Artículos de revistas: "Classroom environment"

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Brukštutė, Grėtė. "Physical Classroom Environment and Pedagogy". Architecture and Urban Planning 15, n.º 1 (1 de enero de 2019): 38–43. http://dx.doi.org/10.2478/aup-2019-0005.

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Abstract The aim of this article is to analyse how physical classroom environment can be related to pedagogy and to examine the causes that prevent such correlation. The article briefly introduces the development of classrooms since the 20th century, it underlines modern learning activities, presents visual organization of classroom spaces in correlation with the latter and analyses students’ activity zones in the classrooms. Article presents the model of interaction between pedagogy and physical classroom environment.

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Harlen, Wynne y Barry J. Fraser. "Classroom Environment". British Journal of Educational Studies 35, n.º 3 (octubre de 1987): 287. http://dx.doi.org/10.2307/3121263.

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Broadfoot, Patricia y Barry J. Fraser. "Classroom Environment". British Journal of Educational Studies 36, n.º 1 (febrero de 1988): 91. http://dx.doi.org/10.2307/3121612.

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Lucas, Liney. "Classroom environment". International Journal of Educational Development 8, n.º 1 (enero de 1988): 70–71. http://dx.doi.org/10.1016/0738-0593(88)90036-3.

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Haertel, Geneva D. y Herbert J. Walberg. "Classroom environment". Teaching and Teacher Education 4, n.º 4 (enero de 1988): 379–82. http://dx.doi.org/10.1016/0742-051x(88)90035-2.

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Trickett, Edison J., Peter E. Leone, Carolyn Molden Fink y Sheldon L. Braaten. "The Perceived Environment of Special Education Classrooms for Adolescents: A Revision of the Classroom Environment Scale". Exceptional Children 59, n.º 5 (marzo de 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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Fraser, Barry J. "Use of Classroom Environment Assessments in School Psychology". School Psychology International 8, n.º 4 (octubre de 1987): 205–19. http://dx.doi.org/10.1177/014303438700800402.

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It is desirable today that school psychologists, in addition to being concerned with student achievement, give consideration to important psychosocial aspects of classroom environments. This paper makes several economical hand-scorable classroom environment instruments readily accessible to school psychologists and provides an overview of numerous past uses of these instruments including studies of the effects of classroom environment on student outcomes, use of environment variables as process criteria in evaluating educational innovations and teachers' practical attempts to use learning environment assessments to guide improvements in classrooms. Some applications of classroom environment assessments in school psychology are considered.

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Roskos, Kathleen y Susan B. Neuman. "The Classroom Environment". Reading Teacher 65, n.º 2 (octubre de 2011): 110–14. http://dx.doi.org/10.1002/trtr.01021.

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Findley, Bev y Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key". College Teaching Methods & Styles Journal (CTMS) 2, n.º 1 (22 de julio de 2011): 49. http://dx.doi.org/10.19030/ctms.v2i1.5252.

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Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.

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Findley, Bev y Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key". College Teaching Methods & Styles Journal (CTMS) 2, n.º 3 (22 de julio de 2011): 1. http://dx.doi.org/10.19030/ctms.v2i3.5262.

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Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.

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Tan, Kai-Yuan, Kok-Why Ng y Kanesaraj Ramasamy. "Classroom Environment Analysis Via Internet of Things". Journal of Informatics and Web Engineering 3, n.º 2 (13 de junio de 2024): 19–36. http://dx.doi.org/10.33093/jiwe.2024.3.2.2.

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In this era of rapid technological advancement, the potential of the digital age has opened up numerous possibilities for our society. However, despite these advancements, traditional classrooms still lack the necessary technology to create an optimal learning environment for students. Consequently, students may struggle to effectively acquire knowledge within classrooms. This paper aims to conduct a classroom environment analysis using Internet of Things technology to gather data and uncover valuable insights. The proposed solution involves an embedded system for controlling and monitoring the classroom environment, as well as exporting historical data for further research. By ensuring accurate data collection, this paper seeks to facilitate meaningful improvements in the classroom environment, aligning with the principle of "garbage in, garbage out" in computer science.

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Schutte, Vanessa y Dr Marilyn Denison. "Classroom design, the architect, and teachers perspectives". Journal of the Acoustical Society of America 153, n.º 3_supplement (1 de marzo de 2023): A90. http://dx.doi.org/10.1121/10.0018266.

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How do we design classrooms? The use and needs of modern learning environments have changed dramatically compared to the classrooms of 40 years ago. The fundamental reconsideration of the classroom environment is a direct result of teachers, school administrators, and architects coming to the realization that we all learn differently. The modern classroom is not just about four walls, it is about bringing diverse groups together. The ability to adapt to a variety of activities that support diverse learning styles is critical to today’s learning environments. Research proves that the design of a learning environment can have a negative or a positive impact on a student’s learning progress. We must understand how to design not only a simple classroom, but a suite of spaces that serve all student needs throughout the day. This presentations reviews the modern process and approach to classroom design from a broad-use perspective.

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Iluzada, Christina Long, Robin L. Wakefield y Allison M. Alford. "Personal Technology in the Classroom". Journal of Effective Teaching in Higher Education 4, n.º 3 (4 de enero de 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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Kim, Jeong-Hee. "The Effects of Children’s Creativity, Creative Teaching, and Classroom Environment". Korean Association For Learner-Centered Curriculum And Instruction 24, n.º 2 (31 de enero de 2024): 77–88. http://dx.doi.org/10.22251/jlcci.2024.24.2.77.

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Objectives The purposes of this study was to examine The Effects of children’s creativity, creative teaching, and classroom environment. Methods This study aimed to investigate the influence of teaching practices and classroom environment on child-ren's creativity. The research focused on 200 children aged 4 and 5 attending kindergartens and preschools in the Gyeonggi Province, along with 100 lead teachers and 100 classrooms. Data collected were analyzed using SPSS 23.0, employing techniques such as frequency analysis, mean calculation, factor correlation, and regression analysis. Results The results from these analyses are as follows. Firstly, statistically significant correlations were found be-tween creative teaching, children's creativity, and the classroom environment. Secondly, both creative teaching and the classroom environment exhibited statistically significant effects on children's creativity. Conclusions Based on the results of this study, the importance of teaching practices for enhancing children's cre-ativity was highlighted. Suggestions were discussed regarding the direction of teaching practices and the oper-ation of classroom environments to promote children's creativity.

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Tan, Dongyao, Mike Yough y Cong Wang. "International students in higher education". Journal of Applied Research in Higher Education 10, n.º 4 (8 de octubre de 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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Fisher, Darrell L., Barry J. Fraser y Jan Bassett. "Using a Classroom Environment Instrument in an Early Childhood Classroom". Australasian Journal of Early Childhood 20, n.º 3 (septiembre de 1995): 10–15. http://dx.doi.org/10.1177/183693919502000304.

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Remarkable progress has been made internationally over the past two decades in the conceptualisation, assessment and investigation of perceptions of the classroom environment. However, there are no published studies that have been conducted in early childhood classrooms. This paper reports the first use of a classroom environment instrument, the My Class Inventory (MCI), in a Year 1 class. Students responded to both the actual and preferred forms of the MCI. The teacher then implemented selected strategies in a practical attempt to improve the classroom environment by changing it towards that preferred by the students. After six months of applying these strategies, readministration of the actual form of the instrument indicated that the classroom environment indeed had been changed in the desired direction.

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Mocová, Pavla y Jitka Mohelníková. "Indoor Climate Performance in a Renovated School Building". Energies 14, n.º 10 (14 de mayo de 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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Schafer, Erin C. y Melissa Sweeney. "A Sound Classroom Environment". ASHA Leader 17, n.º 4 (abril de 2012): 14–17. http://dx.doi.org/10.1044/leader.ftr2.17042012.14.

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Burden, R. L. "Book Review: Classroom Environment". School Psychology International 8, n.º 4 (octubre de 1987): 283. http://dx.doi.org/10.1177/014303438700800411.

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Alsahli, Fahad Saad. "EFL Students’ Perception of Classroom Assessment Environment in Translation Courses". International Journal of English Linguistics 10, n.º 1 (28 de diciembre de 2019): 255. http://dx.doi.org/10.5539/ijel.v10n1p255.

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The aim of this study was to explore the students’ perceptions on classroom assessment environment in translation courses. The sample of this study was made of 341 participants studying at an English language department in a Saudi university. Data were collected using self-reported questionnaire which was designed based on Alkharusi’s (2011) scale. Factor analysis was computed and the results revealed the presence of Alkharusi’s two original factors: perceived learning-oriented, and perceived performance-oriented classroom assessment environments. T-test was employed to explore the differences in perceptions between male and female students, but no significance was found between them. Implications and recommendations for classroom assessment as well as for future research have also been discussed. The practical implication of the research is that student outcomes might be improved by establishing classrooms that match those educational environments which have been shown to be associated with students’ learning. A limitation of most classroom learning environment instruments is that they measure an individual student’s perceptions of a whole class, as distinct from students’ perceptions of their own roles in the classroom. It is likely that future classroom and school environment research will be enhanced if personal as well as group assessments are adopted.

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Ramli, Nur Hidayahtuljamilah, Shamsidar Ahmad y Mawar Haji Masri. "Improving the Classroom Physical Environment: Classroom Users’ Perception". Procedia - Social and Behavioral Sciences 101 (noviembre de 2013): 221–29. http://dx.doi.org/10.1016/j.sbspro.2013.07.195.

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Horst Andrade, Fernanda, Rodrigo Scoczynski Ribeiro y 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, n.º 6 (1 de agosto de 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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Nurjannah, Nurjannah y Yuyun Yuniar. "PHYSICAL ENVIRONMENT MEASUREMENT OF D6 CAMPUS CLASSROOMS AT GUNADARMA UNIVERSITY". Sustainable Environmental and Optimizing Industry Journal 6, n.º 1 (31 de marzo de 2024): 19–26. http://dx.doi.org/10.36441/seoi.v6i1.2287.

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Gunadarma University is one of the leading private universities in Indonesia. In order to support the existing teaching and learning process, a comfortable and safe classroom is needed so that the learning and teaching process runs efficiently and effectively. Classrooms are one of the infrastructures that determine the success of the teaching and learning process. One of the Gunadarma University buildings used in the teaching and learning process is the D6 campus located on the margonda raya road which consists of 6 floors, this research is focused on measuring one of the classrooms, namely D655 on the 5th floor. D6 campus is one of the oldest campuses and has just finished renovating its classrooms, so it is the object of this research. The purpose of this study is to measure the physical environment of the classroom related to temperature and humidity, lighting levels and classroom noise used for the teaching and learning process. Measurements of the physical environment of the classroom measured include room temperature and humidity, lighting and noise levels. This measurement aims to determine the condition of the physical environment of the classrooms in the D6 campus. Based on the measurements taken, the average class temperature was 24.4% with 32% humidity, the average measurement of the lighting level was 250.2 Lux, and the average measurement of the class noise level was 53.4 dBA

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Li, Shangzhi, Li Zeng, Shuting Qiu, Hongfa Sun y Zhifeng Xiang. "Research and optimization of acoustic environment in ordinary classrooms of middle school". E3S Web of Conferences 356 (2022): 02055. http://dx.doi.org/10.1051/e3sconf/202235602055.

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A good classroom acoustic environment will contribute to teachers’ health and students’ learning. Comfortable acoustic environment requires suitable reverberation time, sufficient loudness, uniform sound field distribution, high language clarity, and no acoustic defects such as echo and acoustic focusing. In this study, the optimization strategy of acoustic environment is proposed through the investigation, field testing and numerical simulation analysis of a middle school classroom in Wenzhou under different ventilation conditions. The results show: the key factors affecting the classroom acoustic environment are outdoor activity noise, corridor noise, and classroom teacher-student activity noise. Through optimization, the quality of classroom acoustic environment is improved significantly. Classroom reverberation time (intermediate frequency) decreased from 1.5s to 0.7s; ALC decreased from 9.65% to 4.75%; STI increased from 0.534 to 0.664. The research results provided reference for acoustic design of secondary school classrooms in the future.

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Levine, Tamar y Smadar Donitsa-Schmidt. "Computer Experience, Gender, and Classroom Environment in Computer-Supported Writing Classes". Journal of Educational Computing Research 13, n.º 4 (diciembre de 1995): 337–57. http://dx.doi.org/10.2190/dr9y-pxfj-jrwl-cfd8.

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This experimental study explores whether, and to what extent, do differences in gender and experience with word processing affect how students perceive their classroom environment in high school writing classes. The study was conducted in thirty-four classrooms and includes data from 951 students. The experimental group was comprised of twenty-four writing classes implementing an instructional approach to writing through computer-supported instruction. Ten classes which did not use computers in their writing classes served as a control group. The data revealed significant differences in all dimensions of the classroom environment and indicated a more positive perception of the classroom environment among students in the experimental group. The findings also showed that in the control group there are differences in the way classroom environment is perceived by students with, and without, prior experience in word processing. No such differences were found to exist in the experimental group. The findings revealed that within the two different learning environments, there are differences in the ways boys and girls perceive their classroom environment. Also found are differences between boys and girls in both computer ownership and in the actual use of word processing, with more boys having home computers and making more use of word processing outside school.

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Fraser, Barry J., John A. Malone y Jillian M. Neale. "Assessing and Improving the Psychosocial Environment of Mathematics Classrooms". Journal for Research in Mathematics Education 20, n.º 2 (marzo de 1989): 191–201. http://dx.doi.org/10.5951/jresematheduc.20.2.0191.

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Despite international interest in research on classroom environment, very little attention has been given to exploring how mathematics teachers might apply ideas from that research in guiding practical improvements in mathematics classrooms. To facilitate the use of classroom climate assessments, an economical, hand-scorable short form (25 items) of the My Class Inventory was developed. Data supported each scale's internal consistency, discriminant validity, and ability to differentiate between the perceptions of students in different classrooms. Some methods for improving classrooms are illustrated in a case study of a successful change attempt in a sixth-grade mathematics class. When assessments of actual and preferred environment were used in an attempt to improve the climate of the class, a significant improvement occurred only on the dimension on which change had been attempted.

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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, n.º 4 (24 de diciembre de 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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Hadjioannou, Xenia. "Bringing the Background to the Foreground: What Do Classroom Environments That Support Authentic Discussions Look Like?" American Educational Research Journal 44, n.º 2 (junio de 2007): 370–99. http://dx.doi.org/10.3102/0002831207302173.

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Authentic discussions are dialogically oriented classroom interactions where participants present and consider multiple perspectives and often use others’ input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be essential to the presence of authentic discussions: physical environment, curricular demands and enacted curriculum, teacher beliefs, student beliefs about discussions, relationships among members, classroom procedures, and norms of classroom participation.

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Gazmuri, Carolina, Jorge Manzi y Ricardo D. Paredes. "Classroom discipline, classroom environment and student performance influence Chile". CEPAL Review 2015, n.º 115 (28 de marzo de 2016): 101–14. http://dx.doi.org/10.18356/8138a464-en.

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Şahin Kalyon, Demet. "THE SCIENCE LEARNING ENVIRONMENT PRIMARY SCHOOL STUDENTS' IMAGINE". Journal of Baltic Science Education 19, n.º 4 (10 de agosto de 2020): 605–27. http://dx.doi.org/10.33225/jbse/20.19.605.

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This research explored dream science classrooms of primary school third-and fourth-grade students. Research is designed as a case study. The students were first asked to illustrate their dream science classroom and produce a short description of their drawings. Second, they were asked to write their expectations of their teachers, their classmates, and themselves in their science classes. Three hundred and twelve participants were identified using the convenience sampling method. The research evaluated the students’ drawings and descriptions in the first step, and their expectations in the second step. Students, in their drawings, conveyed the following messages: Experiments (lab works) could be used in science education, and different classroom activities and science courses could be done outside the classroom. In addition, they expected their teachers to have them perform more experiments in the classes, to offer them interesting and intriguing knowledge, to encourage them to conduct research and projects, and ask questions. Their expectations of their classmates to follow the classroom rules, to work in collaboration, to share, and to appreciate them so that they can benefit from science classes more efficiently. They expected themselves to be successful in science classes. Keywords: classroom environment, learning environment, science class, science teaching, student drawings.

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Liu, Haiqiang, Xidong Ma, Zhihao Zhang, Xiaoling Cheng, Yanmi Chen y Shoichi Kojima. "Study on the Relationship between Thermal Comfort and Learning Efficiency of Different Classroom-Types in Transitional Seasons in the Hot Summer and Cold Winter Zone of China". Energies 14, n.º 19 (4 de octubre de 2021): 6338. http://dx.doi.org/10.3390/en14196338.

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The physical environment of classrooms has a strong relationship with student learning performance and health. Since the outbreak of COVID-19 in 2019, almost all universities have begun implementing closed instructional management, which has forced students to spend a much longer amount of time inside the classroom. This has also led to an increasing problem of thermal comfort in classroom indoor environments. In this paper, classrooms evolved from three dominant teaching modes at Zhejiang Sci-Tech University (ZSTU), located in the Hot Summer and Cold Winter (HSCW) zone of China, were selected as experimental spaces. Meanwhile, 12 learning groups with 60 students (30 of each sex) were selected as the tested samples. The relationship between thermal comfort and learning efficiency of the tested students was established through thermal comfort questionnaires and learning efficiency tests under the typical natural conditions in transition seasons. Based on this, improvement strategies were proposed for the current state of the classroom environment, providing a database for optimizing the environmental conditions of university classrooms in HSCW zone on the basis of improving students’ learning efficiency.

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Siebein, Gary W., Martin A. Gold, Glenn W. Siebein y Michael G. Ermann. "Ten Ways to Provide a High-Quality Acoustical Environment in Schools". Language, Speech, and Hearing Services in Schools 31, n.º 4 (octubre de 2000): 376–84. http://dx.doi.org/10.1044/0161-1461.3104.376.

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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.

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Brown, Kristin M., Kenneth J. Diplock y 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, n.º 3 (septiembre de 2016): 88–95. http://dx.doi.org/10.5864/d2016-018.

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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.

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MacAulay, Dolina J. "Classroom Environment: a literature review". Educational Psychology 10, n.º 3 (enero de 1990): 239–53. http://dx.doi.org/10.1080/0144341900100305.

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Rusnak, Tim y Ernest B. Dorow. "Self-Identity and Classroom Environment". Social Studies 78, n.º 2 (marzo de 1987): 76–79. http://dx.doi.org/10.1080/00220973.1944.11019828.

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Harvey, Shane T., David Bimler, Ian M. Evans, John Kirkland y Pia Pechtel. "Mapping the classroom emotional environment". Teaching and Teacher Education 28, n.º 4 (mayo de 2012): 628–40. http://dx.doi.org/10.1016/j.tate.2012.01.005.

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Knight, Shahana. "A calming, therapeutic classroom environment". Headteacher Update 2018, n.º 1 (2 de enero de 2018): 34–35. http://dx.doi.org/10.12968/htup.2018.1.34.

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Darkenwald, Gordon G. "Enhancing the adult classroom environment". New Directions for Adult and Continuing Education 1989, n.º 43 (1989): 67–75. http://dx.doi.org/10.1002/ace.36719894308.

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ÇANCI, İnanç Feridun. "Öğrenme Ortamlarının Mevcut İmkanlarından Faydalanılarak Akustik Ortamların Oluşturulması ve Karşılaştırılması". International Journal of Social Sciences 7, n.º 32 (25 de diciembre de 2023): 618–44. http://dx.doi.org/10.52096/usbd.7.32.39.

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In this study, the situation that noise in schools has a significant effect on students' adaptation and understanding of the lesson was discussed. In classroom environments where students gain academic, social and emotional skills, 60.00-75.00% of learning activities require verbal communication with the teacher and other students (American National Standards Institute [ANSI], 2002; The Institute for Enhanced Classroom Hearing [IECH], 2018). In this context, the process was carried out in order to consider the acoustic quality of the educational environment as one of the important elements that determine the quality of the learning and teaching process. In this research, the effect of the acoustic arrangement of the classrooms as a learning environment on the listening and perception activities of the students was examined. For this reason, the main purpose of this research, the acoustic arrangements, without any professional support, alternatively, with the help of the students' bags or with acoustic diffusers that they can make themselves (for example, plastic bottles) are based on the situation of making the learning environment more efficient acoustically. The research design is the experimental design. The experimental process was carried out in the classroom environment of Maltepe Kadir Has Science and Art Center. The classroom and students in which the audio recordings were made were randomly assigned. Measurements were made by lecturing in an environment where acoustic study was not done and where it was done. The listening and perception activities of the students in the classroom in line with the acoustic studies were examined with the help of a semi-structured interview form. In this direction, it has been determined that an acoustic environment can be created with simple materials and that the acoustic environment affects student listening and perception activity. Keywords: Acoustics, Listening, Perception, Learning Environments

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Sinfield, David y Thomas Cochrane. "A framework for re thinking the pedagogy of studio-based design classrooms". Pacific Journal of Technology Enhanced Learning 2, n.º 2 (21 de diciembre de 2020): 31–44. http://dx.doi.org/10.24135/pjtel.v2i2.77.

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This paper explores the application of a design-based research (DBR) methodology to inform the re-design of pedagogical strategies for studio-based classrooms within undergraduate higher education programmes. The goal is to establish a transferable model that is student-centred around authentic educational and professional learning environment as described as Dewey for the digital age. The paper outlines the initial analysis and exploration stage of a DBR methodology that leads to the development of a proposed ecology of resources designed to stimulate rhizomatic pedagogical environments intended to support collaborative student teams rather than the traditional classroom structure. The main aim of this project is to look at alternative models to the studio or classroom environment that can enhance and improve the more traditional teacher-centric environments of the classroom through focusing upon what the student does and their graduate profiles. These ‘ontological pedagogies’ will guide the student through the educational process but also provide them with the necessary skill set to enter into the professional design based working environment once they have graduated.

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Hossain, Md Delowar y Maimana Rezwana. "Suitable ESL Classroom Size and Environment for Effective Learning at Tertiary Level in Bangladesh". International Journal of Research and Innovation in Social Science VII, n.º IV (2023): 1275–80. http://dx.doi.org/10.47772/ijriss.2023.7506.

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Creating an effective learning environment in tertiary-level classrooms in Bangladesh can be challenging. The size of the classroom and the atmosphere within it can have a significant impact on the learning experience and outcomes of students. Classroom size is an important factor to consider when creating a space conducive to learning. The study sights on the consequence of ESL (English as Second Language) classroom size and environment at the tertiary level in Bangladesh. The study is qualitative in nature. It is consisted of a review of the extensive literature in the respective field, interviews with twenty English teachers from two renowned private universities in Bangladesh, and the observation of twenty classrooms from those universities. It has been found from the cross-checking of teachers’ interviews and classroom observation that most of the universities do not have suitable classroom size as well as the environment negatively impacted on ESL learners. A classroom that is too small or too large can make it difficult for students to learn effectively. Ideally, class size should be between 25-30 students for optimal learning outcomes. Besides, larger class sizes may require additional materials and resources to ensure that each student has access to the necessary materials. Furthermore, the classroom must be well-lit and ventilated so as to create a comfortable environment for learning. Finally, it is important for teachers to consider the physical layout of the classroom and ensure that it facilitates an atmosphere conducive to effective instruction. By taking these considerations into account, teachers are able to create an environment where students are able to learn effectively and reach their full potential.

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Khatimah, Husnul. "Major Impact of Classroom Environment in Students’ Learning". Journal of Education Review Provision 1, n.º 1 (12 de marzo de 2021): 12–17. http://dx.doi.org/10.55885/jerp.v1i1.42.

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The cultural environment provides a pattern of living conditions in accordance with the life patterns of its citizens. Active learning is an alternative that is in line with the new paradigm of learning processes that stimulate, challenge and encourage and motivate student creativity. Types of Classroom environment are Assessment-Centered Environments, Face-to-Face Environment, Online Environment, Learner-Centered Environments, Knowledge-Centered Environments, Face-to-face learning environment and Hybrid learning environment. Students will interact with the environment during the learning process. The environment provides a stimulus to the individual and on the other hand the individual responds to the environment. In the process of interaction, behavior changes can occur in individuals. Behavioral changes that occur can be a positive change and can also be negative. The learning environment in the classroom has an influence on improving student learning outcomes. A good classroom learning environment makes students feel comfortable and motivated when carrying out learning activities

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van den Berg, Agnes E., Janke E. Wesselius, Jolanda Maas y Karin Tanja-Dijkstra. "Green Walls for a Restorative Classroom Environment: A Controlled Evaluation Study". Environment and Behavior 49, n.º 7 (12 de septiembre de 2016): 791–813. http://dx.doi.org/10.1177/0013916516667976.

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In the present research, we evaluated the restorative impacts of green walls with living plants in classrooms of two elementary schools using a controlled, prospective design with baseline measurements and follow-ups at 2 and 4 months. At each time of measurement, children’s ( n = 170, age = 7-10) cognitive performance, well-being, and classroom evaluations were measured with attentional tests and self-report questionnaires. Results show that children in the four classrooms where a green wall was placed, as compared with children in control groups, scored better on a test for selective attention; processing speed was not affected by the green wall. The green wall also positively influenced children’s classroom evaluations. There were no measurable effects of the green wall on children’s self-reported well-being. The green walls were generally evaluated positively during the two follow-ups. These results provide some of the first empirical support for green walls as a means for restorative classroom design.

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Flagg-Williams, Joan B., Rhonda L. Rubin y Catherine E. Aquino-Russell. "Classroom soundscape". Educational and Child Psychology 28, n.º 1 (2011): 89–99. http://dx.doi.org/10.53841/bpsecp.2011.28.1.89.

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The acoustical qualities within a classroom are referred to as its soundscape. Classrooms are environments full of sounds and student learning depends largely on how well the relevant messages are discerned within its soundscape. In the ideal classroom, the message is heard and understood with little or no effort. When teachers must raise their voices in order to be heard the listener may not get a clear signal across the full range of speech sounds. Being able to focus on relevant sounds is a fundamental factor accounting for learning the phonology of speech which underlies learning to read and write. Reverberation, noise, and distance between the speaker and listeners all contribute to the classroom soundscape. Student characteristics also contribute including hearing impairment, developmental disabilities, and specific deficits in learning, attention, speech, language, or auditory processing. In addition, second language learners cannot rely on previous linguistic experience and must depend more heavily on hearing the spoken messages accurately. The use of sound-field amplification has received a great deal of attention in the literature. Benefits of this technology include improved attention and learning in students as well as improved vocal health in teachers. The classroom environment has been described as more calm and relaxed when the soundscape is favourable. This paper reviews the literature and draws conclusions about these acoustical features which are essential for an optimal learning environment.

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Anita, G. Welch, Cakir Mustafa, M. Peterson Claudette y M. Ray Christopher. "The relationship between gender and classroom environment in Turkish science classrooms". Educational Research and Reviews 9, n.º 20 (23 de octubre de 2014): 893–903. http://dx.doi.org/10.5897/err2014.1839.

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Pulay, Alana y Paula J. Tripp. "FCS Teacher Recruitment and Retention As Related to Classroom Environment and Teacher Productivity". Journal of Family & Consumer Sciences 114, n.º 1 (1 de marzo de 2022): 20–26. http://dx.doi.org/10.14307/jfcs114.1.20.

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Family and consumer sciences (FCS) educators were surveyed in the state of Oklahoma to gather information regarding their satisfaction with the classroom interior environment to reveal whether classroom satisfaction is related to the educators' productivity levels. Past research suggests that teachers who are satisfied with their working environments have higher levels of productivity and tend to stay in their jobs longer. Results of this study indicated that the FCS educators are mostly satisfied with their classrooms and have high levels of productivity, although statistical associations between satisfaction with interior environments and productivity were not detected. This information can be applied in both recruiting new FCS teachers and retaining current FCS teachers.

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Madigan, Jennifer. "Single-Gender and Co-Educational Special Education Classrooms: Latina Student Attitudes, Perceptions, and Experiences". Multiple Voices for Ethnically Diverse Exceptional Learners 6, n.º 1 (1 de septiembre de 2003): 13–26. http://dx.doi.org/10.56829/muvo.6.1.5q35903833768687.

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This qualitative research was designed to give voice to Latina students in single-gender and co-educational secondary-level special education placements for students with mild to moderate learning disabilities. Classroom observations and interviews were conducted with Latina special education students and classroom teachers in both single-gender and coeducational special education classrooms in one urban school site serving a large special education population. The findings of the study indicate that the single-gender special education environment provides greater comfort levels and less distractions in the classroom and increased levels of classroom participation and school attendance than the co-educational classroom environment.

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Norazman, Norsafiah, Adi Irfan Che Ani, Nor Haslina Ja’afar y Muhamad Azry Khoiry. "Indoor Lighting in Classroom Environment Influences on Students’ Learning Performance". Journal of Social Sciences Research, SPI6 (25 de diciembre de 2018): 986–90. http://dx.doi.org/10.32861/jssr.spi6.986.990.

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Students learning in educational institutions is associated with classroom environment which normally equipped with physical aspects consists of furniture, air-conditioning, fan, lamp, whiteboard, soft board and etc. The effectiveness and efficiency of learning process in the classroom may not be measured only through the students’ ability and capability, whereas student’s concentration and attention during the lesson also influenced by its physical classroom environment mainly related to indoor lighting. In this study, it’s focused on how the students’ learning performance affected by the indoor lighting in the classroom. The scope of this study is within the secondary school building around Selangor. The results showed the current practice in most of the classrooms at school building focused on the usage of artificial lighting compared to natural lighting. Even those aware of its benefit and teachers also agreed students’ learning performance is influenced on quality lighting in a classroom either directly or indirectly through daily activities and tasks during a lesson at school. Students and teachers realized that lighting is important in order to improve the effectiveness of learning and to avoid from any health problem usually related to vision that could result headache.

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Lin, Suqin, Wenjin Duan, Yifan Wang y Haijun Duan. "Thinking Style Moderates the Impact of the Classroom Environment on Language Creativity". Journal of Intelligence 12, n.º 1 (8 de enero de 2024): 5. http://dx.doi.org/10.3390/jintelligence12010005.

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The classroom environment significantly affects the development of creativity. This study examined the impact of the classroom environment on students’ creativity and the moderating role of thinking styles in this relationship. For this study, we recruited 451 students from six secondary schools. Data were collected using the Chinese Language Creativity Test, Classroom Environment Inventory, and Thinking Styles Inventory. Hierarchical regression analysis examined the moderating effect of thinking styles on the relationship between the classroom environment and creativity. The results showed that peer relationships in the classroom environment negatively influence students’ fluency and originality in creativity. At the same time, teachers’ evaluation and teaching methods positively affect the fluency of creativity. Thinking styles moderated the impact of the classroom environment on language creativity. This study identified four different moderating effects: the thinking styles matching the classroom environment can enhance language creativity, whereas the mismatched ones hinder it. However, matching would limit language creativity for individuals with creative thinking styles (e.g., legislative and anarchic thinking styles), while a mismatch can boost creative performance. The findings help educators understand students’ creativity with different thinking styles in various classroom environments and provide individualized and effective strategies for optimizing educational environments and enhancing language creativity.

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Yin, Ziyan y Sang-Bing Tsai. "Research on Virtual Reality Interactive Teaching under the Environment of Big Data". Mathematical Problems in Engineering 2021 (10 de diciembre de 2021): 1–11. http://dx.doi.org/10.1155/2021/7980383.

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After decades of progress in virtual reality, the key technologies among them have reached the foundation to support the development of the virtual reality industry. Immersive virtual reality classroom is a bold attempt to combine present-day information science and technology with innovative teaching concepts, which inherits the characteristics of existing online education such as short and compact, large-scale, and free and open. Combined with immersive virtual reality technology, virtual reality classrooms will present strong. The virtual reality classroom will present a strong sense of immersion, interactivity, and conceptualization. This paper elaborates on the development history of virtual reality and its future development direction from the technical perspective and educational perspective, respectively. Taking Civic Science course as an example, after analyzing the feasibility and development significance of immersive virtual reality interactive teaching classroom in detail, the design scheme of immersive virtual reality classroom is proposed, the characteristics and advantages of virtual immersive virtual reality classroom are discussed, and the application of immersive virtual reality technology to classroom teaching is explored. Combined with the constructed virtual reality classroom, the testing, analysis, and evaluation work should be completed and corresponding improvements should be made to better meet the personalized learning needs of learners.

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