Relevant bibliographies by topics / Schools and learning environments not elsewhere classified

Academic literature on the topic 'Schools and learning environments not elsewhere classified'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Schools and learning environments not elsewhere classified"

1

Gee, James Paul. "Affinity spaces: How young people live and learn on line and out of school." Phi Delta Kappan 99, no. 6 (February 26, 2018): 8–13. http://dx.doi.org/10.1177/0031721718762416.

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In the digital age, young people’s most powerful learning opportunities often occur online, in experiences and environments created by people working outside of the K-12 school system. In a sense, the internet has given new life to an older, less formal approach to education, in which individuals seek out and learn from others who share their interests. While schools remain critically important, teachers need to understand that more and more of their students are looking elsewhere to develop their knowledge and skills.
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Läänemets, Urve, Katrin Kalamees-Ruubel, Kristi Kiilu, Kadi Kaja, and Anu Sepp. "VALUES CREATED BY MUSIC EDUCATION IN GENERAL COMPREHENSIVE SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 318–29. http://dx.doi.org/10.17770/sie2021vol2.6297.

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This is the final part of research started in 2014 when development of the new National Curricula (NC) was initiated. The role of music education had to be mapped to prove its meaning as a traditional mandatory subject in the NC. According to the research program, different aspects, related to music education (content, integration of art subjects, informal and non-formal music activities, supportive learning environments, etc.), were analysed. The research of 2020 is summarising the values music education can provide for development of educated, responsible, ethical and creative people. The data collected from essays of school students and (future and in-service) music teachers (n=166), were analysed by qualitative methods. The values were classified by the following categories: social, cultural, cognitive, moral, aesthetic, personal. The research results can be used as arguments for developing music education syllabi in the NCs from kindergartens to gymnasia. The whole program of research is already being used for further development of music teacher education.
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Fernández-Cézar, Raquel, Natalia Solano-Pinto, and Dunia Garrido. "Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables." Mathematics 9, no. 14 (July 7, 2021): 1591. http://dx.doi.org/10.3390/math9141591.

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The current society is based on science and technology, depending partly on mathematics. It leads to citizens’ success in school mathematics, being measured through achievement, which can be predicted by affective, cognitive, and behavioral variables. The aim of this study was to determine the extent to which self-concept, learning strategies, attitude towards science and mathematics, school environment, and previous scores in science and mathematics predict achievement in mathematics. A convenience sample of 352 pupils taking part in a science, technology, engineering, and mathematics (STEM) experimentation outreach program belonging to state schools and state-funded schools from rural and urban environments was analysed. The instrument was composed of the Auzmendi scale of attitude towards mathematics modified, the attitude towards school science, the AUDIM questionnaire for self-concept (physical, social, personal, academic, and general), and the CEA questionnaire for learning strategies (emotional control, critical and creative thinking, and metacognition). Sex, type of school, and school environment were covariates. A binary logistic regression model was obtained for mathematics achievement, which correctly classified 82.1% of students, with previous science and mathematics achievement, science achievement, and critical and creative thinking as predictors, and urban schools playing a positive role. Implications of these predictors on mathematics education are discussed.
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Orava, Taryn, Steve Manske, and Rhona Hanning. "Support for healthy eating at schools according to the comprehensive school health framework: evaluation during the early years of the Ontario School Food and Beverage Policy implementation." Health Promotion and Chronic Disease Prevention in Canada 37, no. 9 (September 2017): 303–12. http://dx.doi.org/10.24095/hpcdp.37.9.05.

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Introduction Provincial, national and international public health agencies recognize the importance of school nutrition policies that help create healthful environments aligned with healthy eating recommendations for youth. School-wide support for healthy living within the pillars of the comprehensive school health (CSH) framework (social and physical environments; teaching and learning; healthy school policy; and partnerships and services) has been positively associated with fostering improvements to student health behaviours. This study used the CSH framework to classify, compare and describe school support for healthy eating during the implementation of the Ontario School Food and Beverage Policy (P/PM 150). Methods We collected data from consenting elementary and secondary schools in a populous region of Ontario in Time I (2012/13) and Time II (2014). Representatives from the schools completed the Healthy School Planner survey and a food environmental scan (FES), which underwent scoring and content analyses. Each school’s support for healthy eating was classified as either “initiation,” “action” or “maintenance” along the Healthy School Continuum in both time periods, and as “high/increased,” “moderate” or “low/decreased” within individual CSH pillars from Time I to Time II. Results Twenty-five school representatives (8 elementary, 17 secondary) participated. Most schools remained in the “action” category (n = 20) across both time periods, with varying levels of support in the CSH pillars. The physical environment was best supported (100% high/increased support) and the social environment was the least (68% low/decreased support). Only two schools achieved the highest rating (maintenance) in Time II. Supports aligned with P/PM 150 were reportedly influenced by administration buy-in, stakeholder support and relevancy to local context. Conclusion Further assistance is required to sustain comprehensive support for healthy eating in Ontario school food environments.
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Pfledderer, Christopher D., Michael W. Beets, Sarah Burkart, Elizabeth L. Adams, Robert Glenn Weaver, Xuanxuan Zhu, and Bridget Armstrong. "Impact of Virtual vs. In-Person School on Children Meeting the 24-h Movement Guidelines during the COVID-19 Pandemic." International Journal of Environmental Research and Public Health 19, no. 18 (September 7, 2022): 11211. http://dx.doi.org/10.3390/ijerph191811211.

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The pandemic mitigation strategy of closing schools, while necessary, may have unintentionally impacted children’s moderate-to-vigorous physical activity (MVPA), sleep, and time spent watching screens. In some locations, schools used hybrid attendance models, with some days during the week requiring in-person and others virtual attendance. This scenario offers an opportunity to evaluate the impact of attending in-person school on meeting the 24-h movement guidelines. Children (N = 690, 50% girls, K–5th) wore wrist-placed accelerometers for 14 days during October/November 2020. Parents completed daily reports on child time spent on screens and time spent on screens for school. The schools’ schedule was learning for 2 days/week in-person and 3 days/week virtually. Using only weekdays (M–F), the 24-h movement behaviors were classified, and the probability of meeting all three was compared between in-person vs. virtual learning and across grades. Data for 4956 weekdays (avg. 7 d/child) were collected. In-person school was associated with a greater proportion (OR = 1.70, 95% CI: 1.33–2.18) of days that children were meeting the 24-h movement guidelines compared to virtual school across all grades. Students were more likely to meet the screen time (OR = 9.14, 95% CI: 7.05–11.83) and MVPA (OR = 1.50, 95% CI: 1.25–1.80) guidelines and less likely to meet the sleep (OR = 0.73, 95% CI: 0.62–0.86) guidelines on the in-person compared to the virtual school days. Structured environments, such as school, have a protective effect on children’s movement behaviors, especially physical activity and screen time.
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Lam, Cici Sze-ching, Patcy P. S. Yeung, and Mantak Yuen. "Personal and Environmental Factors Affecting Hong Kong High-Ability Students’ School Satisfaction." Journal of Psychologists and Counsellors in Schools 28, no. 2 (December 6, 2017): 166–84. http://dx.doi.org/10.1017/jgc.2017.18.

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This report is part of a larger project investigating school satisfaction of early adolescents in Hong Kong. The research questions in this part of the study focused on the school experience of 21 high-ability Chinese students aged 9–14 in Hong Kong primary and secondary schools. Semi-structured interviews were conducted with each of the participants. From the qualitative data collected, six influences on their school satisfaction emerged ― two that could be classified as ‘personal influences’ (goal-directed thoughts and motivation; self-discipline and self-regulation) and four themes that reflected ‘environmental influences’ (positive teacher-student relationships, classmates emotional and instrumental support, parental involvement in students’ learning, talent development opportunities). The findings from the study can help to inform school personnel on modifiable aspects of school environments that can help high-ability students succeed and at the same time enjoy their school life.
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Kaljee, Linda, Kelvin Munjile, Anitha Menon, Stephen Tembo, Xiaoming Li, Liying Zhang, Jacob Malungo, Bonita Stanton, and Lisa Langhaug. "The ‘Teachers Diploma Program’ in Zambian Government Schools: A Baseline Qualitative Assessment of Teachers’ and Students’ Strengths and Challenges in the Context of a School-Based Psychosocial Support Program." International Education Studies 10, no. 2 (January 30, 2017): 92. http://dx.doi.org/10.5539/ies.v10n2p92.

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In Zambia, as elsewhere throughout sub-Saharan Africa, orphaned and vulnerable children (OVC) face multiple physical, emotional, social and psychological challenges which often negatively affect opportunities for educational attainment. REPSSI (Regional Psychosocial Support Initiative), in collaboration with, the University of Cape Town and other African academic institutions, developed the Teachers’ Diploma Program as part of the Mainstreaming Psychosocial Care and Support into Education Systems to provide teachers and school administrators with the knowledge and skills to provide needed support to students and enhance their learning environments. During initial implementation of the Teachers’ Diploma Program in Zambia (2013-2016), qualitative data was collected as a part of larger outcomes and process evaluation. In the current paper, these qualitative data are presented to describe baseline challenges and strengths within the Zambian government school system and early indicators of change during the first ten months of program implementation. These in-depth data provide both teachers’ and students’ experiences and perspectives and are being utilized to further strengthen the Teachers’ Diploma Program as the Zambian Ministry of Education, Science, Vocational Training and Early Childhood moves forward with plans to implement the training at a national level in colleges of teacher education.
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Attayib Umar, Abdul-Majeed. "The Effect of Classroom Environment on Achievement in English as a Foreign Language (EFL): A Case Study of Secondary School Students in Gezira State: Sudan." World Journal of English Language 7, no. 4 (December 24, 2017): 1. http://dx.doi.org/10.5430/wjel.v7n4p1.

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Classroom environment plays a significant role in determining students’ level of academic achievement and enhancingtheir holistic growth. For students, the classroom is not just an intellectual space, but also a social, emotional andphysical environment. The purpose of this study is to examine the effects of classroom environment on learningEnglish as a foreign language by a group of first grade students at Secondary Schools in Gezira State in the Sudan. Thisstudy indorses the experimental approach to realize its objective. Two groups of students are classified as theExperimental and the Control group and assigned to study under two different classroom environments. TheExperimental group consists of (122) students. These are accommodated in three well renovated classrooms; while theControl group which includes (135) students are assigned to study in non-renovated schools under relatively poorclassroom environments. The two groups are taught the same English language material by teachers with similarqualifications and experiences during the first term of the academic 2016. Scores in the English Final Examination forthe two groups are compared to check the classroom environment effect on the students’ achievement. These scores aretabulated and analysed using descriptive statistics. The results reveal that there are significant differences between theachievements of the Experimental and the Control group in English in favour of the Experimental group who havestudied under favourable classroom conditions. The researcher has also explored the administrators’ and teachers’viewpoints regarding the learning environment in the study zone and its possible impact on students’ achievement inEnglish. The study ends up with some recommendations including conducting further studies on the environmentaleffect on other school subjects and on female students’ achievement.
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9

Masoumi-Moghaddam, Saman. "Using Drama and Drama Techniques to Teach English Conversations to English as A Foreign Language Learners." International Journal of Applied Linguistics and English Literature 7, no. 6 (November 1, 2018): 63. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.6p.63.

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The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.
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10

Moghadam, Saman M., and Reza Ghafarsamar. "Using Drama and Drama Techniques to Teach English Conversations to EFL Learners." Global Journal of Foreign Language Teaching 8, no. 2 (May 29, 2018): 92–101. http://dx.doi.org/10.18844/gjflt.v8i2.3319.

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The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.
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Dissertations / Theses on the topic "Schools and learning environments not elsewhere classified"

1

(5930588), Michael W. Coots. "LEARNING ENVIRONMENTS FOR STEM INTEGRATION." Thesis, 2021.

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STEM education has been a topic of reform in education for many years and it has recently focused primarily on the education methodology called STEM integration. Universities and state departments of education have defined teacher education programs and STEM initiatives that explore the necessary ingredients for a curriculum using this methodology, but they do not provide explicit instructions for the design of the learning environment. The purpose of this study was to explore the question "What are the characteristics of high school learning environments that support integrated STEM instruction?"

This qualitative study used a postpositive lens and multiple-case study framework to distill the experiences and evidence gathered from four STEM certified high schools in the state of Indiana. This distillation resulted in three universal themes common to each school which were: the allocation of universally accessible free space for STEM integration, the importance for mobility of resources and students, and the need for supportive technological resources.

This study is applicable to both those who are educators working in STEM education and those researchers looking to understand the STEM integration paradigm or learning environment design. Educators can use this study to plan their own learning environments and researchers can use this study as a pilot to many other outlets in the topic of STEM integration.

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(8771429), Ashley S. Dale. "3D OBJECT DETECTION USING VIRTUAL ENVIRONMENT ASSISTED DEEP NETWORK TRAINING." Thesis, 2021.

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An RGBZ synthetic dataset consisting of five object classes in a variety of virtual environments and orientations was combined with a small sample of real-world image data and used to train the Mask R-CNN (MR-CNN) architecture in a variety of configurations. When the MR-CNN architecture was initialized with MS COCO weights and the heads were trained with a mix of synthetic data and real world data, F1 scores improved in four of the five classes: The average maximum F1-score of all classes and all epochs for the networks trained with synthetic data is F1∗ = 0.91, compared to F1 = 0.89 for the networks trained exclusively with real data, and the standard deviation of the maximum mean F1-score for synthetically trained networks is σ∗ F1 = 0.015, compared to σF 1 = 0.020 for the networks trained exclusively with real data. Various backgrounds in synthetic data were shown to have negligible impact on F1 scores, opening the door to abstract backgrounds and minimizing the need for intensive synthetic data fabrication. When the MR-CNN architecture was initialized with MS COCO weights and depth data was included in the training data, the net- work was shown to rely heavily on the initial convolutional input to feed features into the network, the image depth channel was shown to influence mask generation, and the image color channels were shown to influence object classification. A set of latent variables for a subset of the synthetic datatset was generated with a Variational Autoencoder then analyzed using Principle Component Analysis and Uniform Manifold Projection and Approximation (UMAP). The UMAP analysis showed no meaningful distinction between real-world and synthetic data, and a small bias towards clustering based on image background.

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(8803076), Jordan M. McGraw. "Implementation and Analysis of Co-Located Virtual Reality for Scientific Data Visualization." Thesis, 2020.

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Advancements in virtual reality (VR) technologies have led to overwhelming critique and acclaim in recent years. Academic researchers have already begun to take advantage of these immersive technologies across all manner of settings. Using immersive technologies, educators are able to more easily interpret complex information with students and colleagues. Despite the advantages these technologies bring, some drawbacks still remain. One particular drawback is the difficulty of engaging in immersive environments with others in a shared physical space (i.e., with a shared virtual environment). A common strategy for improving collaborative data exploration has been to use technological substitutions to make distant users feel they are collaborating in the same space. This research, however, is focused on how virtual reality can be used to build upon real-world interactions which take place in the same physical space (i.e., collaborative, co-located, multi-user virtual reality).

In this study we address two primary dimensions of collaborative data visualization and analysis as follows: [1] we detail the implementation of a novel co-located VR hardware and software system, [2] we conduct a formal user experience study of the novel system using the NASA Task Load Index (Hart, 1986) and introduce the Modified User Experience Inventory, a new user study inventory based upon the Unified User Experience Inventory, (Tcha-Tokey, Christmann, Loup-Escande, Richir, 2016) to empirically observe the dependent measures of Workload, Presence, Engagement, Consequence, and Immersion. A total of 77 participants volunteered to join a demonstration of this technology at Purdue University. In groups ranging from two to four, participants shared a co-located virtual environment built to visualize point cloud measurements of exploded supernovae. This study is not experimental but observational. We found there to be moderately high levels of user experience and moderate levels of workload demand in our results. We describe the implementation of the software platform and present user reactions to the technology that was created. These are described in detail within this manuscript.
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