learning mode. The flipped sessions comprised pre-recorded lectures, online quizzes, and in-class group activities in the course design. Data were collected through a student questionnaire and a knowledge and skill test. Overall, the flipped classroom students did significantly better in learning performance (knowledge and skills), critical thinking and reported higher learning satisfaction (p<0.05). It was concluded that flipped classrooms can positively impact multiple factors within the clinical setting. Being better prepared will help newly graduated nurses care for not just stroke patients but for all patients requiring complex care.

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Reinholz, Daniel L., and Niral Shah. "Equity Analytics: A Methodological Approach for Quantifying Participation Patterns in Mathematics Classroom Discourse." Journal for Research in Mathematics Education 49, no. 2 (March 2018): 140–77. http://dx.doi.org/10.5951/jresematheduc.49.2.0140.

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Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, we propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. We introduce a classroom observation tool that focuses on relatively low-inference dimensions of classroom discourse, which are cross-tabulated with demographic markers (e.g., gender, race) to identify patterns of more and less equitable participation within and across lessons. We argue that equity analytics can support researchers and practitioners in identifying subtle patterns of inequity in classroom discourse. As we show, even in classrooms with highly experienced, equityminded teachers, subtle inequities can emerge that are detectable through this quantitative methodology. To conclude, we discuss how equity analytics can complement qualitative approaches in the study of equity and inequity in classrooms.

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Cuban, Larry. "Computers Meet Classroom: Classroom Wins." Teachers College Record: The Voice of Scholarship in Education 95, no. 2 (December 1993): 185–210. http://dx.doi.org/10.1177/016146819309500202.

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Walker, Henry M. "CLASSROOM ISSUESWellness and the classroom." ACM Inroads 1, no. 1 (March 2010): 27–30. http://dx.doi.org/10.1145/1721933.1721945.

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Fisher, Darrell L., Barry J. Fraser, and Jan Bassett. "Using a Classroom Environment Instrument in an Early Childhood Classroom." Australasian Journal of Early Childhood 20, no. 3 (September 1995): 10–15. http://dx.doi.org/10.1177/183693919502000304.

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Remarkable progress has been made internationally over the past two decades in the conceptualisation, assessment and investigation of perceptions of the classroom environment. However, there are no published studies that have been conducted in early childhood classrooms. This paper reports the first use of a classroom environment instrument, the My Class Inventory (MCI), in a Year 1 class. Students responded to both the actual and preferred forms of the MCI. The teacher then implemented selected strategies in a practical attempt to improve the classroom environment by changing it towards that preferred by the students. After six months of applying these strategies, readministration of the actual form of the instrument indicated that the classroom environment indeed had been changed in the desired direction.

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Ohtani, Kazuhiro, and Ryo Okada. "Relationship between classroom social goal structures, gender, and social outcomes in Japanese elementary school children." School Psychology International 39, no. 5 (July 30, 2018): 435–53. http://dx.doi.org/10.1177/0143034318788120.

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This study examines the interaction between gender and classroom social goal structures and the impact they have on children's prosocial behaviors and classroom adjustment. Specifically, classroom social goal structures (consisting of prosocial and compliance goal structure) are the degree to which focal social goals are presented in classrooms. Numerous previous studies have tested the gender differences in social outcomes; however, the results of such past studies have been mixed, as some detected gender differences while others did not. This suggests the existence of moderator variables. Consequently, in this research, we focused on classroom-level moderators in the relationship between gender and social outcomes. We analysed a sample of 3,609 Japanese public elementary school children from 114 classrooms, and we detected the presence of cross-level interactions and found that classroom social goal structures can promote or degrade boys' social outcomes.

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Journal articles on the topic 'Classroom'

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