Journal articles: 'High school classrooms'

1

PESTELLO, FRANCES G. "Misbehavior in High School Classrooms." Youth & Society 20, no. 3 (March 1989): 290–306. http://dx.doi.org/10.1177/0044118x89020003004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Brown, Kristin M., Kenneth J. Diplock, and Shannon E. Majowicz. "The environment in which behaviours are learned: a pilot assessment of high school teaching kitchens as food safety learning environments in Ontario." Environmental Health Review 59, no. 3 (September 2016): 88–95. http://dx.doi.org/10.5864/d2016-018.

Full text

Abstract:

Youth represent a unique audience for consumer food safety education and incorporating such education into existing curricula could facilitate delivery. However, successful delivery may depend, in part, on the facilities in which said training occurs. Since little is known about school teaching kitchen set-ups as related to food safety education, we conducted a pilot assessment of the physical learning environment of four Ontario high school teaching kitchen classrooms. We visited each classroom three times and assessed its characteristics using a modified version of the provincial food premises inspection report. Kitchen layout varied by school, and it was the built classroom characteristic with the greatest potential impact. Several characteristics unique to school teaching kitchens were noted, including whether the classroom teaching area and food preparation area were separated. Despite the variation between classrooms, all had physical characteristics sufficient to meet the minimum requirements for food service premises in Ontario. Nevertheless, this pilot assessment highlights nuanced factors unique to high school teaching kitchen classrooms that may impact the delivery of food safety education and the development of safe food handing behaviours. Findings can support conversations between public health, food safety authorities, and school stakeholders to enhance food safety learning environments in schools.

APA, Harvard, Vancouver, ISO, and other styles

3

Cacodcar, Jagadish A., Abhishek Bicholkar, Nikita Wagle, and Annet Oliveira. "Ocular morbidity and its relation to classroom lighting among middle-school students of government high schools in Goa." International Journal Of Community Medicine And Public Health 5, no. 1 (December 23, 2017): 161. http://dx.doi.org/10.18203/2394-6040.ijcmph20175775.

Full text

Abstract:

Background: School children form an important target group for a Nation and any ocular morbidity in this age group has huge physical, psychological and socio-economical implications. Research studies have shown that illumination has a significant effect not only on scholastic performance of the students, but also on their physical and mental health. The current study was carried out to assess the prevalence of ocular morbidities among students of high schools of Sanquelim Taluka in Goa, and to assess possible association between ocular morbidity and level of classroom and blackboard illumination. Methods: Students of class 6, 7 and 8 of eight randomly selected schools were interviewed using a semi-structured questionnaire for personal details and visual symptoms. Visual acuity testing was done using Snellen’s chart. Classroom and blackboard illumination were assessed separately using standard calibrated digital Lux meter (LX-10101B). Results: Using Snellen’s chart, 83 (18%) of the study subjects were found to have visual morbidity. The measurement of illumination levels showed that out of the 24 classrooms and blackboards evaluated, 15 (62.5%) classrooms and 9 (37.5%) blackboards had inadequate illumination. Classroom illumination was found to have significant association (p=0.04) with visual morbidity. Conclusions: A significant number of classrooms (62.5%) and blackboards (37.5%) had below recommended illumination levels. Regular evaluation of infrastructure should be done to ensure adequate artificial illumination of the classrooms.

APA, Harvard, Vancouver, ISO, and other styles

4

Siebein, Gary W., Martin A. Gold, Glenn W. Siebein, and Michael G. Ermann. "Ten Ways to Provide a High-Quality Acoustical Environment in Schools." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 376–84. http://dx.doi.org/10.1044/0161-1461.3104.376.

Full text

Abstract:

The purpose of this article is to describe the use of impulse response measures and observations in Florida classrooms. As a result of measures and observations in "healthy" and poor acoustical environments, 10 practical recommendations are proposed for improving the acoustical environment in schools. The primary research for these recommendations consisted of recording acoustical measurements of reverberation time and background noise, as well as newer acoustical measurements based on impulse response techniques, in 56 actual classrooms. Observations of classroom situations occurred in a subset of these schools. Computer and physical models of eight classrooms were constructed and tested with varying room finish materials and background noise levels to study the comeverberation bined effects of these architectural items on speech perception in the model rooms. The primary recommendations all relate to school design and planning. These include air-conditioning system selection and noise control techniques to minimize interference with listening, interior classroom acoustical design principles for maximizing speech perception, and the documentation of teaching methods and classroom arrangements that result in improving speech intelligibility and other factors affecting speech perception.

APA, Harvard, Vancouver, ISO, and other styles

5

Salazar, María del Carmen. "Pedagogical Stances of High School ESL Teachers:Huelgasin High School ESL Classrooms." Bilingual Research Journal 33, no. 1 (April 29, 2010): 111–24. http://dx.doi.org/10.1080/15235881003733415.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Raja Mohd Yazit, Raja Nur Syaheeza, Eliana Mohd Husini, Mohd Khedzir Khamis, Megat Faridrullah Zolkefli, and Yakubu Aminu Dodo. "Illuminance Level Measurement at Lower Working Plane Height in Islamic Religious School." Asian Journal of University Education 16, no. 3 (October 20, 2020): 125. http://dx.doi.org/10.24191/ajue.v16i3.11076.

Full text

Abstract:

Islamic religious school is an institution that integrates Quran hafazan (memorization) in the curriculum. Between 2011 to 2017, estimated that 900 new Islamic religious schools were established in Malaysia due to high demands. Designing a classroom layout that receives sufficient daylight is important because it influences the students’ task performance such as reading and writing. The standards recommend that any classrooms require an illuminance level between 300 lx to 500 lx when measured at working plane height between 800mm to 900mm, although the working plane height of rehal used for hafazan is between 250mm to 300mm. This study focused on the illuminance level measured at rehal working plane height for Arabic handwriting as a hafazan learning task in two selected standardised classrooms at Kolej Genius Insan. The students were required to rewrite the modified Balsam Alabdulkader-Leat (BAL) Arabic eye chart, where the students’ Arabic handwriting performance were evaluated based on their word per minute (wpm) scores. Both classrooms’ average illuminance level were 507 lx to 603 lx, which were too high based on standards and guidelines. The average Arabic handwriting scores for both classrooms were 9.4 and 12.6 wpm, which shows that the inefficient average illuminance level has caused the students’ performance to be very low. It can be concluded that the existing standardised classroom layout design was not suitable for hafazan learning tasks at rehal working plane height. Thus, the classroom layout design for Islamic religious schools needed further studies, which implicated the unsatisfied built environment of the classrooms and the school education for Islamic religious schools in Malaysia. Keywords: Arabic handwriting, Daylighting, Illuminance level, rehal, working plane

APA, Harvard, Vancouver, ISO, and other styles

7

Vargas Alfonso, David. "Evidence of Critical Thinking in High School Humanities Classrooms." GiST Education and Learning Research Journal, no. 11 (December 14, 2015): 26–44. http://dx.doi.org/10.26817/16925777.281.

Full text

Abstract:

Critical thinking skills (CTS) are a group of higher order thinking abilities related with complex processes of learning like contextualization or problem solving. This exploratory research study identified whether critical thinking skills were present in high school humanities classrooms. The study was carried out in a private school in Bogotá, Colombia through qualitative methods and content analysis. The study sought to identify CTS in students’ actual learning processes. Data collection techniques included classroom observations, document analysis and focus groups to identify skills in teachers and eighth grade students from a humanities-focused high school curriculum. Results demonstrated the presence of argumentation in written and oral classroom material. Analysis was also evidenced through questioning, inferencing and other exercises. Motivation was also an observable element, reflected in explicit expressions and gestures, and in the use of extra material in the classes.

APA, Harvard, Vancouver, ISO, and other styles

8

Tobin, Kenneth, and James J. Gallagher. "What happens in high school science classrooms?" Journal of Curriculum Studies 19, no. 6 (November 1987): 549–60. http://dx.doi.org/10.1080/0022027870190606.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Hernan, Colleen J., Julie Q. Morrison, Tai A. Collins, and Stephen D. Kroeger. "Decreasing Inappropriate Mobile Device Use in Middle and High School Classrooms." Intervention in School and Clinic 54, no. 1 (April 18, 2018): 47–51. http://dx.doi.org/10.1177/1053451218762498.

Full text

Abstract:

Although mobile phones and tablets can be effective tools for searching and retrieving information efficiently, accessing interactive learning platforms, and capturing audio/video, the inappropriate use of mobile devices can create distractions in the classroom that are detrimental to learning. This column presents a classroom management strategy for reducing the inappropriate use of mobile devices and increasing academic engagement in middle and high school classrooms, including students with emotional and behavioral disorders.

APA, Harvard, Vancouver, ISO, and other styles

10

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

11

Wallace, Teri, Amy Reschly Anderson, Tom Bartholomay, and Susan Hupp. "An Ecobehavioral Examination of High School Classrooms That Include Students with Disabilities." Exceptional Children 68, no. 3 (April 2002): 345–59. http://dx.doi.org/10.1177/001440290206800304.

Full text

Abstract:

This study examined teacher behaviors, student responses, and classroom ecology in inclusive classrooms in four high schools that have had success at including students with disabilities in general education, and examined the differences in teacher and student behavior for students with and without disabilities. Using a computerized ecobehavioral assessment tool (EBASS), 199 observations in 118 inclusive classrooms were conducted. Major results were that (a) students with and without disabilities showed high levels of academic engagement and low levels of inappropriate behavior; (b) there were no significant differences in the behavior of students with and without disabilities; (c) teachers were active in their classrooms, spending more than 75% of their time involved in instructing, managing, and interacting with their students; and (d) students with disabilities were more often the focus of the teachers' attention than students without disabilities. Possible explanations for these results and implications for practice are discussed.

APA, Harvard, Vancouver, ISO, and other styles

12

Stengel, Mitchel, Leah Nolan, David Donnick, Wesley Skym, and Anna Wright. "Best Practices for Teaching Discussion as Part of High School Common Core State Standards." Journal of Communication Pedagogy 2 (2019): 111–18. http://dx.doi.org/10.31446/jcp.2019.20.

Full text

Abstract:

Instructional discussion is a teaching method used in many classrooms across grade levels. In fact, the Common Core State Standards promote the use of instructional discussion in secondary classrooms (Common Core State Standards Initiative, 2018a). Students, however, are not always taught best practices for engaging in a discussion and may feel unprepared to participate. As a result, discussions may not produce the dynamic learning opportunity they are intended to foster. This essay provides 10 tips for high school teachers to prepare students in the high school classroom to engage in a meaningful classroom discussion effectively in order to ensure students are learning and are engaged in a productive manner while meeting the demands of the Common Core Standards.

APA, Harvard, Vancouver, ISO, and other styles

13

Kurth, Jennifer A., Kiara Born, and Hailey Love. "Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability." Research and Practice for Persons with Severe Disabilities 41, no. 4 (August 20, 2016): 227–43. http://dx.doi.org/10.1177/1540796916661492.

Full text

Abstract:

This study investigated educational experiences for students with significant cognitive disability (SCD) taught in self-contained high school classrooms. Nineteen students and nine teachers across five high schools and four school districts participated. A time-sampling method was used to describe the ecological, teacher, and student behaviors of these classrooms. Field notes were collected and analyzed as well. Results revealed that students in these classrooms were often passively engaged and had few opportunities to learn from rigorous curriculum. Instructors engaged in few practices known to be effective in supporting the learning of students with SCD. Finally, the classrooms themselves were often distracting and demonstrated little evidence of specialized or effective instruction. Implications for teaching and research are included.

APA, Harvard, Vancouver, ISO, and other styles

14

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

15

KELLAM, SHEPPARD G., XIANGE LING, ROLANDE MERISCA, C. HENDRICKS BROWN, and NICK IALONGO. "The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school." Development and Psychopathology 10, no. 2 (June 1998): 165–85. http://dx.doi.org/10.1017/s0954579498001564.

Full text

Abstract:

This paper is on the influences of the classroom context on the course and malleability of aggressive behavior from entrance into first grade through the transition into middle school. Nineteen public elementary schools participated in developmental epidemiologically based preventive trials in first and second grades, one of which was directed at reducing aggressive, disruptive behavior. At the start of first grade, schools and teachers were randomly assigned to intervention or control conditions. Children within each school were assigned sequentially to classrooms from alphabetized lists, followed by checking to insure balanced assignment based on kindergarten behavior. Despite these procedures, by the end of first quarter, classrooms within schools differed markedly in levels of aggressive behavior. Children were followed through sixth grade, where their aggressive behavior was rated by middle school teachers. Strong interactive effects were found on the risk of being highly aggressive in middle school between the level of aggressive behavior in the first grade classrooms and each boy's own level of aggressive, disruptive behavior in first grade. The more aggressive first grade boys who were in higher aggressive first grade classrooms were at markedly increased risk, compared both to the median first grade boys, and compared to aggressive males in lower aggressive first grade classrooms. Boys were already behaving more aggressively than girls in first grade; and no similar classroom aggression effect was found among girls, although girls' own aggressive behavior did place them at increased risk. The preventive intervention effect, already reported elsewhere to reduce aggressive behavior among the more aggressive males, appeared to do so by reducing high levels of classroom aggression. First grade males' own poverty level was associated with higher risk of being more aggressive, disruptive in first grade, and thereby increased their vulnerability to classroom level of aggression. Both boys and girls in schools in poor communities were at increased risk of being highly aggressive in middle school regardless of their levels of aggressive behavior in first grade. These results are discussed in terms of life course/social field theory as applied to the role of contextual influences on the development and etiology of severe aggressive behavior.

APA, Harvard, Vancouver, ISO, and other styles

16

Widiastuti, Kurnia, Mohamad Joko Susilo, and Hanifah Sausan Nurfinaputri. "How classroom design impacts for student learning comfort: Architect perspective on designing classrooms." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 469. http://dx.doi.org/10.11591/ijere.v9i3.20566.

Full text

Abstract:

This study aimed to determine the factors that influence student learning comfort in the classroom and its distribution. This explorative study employed 772 students who were elementary school, junior high school, and senior high school students in several Muhammadiyah Yogyakarta schools. Data collection techniques using open questionnaires. The data analysis technique uses qualitative analysis which consists of three stages: open coding, axial coding, and selective coding. The results showed that the factors that influence learning comfort of students in the classroom include: air circulation, quietness, cleanliness, adequate & supportive facilities, and peer attendance. These five factors are among other factors that are grouped into two: 1) factors originating from the physical environment (of building & site themes and of indoor space themes); and 2) factors from within its occupants (of human themes). The theme that shows the highest influence comes from the physical conditions in the classroom, that is indoor space themes.

APA, Harvard, Vancouver, ISO, and other styles

17

Senk, Sharon L., Charlene E. Beckmann, and Denisse R. Thompson. "Assessment and Grading in High School Mathematics Classrooms." Journal for Research in Mathematics Education 28, no. 2 (March 1997): 187–215. http://dx.doi.org/10.5951/jresematheduc.28.2.0187.

Full text

Abstract:

The assessment and grading practices in 19 mathematics classes in 5 high schools in 3 states were studied. In each class the most frequently used assessment tools were tests and quizzes, with these determining about 77% of students' grades. In 12 classes other forms of assessment, such as written projects or interviews with students, were also used, with performance on such instruments counting for about 7% of students' grades averaged across all 19 classes. Test items generally were low level, were stated without reference to a realistic context, involved very little reasoning, and were almost never open-ended. Most test items were either neutral or inactive with respect to technology. Written projects usually involved more complex analyses or applications than tests did. The teachers' knowledge and beliefs, as well as the content and textbook of the course, influenced the characteristics of test items and other assessment instruments. Only in geometry classes did standardized tests appear to influence assessment.

APA, Harvard, Vancouver, ISO, and other styles

18

Senk, Sharon L., Charlene E. Beckmann, and Denisse R. Thompson. "Assessment and Grading in High School Mathematics Classrooms." Journal for Research in Mathematics Education 28, no. 2 (March 1997): 187. http://dx.doi.org/10.2307/749761.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Lattimore, Amanda. "HIGH SCHOOL PERSPECTIVESThe importance of student-centered classrooms." ACM Inroads 7, no. 4 (November 21, 2016): 18–19. http://dx.doi.org/10.1145/3003436.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Hines, Joy T. "Making Collaboration Work in Inclusive High School Classrooms." Intervention in School and Clinic 43, no. 5 (May 2008): 277–82. http://dx.doi.org/10.1177/1053451208314492.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Ren, Jianlin, Michael Wade, Richard L. Corsi, and Atila Novoselac. "Particulate matter in mechanically ventilated high school classrooms." Building and Environment 184 (October 2020): 106986. http://dx.doi.org/10.1016/j.buildenv.2020.106986.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Maaia, Levi C. "Inventing with Maker Education In High School Classrooms." Technology & Innovation 20, no. 3 (February 15, 2019): 267–83. http://dx.doi.org/10.21300/20.3.2019.267.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Munonye, Charles, and Yingchun Ji. "Evaluating the perception of thermal environment in naturally ventilated schools in a warm and humid climate in Nigeria." Building Services Engineering Research and Technology 42, no. 1 (April 16, 2020): 5–25. http://dx.doi.org/10.1177/0143624420911148.

Full text

Abstract:

Field study was conducted in naturally ventilated primary school buildings in a warm and humid environment in Imo State, Nigeria to determine the thermal comfort perception of young children (aged 7–12 years) and to understand the thermal conditions in the classrooms. The comfort temperature was investigated in two types of classroom buildings during the rainy and dry seasons from October 2017 to May 2018. Approximately 7050 completed valid questionnaires were collected from 330 young children repeatedly surveyed twice a day. The children answered comfort questions at the same time the indoor and outdoor thermal variables were being measured. Results indicated that the combined ‘open-space’ classrooms produced a neutral temperature of 28.8°C with comfort range, 25.2–32.3°C. The neutral temperature of the combined ‘enclosed-plan’ classrooms is 28.1°C with 25.8–30.5°C as the comfort range. The differences in the comfort perceptions may be attributed to the differences in the architectural characteristics of both categories of classroom buildings. High temperature tolerance was shown by the participating children in the study area. This article, therefore, suggests that installing air conditioning in primary schools in the warm humid environment in Nigeria may not be necessary as it could lead to unnecessary energy consumption and carbon emission. Practical application: This work is part of the main research work that pioneers research on thermal comfort in public primary school classrooms in Nigeria. The findings from this study on the acceptable indoor temperatures in naturally ventilated classrooms in the warm and humid climate in Nigeria are important information for building services engineers and architects. The young children in these classrooms can accept high indoor temperatures. The intention of this information is to discourage high energy usage in heating, ventilation and air-conditioning (HVAC) system in primary school buildings in the study area, while maintaining the acceptable thermal comfort levels.

APA, Harvard, Vancouver, ISO, and other styles

24

Price, J. J., Mary Canarecci, Jim Conrad, Doreen Ehresnzan, Carmie Foster, Harris Mark D., Kathy Martin, Tammy Mullendore, Thomas K. Rice, and Penny Wrighthouse. "Mathematics Notebooks in Middle School and Junior High School." Mathematics Teaching in the Middle School 3, no. 1 (September 1997): 34–38. http://dx.doi.org/10.5951/mtms.3.1.0034.

Full text

Abstract:

Current educational philosophy places strong emphasis on student portfolios. Although some states require portfolios, many mathematics teachers are unsure about how to implement their use in classrooms. One way to develop a pool of items for potential inclusion in the mathematics portfolio is to have students keep a working portfolio in the form of a notebook.

APA, Harvard, Vancouver, ISO, and other styles

25

Lockledge, Ann. "Portfolio Assessment in Middle-School and High-School Social Studies Classrooms." Social Studies 88, no. 2 (March 1997): 65–69. http://dx.doi.org/10.1080/00377999709603749.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Rosyada, Amrina, Ana Widyastuti, and Agustina Ramadhianti. "Implementation of Positive Language to Promote Effective Language Teaching Classrooms for State Junior High School." Lingua Cultura 12, no. 3 (August 24, 2018): 241. http://dx.doi.org/10.21512/lc.v12i3.4081.

Full text

Abstract:

The research aimed to determine the influence of positive language to promote the effective language teaching classrooms in state junior high school. The effective language teaching classroom was measured quantitatively by applying a correlational research design. The method conducted several steps as procedures of investigation in analyzing the data, namely: (1) data collection,(2) data analysis, and (3) data interpretation. Engaged by 142 students of eighth-grade and four language teachers, findings have shown that there is a positive correlation between positive language and effective language teaching classrooms. The results are hoped to be as teachers’ and students’ guidance in implementing positive language to building their effective language teaching classrooms, gaining their confidence and ability to learn and use knowledge and skills to interact and fully participate in education.

APA, Harvard, Vancouver, ISO, and other styles

27

Ha-Sung Kong, Chang-Jun Choi,. "A Study on the Optimization of High School Buildings for Evacuation Safety: Classroom Layout and Ramps in Korea." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 358–68. http://dx.doi.org/10.17762/turcomat.v12i5.961.

Full text

Abstract:

This study used the Pathfinder program to evaluate evacuation safety by assuming evacuation training in high school buildings and changing classroom layout. Analysis of the final evacuation requirements for Scenario 2, which currently has a concentration of classrooms on the third floor of the building, showed that Scenario 2 reduced 29.6 seconds to 173.9 seconds compared to Scenario 1's 203.5 seconds. However, the analysis of Scenario 3, in which 10 classrooms and personnel of three grades were placed equally on the left and right sides of the building, showed that the final evacuation requirements were reduced 3.9 seconds to 170.0 seconds compared to Scenario 2, but there was no significant difference. Scenario 3, which has more the efficiency of school year operation by placing classroom layout on the same floor by grade level than Scenario 2, in which more classrooms and students were placed downstairs. In each scenario, an analysis of the final evacuation requirements showed that the evacuation exit T1 on the left side of the building was 28 seconds or more shorter than T3 on the right side of the building. Therefore, it was analyzed that proper classroom layout and ramp facilities in high school buildings ensure evacuation safety

APA, Harvard, Vancouver, ISO, and other styles

28

Kelley, Elizabeth Spencer, R. Michael Barker, Lindsey Peters-Sanders, Keri Madsen, Yagmur Seven, Xigrid Soto, Wendy Olsen, Katharine Hull, and Howard Goldstein. "Feasible Implementation Strategies for Improving Vocabulary Knowledge of High-Risk Preschoolers: Results From a Cluster-Randomized Trial." Journal of Speech, Language, and Hearing Research 63, no. 12 (December 14, 2020): 4000–4017. http://dx.doi.org/10.1044/2020_jslhr-20-00316.

Full text

Abstract:

Purpose Many children begin school with limited vocabularies, placing them at a high risk of academic difficulties. The goal of this study was to examine the effects of a vocabulary intervention program, Story Friends , designed to improve vocabulary knowledge of at-risk preschool children. Method Twenty-four early-childhood classrooms were enrolled in a cluster-randomized design to evaluate the effects of a revised Story Friends curriculum. In each classroom, three to four preschoolers were identified as having poor language abilities, for a total of 84 participants. In treatment classrooms, explicit vocabulary instruction was embedded in prerecorded storybooks and opportunities for review and practice of target vocabulary were integrated into classroom and home practice activities. In comparison classrooms, prerecorded storybooks included target vocabulary, but without explicit instruction, and classroom and home strategies focused on general language enrichment strategies without specifying vocabulary targets to teach. Intervention activities took place over 13 weeks, and 36 challenging, academically relevant vocabulary words were targeted. Results Children in the treatment classrooms learned significantly more words than children in the comparison classrooms, who learned few target words based on exposure. Large effect sizes (mean d = 1.83) were evident as the treatment group averaged 42% vocabulary knowledge versus 11% in the comparison group, despite a gradual decline in vocabulary learning by the treatment group over the school year. Conclusions Findings indicate that a carefully designed vocabulary intervention can produce substantial gains in children's vocabulary knowledge. The Story Friends program is feasible for delivery in early childhood classrooms and effective in teaching challenging vocabulary to high-risk preschoolers. Supplemental Material https://doi.org/10.23641/asha.13158185

APA, Harvard, Vancouver, ISO, and other styles

29

Abu Hussain, Wedian T. "Using Classroom Response Systems to Engage High School Students in Saudi Arabian Classrooms." المجلة العربية للعلوم و نشر الأبحاث 2, no. 5 (2016): 228–38. http://dx.doi.org/10.12816/0027360.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Mucherah, Winnie. "Classroom climate and students’ goal structures in high-school biology classrooms in Kenya." Learning Environments Research 11, no. 1 (January 2008): 63–81. http://dx.doi.org/10.1007/s10984-007-9036-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Perry, Ayanna D., Emily P. Thrasher, and Hollylynne S. Lee. "Technology Tips: High-Leverage iPad Apps for the Mathematics Classroom." Mathematics Teacher 107, no. 9 (May 2014): 706–11. http://dx.doi.org/10.5951/mathteacher.107.9.0706.

Full text

Abstract:

The use of iPads® in the classroom is growing. In the 2013–14 school year, 57 percent of schools planned to invest in iPads (Netop 2013). This investment can benefit mathematics classrooms only if teachers know which apps they can use to help students develop deeper mathematical understanding. Although learning about and developing facility with various apps is valuable for mathematics teachers, the process can be difficult, overwhelming, and time-consuming. To get started, we recommend one app, Dropbox, that can be used to share materials within the classroom setting, and then we suggest three free, easy-to-use mathematics apps: Sketchpad Explorer, Data Analysis, and MathGraph (see the table on p. 711).

APA, Harvard, Vancouver, ISO, and other styles

33

Sanoff, Henry. "Research Based Design of an Eelementary School." Open House International 34, no. 1 (March 1, 2009): 9–16. http://dx.doi.org/10.1108/ohi-01-2009-b0002.

Full text

Abstract:

The aim of this paper was to examine current learning styles and teaching methods in order to suggest a new form of learning environment for young students. Features such as different activity settings and small group activities aimed at enhancing learning resulted from the participation of students, teachers and parents in the design of the Gibsonville Elementary School. Teachers, working in small groups, compared different classroom arrangements along with criteria to compare and evaluate each alternative and unanimously selected an “L” shape classroom, which became the basis for the design of the school. Another critical design feature that emerged from the teacher workshop was direct access from each classroom to the outdoors, allowing teachers to create outdoor classrooms that could enhance student's ecological awareness. The final design featured four academic houses of six L shaped classrooms each around an open courtyard to provide a resource for students, parents, and teachers to collectively explore and maintain outdoor environmental themes. A post occupancy evaluation was conducted several months after completion of construction and revealed a high level of satisfaction; however, the findings pointed to the need for a subsequent workshop to focus on the effective arrangement of furniture in L shaped classrooms. The participatory process was identified by the students and teachers as the key factor contributing to the design, which of one of the first schools of its type in the United States.

APA, Harvard, Vancouver, ISO, and other styles

34

Kusumastuti, Ima, Endang Fauziati, and Sri Marmanto. "Challenged for Higher-Order Thinking Skill Implementation: Reports From EFL Classroom Teachers." International Journal of Language Teaching and Education 3, no. 2 (December 31, 2019): 108–17. http://dx.doi.org/10.22437/ijolte.v3i2.7579.

Full text

Abstract:

Higher-Order Thinking Skills (HOTS) become the current educational issues in Indonesia. The teachers have to be aware of its importance and have sufficient knowledge about it. This study aims to investigate junior high school teachers’ perceptions and challenges in employing HOTS in the EFL classroom. This case study involved two junior high school English teachers from different schools. Data were collected through interviews and classroom observation for triangulation purposes. The findings showed that teachers have been conscious of the importance of HOTS, but they have different perceptions and different ways of implementing HOTS in their EFL classroom. However, there are also challenges that the teachers have to face when they employ HOTS in their classrooms.

APA, Harvard, Vancouver, ISO, and other styles

35

Shernoff, David J., Erik A. Ruzek, and Suparna Sinha. "The influence of the high school classroom environment on learning as mediated by student engagement." School Psychology International 38, no. 2 (September 2, 2016): 201–18. http://dx.doi.org/10.1177/0143034316666413.

Full text

Abstract:

Classroom learning environments are frequently assumed to exert their influence on learning indirectly, via student engagement. The present study examined the influence of environmental challenge and support on learning in high school classrooms, and the potential for student engagement to act as a mediator in this relationship. Data were collected in seven classrooms in six different subjects in several US high schools. The 104 students in these classes participated in the Experience Sampling Method (ESM) and reported records ( N = 254) of engagement, learning, and related experiential variables. Measures of the learning environment were also rated from video footage. Variations in the learning environment observed and rated from video were linked to students’ real-time reactions to instruction synchronously. Results indicated that environmental support, but not environmental challenge, was significantly related with perceived learning. Multi-level path analyses revealed that the association between environmental supports and learning was mediated by student engagement. This mediating relationship held specifically for two components of environmental support: Motivational supports and supportive relationships. Implications are discussed for the benefit of practicing school psychologists, including strategies for facilitating motivational and relational support to enhance student engagement.

APA, Harvard, Vancouver, ISO, and other styles

36

Cheng, Stephen, David Gerhard, Fidji Gendron, and Vincent Ziffle. "Incorporation of High-Altitude Balloon Experiment in High School Science Classrooms." Creative Education 10, no. 02 (2019): 262–72. http://dx.doi.org/10.4236/ce.2019.102021.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Vatter, Terry. "Teaching Mathematics to the At-Risk Secondary School Student." Mathematics Teacher 85, no. 4 (April 1992): 292–94. http://dx.doi.org/10.5951/mt.85.4.0292.

Full text

Abstract:

Nearly every middle and high school classroom has students who are failing, who seldom do homework, who are inattentive, or who seem unable to benefit from instruction. These students either drop out or end up in classrooms like mine in a school for at-risk youth.

APA, Harvard, Vancouver, ISO, and other styles

38

Freeman, Jennifer, Jennifer Kowitt, Brandi Simonsen, Yan Wei, Kate Dooley, Lola Gordon, and Eleanor Maddock. "A High School Replication of Targeted Professional Development for Classroom Management." Remedial and Special Education 39, no. 3 (May 2018): 144–57. http://dx.doi.org/10.1177/0741932517719547.

Full text

Abstract:

In areas of emerging research, such as supporting teachers’ classroom management, replication of research is critical to ensuring that recommendations for the field are based on sound science and appropriate for the contexts to which they are being applied. This article describes a replication of research on efficient professional development supports for teachers’ classroom managements in a new context: high school classrooms. Data did not support a functional relation between teachers’ use of specific praise and the targeted professional development and self-management in the high school setting. Results of this study highlight the critical importance of replication in education research. Based on our findings and our experience conducting this study, we suggest several possible adaptations may be necessary for successful replication at the high school level.

APA, Harvard, Vancouver, ISO, and other styles

39

Ganito, Carla. "Transparent Classrooms." International Journal of Cyber Ethics in Education 1, no. 3 (July 2011): 59–69. http://dx.doi.org/10.4018/ijcee.2011070106.

Full text

Abstract:

This article analyzes the use of the mobile phone in Portuguese classrooms in order to examine new practices of disclosure and transparency. A literature review provides a global context of the nature of the mobile phone, and contextualizes an overview of the current usage trends in Portugal. The high uptake rates of mobile phone usage in Portugal means that this country can be considered an interesting case study for the usage of mobile phones in educational settings. Evidence of a young mobile culture gathered in recent research studies conducted at the national level and on a qualitative case study of high-school teachers, provides a basis for a practical discussion of the impact of the mobile phone on the Portuguese education system. Building on the views from different actors- students, teachers, parents, and school administrators- the paper closes with the proposition of the mobile phone as a valid educational tool that requires new skills and strategies for a successful integration.

APA, Harvard, Vancouver, ISO, and other styles

40

D’Agostino, Emily. "Public Health Education: Teaching Epidemiology in High School Classrooms." American Journal of Public Health 108, no. 3 (March 2018): 324–28. http://dx.doi.org/10.2105/ajph.2017.304216.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Harris, Lauren McArthur, Stephanie F. Reid, Volker Benkert, and Jason Bruner. "Investigating comparative genocide teaching in two high school classrooms." Theory & Research in Social Education 47, no. 4 (July 30, 2019): 497–525. http://dx.doi.org/10.1080/00933104.2019.1635058.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Dávila, Liv T., Lan Q. Kolano, and Heather Coffey. "Negotiating Co-Teaching Identities in Multilingual High School Classrooms." NABE Journal of Research and Practice 8, no. 1 (March 1, 2017): 28–43. http://dx.doi.org/10.1080/26390043.2017.12067794.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Davila, Liv T. "Multilingual Interactions and Learning in High School ESL Classrooms." TESOL Quarterly 54, no. 1 (September 10, 2019): 30–55. http://dx.doi.org/10.1002/tesq.536.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Lee, Sunny S. U., Barry J. Fraser, and Darrell L. Fisher. "Teacher–Student Interactions in Korean High School Science Classrooms." International Journal of Science and Mathematics Education 1, no. 1 (2003): 67–85. http://dx.doi.org/10.1023/a:1026191226676.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Cazden, Courtney B. "A Descriptive Study of Six High School Puente Classrooms." Educational Policy 16, no. 4 (September 2002): 496–521. http://dx.doi.org/10.1177/0895904802016004003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Howell, Emily, Tracy Butler, and David Reinking. "Integrating Multimodal Arguments Into High School Writing Instruction." Journal of Literacy Research 49, no. 2 (April 10, 2017): 181–209. http://dx.doi.org/10.1177/1086296x17700456.

Full text

Abstract:

We conducted a formative experiment investigating how an intervention that engaged students in constructing multimodal arguments could be integrated into high school English instruction to improve students’ argumentative writing. The intervention entailed three essential components: (a) construction of arguments defined as claims, evidence, and warrants; (b) digital tools that enabled the construction of multimodal arguments; and (c) a process approach to writing. The intervention was implemented for 11 weeks in high school English classrooms. Data included classroom observations; interviews with the teacher, students, and administrators; student reflections; and the products students created. These data, analyzed using grounded-theory coding and constant-comparison analysis, informed iterative modifications of the intervention. A retrospective analysis led to several assertions contributing to an emerging pedagogical theory that may guide efforts to promote high school students’ ability to construct arguments using digital tools.

APA, Harvard, Vancouver, ISO, and other styles

47

Ford, W. Blake, Keith C. Radley, Daniel H. Tingstrom, and Brad A. Dufrene. "Efficacy of a No-Team Version of the Good Behavior Game in High School Classrooms." Journal of Positive Behavior Interventions 22, no. 3 (January 10, 2020): 181–90. http://dx.doi.org/10.1177/1098300719890059.

Full text

Abstract:

Disruptive behavior (DB) negatively affects the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Group contingency interventions, such as the Good Behavior Game (GBG), are often used classwide to provide teachers with evidence-based management strategies while improving student behavior. In the present study, we evaluated the effects of a streamlined, no-teams version of the GBG in general education high school classrooms. Although the GBG has been assessed in a variety of settings, it has limited empirical evidence for use with secondary-level students, indicating a significant need for such an evaluation. The effects of the intervention were determined with an A/B/A/B single-case withdrawal design in three classrooms (ninth, 10th, and 11th grades). The results of the study indicated that the no-team version of the GBG was effective at reducing levels of DB and increasing levels of academic engagement in each classroom. Furthermore, the intervention procedures were found to be acceptable to each of the teachers, indicating that the streamlined version of the GBG is an efficient and effective strategy for improving student behavior in high school classrooms.

APA, Harvard, Vancouver, ISO, and other styles

48

Azizan, Izzah Azreena, Eg Yue Qi, Sharanjeet Kaur, and Sumithira Narayanasamy. "Visual acuity demands of different language mediums in modern primary school classrooms in Malaysia." F1000Research 8 (December 27, 2019): 2143. http://dx.doi.org/10.12688/f1000research.20699.1.

Full text

Abstract:

Background: Good visual acuity is important for children’s learning but the actual visual acuity (VA) demands of classrooms are not well defined. Methods: In total, 61 classrooms from eight primary schools were included in this study. Classrooms were divided into lower and upper primary which reflect different stages of learning. Three types of national schools were included in the study, which were National, National Types Chinese (C) and Tamil (T). Each type of school utilizes different language as the medium of teaching. The measurements conducted in each classroom were: dimensions, maximum distance a student is seated and vertical height of the distance and near target. Near working distance of 28cm was assumed. Distance and near visual acuity demands (VA) were then calculated. Results: The distance and near VA demands were 0.11 ± 0.26 logMAR and 0.24 ± 0.10 logMAR for lower primary, and 0.09 ± 0.20 logMAR and 0.24 ± 0.09 logMAR for upper primary classrooms respectively. Distance and near VA demands between both stages were not significantly different (p>0.05). The distance and near VA demands for National schools were 0.24 ± 0.17 logMAR and 0.31 ± 0.04 logMAR, National Type (C) were 0.16 ± 0.11 logMAR and 0.13 ± 0.03 logMAR, National Type (T) were 0.09 ± 0.10 logMAR and 0.12 ± 0.03 logMAR respectively. There were significant differences for both distance and near VA demands between types of schools, F(2, 58) 42.19, p = 0.00; F (2, 58) 208.35, p = 0.00 respectively. Conclusions: High levels of visual acuity for distance and near are required to meet the demands of modern classroom environments. Both National Types schools require higher VA demand compared to National schools. These findings suggest current vision screening protocols and cut off points for schools might require revision.

APA, Harvard, Vancouver, ISO, and other styles

49

Maheady, Larry, M. Katherine Sacca, and Gregory F. Harper. "Classwide Peer Tutoring with Mildly Handicapped High School Students." Exceptional Children 55, no. 1 (September 1988): 52–59. http://dx.doi.org/10.1177/001440298805500106.

Full text

Abstract:

Effects of classwide peer tutoring (CWPT) on the academic performance of 14 mildly handicapped and 36 nondisabled students enrolled in three 10th-grade social studies classrooms were examined. Effects were analyzed using a multiple baseline design across settings with a withdrawal of treatment in two classrooms. Analysis of results indicated that the implementation of CWPT produced an average increase of 21 points on weekly tests. With CWPT 60% of all students earned “A” grades, failing grades were virtually eliminated, and no mildly handicapped students received grades below “C”. Anecdotal student and teacher comments were positive. Implications for secondary, mainstreamed students and teachers were discussed.

APA, Harvard, Vancouver, ISO, and other styles

50

Ugwu, Eucharia Okwudilichukwu. "Classroom Process and Causes of Worsening High School Students' Failure of Literature-in-English in Nigeria." African Journal of Teacher Education 10, no. 1 (July 19, 2021): 282–306. http://dx.doi.org/10.21083/ajote.v10i1.6637.

Full text

Abstract:

Current theories of teaching favour students-centred classrooms. In Literature-in-English lessons, active participation of students is essential for optimal learning. This study examined the level of students' active participation in Literature-in-English classrooms as the major reason for the high failure rates of Nigerian students who take this subject in the yearly senior secondary school examinations. The study was carried out in Ibadan metropolis, Oyo State. The mixed method research design was adopted. Class Observation Schedule (r=0.9) and Interview Guide for Teachers were used to gather the data. Random sampling technique was used to select three Local Government Areas (LGAs), 27 public senior secondary schools (9 from each LGA) and one Literature-in-English teacher from each school. All the teachers were observed twice during lessons while 12 of them were interviewed. Results from the quantitative data showed that the classroom process was teacher-dominated, and students' level of participation was very low. Students hardly asked questions and teachers did not use teaching techniques that encouraged active participation. Teachers identified students' inability to buy the prescribed literary texts, lack of interest in reading and poor language proficiency as some of the factors that contribute to students' failure. Several recommendations were made to enhance the teaching-learning process and maximize learning.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'High school classrooms'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles