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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.https://dc.etsu.edu/etsu_books/1063/thumbnail.jpg
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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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Tai, Chih-Che. "Classrooms in the Clouds." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3292.
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Mason, Lindsey Lea. "Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407827/.
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The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard to public schools. As the student population continues to diversify while teacher population remains predominately White, female, and middle class, teacher awareness in the classroom might be an integral piece to assist students marginalized by stereotypes in feeling more empowered in the school community. Through qualitative data collection and analysis, and framed by Basil Bernstein’s language code theory, this study explored teachers’ perceptions of how classroom interactions, in light of differences in communication, might impact students of different socio-economic backgrounds from the teacher. The findings of this study indicated that the participants expressed a desire to connect with all of their students, regardless of their background. They also discussed challenges that made relationships difficult, such as feelings of disconnect from their Title I students and their families based on differences in home life and background. This dissonance was often difficult for the participants to reconcile due to pressures and difficulties in their teaching situations, such as the large number of students and the scheduling of classes, curricular pressures, and other district expectations such as after-school ensembles. Implications for practicing music teachers and teacher education include ways to understand students’ communities and rethinking ways of approaching relevant terminology in education.
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Kilgour, Peter William. "Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070327.111520.
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Kilgour, Peter. "Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/178.
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The purpose of this study is to analyse the differences between upper-stream, lower-stream and mixed-ability mathematics classes in terms of student perceptions of their classroom learning environment. Both quantitative and qualitative data has been collected from students while qualitative data only was collected from pre-service teachers, practising teachers and parents. The sample for the quantitative data collection was comprised of 581 Year 9 and 10 students in 36 different classes taught by 28 different teachers in 7 schools covering 4 states of Australia. All of the schools are private schools and part of the Seventh-day Adventist school system. The questionnaire used an actual and preferred form of the 56 item version of the What is Happening in the Classroom? (WIHIC) survey along with 10 questions from the Test of Science Related Attitudes (TOSRA) modified for mathematics classrooms. For the qualitative data collection 40 interviews and 8 focus groups were conducted. Apart from comparing upper and lower-streams, other variables examined were: actual and preferred perceptions of the classroom learning environment, Year 9 with Year 10, males with females, English speakers with second language students, and attitudes with perceptions of learning environments. The most significant finding of the study was not only that lower-stream students have a more negative perception of their classroom learning environment, but that they seek less change. This negative perception is seen to be worse in Year 10 than Year 9, particularly in the areas of teacher support and task orientation. This study found a positive correlation between attitude and perceptions of classroom learning environment. This study also found a tacit acceptance of streaming as a practice by most participants in the study.
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Kilgour, Peter. "Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16952.
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The purpose of this study is to analyse the differences between upper-stream, lower-stream and mixed-ability mathematics classes in terms of student perceptions of their classroom learning environment. Both quantitative and qualitative data has been collected from students while qualitative data only was collected from pre-service teachers, practising teachers and parents. The sample for the quantitative data collection was comprised of 581 Year 9 and 10 students in 36 different classes taught by 28 different teachers in 7 schools covering 4 states of Australia. All of the schools are private schools and part of the Seventh-day Adventist school system. The questionnaire used an actual and preferred form of the 56 item version of the What is Happening in the Classroom? (WIHIC) survey along with 10 questions from the Test of Science Related Attitudes (TOSRA) modified for mathematics classrooms. For the qualitative data collection 40 interviews and 8 focus groups were conducted. Apart from comparing upper and lower-streams, other variables examined were: actual and preferred perceptions of the classroom learning environment, Year 9 with Year 10, males with females, English speakers with second language students, and attitudes with perceptions of learning environments. The most significant finding of the study was not only that lower-stream students have a more negative perception of their classroom learning environment, but that they seek less change. This negative perception is seen to be worse in Year 10 than Year 9, particularly in the areas of teacher support and task orientation. This study found a positive correlation between attitude and perceptions of classroom learning environment. This study also found a tacit acceptance of streaming as a practice by most participants in the study.
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Dunlap, Celeste Elizabeth. "An examination of gender differences in today's mathematics classrooms exploring single-gender mathematics classrooms /." Connect to this title online, 2002. http://www.ohiolink.edu/etd/view.cgi?cedar1033047176.
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Dunlap, Celeste E. "An Examination of Gender Differences in Today's Mathematics Classrooms: Exploring Single-Gender Mathematics Classrooms." Cedarville University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1033047176.
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Chung, Holly Elizabeth. "Paraeducators in special education classrooms /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283962601&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (D. Ed.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-124). Also available for download via the World Wide Web; free to University of Oregon users.
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Allen, Barbara Mary. "Pupil's perceptions of mathematics classrooms." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589418.
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Pupils in mathematics lessons in England rarely have an opportunity to comment on their experiences. When they do most researchers validate their comments through classroom observations or interviews with their teachers. This study was concerned only with the views of pupils in mathematics classrooms. Eighteen pupils in a middle school in England were interviewed to establish how they perceived their mathematics lessons. Data were collected when the pupils were in Year 6 and 7 and consisted of questionnaires and semi-structured interviews. A variety of original sorting tasks were used to prompt discussions and probe the issues raised by the pupils. The issues the pupils talked about were authority, identity and community. These manifested themselves as setting, assessment and classroom organisation. The pupils designed an Ideal Mathematics Classroom which contained features that they felt were more likely to support their learning of mathematics. They believed that in the Ideal Mathematics Classroom they would be more likely to be successful learners of mathematics. Based on the comments from the pupils, the thesis contains recommendations to teachers on how to create a classroom environment that is conducive to pupils developing a positional identity as successful learners of mathematics.
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Kreide, Anita Therese. "Literacy Achievement in Nongraded Classrooms." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/265.
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This longitudinal quantitative study compared literacy achievement of students from second through sixth grade based on two organizational systems: graded (traditional) and nongraded (multiage) classrooms. The California Standards Test (CST) scaled and proficiency scores for English-Language Arts (ELA) were used as the study’s independent variable to measure student performance. A matched control was utilized in which nongraded students were compared with graded students based on gender, ethnicity, and date of birth. Data analysis included independent samples t-test, analysis of variance (ANOVA), and effect size. Results showed that nongraded students had a significant advantage over their graded counterparts in literacy achievement (p=0.000). Effect size for the matched group increased with length of exposure in the nongraded program from Cohen’s d=0.49 to d=0.99. It is difficult to determine if significant outcomes were the result of classroom structure or instructional strategies used in the nongraded setting. However, a unique quality of this study involves the rare conditions and matched control design that allowed for variables to be controlled, which have yet to be simultaneously accounted for in multiage studies to date. Based on the results, this study suggested that nongraded education, by responding to the developmental nature of children in the classroom, may offer a viable alternative to the graded system. In nations such as Australia, New Zealand, Netherlands, Finland, and Canada with the highest literacy rates in the world, nongraded classrooms are common educational practice.
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Senman, Suna. "Swedish Teachers in Multicultural Classrooms." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49124.
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Mass migration in the past five decades fills classrooms with a mix of cultures, values and national identities. Swedish teachers find themselves working in multicultural classrooms. The aim of this study is to identify the challenges teachers face and propose solutions. This study uses the qualitative research methods of grounded theory and participatory action research. This exploratory research uncovered the theory that political factors, support, self-image and multicultural competence impacted the teachers’ central task of raising Swedish citizens. Additionally, teachers reveal their tactics and proposed solutions to manage the challenges in multicultural classrooms. Teachers call for policy changes, including smaller class sizes and providing multicultural competency skills for teachers.
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Hutchison, Paul S. "Epistemological authenticity in science classrooms." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8833.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Greene, Brenda Lyons. "Teachers' Attitudes toward Inclusive Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3445.
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Some teachers have negative attitudes toward teaching students with learning disabilities in the regular classroom. The purpose of this quasi-experimental study was to determine the attitudes of regular classroom teachers regarding several aspects of inclusive education (IE), as well as how teacher education, training, and experience contributes to the teachers' attitudes towards IE. The research was guided by Cooper and Fazio's (1984) reformulation of the theory of cognitive dissonance. A sample population of 135 classroom teachers was used. The participants completed the Scale of Teachers' Attitudes toward Inclusive Classrooms survey instrument and a demographic survey, which were analyzed through a MANOVA and MANCOVA. The results indicated that teachers had positive attitudes toward inclusionary teaching practices; however, the teachers also conveyed negative attitudes toward the philosophical aspects of inclusionary teaching practices, and these attitudes differed significantly per level of education and teacher training. The results of this study were used to develop a teacher training curriculum to improve co-teaching strategies, classroom management tips, emergency procedures, and information about learning disabilities. This study will contribute toward positive social change as these attitudes impact the teaching practices and student learning.
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Sarver, Tammie, Jane Tingle Broderick, and Lynn Lodien. "Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4227.
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Learning to organize the diverse interests of small groups in a Reggio inspired emergent curriculum is complex. No need to move all children through a process. Several small interest groups can emerge and thrive. Teachers can be sure that all children will receive significant learning from the diverse interest groups through the thoughtful and consistent use of small group and whole group classroom meetings. Techniques and real life examples will be shared. Discussion will be encouraged.
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Broderick, Jane Tingle, and T. Sarver. "Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4234.
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Willy, John Patrick. "Student engaged time in the mathematics classroom: A comparison between coeducational and single-sex classrooms." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280032.
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This quasi-experimental study examined student engaged time as a function of the gender composition of the classroom. Three levels of single sex and coeducational mathematics classes were compared. An analysis of variance found that class environment (single sex or coeducational), and class level (Algebra 1/2, Geometry 3/4, or Algebra 5/6) were significant factors. A significant interaction effect was also found. Algebra and Geometry students were more engaged in a coeducational environment and female Algebra 5/6 students were more engaged in a single sex environment.
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Rawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1950.
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The classroom learning environment has increasingly been recognised as an important factor in education. However, over recent years the increasing research in this area has focussed on humanities or science classrooms. Virtually no investigations have been reported into the learning environment of the secondary mathematics classroom.The study reported in this thesis focusses on the perceptions of 490 grade 9 mathematics students in 23 classrooms in 14 schools in Adelaide, South Australia. Students' perceptions of their mathematics learning environment were measured using a new classroom environment instrument which has been developed in both a Personal Form (which focusses on students' perceptions of their personal interaction with the learning environment) and a Class Form (which focusses on students' perceptions of the class's interactions with the learning environment).This study confirmed the reliability and validity of both forms of the new instrument in its use with this sample of students, and examined the differences between the Personal and the Class Forms of the instrument. The sub-populations of male and female students were also profiled and differences between their perceptions of the classroom learning environment were examined. Differences between students' perceptions of their teacher's interpersonal behaviour in the classroom were also explored.The study identified associations between students' perceptions of their mathematics classroom learning environment, their perceptions of their teacher's interpersonal behaviour, and student outcomes. The association between students' perceptions of their mathematics classroom environment and attitudinal outcomes was stronger than the association with cognitive outcomes.Finally, the commonality and uniqueness of the two instruments measuring classroom learning environment and teacher's interpersonal behaviour in terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.
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Rawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms." Curtin University of Technology, Science and Mathematics Education Centre, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10959.
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The classroom learning environment has increasingly been recognised as an important factor in education. However, over recent years the increasing research in this area has focussed on humanities or science classrooms. Virtually no investigations have been reported into the learning environment of the secondary mathematics classroom.The study reported in this thesis focusses on the perceptions of 490 grade 9 mathematics students in 23 classrooms in 14 schools in Adelaide, South Australia. Students' perceptions of their mathematics learning environment were measured using a new classroom environment instrument which has been developed in both a Personal Form (which focusses on students' perceptions of their personal interaction with the learning environment) and a Class Form (which focusses on students' perceptions of the class's interactions with the learning environment).This study confirmed the reliability and validity of both forms of the new instrument in its use with this sample of students, and examined the differences between the Personal and the Class Forms of the instrument. The sub-populations of male and female students were also profiled and differences between their perceptions of the classroom learning environment were examined. Differences between students' perceptions of their teacher's interpersonal behaviour in the classroom were also explored.The study identified associations between students' perceptions of their mathematics classroom learning environment, their perceptions of their teacher's interpersonal behaviour, and student outcomes. The association between students' perceptions of their mathematics classroom environment and attitudinal outcomes was stronger than the association with cognitive outcomes.Finally, the commonality and uniqueness of the two instruments measuring classroom learning environment and teacher's interpersonal behaviour ++in terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.
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Haliti, Donjeta. "Communication in Learner-Centered Classrooms : An explorative study of the communication patterns in two classrooms." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132083.
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The purpose of the present study was to explore teachers’ orchestration of the class communication during teaching and to show whether the communication can be explained by frame factors. This study is a multiple case study of two physics teachers – one public and one private school teacher - using observational and interview data to illustrate and analyze their communication/talk process in the classroom. Implications are drawn for the way that they develop dialogue, which is further explored in regards to identified frame factors. Data collection was complemented with field notes and audio-recordings. The observations served for identifying the communication process. Interviews were used to develop the understanding of the teacher’s background and their beliefs on teaching for further strengthening the evidence for the findings. Transcripts were developed for detailed qualitative analysis of selected episodes of their communicative approaches.Concepts and theories on the importance of the communication process for reflective thinking and a learner-centered classroom along with the frame factors theory aid the construction of the research and are linked to the findings.The study provides insight on the frequency of elicitation of dialogic communication encouraging of reflective thought occurring at recurrent rate by the private school teacher during lecturing. The findings showed that frame factors steering the two teacher’s elicitation of communication were the curriculum, the teachers’ educational opportunities, external support and their ideologies. Findings suggest that reverting the teachers discourse fully towards an environment of dialogic communication encouraging of reflective thought - an aim of the Kosovo Curriculums - require additional sustenance and a profounder inquiry of the influence of teachers ideologies and how it can be diminished. Furthermore, an assessment of the curriculums implementation in classrooms and its limiting aspect of providing dialogically organized instruction is necessary along with assessment of the trainings offered to teachers.
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Falloon, Garry Wayne. "An analysis of the impact of an e-classroom environment on the social, cognitive and affective elements of student work practices." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1414.
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This thesis documents the findings of an intrinsic case study examining the impacts of a digital or e-classroom environment on the social, affective, and cognitive development of a group of 33 year 5 and 6 students, in an urban primary school in Northland, New Zealand.It examines the manner in which the e-classroom concept was developed and implemented, the rationale behind its development, and the role of key players in this process. It further examines the impact of this environment on student work processes and practices, and identifies the unique blend of teacher philosophy, curriculum design and organisation, and computer application that comprised the learning environment for these students.Results of this study indicate particular issues associated with the successful operation of this e-classroom. These issues relate to such aspects as difficulties in managing and monitoring student progress when engaged in the multiplicity of learning tasks enabled by such an environment, the importance of student group composition and selection, the limitations of computers in supporting important knowledge development, and the manner in which students interact with and manipulate the features of software.The thesis concludes by presenting an analysis of the impact that these, and other vital areas of student engagement with computers, have on the effectiveness of utilising technological resources in this manner. It presents a series of recommendations for changes to improve the effectiveness of the learning environment in this e-classroom, and identifies a series of considerations for other schools considering undertaking similar initiatives.
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Nielsen, Sara E. "Examining Relationships Among Students' Beliefs, Chemistry Performance, and the Classroom Environment in High School Chemistry Classrooms." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469550358.
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Almusallam, Basma. "From Gyms to Classrooms: Enhancing the learning experience inside the design classroom through communities of practice." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555503829131717.
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Cattelan, Martina <1996>. "The impact of classroom learning environments on students' motivation: a case study of elementary school classrooms." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21137.
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La seguente ricerca si inserisce nell’ambito delle riflessioni pedagogiche che coinvolgono gli studi di psicologia ambientale e di psicologia della motivazione. In particolare, questo studio si pone l’obiettivo di dimostrare se l’attenzione e la cura rivolte agli ambienti di apprendimento, possano generare un miglioramento della motivazione degli studenti. A tale fine, si è scelto come studio di caso un confronto tra due ambienti didattici differenti per la loro organizzazione spaziale: la scuola primaria Diego Valeri di Padova e la scuola primaria Giuseppe Mazzini di Maserà di Padova. La diversa progettazione degli spazi si basa sull’adesione della scuola Diego Valeri al progetto educativo ideato dalla dottoressa Maria Montessori. Sulla base della letteratura analizzata, il confronto tra i due ambienti si è ritenuto rilevante per valutare un possibile differenza nel grado di motivazione tra gli studenti di una classe Montessori e quelli di una classe tradizionale. La parte sperimentale della ricerca è volta a rispondere alla seguente domanda: lo spazio educativo è in grado di influenzare la motivazione dello studente? Per rispondere a tale quesito, sono
stati distribuiti dei questionari agli studenti di età compresa tra i 9 e 10 anni con lo scopo di valutare il livello di motivazione e di interazione sociale in classe, e poter evidenziare eventuali somiglianze e differenze.
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Văcăreţu, Ariana-Stanca. "Math lessons for the thinking classrooms." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81033.
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Teaching mathematics means teaching learners to think – wrote Polya in How to Solve It? 1957. This paper intends to offer mathematics teachers suggestions for incorporating reading, writing, and speaking practices in the teaching of mathematics. Through explicit examples and explanations we intend to share ways of engaging students in
deep learning of mathematics, especially using and producing written and oral texts. More specifically, we plan to broaden and deepen teachers’ understanding of strategies for guiding students’ thinking so that they grasp mathematical concepts and processes, and also bridge the divide between mathematical processes, and written and oral communication. This paper presents a core math lessons which provides numerous opportunities for the students to get actively engaged in the lesson and think about the new concepts, algorithms
and ways of solving problems/ exercises. The lesson was designed for the 7th graders (13 year-olds). It was chosen to illustrate teaching
by using reading and writing for understanding math processes. The teacher’s reflections after the lesson and some samples of the students’ work and feedback are included in the paper. The material in this paper is based on the author’s own extensive teaching experience; and her work in the Reading and Writing for Critical Thinking project in Romania.
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McGee, Melissa Romain. "Measuring effective teaching in inclusive classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62989.pdf.
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Garforth, Kathryn Charlotte. "JUMP Math in grade four classrooms." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/43953.
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It is important for any new curriculum to go through a series of tests to ensure its effectiveness before a widespread adoption of the material into school systems. This evaluation should examine how students, including those who are low achieving (LA), perform with the use of the program. The primary purpose of this study was to compare the progress that three groups of students made, when teachers used different methods of mathematics instruction. One group of teachers used exclusively JUMP Math (JM1), one group of teachers used the materials used by the school district in the past (Control) and a third group of teachers used a combination of these two methods (JM2). Computational skills, fluency of simple addition, subtraction and multiplication questions, and number series measures were used to assess students in a pretest post-test quasi-experimental manner. The analysis conducted was achieved by using the change in scores between the pretest and the post-tests. For the whole sample, significant results were found on two of the measures. On one of the computational skills measures the control group was significantly better than JM1, and on the number series measure JM1 performed significantly better than JM2. For the students who were low achieving, JM2 performed significantly better than JM1 on the fluency measure. The other comparisons did not show statistical differences. As this was the first year for the teachers in the experimental conditions to use the JM program, future research should inquire whether there is a difference between the students when they are more comfortable with the program.
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Murillo, MariÌa Dolores PeÌrez. "Talk and texts in bilingual classrooms." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274208.
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Betz, Jennifer. "ASSESSMENT PRACTICES INELEMENTARY VISUAL ART CLASSROOMS." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2625.
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The purpose of this research study was to investigate the attitudes and usages of assessment methods by elementary visual art teachers in two southeastern school districts. Data consisted of responses to a mailed survey instrument that included relevant demographic information pertaining to respondent’s educational preparation experiences, tabulation of classroom activities, assessment usage, and a construct set of questions which addressed an attitudinal scale about the effectiveness of evaluation and measurement within their visual art classrooms. The primary focus of attitudinal orientation toward assessment centered upon the types of role models respondents encountered regarding assessment during initial teacher preparation and the resulting paradigm of belief concerning measurement art teachers experienced in varied educational settings. Results indicate that study respondents had a strong positive response to the construct attitudinal statements about accepting evaluation as a normative practice in their classrooms. The survey item "multiple choice tests are appropriate to use in visual art classrooms" had a strong relationship to the total reliability and had the greatest impact on the factor analysis. Further relationships were identified in the use of newly adopted textbook curricula to the acceptance of the statement "learning could be measured in visual art," suggesting that if art teachers embraced a textbook curriculum (developed through an outside, expert entity) they were more likely to accept the possibility that learning in elementary visual art classrooms was possible to be measured.
The relationship between the statements regarding the acceptance of multiple choice tests as a valid method of assessment and the recentness of either graduation from teacher preparation coursework or specific in-service professional development about assessment also suggests that pedagogy at the university and district level after The No Child Left Behind Act of 2001 was more likely to include instruction or role models in the practical use of assessment techniques for respondents.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
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McMeeking, Susan Ann. "Task processes in secondary examination classrooms." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317399.
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Kimani, Cecilia W. "Teaching deaf learners in Kenyan classrooms." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/38450/.
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This thesis examines the teaching and learning of deaf primary-school learners in Kenya in order to explain their poor examination performance and to find ways of better supporting their learning. While language and communication are perceived as the main problems encountered by deaf children, it is assumed that if teachers and learners are able to communicate through sign language, deaf learners can learn. The main argument of this thesis is that although proficiency in sign language among teachers does play a great role in the education of deaf learners, it is not sufficient in offering quality education in this context. Other needs of deaf learners should be addressed during the teaching and learning process through appropriate teaching and learning materials and teaching and assessment approaches. The thesis reviews literature looking at the relationship between language, thought and learning in the education of deaf learners. The study was partly informed by Vygotsky's theory of social learning and language which recognises that children learn through their interaction with the social environment. A discussion on the difference between the concepts: ‘special education', ‘integration', and ‘inclusive education' is raised in the review of literature leading to the discussion of whether deaf learners require ‘special' pedagogy. Different views have been held regarding the type of pedagogical approach used in the teaching and learning of deaf learners in Kenya who learn in specialist units attached to mainstream schools: whether this is ‘special', integrated or inclusive education. The research took an exploratory approach and focused on the teaching and learning of Social Studies in specialist units in urban and remote rural areas in Kenya. Data were collected mainly through lesson observations and semi-structured interviews with deaf and hearing education stakeholders including learners, teachers, education officials and representatives of deaf people's organisations. Kenyan Sign Language and English were the main languages used in data collection. The study found that although textbooks were mostly available for learners in the units, they did not benefit from them due to their design which did not respond to their learning needs. However, some textbook design features that would benefit the learners were identified by the deaf teachers and learners. In addition, while deaf teachers did not generally encounter communication problems in teaching, most hearing teachers lacked sufficient proficiency in Kenyan Sign Language (the language of instruction), a phenomenon that affected dialogue in teaching,. Assessment practices seemed not to be suitable for deaf learners to express what they knew. Although teaching and learning took place in sign language, assessment was through reading and writing in English. A combination of a general quality improvement of educational resources which would be relevant for all learners and some deaf-specific interventions for deaf learners is an approach that would support deaf learners to achieve more in their learning. Recognising the expert knowledge of deaf teachers gained from their experiences as teachers and formerly as deaf learners, and their proficiency in sign language would contribute towards providing the learners with opportunities to learn more.
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Yandell, John. "Reading literature in urban English classrooms." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020708/.
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This thesis presents an argument for a reconceptualisation of how literature is read in secondary urban English classrooms and of what is accomplished through the activities of reading. In the discourse of policy and in theorised accounts of practice, the reading that is undertaken in classrooms has tended to be construed as either a poor substitute or merely a preparation for other reading, particularly for that paradigmatic literacy event, the absorbed and simultaneously discriminating consumption of the literary text by the independent, private reader. This thesis argues for a broader - historically, ethnographically, psychologically and theoretically informed - understanding of what constitutes reading, for a fully social conception of the sign and of sign-making and for a social model of learning. It draws on data gathered through classroom observation and digital videotape of English lessons taught over the course of a year by two teachers in a secondary comprehensive school in East London. It situates such data, and the interpretation of such data, in culture and history, in the culture and history of the researcher as well as of the participants in the research, school students and their teachers. Attention is paid to the pedagogy of the two teachers, to the constraints that operate on them and to the choices that they make. The thesis presents an interpretation of school students' engagement with literary texts as an active, collaborative process of meaning-making. Literature, instantiated in multiple forms in these classrooms, functions not as a valorised heritage to be transmitted so much as a resource for the students' work of cultural production and contestation.
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Pinnegar, Stefinee Esplin. "Teachers' knowledge of students and classrooms." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184947.
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Current research in expert/novice differences in problem solving suggests the need to investigate the domain specific knowledge of people with experience in problem solving in a particular field against the domain specific knowledge of those with less experience. Furthermore, research in teacher thinking makes important assumptions concerning the knowledge teachers of different experience levels have about students, but lacks complete support for those assumptions. This qualitative study addressed both of these issues. It investigated the differences in the knowledge of students and classrooms of twelve high school science teachers with three different levels of experience. Through analysis of the protocols of interviews with experienced, first year, and student teachers at key times during a semester, this study examined patterns of knowledge acquisition among the three groups. Analyses of the protocols revealed four major findings: Patterns and themes in the development of teachers' knowledge of students and classrooms, the role of observation and work in teachers' understanding of students, the role of teacher comprehension in teachers' knowledge of students and the teacher/student relationship. The discontinuity in development between more and less experienced teachers in this study had important implications for teacher education and research.
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Lilie, Ron. "Management Strategies in Elementary Inclusion Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5746.
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The increasing popularity of inclusion classrooms has placed a large number of students with special needs with the ones without disabilities. Often, general education teachers lack sufficient training in proven inclusion practices that is necessary to cope with the increase in diverse learning needs. The absence of sufficient training can lead to disruptive behavior and also, induce more stress in the classroom for the educator and the students. The qualitative case study aimed to explore the strategies and techniques used by elementary school teachers to successfully manage inclusion classrooms and to learn how the teachers handled stress. Vygotsky's sociocultural theory provided the theoretical framework for this study. The data collection methods involved observing school classrooms and interviewing teachers. A total of 6 teachers were interviewed and 3 observations were made in the classroom settings of these teachers. All the participants were teachers located in a small rural district of South Central Texas. The collected data were analyzed using cross-case analysis. The findings of this study indicate the most common methods of classroom management, that include the centers formed by small groups of students, and the tailoring of activities based on students' needs. Further, it was learnt that the teachers used a variety of techniques to mitigate their stress levels and to manage their classrooms in a calm manner. Also, using appropriate classroom management techniques can help the students with special needs to learn ways in which they can adapt their own behavior through self-regulation, to function more effectively with others.
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Maroske, Claire. "Scaffolding collaborative learning in mathematics classrooms." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2058.
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In this practitioner-research study I investigated the quality of collaborative learning in my Year 10 mathematics class. I collected data on changes that occurred in small-group interactions before and after I conducted teamwork training. Prior to this intervention students experienced anxiety and relied on the teacher to provide reassurance and validation. After group-work skills were introduced students displayed improved self-reliance and greater productivity and satisfaction.
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Souter, Dawn Hopkins. "The Nature of Feedback Provided to Elementary Students in Classrooms where Grading and Reporting are Standards-Based." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/62.
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THE NATURE OF FEEDBACK PROVIDED TO ELEMENTARY STUDENTS BY TEACHERS IN SCHOOLS WHERE GRADING AND REPORTING ARE STANDARDS-BASED Feedback is one of the most powerful influences on learning and achievement. Hattie (2002) found that the giving of quality feedback to students is one of the top five strategies teachers can use to improve student achievement. Research has confirmed that the right kind of feedback is essential for effective teaching and learning (McMillan, 2007). The University of Queensland (Australia) notes that feedback is the entity that brings assessment into the learning process (1998). The evidence also shows, however, that how feedback is given and the types of feedback given can provide disparate results with both achievement and student motivation. One mitigating factor to the giving and receiving of feedback in classrooms is a climate of evaluation, competition, rewards, punishments, winners and losers. In fact, research shows that while the giving of descriptive feedback enhances learning and motivation, the giving of norm-referenced grades has a negative impact on students (Bandura, 1993; Black & Wiliam, 1998; Butler & Nisan, 1986; Butler, 1987). This qualitative study used interviews, teacher observations, and document analysis to seek out the nature of feedback provided to students in a standards-based school district, where grading is standards-based rather than norm-referenced. The literature review suggests particular properties and circumstances that make feedback effective, and the researcher has used this research to analyze the oral and written feedback that teachers provide students. The analysis describes the use of feedback and feedback loops in these classrooms and the findings add to the current knowledge-base about the giving and receiving of feedback in standards-based schools and suggests areas for teacher improvement and development.
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Cunningham, Matthew P. "Intergroup Relations in Inclusive Classrooms| The Development and Validation of the Intergroup Relations Classroom Environment Scale (IRCES)." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718206.
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Before the Education for All Handicapped Children Act (1975), most efforts to educate students with disabilities happened in isolation. Within the last 40 years, a growing number of districts and individual schools have experimented with inclusive models in hopes of successfully educating students with and without disabilities in the same classrooms; however, general education students still hold negative attitudes toward students with disabilities. The contact hypothesis of intergroup contact theory postulates that prejudicial attitudes toward out-groups can be alleviated if the following conditions are present in and around contact situations: equal status, cooperation, common goals, and institutional support. The purpose of this dissertation was to create and validate the Intergroup Relations Classroom Environment Scale (IRCES), a teacher self-report survey instrument that, within K-12 classrooms, measures the four aforementioned conditions along with two additional conditions that theorists have added to the original list. Data collected from an extensive review of the literature, focus groups with experienced K-12 teachers and administrators, and interviews with social and cognitive psychologists were used to generate scale items; exploratory factor analyses were conducted to test the hypothesized six-factor model and reduce the number of items; and, the IRCES subscales were correlated with other classroom and school environment scales to assess convergent and discriminant validity. Analyses resulted in a 43-item, multidimensional scale that theoretically and practically matches the six optimal contact conditions. The IRCES provides researchers, administrators, and teachers with further knowledge of how to create and maintain a safe learning environment for all students.
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Muthwii, S. M. "Classroom discourse in chemistry : A study of the teacher pupil discourse events in some Kenyan chemistry classrooms." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378744.
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Hersh, Susan B. "An analysis of verbal behavior to describe task systems in a resource classroom and two mainstream classrooms /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050229225.
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Flora, Holly Irvin. "A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1100.
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The purpose of this study was to explore the differences between Reading/Language achievement gains of students in multi-age classrooms to the Reading/Language achievement gains of their peers in traditional, single-age classrooms. The causal-comparative quantitative approach to exploring cause-and-effect relationships was employed in this study. In this study, the effect of multi-age grouping and single age grouping was analyzed and compared using TCAP Reading/Language raw gain scores. Raw gain scores were used to determine the amount of progress children make from one year to the next regardless of their level of achievement. Findings in this study were mixed. Some significant differences were found in favor of single-age classrooms. However, the calculation of effect size showed no practical significance. Significance was also revealed in favor of males over females in both single-age and multi-age classrooms; although, effect size indicated only a small to moderate practical significance exists. This study provides an overview of the history of American educational structures. It might be helpful for the educational community in evaluating one dimension of the effectiveness of multi-age groupings. Teachers and administrators could benefit from the comparisons made in this study and as a result make better decisions regarding the delivery of instruction and the structuring of school classrooms.
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Morton, Brian L. "Tracing Growth of Teachers' Classroom Interactions with Representations of Functions in the Connected Classroom." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373903545.
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