Journal articles: '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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Farmer, Thomas W., and Elizabeth M. Z. Farmer. "Social Relationships of Students with Exceptionalities in Mainstream Classrooms: Social Networks and Homophily." Exceptional Children 62, no. 5 (March 1996): 431–50. http://dx.doi.org/10.1177/001440299606200504.

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This study explored the social affiliations of students in three mainstream classrooms containing students receiving general education services, students characterized as academically gifted, students with learning disabilities, and students with emotional and behavioral disorders. The study provided an in-depth description of the classrooms' social networks, focusing on the social and demographic characteristics that distinguished clusters of students. Findings showed that students formed distinct peer clusters around shared characteristics; particular social characteristics were associated with a student's level of centrality in the classroom; and students with exceptionalities were well integrated into the classroom's social structure. Affiliations of students with exceptionalities suggest topics for future research.

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

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

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

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

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

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

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Yan Jin. "FLIPPED CLASSROOM IN HIGHER EDUCATION: A LITERATURE REVIEW OF PUBLICATIONS IN MAJOR REFERRED JOURNALS FROM 2014 TO 2020." International Journal on E-Learning Practices (IJELP) 5 (December 12, 2022): 56–74. http://dx.doi.org/10.51200/ijelp.v5i.4101.

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In recent years, the flipped classroom has aroused an international research upsurge. Although there are many literature reviews on flipped classrooms, applying and exploring flipped classroom models in higher education is not enough. To understand fully applying flipped classrooms in university settings, this study reviewed 23 articles on flipped classrooms in higher education published in five major educational technology research journals from January 2014 to December 2020. Most research has focused on undergraduate higher education, conducting quantitative studies on subjects such as STEM and education. China has contributed the most to flipped classroom-related research in higher education. Most of the articles have corroborated the positive influence of flipped classrooms on students' academic performance, motivation, attitude, perception, and satisfactions, as well as the cultivation of students’ higher-order thinking ability, and few have discussed the challenges faced by flipped classrooms. In addition, the study corroborated several gaps in the literature. More research needs concern associated with the negative views of teachers and students on flipped classrooms in colleges and universities. This study can provide a valuable reference for educators and researchers in flipped classrooms.

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

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

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Hatton, Elizabeth. "Contemporary Classroom Practice in Australian Primary Classrooms." Asia-Pacific Journal of Teacher Education 27, no. 3 (November 1999): 215–37. http://dx.doi.org/10.1080/1359866990270305.

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

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Tan, Dongyao, Mike Yough, and Cong Wang. "International students in higher education." Journal of Applied Research in Higher Education 10, no. 4 (October 8, 2018): 430–42. http://dx.doi.org/10.1108/jarhe-01-2018-0008.

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Purpose The purpose of this paper is to investigate international students’ willingness to communicate (WTC) in US university classrooms, focusing on the role of classroom environment. International students in higher education have great economic and academic impacts, studying their WTC in classrooms facilitates their learning and speaking of English and helps them better participate in class activities and acclimatize to schooling in their adopted cultures. Design/methodology/approach Survey data were collected from 50 Chinese undergraduate students who took English as a second language (ESL) class at a large Midwestern university. Four students participated in follow-up interviews. Findings Results revealed that in ESL classrooms, confidence and motivation had a direct impact on WTC, classroom environment had an indirect effect on WTC through the mediation of motivation and confidence. Qualitative analysis also showed that classroom environment greatly impacted WTC in both ESL and general classrooms, and teacher factors were most important. Practical implications These results have direct pedagogical implications for teachers serving international students in higher education. Originality/value This study facilitates the understanding of the previously under-studied influence of classroom environments on WTC, which has direct pedagogical implications. WTC research focuses predominantly on language learning classrooms, this study initiates an extended exploration of WTC in language learning as well as general classrooms.

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

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

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

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

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

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

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Lipinski, Judith M., Robert E. Nida, Daniel D. Shade, and J. Allen Watson. "The Effects of Microcomputers on Young Children: An Examination of Free-Play Choices, Sex Differences, and Social Interactions." Journal of Educational Computing Research 2, no. 2 (May 1986): 147–68. http://dx.doi.org/10.2190/pvu9-108w-kvb1-ve7k.

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A microcomputer was inserted into two preschool classrooms—one large and one small—to examine the effects on children's free-play choices and social interactions. Sex differences were also examined. In both classrooms, the introduction of the microcomputer initially disrupted free-play activity patterns; over time, however, most free-play areas returned to baseline levels. Sex differences were apparent in both classrooms. In the large classroom, boys spent significantly more time at the microcomputer than girls. In the small classroom, there was a trend for girls to spend more time at the microcomputer than boys. Social interactions at the microcomputer were similar to interactions in other play areas of the two classrooms. Higher levels of positive social behaviors at the microcomputer compared to other play areas were not found in either classroom.

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Morrison, Thomas L. "Education and Experience as Factors in Effective Classroom Management." Psychological Reports 69, no. 3 (December 1991): 803–9. http://dx.doi.org/10.2466/pr0.1991.69.3.803.

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Teachers' classroom management and students' work involvement were observed in 32 classrooms, Grades 4 to 6. Teachers with advanced professional education controlled a greater proportion of boundary-related activity in their classrooms. Their classrooms had more work involvement by students, less passive uninvolvement, and less anxiety was reported by students. Over-all, amount of teaching experience was unrelated to measures of classroom boundary management or students' work involvement or reported anxiety. Teachers with more experience at their current grade level did have classrooms with less anxiety. In this setting, systematic feedback or other guidance may be necessary to facilitate the development of more effective performance based on experience.

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Hall, Joan Kelly, and Meghan Walsh. "10. TEACHER-STUDENT INTERACTION AND LANGUAGE LEARNING." Annual Review of Applied Linguistics 22 (March 2002): 186–203. http://dx.doi.org/10.1017/s0267190502000107.

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This chapter reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, the studies are drawn from three types of classrooms: first language classrooms; second language classrooms, which include contexts in which the language being learned in the classroom is also the language of the community; and foreign language classrooms. Foreign language learning contexts are those in which exposure to and opportunities for target language interaction are restricted for the most part to the language classroom. Across these three areas, attention is given to studies that investigate the specific means used in teacher-student interaction to promote language learning.

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

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

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Rasheed, Rasheed Abubakar, Amirrudin Kamsin, Nor Aniza Abdullah, Habeebah Adamu Kakudi, Auwal Shehu Ali, Ahmad Sanda Musa, and Adamu Sani Yahaya. "Self-Regulated Learning in Flipped Classrooms: A Systematic Literature Review." International Journal of Information and Education Technology 10, no. 11 (2020): 848–53. http://dx.doi.org/10.18178/ijiet.2020.10.11.1469.

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The flipped classroom is considered an instructional strategy and a type of blended learning instruction that focused on active learning and student engagement. Over the years, flipped classroom studies have focused more on the advantages and challenges of flipped instruction and its effectiveness, but little is known about the state of self-regulation in flipped classrooms. This study investigates the self-regulation strategies as well as the supports proposed for self-regulated learning in flipped classrooms. Findings show that relatively few studies have focused on self-regulated learning in flipped classrooms compared to the overall research and publication productivity in flipped classrooms. Also, the existing solutions and supports have only focused on either self-regulation or online help-seeking, but have not focused on other specific types of self-regulation strategies. Our study proposed some future research recommendations in flipped classrooms.

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Qi, Yongfeng, Liqiang Zhuang, Huili Chen, Xiang Han, and Anye Liang. "Evaluation of Students’ Learning Engagement in Online Classes Based on Multimodal Vision Perspective." Electronics 13, no. 1 (December 29, 2023): 149. http://dx.doi.org/10.3390/electronics13010149.

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The method of evaluating student engagement in online classrooms can provide a timely alert to learners who are distracted, effectively improving classroom learning efficiency. Based on data from online classroom scenarios, a cascaded analysis network model integrating gaze estimation, facial expression recognition, and action recognition is constructed to recognize student attention and grade engagement levels, thereby assessing the level of student engagement in online classrooms. Comparative experiments with the LRCN model, C3D network model, etc., demonstrate the effectiveness of the cascaded analysis network model in evaluating engagement, with evaluations being more accurate than other models. The method of evaluating student engagement in online classrooms compensates for the shortcomings of single-method evaluation models in detecting student engagement in classrooms.

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Sontag, Joanne Curry. "Contextual Factors Influencing the Sociability of Preschool Children with Disabilities in Integrated and Segregated Classrooms." Exceptional Children 63, no. 3 (April 1997): 389–404. http://dx.doi.org/10.1177/001440299706300307.

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This study compared the contextual classroom features of public school segregated classrooms and community-based integrated classrooms for preschool children with disabilities, examining the relations between classroom characteristics and child sociability. A total of 16 children were pair-matched and observed in their classrooms. Results showed that the contexts of the two classroom conditions were similar. Differences in child sociability were not found. Solitary play and antisocial behaviors were infrequently observed. The findings suggested a significant relationship between teacher verbal prompting and child sociability. Children were much more likely to talk to their peers when a verbal prompt was given. The study presented implications for the educational placements of preschool children.

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Gunter, Philip L., and R. Kenton Denny. "Research Issues and Needs regarding Teacher use of Classroom Management Strategies." Behavioral Disorders 22, no. 1 (November 1996): 15–20. http://dx.doi.org/10.1177/019874299602200102.

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In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.

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

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

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Scharenberg, Katja, Sebastian Röhl, and Wolfram Rollett. "Who Are Your Friends in Class?" Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no. 3-4 (July 2020): 75–87. http://dx.doi.org/10.1026/0049-8637/a000230.

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Abstract. Educational settings such as classrooms provide important opportunities for social learning through interactions with peers. Our paper addresses the research question of whether and to what extent classroom composition characteristics make a difference. We carried out multilevel analyses based on a sample of n = 791 students in 48 classrooms (grades 5 – 7) in inclusive lower-secondary comprehensive schools in Baden-Württemberg (Germany). 22.6 % of the variance in students’ reciprocal friendship nominations were attributable to classroom-level differences. A higher average socioeconomic status and, respectively, a lower percentage of immigrant students negatively affected the number of reciprocal friendship nominations within classrooms. These results indicate that more privileged classroom settings can be related to less dense friendship networks of students. Our findings can be understood as an impulse to consider contextual factors when evaluating and addressing the social structure of classrooms in research and practice.

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Beers, Kylene, and Robert Probst. "Classroom Talk about Literature or The Social Dimensions of a Solitary Act." Voices from the Middle 5, no. 2 (April 1, 1998): 16–20. http://dx.doi.org/10.58680/vm19983788.

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Discusses the importance of talk in the classroom, in particular talk about books. Includes student conversations and comments about such discussion, and the lack of it in their classrooms. Describes what such discussion has to offer to individuals, classrooms, and society. Notes the difficulties of achieving discussion in the classroom.

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Park, Chan-Jae, and Chan-Hoon Haan. "Initial Study on the Reverberation Time Standard for the Korean Middle and High School Classrooms Using Speech Intelligibility Tests." Buildings 11, no. 8 (August 15, 2021): 354. http://dx.doi.org/10.3390/buildings11080354.

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The most important function of the classroom is to transmit educational information from teachers to students more accurately and clearly. The acoustical environment of the classroom thus has an important effect on the improvement of students’ learning ability. To provide an appropriate acoustical environment for learning to students, it is necessary to create an acoustical performance standard for classrooms and a guideline for designing classrooms. However, in Korea, there is not an acoustical standard for classrooms; thus, it is difficult to control and manage appropriate acoustical performance when designing and building classrooms. The present study aims to suggest acoustic performance standards for classrooms that are suitable for the Korean language. In order to perform this study, standard classrooms were created by standardizing architectural dimensions of 17 middle and high school classrooms in Cheong-ju. Speech intelligibility tests were conducted using three different languages including Korean, English, and Chinese. Twenty native speakers for each language were used as subjects for the speech intelligibility tests. Finally, auralized sound sources were created with five different conditions of reverberation time (0.47~1.22 s) by changing indoor sound absorption of a real classroom. Listening tests were undertaken by 52 Korean adults with normal hearing, using the auralized sound source. The results proved that the most appropriate reverberation time for learning was above 0.76 s. Based on the research findings, the ideal acoustical performance standard for classrooms in Korea is as follows: background noise is below 35 dBA, and reverberation time is below 0.80 s. It is also necessary that indoor sound absorption should be above 20% without sound absorption on side walls in order to satisfy with the acoustical performance standard.

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

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

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Apriliani, Hany, and Nenden Sri Lengkanawati. "E-CLASSROOM LANGUAGE: A CONVERSATION ANALYSIS OF SYNCHRONOUS INSTRUCTIONS DURING THE COVID-19 OUTBREAK." Premise: Journal of English Education 12, no. 1 (February 28, 2023): 144. http://dx.doi.org/10.24127/pj.v12i1.5542.

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A growing body of research has documented classroom language use in traditional classrooms. However, how teachers use language in virtual classrooms remains largely under-researched. This study was carried out to fill this gap. The purpose was to examine teachers' use of classroom language in synchronous virtual classrooms and how it facilitated learning opportunities for EFL learners. Under the qualitative research framework, video recordings of online instructional activities were analyzed using a conversation analysis approach. The results show that the majority of expressions used in online synchronous instructions were quite similar to those used in traditional classrooms except for the expressions like "let me share my screen," "turn on the camera," and "I will mute everyone." The results also show that teachers' e-classroom language use provided learning opportunities for students employing recast, scaffolding, and extended wait time for students' turns. Information on teachers' classroom language use in online learning environments presented in this paper is based on limited data, and further studies involving more significant participants are recommended.

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

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

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

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

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

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

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Tahir, Tehseen, Kifayat Khan, and Wajeeha Aurangzeb. "Effective Use of Classroom Management Techniques in Overcrowded Classrooms." Global Social Sciences Review IV, no. I (March 30, 2019): 137–44. http://dx.doi.org/10.31703/gssr.2019(iv-i).18.

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This study was conducted to find the effective use of classroom management techniques in overcrowded classroom. It also explored factors that influence overcrowded classrooms. 30 secondary school teachers participated in the study. A questionnaire and a check list were used for the collection of the data. The findings indicated that teachers used different management techniques in the overcrowded classrooms.

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Gregory, Anne, Erik A. Ruzek, Jamie DeCoster, Amori Yee Mikami, and Joseph P. Allen. "Focused Classroom Coaching and Widespread Racial Equity in School Discipline." AERA Open 5, no. 4 (October 2019): 233285841989727. http://dx.doi.org/10.1177/2332858419897274.

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We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 U.S. classrooms in secondary schools. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal classroom or to form a business-as-usual control group. The remaining teachers taught in the same schools as the teachers in the trial. Previous research suggested that the coaching program was associated with increasing equity in discipline referrals in focal, coached classrooms. The current study addressed whether effects found in the teachers’ focal, coached classrooms generalized to diverse classrooms in their course load. Results suggested that the coaching program had no generalized effects on reducing referrals with African American students or racial referral gaps in classrooms with coached teachers, relative to the control teachers and the other teachers in the schools. We offer implications for coaching programs and directions for equity-oriented efforts to reduce racial discipline gaps.

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Csomay, Eniko, and Siew Mei Wu. "Language variation in university classrooms." Register Studies 2, no. 1 (April 10, 2020): 131–65. http://dx.doi.org/10.1075/rs.18002.cso.

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Abstract Corpus-based university classroom discourse studies found differences in teaching as it relates to language use: discourse organization, levels of instruction and interactivity, and disciplinary differences in participant talk. These practices were primarily reported on US-based classrooms, while scholars with different foci looked at British university classrooms as well. However, a comparison of how discourse is organized in university classrooms in varying geographical contexts is still missing. The present study provides lexico-grammatical analyses of classroom discourse at a South-East Asian university as associations are made to the communicative and pedagogical functions in the discourse structure of lectures, and comparisons are made to a corpus of university classroom discourse from the US. Findings show differences in language use and associated discourse organizational patterns within three disciplinary areas (Humanities, Natural Sciences, and Engineering) as they are delivered in the two geographical contexts. Implications are discussed for register, disciplinary, and discourse structure studies.

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Gunes Uzun, Alev. "The development of mathematical argumentation: A case study on two mathematics classrooms." International Electronic Journal of Mathematics Education 19, no. 2 (May 6, 2024): em0778. http://dx.doi.org/10.29333/iejme/14581.

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Mathematical reasoning has been a critical concern in Turkey especially since the structure of the student selection examination for high schools changed six years ago. The ability to solve the questions in the new exam requires high level reasoning and argumentation skills. Schools, whether they are public or private, prepare 8th graders for this exam with intense educational programs. They frequently use skill-based questions–similar questions to the ones in the new exam, which require high level mathematical reasoning. This study indicates that students gain better mathematical reasoning skills in learning environments promoting collective discussion and argumentation. Hence, these questions need to be solved in these kinds of environments. In this study, two cases are analyzed to understand the argumentation process in classrooms in depth. Audiotapes of two 8<sup>th</sup> grade classrooms, one from a public school, another from a private school, are analyzed. The same teaching material–a worksheet including skill-based questions–is used in the classrooms. During analyzing, qualified argumentation pattern–a pattern including students’ claims and justifications/evaluations for those claims- is defined. Analysis of classroom audiotapes revealed that that there are significant differences between two classrooms’ argumentation structure and type of dialogues emerged in the classroom. In one classroom there is a more qualified argumentation process than in the other classroom. In addition, analysis of the type of the dialogues indicates that two classrooms have different types of dialogues. Overall, the study reveals that despite the differences, both classrooms mostly included teacher-individual interactions and they have little collective discussion.

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Hansen, Dee, and Leslie A. Imse. "Student-Centered Classrooms." Music Educators Journal 103, no. 2 (December 2016): 20–26. http://dx.doi.org/10.1177/0027432116671785.

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Music teacher evaluations traditionally examine how teachers develop student music-learning objectives, assess cognitive and performance skills, and direct classroom learning experiences and behavior. A convergence of past and current educational ideas and directives is changing how teachers are evaluated on their use of student-centered instructional approaches in the music classroom. These are classrooms facilitated rather than directed by the teacher in which students regularly communicate, collaborate, self-reflect, problem solve, and peer-evaluate about their learning. The authors trace the influence of three important initiatives that, among others, contributed to the implementation of student-centered learning in music classrooms: Arts PROPEL, Comprehensive Musicianship, and 21st Century Skills. The article also explores relationships between these entities, the National Music Standards, and teacher evaluation and provides an innovative model of teacher evaluation.

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

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

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HARK SÖYLEMEZ, Nesrin. "Virtual classrooms in distance education: an examination of virtual classroom experiences." Acta Didactica Napocensia 16, no. 1 (August 31, 2023): 123–39. http://dx.doi.org/10.24193/adn.16.1.9.

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"This study examines the virtual classroom experiences of graduate students. Virtual classroom applications related to the course “applications of scientific research” taught at a state university were treated as a case study. Virtual classroom recordings, defined using the university’s learning management system, were used as research data. The study data consisted of virtual classroom recordings created throughout the academic term, shared documents, students’ synchronous participation statuses in classes, completion statuses of virtual class activities, watching statuses of live lessons, preparation statuses for shared documents, and instant messaging during synchronous virtual classroom experiences. Content analysis was used to analyze the data. The virtual classrooms encompass 45 students, including 30 females and 15 males, who took the course ‘Scientific Research Practices’ at a state university during the 2020–2021 academic year at the postgraduate level. The results show that effective and well-managed virtual classrooms enabled students to participate simultaneously. Virtual classrooms facilitated the development of a sense of community among students, and these students adhered to the norms typically observed in a physical classroom. Conducting an effective educational process in virtual classrooms is closely linked to the instructor’s skills. Furthermore, the technical issues encountered did not significantly impact the educational process negatively."

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Aljameel, Iman H. "Computer-Assisted Language Learning in Saudi Arabia: Past, Present, and Future." International Education Studies 15, no. 4 (July 28, 2022): 95. http://dx.doi.org/10.5539/ies.v15n4p95.

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This study reviewed some of the research efforts exploring the use of technology in English as a foreign language (EFL) classroom in Saudi Arabia at different educational levels. The review aimed to examine the state of technology use in EFL classrooms and its potential. The findings showed that most studies were conducted by academic researchers and not classroom teachers. Additionally, the recommendations of the research conducted over the years concentrated on teacher training and building a reliable infrastructure. Moreover, the review showed that using technology in English classrooms could enhance language learning, and researchers encouraged teachers to explore technology use in their classrooms. The study concluded that using technology in EFL classrooms in Saudi Arabia is promising once the educational settings, including the technology infrastructure, are ready and reliable.

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Journal articles on the topic 'Classrooms'

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