Relevant bibliographies by topics / Classrooms

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classrooms'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Classrooms"

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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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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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Castillo-López, Javier, and Daniel Domínguez Figaredo. "Characterisation of flipped classroom teaching in multigrade rural schools." South African Journal of Education 42, Supplement 1 (December 31, 2022): S1—S14. http://dx.doi.org/10.15700/saje.v42ns1a2211.

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Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms. The data show a typology of flipped classroom strategies adapted to multigrade classrooms. It is also concluded that applying flipped classroom in multi-grade classrooms requires significant changes in the instructional design and classroom learning phase. No changes were detected during the previous phase of individual work outside the classroom. A regular framework for the application of the flipped classroom method in multigrade rural schools could not be determined due to the heterogeneity of this kind of class.
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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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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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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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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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Spratford, Meredith, Elizabeth A. Walker, and Ryan W. McCreery. "Use of an Application to Verify Classroom Acoustic Recommendations for Children Who Are Hard of Hearing in a General Education Setting." American Journal of Audiology 28, no. 4 (December 16, 2019): 927–34. http://dx.doi.org/10.1044/2019_aja-19-0041.

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Purpose Classrooms including children who are hard of hearing (CHH) may be modified to manage noise and reverberation and improve speech perception. Little is known about the acoustic characteristics of contemporary general education classrooms that include CHH compared to classrooms of typical peers. We proposed the following research questions about the acoustic environment of general education classrooms including CHH: (a) How reliable are acoustic measurements collected using an iOS device, application, and external microphone? (b) What proportion of classrooms meet the American National Standards Institute's standards for unoccupied noise levels and reverberation? Method A smartphone application was used to measure sound levels, reverberation, and clarity for 164 general education classrooms including CHH. Linear mixed models were used to examine the following: (a) reliability of acoustic measures made using an application and external microphone and (b) predictors of sound levels, reverberation, and clarity for elementary classrooms including CHH. Results Results indicate the application reliably measures classroom acoustics. Classrooms exceeded the American National Standards Institute's recommended noise levels, but met reverberation time guidelines. Grade; heating, ventilation, and air conditioning status; and room volume predicted classroom acoustics. Conclusions As a screening tool, the application was shown to be effective in reliably measuring reverberation and classroom noise levels. The high levels of noise in unoccupied classrooms indicate a need for increased use of noise abatement strategies and the use of remote-microphone systems, especially in classrooms where noise levels cannot feasibly be reduced. Using an application may be a cost-effective method for monitoring important acoustic features that impact children's ability to understand speech in the classroom.
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Dissertations / Theses on the topic "Classrooms"

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Türnüklü, Abbas. "Classroom management in Turkish and English primary classrooms." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30943.

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The purpose of this thesis is to examine primary school teachers' behaviour management and classroom setting strategies in the Turkish and English contexts. In order to accomplish this purpose, the present research was carried out in the 1997-98 academic year in Turkey and England. Two research methods, structured observation and semi-structured depth interview, were used in order to collect data. Structured classroom observation was used to collect quantitative data related to teachers' and students' managerial interaction. Semi-structured in-depth interviews were used to obtain deep and rich first hand information about teachers' classroom management and setting strategies in the primary classroom context. The sample consisted of 12 Turkish and 8 English primary classroom teachers. The study showed that the most common misbehaviours in the classrooms of both countries were speaking loudly and excessively, and inappropriate movement. The majority of misbehaviours involved distraction rather than severe disruption. Teachers reported that students' misbehaviour was usually caused by pupils' social and cultural background, particularly the home. However, in particular, the type and frequency of misbehaviour were also changed depending on pupils' gender and age, the time of day, seating arrangement and subject matter. Teacher strategies were investigated under the heading of preventive and reactive behaviour management. Some differences were found between Turkish and English teachers regarding preventive strategies particularly in their ability to anticipate misbehaviour before it occurred. There were also differences in the use of reactive strategies based on teachers' experience. These mainly concerned the balance between verbal and non-verbal interactions. Furthermore, although punishment was not observed during observation, both Turkish and English teachers reported using punishment on certain occasions. Although the majority of Turkish classrooms were arranged in rows and aisles, most of the English pupils sat around tables. Turkish teachers reported that where pupils sat (front, wall or near window sides) affected learning and interaction with teacher. A classroom management model was developed for primary school classrooms. Several recommendations, in particular for Turkish primary classrooms, such as provision for initial and inservice teacher training courses, whole school classroom management policies were put forward based on the model and the results of this research.
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Matsumoto, Yasuyo. "Investigating classroom dynamics in Japanese university EFL classrooms." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/296/.

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Since 1868 to the present day, the Ministry of Education, Sports, Science and Culture (MEXT) has implemented many reforms to enhance English education in Japanese universities. However, much still remains to be done to improve the situation and one of the biggest hurdles is the fact that there are many unmotivated students in Japanese university EFL classrooms. This thesis explores the reasons for this problem by focusing on inter- and intra-relations between teachers and students in this context. Data were collected through classroom observations, interviews and questionnaires. The study employs both qualitative and quantitative research methodologies and uses space and methodological triangulation in order to overcome parochialism. My conclusions are that: 1) Visible and invisible inter-member relations exist between members of university classes and their teachers; 2) The teacher's behaviour affects the students' behaviour and impacts on their learning; and 3) Cooperative learning has a positive influence on language acquisition; 4) Japanese university students may not perceive how little interaction they have with their teacher; 5) Students exhibit gender differences in terms of the types of problems encountered and the ways in which they deal with them, but some problems are dealt with negatively by female and male students alike; and 6) Teachers appear not to perceive the problems and when they do they often deal with them by using negative strategies.
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Isbell, Rebecca T., and Pamela Evanshen. "Real Classroom Makeovers: Practical Ideas for Early Childhood Classrooms." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/0876593783.

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1. The environment matters: design elements to consider : Beauty in everyday environments ; The impact of light ; Sounds make a difference ; A place for everything, everything in its place ; A secure and supportive environment ; Valuing diversity in the classroom ; Setting up appropriate learning environments -- 2. The process of planning for successful change : Creating the vision ; Developing a plan ; Introducing a new feature -- 3. Low-cost, big-impact changes : Decluttering ; Small changes ; Teacher's space -- 4. Building a sense of community in the classroom : Creating a welcoming and inviting entrance ; Developing a sense of place ; Valuing each member of the community ; Having effective group time ; Learning about and practicing responsibility ; Identifying personal spaces for children ; Providing choices for individual work ; Working in small groups -- 5. Real classroom makeovers : The importance of play ; Real classroom makeovers support children's play ; Literacy centers/areas ; Manipulatives/building ; Math and science ; Art and music ; Dramatic play ; Community meeting ; Nurturing environment -- 6. Early learning standards and the classroom environment : Early learning standards ; The unique needs of children ; Adapting the environment to all learners -- 7. The amazing (and real) classroom makeover adventure : The adventure ; Description of the classroom ; Developing a vision with an initial teacher interview ; The change process ; The first element of design considered ; The next element of design considered ; Teacher interview and reflection on the learning environment ; Art ; Books ; Blocks ; Gathering place ; Home living ; Science ; Writing ; Summary ; Teacher comments after the makeover -- Classroom evaluation checklist.
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Low, Suk May. "The effectiveness of classroom code-switching in Malaysian science classrooms." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14340/.

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In 2003, English for Teaching of Mathematics and Science policy was implemented in Malaysia, requiring teachers to teach these subjects in English through primary to tertiary education. However, this policy was abolished in 2011, leaving schools to decide for themselves the medium of instruction (MOI) for these subjects during the soft-landing period. By 2022, all primary and secondary education is expected to complete the reversion of MOI to Malay. However, this is not applicable to both pre-university and tertiary education where students will continue to learn Mathematics and Science in English. Under such circumstance, it is foreseen that students and teachers in higher education will have problem learning and teaching these subjects when the reversion of MOI to Malay is completed as students will have learnt the subjects fully in Malay before entering higher education. As Malaysia is a multilingual country and most teachers and students speak both English and Malay, the researcher is interested to investigate the effectiveness of classroom code-switching (CS) and the possibility of adopting it as a strategic teaching tool in science classrooms. This research was carried out in three schools in Malaysia in 2013. Lessons conducted by two science teachers from each school were observed and audio-recorded for four hours. Three of these teachers were teaching science in English medium (EMI) whereas the other three had bilingual classrooms, teaching in both Malay and English (BMI). The recordings were then transcribed and analysed for instances of CS and their functions. These teachers were also interviewed about their language and education backgrounds. Students in each class were asked to complete a questionnaire by providing their language background and preferences of MOI for the teaching of science. Having compared both EMI and BMI classes, it is found that CS in EMI classes does provide strategic functions for classroom management and transmit of content knowledge. Students also appear to be very receptive to classroom CS and even view it as a way to improve their language skills.
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Skolny, Chad A. "The effect of classroom lighting on the volume of classroom sounds." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5873.

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Thesis (M.A.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains v, 25 p. : ill. Includes abstract. Includes bibliographical references (p. 22).
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Boyden, K. G. R. "Time in classrooms." Thesis, University of East Anglia, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356605.

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Ringsmose, Charlotte, and Pamela Evanshen. "Why Multiage Classrooms?" Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4471.

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Bandre', Patricia E. "The status of the selection and use of children's literature in K-6 rural Ohio public school classrooms." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1121782590.

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Lucas, Liney Orlandina. "Do classrooms matter? : pass rates, achievement and classroom procedures : a quanti-qualitative study." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018473/.

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Urban upper primary schools in Espirito Santo are better staffed and equipped than rural schools yet their "pass rates" are lower. Given evidence that: (a) urban areas are more developed than rural areas, (b) development and educational quality correlate positively, (c) school characteristics account for about 80 percent of the variation in pupil achievement in less developed countries, and (d) learning assessment in Brazil is not centralized, the reported "pass rates" are paradoxical and call for clarification. This is the problem this thesis approaches from a quanti-qualitative focus. Survey data on achievement scores, school results and the correlations between these measures of pupil attainments indicate that "pass rates" enmesh teachers' set learning goals. High school results / lower achievement scores in rural areas, which lack significant correlations, suggest lower quality education geared towards rote-learning. Lower school results / higher achievement scores in urban areas, with weak-moderate positive correlations signal more complex cognitive demands and improvement of educational quality through content understanding. Therefore, "pass rates" have specific meanings and are not suitable as comparison of performance of different schools. The ethnography of an urban school illuminates the survey findings and unveil the meaning of "pass rates" from the viewpoint of "successful" classroom practices. In a context of similar qualifications teachers share a progressive pedagogical discourse but their classroom practices portray diversity of educational quality and corresponding learning achievement standards. Teaching approaches, displayed in a typology (based in textbook use and pupils participation in the lesson), represent a continuum from rote-learning to the recreation of knowledge. Options for teaching approaches are compromises between educational ideals and existing constraints. These include teachers' competence (rooted in their background), the ethos and culture of the school, and external demands on schooling. Pupils' responses to teaching approaches embody their appraisal of the process, the subjectmatter, and prevailing teacher-pupil affective ties. Ultimately learning outcomes expressed through "pass rates" represent distinctive teaching practices and learning results.
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Almeida, Danielle Barbosa Lins de. "(In) humanising language classrooms." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/79740.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina , Centro de Comunicação e Expressão.
Made available in DSpace on 2012-10-18T07:05:21Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-26T00:05:08Z : No. of bitstreams: 1 181807.pdf: 2978201 bytes, checksum: cb8eddb95106e27e4072df612328ed0e (MD5)
O presente estudo tem por objetivo investigar a relação entre princípios humanistas na prática pedagógica de professores de inglês e a motivação dos alunos para aprender uma língua estrangeira dentro do contexto da escola pública brasileira. A coleta de dados foi realizada no Colégio de Aplicação da UFSC, entre os meses de fevereiro, março e abril de 2001. Dois grupos distintos de nível intermediário de língua inglesa foram observados a fim de identificar se as duas professoras desses grupos faziam uso de práticas humanistas e se tais práticas eram eficazes no sentido de promover um aumento no nível de motivação de seus aprendizes. Cada aula observada teve a duração de quarenta e cinco minutos, totalizando 16.5 horas de observação e gravação em vídeo. Uma possível relação a ser estabelecida entre a aplicação de princípios humanistas na aula de língua estrangeira com fins de promover a motivação para a aprendizagem de língua estrangeira, deve-se ao fato de que uma abordagem que privilegia a percepção individual que o aprendiz tem de si mesmo e do grupo ao qual pertence, favorece positivamente a sua auto- estima, facilitando, assim, seu crescimento em direção a tornar-se mais motivado para aprender. Os resultados corroboram a hipótese levantada no presente estudo, de que, quanto mais humanista em sua prática for o professor, mais motivado será o seu aprendiz. Todavia, a relação a ser estabelecida entre a implementação de práticas humanistas na prática pedagógica do professor de língua estrangeira e o nível de motivação de seu aprendiz, pode ser considerada uma relação complexa. No caso específico do presente estudo, tal complexidade é gerada pela inclusão de noções de gerenciamento de sala de aula, essenciais a tornar práticas humanistas mais eficazes. Dessa forma, a análise dos dados do presente estudo aponta para a relação complexa entre a implementação de práticas humanistas, noções de gerenciamento na sala de aula e a motivação dos aprendizes.
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Books on the topic "Classrooms"

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Butin, Dan W. Classrooms. [Washington, DC]: National Clearinghouse for Educational Facilities, 2000.

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

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Vandebrouck, Fabrice, ed. Mathematics Classrooms. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-281-5.

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Conway, Kathryn. Master classrooms: Classroom design with technology in mind. Chapel Hill, NC: Institute for Academic Technology, University of North Carolina at Chapel Hill, 1990.

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

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Bobbitt, Nolen Susan, ed. Classroom assessment: Supporting teaching and learning in real classrooms. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2005.

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Evertson, Carolyn M. Looking into learning-centered classrooms: Implications for classroom management. Washington, DC: NEA, 2006.

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Hardin, Carlette Jackson. Effective classroom management: Models and strategies for today's classrooms. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2004.

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Evertson, Carolyn M. Looking into learning-centered classrooms: Implications for classroom management. Washington, DC: NEA, 2006.

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Isbell, Rebecca T. Real classroom makeovers: Practical ideas for early childhood classrooms. Lewisville, NC: Gryphon House, 2012.

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Book chapters on the topic "Classrooms"

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Heffernan, Laura, and Rachel Sagner Buurma. "Classrooms." In The Routledge Companion to Politics and Literature in English, 441–51. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003038009-46.

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Danaher, Mike. "Flipped Classrooms." In Encyclopedia of Educational Innovation, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_130-1.

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Di Leo, Jeffrey R. "Unlit Classrooms." In Higher Education under Late Capitalism, 23–48. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49858-4_2.

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Evans, Rinelle, and Ailie Cleghorn. "Inside Classrooms." In Complex Classroom Encounters, 81–97. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-083-5_5.

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White, Cameron. "Global Classrooms." In Community Education for Social Justice, 103–10. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-506-9_12.

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Davies, Catherine. "Structured Classrooms." In Encyclopedia of Autism Spectrum Disorders, 3017–18. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_945.

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Franklin, Catherine. "Transforming Classrooms." In Knowledge, Pedagogy, and Postmulticulturalism, 83–105. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137275905_5.

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Horvath, Zoltan, and Donludee Jaisut. "Smart Classrooms." In Smart Technologies and Innovation for a Sustainable Future, 339–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01659-3_40.

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Mergendoller, John R. "Classrooms: Technology." In Encyclopedia of psychology, Vol. 2., 102–5. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10517-042.

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Patrick, Helen, Panayota Mantzicopoulos, and David Sears. "Effective classrooms." In APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors., 443–69. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13274-018.

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Conference papers on the topic "Classrooms"

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Lim, Kah Yee, Joan Hau, and Yiqi Tew. "Computer Performance Evaluation for Virtual Classroom with Artificial Intelligence Features." In International Conference on Digital Transformation and Applications (ICDXA 2021). Tunku Abdul Rahman University College, 2021. http://dx.doi.org/10.56453/icdxa.2021.1008.

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The advancement of computer technology allows students to interact with Artificial Intelligence (AI) through smart classrooms. Smart classroom is one of the latest technology enhanced learning (TEL) which allows the classroom and students to interact during the learning process. Currently, smart classrooms are believed to change current dull teaching methods and enhance the students’ learning experience. Therefore, the proposed paper is a comprehensive study of applying artificial intelligence features to an intelligent classroom system (a.k.a virtual classroom system) that provides face detection and hand gestures through e-learning classrooms. Artificial intelligence features will be implemented and compared on three machines with varying hardware specifications. According to the results of this study, Tensorflow Handpose provides more accuracy than MediaPipe Hands, although it requires higher hardware specifications. Face-api.js also outperforms TensorFlow and MediaPipe when it comes to executing face detection functions. According to this study, the present face and hand APIs can be adopted in smart classroom systems. Keywords: Virtual Classroom, Google Meet, Face Detection, Hand Gesture Detection, Object Recognition
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Honeycutt, Mike. "Smart classrooms." In the 30th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/588646.588657.

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

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Abstract This study presents a numerical simulation of a classroom’s indoor environment using Fluent Ansys to investigate the effectiveness of air filtration boxes in maintaining good indoor air quality (IAQ) and thermal comfort while reducing the spread of airborne particles. The simulation examines the distribution of aerosol particles released by occupants, the airflow patterns, and the concentration of pollutants in a typical classroom with a ventilation system consisting of supply and return air diffusers and air filtration boxes. The results demonstrate that the placement and location of the air filtration boxes significantly impact IAQ and thermal comfort, and the proposed template can guide researchers in optimizing ventilation strategies. More specifically, our results show that more filtration boxes are not always better or desirable. As few as two filtration boxes placed strategically in the classroom can be as effective as using more boxes. The study highlights the importance of maintaining good IAQ and thermal comfort in classrooms, especially during the COVID-19 pandemic. The use of air filtration boxes is a cost-effective and easy-to-install solution that can help filter out pollutants and reduce the spread of airborne virus particles. The findings of this study can contribute to creating safer and healthier indoor environments in classrooms and have implications for the health and productivity of occupants.
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Schmidt, Catarina. "Examining Critical Moments During Classroom Conversations in Two Literacy Classrooms." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1881111.

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Wang, Yanwen, Minghui Luo, Mingjie Du, and Fu Xie. "Gamified Flipped Classrooms." In Proceedings of the 4th International Conference on Modern Education and Information Management, ICMEIM 2023, September 8–10, 2023, Wuhan, China. EAI, 2023. http://dx.doi.org/10.4108/eai.8-9-2023.2340009.

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Vyeshikha, Manisha Saini, Yogesh Juyal, Ojaswini Mahendru, and Bura Vijay Kumar. "AI in Classrooms." In 2024 IEEE 1st Karachi Section Humanitarian Technology Conference (KHI-HTC). IEEE, 2024. http://dx.doi.org/10.1109/khi-htc60760.2024.10482130.

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Hadzhieva, Fatima, and Tihomir Chapaev. "Lighting in classrooms." In Zbornik radova sa Nacionalne konferencije sa međunarodnim učešćem – Zelena Gradnja 2024. University of Niš - Faculty of Civil Engineering and Architecture, 2024. http://dx.doi.org/10.5937/greenb24018h.

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Lighting in classrooms is of leading importance for the complete perception of visual information, creativity and labor processes, and social interaction. In connection with the modern requirements for energy efficiency in buildings, when using traditional lighting fixtures with incandescent bulbs, the following problems are observed: uneven lighting in spaces, particularly in classrooms, over-illumination in certain areas, and lack of light in others. The financial factor when using them for educational purposes includes a short lifespan and additional funds for replacement. The subject of study in this report is lighting with led fixtures and motivating their application in classrooms. Useful factors of this type of artificial light sources will be examined, such as lifespan, energy consumption, and the possibility of personalizing lighting according to the needs of the educational space.
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Swan, Paul. "Teacher Empathy Practice in Australian Elementary Classrooms: Implications for Classroom Management." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445009.

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Patrick, Helen. "The Predictive Validity of Classroom Observations: Troubling Results From Kindergarten Classrooms." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581199.

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Ramaila, Sam. "THE USE OF IMPROVISED RESOURCES IN SCIENCE CLASSROOMS IN SOUTH AFRICAN TOWNSHIP SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end083.

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"A considerable number of schools in South Africa are under-resourced and this dilemma poses formidable instructional challenges which stifle teachers’ ability to foster meaningful teaching and learning in science classrooms. There is a critical need to circumvent general lack of resources in township schools by harnessing pedagogical affordances of improvised resources. In response to this key strategic imperative, the study examined the use of improvised resources in science classrooms in South African township schools. The study adopted a generic qualitative design and involved purposively selected science teachers from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that the use of improvised resources is central to coherent development of scientific literacy and sustainable inculcation of requisite scientific skills in science classrooms. Theoretical implications for pedagogic innovation are discussed."
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Reports on the topic "Classrooms"

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Sitabkhan, Yasmin, Matthew C. H. Jukes, Eileen Dombrowski, and Indrah Munialo. Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya. RTI Press, December 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0084.2212.

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There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.
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Bauer, Sarah. Integrating Humanities into Environmental Engineering Classrooms. Rowan University, September 2019. http://dx.doi.org/10.31986/issn.2689-0690_rdw.oer.1010.

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Hernández, Laura, and Linda Darling-Hammond. Creating identity-safe schools and classrooms. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/165.102.

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This research report addresses the ways in which practitioners can build inclusive and affirming school environments with keen attention to identity safety that can support all students in feeling safe, protected, and valued in school environments. A growing body of research points to effective school-based practices and structures, described below, that educators can use to foster the identity safety that nurtures student achievement, positive attachments to school, and a genuine sense of belonging and membership for each student.
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Ghosh, Arpita. Collaborative and inclusive classrooms through playful learning. The Economics Network, July 2024. http://dx.doi.org/10.53593/n4119a.

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Safranek, Sarah F., and Robert G. Davis. Evaluating Tunable Lighting in Classrooms: Trial LED lighting systems in three classrooms in the Folsom Cordova Unified School District. Office of Scientific and Technical Information (OSTI), September 2018. http://dx.doi.org/10.2172/1599058.

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Busso, Matías, and Verónica Frisancho. Research Insights: Do Different Classroom Assignment Strategies in Middle School Matter for Student Performance? Inter-American Development Bank, March 2023. http://dx.doi.org/10.18235/0004802.

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We implemented a large-scale field experiment in 171 public schools in Mexico grouping students based on initial academic performance under two models: tracking (i.e., sorting students by initial performance) and bimodal classrooms (i.e., grouping weak and strong students together in the same classroom). Students in tracking and in bimodal classroom experienced similar average learning gains of about 0.08 of a standard deviation. The treatment effects were larger and more persistent among initially high-achieving students and no significant among low-achievers.
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Fackler, Rachel. Arts Integrated Elementary School Classrooms and Academic Success. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.243.

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Pangonas, Tim P. Meeting Recruiting Deficiencies With Veterans in the Classrooms. Fort Belvoir, VA: Defense Technical Information Center, February 2001. http://dx.doi.org/10.21236/ada393643.

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Mathur, Chhavi, Sara Ahmed, Aakriti Parasha, Darab Nagarwalla, Sanskriti Menon, Bhageerath Swaraj, Rifa Meddapil, et al. Development of Water Classrooms for Middle School Students. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1206.2023.

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Water, recognised by United Nations’ Sustainable Development Goal 6, is essential to sustain all life. It intersects with various aspects of our civilisation, heritage, health, and survival. In this project, we developed pedagogical tools using place-based, multidisciplinary, imaginal, and interactive content for middle school students. The expected outcome of this pedagogy is to equip students with knowledge and core competencies such as critical transdisciplinary analysis, systems thinking, and collaborative decision-making that are essential to reimagine just, resilient, and equitable water futures. We called this curriculum the “Water Classrooms”. The core partners in this work included Living Waters Museum, Centre for Water Research, Science Activity Centre at Indian Institute of Science Education and Research (IISER Pune), and the Centre for Environment Education (Pune).
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Nsabimana, Aimable, Muthoni Nganga, and Christine Niyizamwiyitira. Smart classrooms and education outcomes: Evidence from Rwanda. UNU-WIDER, February 2024. http://dx.doi.org/10.35188/unu-wider/2024/465-6.

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