Tesi: "Classroom environment"

1

Veneri, Brittney. "Classroom environment : the classroom environment's effect on student learning /". Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.

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2

Shaddock, Bellamy Lucinda. "Classroom Environment: Content Analysis Examining Characteristics of Classroom Environments That Affect Students' Academic Achievement". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3133.

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The purpose of this qualitative study was to extend the understanding of the characteristics of a classroom environment that impact students’ engagement in academics and therefore has the potential to positively impact student achievement scores. Data were collected through content analysis to analyze for reoccurring themes to assess how the characteristics of the classroom environment impact student’s achievement. Ten classrooms within the Kingsport City District were observed and analyzed for this study. Six research questions guided this study, and qualitative data were analyzed for reoccurring themes. Findings from this study suggest that implementing certain characteristics in to the classroom environment can positively impact students’ academic success. The development and construction of classroom environments should include such characteristics as positive discipline, well laid out and organized classrooms, accountable talks, collaborative groups, positive teacher student interaction, and learning targets. As a result of this research a recommendation for practice is that districts support the development of classrooms that would positively impact student’s achievement.

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3

Kemp, Hermione. "Exploring a story-based learning design in a grade 4 science and technology classroom". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021017.

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Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.

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4

Schroeder, Colleen. "The responsive classroom /". Full text available online, 2004. http://www.lib.rowan.edu/find/theses.

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5

Conway, Jason Allen. "Connecting Cooperative Learning to Classroom Environment". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/151001.

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Educational Administration
Ed.D.
The purpose of this multiple site case study was to determine whether implementing the cooperative learning element of structuring student interactions is a possible contributing solution to student disenfranchisement and lack of social skills. This study explored student and teacher attitudes and perceptions, in seven separate secondary social studies classrooms, regarding their classroom environment before and after an intervention that trains teachers on how to implement four structured student interactions focused on class building and teambuilding. This study is in response to the diagnosis of educational administrators and classroom teachers facing challenges in building positive school and classroom environments. The lack of social skills and the inability to work well with each other diminishes the opportunities for the creation of positive school and classroom environments. As a result, students may become disenfranchised, evidenced by dropout rates and the disinterest in activities provided in the classroom. The study consisted of case study methodology using surveys, interviews, focus group sessions, lesson plans, teacher journals and classroom observations to document the story of the possible impact of implementing structured student interactions. The study revealed that it was inconclusive whether the intervention strategies had an overall positive or negative effect in the perceptions of engagement, interdependence, accountability and equity. Despite the conclusion, the data provide several opportunities for discussion within the areas of classroom environment, instructional leadership, instructional coaching, implementation fidelity of new strategies and teacher self-study of practice.
Temple University--Theses

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6

Faulk, Janet, e Pamela Evanshen. "Linking the Primary Classroom Environment to Learning". Digital Commons @ East Tennessee State University, 2016. https://www.amzn.com/1938113209.

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Book Summary: Empowering students to be active thinkers and learnersPrimary students enter the classroom as capable thinkers with unique experiences, skills, and ideas about the world. Using this new collection of articles, educators can build on that preexisting knowledge to take teaching and learning to the next level. This valuable resource will help you- Create environments that boost learning and build social relationships among students- Engage young learners in interpreting complex literature and thinking deeply and meaningfully about math and science- Support culturally and linguistically diverse children- Foster strong ties with familiesUsing the ideas presented here as a foundation, educators can make the most of their time with students by using each interaction as a powerful opportunity to instill confidence, competence, and a love of learning.

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7

Faulk, Janet, e Pamela Evanshen. "Linking the Primary Classroom Environment to Learning". Digital Commons @ East Tennessee State University, 2014. https://www.amzn.com/1938113047.

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Book Summary: Edited and compiled just for teachers, this resource explains developmentally appropriate practice (DAP) so teachers can apply DAP in their work with children in first, second, and third grades.

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8

Evanshen, Pamela, e C. Hensley-Pipkin. "Progress! Linking the Primary Classroom Environment to Learning – Strategically Designing the Physical Classroom Environment to Reflect Early Childhood Principles". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4348.

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9

Hine, Paul. "Classroom environment and the transition to secondary schooling". Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/768.

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This study was undertaken to investigate changes in classroom environment as students move between upper primary and lower secondary school in selected schools in South Australia. A new instrument, the Middle School Classroom Environment Indicator (MSCEI), was devised to measure students' perceptions of particular aspects of classroom environment that were considered important in this transitional phase along the educational continuum. Actual and preferred versions of the instrument were used longitudinally with students in Grade 7 and again in Grade 8 in order to determine whether students perceived an improvement or deterioration in salient aspects of their classroom climate. Also, student satisfaction was assessed before and after transition. Quantitative data from the questionnaire were supported by qualitative data gathered through discussions with teachers, students and administrators, as well as classroom visits before and after transition into secondary school.Research questions were answered through numerous statistical analyses of questionnaire data: item analysis, factor analysis and analysis of variance for establishing the reliability and validity of the MSCEI; simple correlation and multiple regression analyses for investigating associations between student satisfaction and classroom environment scales; and paired t tests to compare and contrast perceptions of classroom environments in Grade 7 and Grade 8.The sample consisted of 311 students in six schools in Grade 7 and 575 students in six schools in Grade 8. The schools represented different enrolment profiles and 'distinctive settings. The schools involved were two single-sex boys' schools, one single-sex girls' school, and three co-educational schools. Five of the six schools in the sample had both primary and secondary classes in the school, while one school terminated enrolment as a primary school in Grade 7 and students moved to a new secondary setting in Grade 8.Classroom environments in secondary settings were generally perceived less favourably, given rapid lesson turnover, multiple specialist teachers and larger school sizes, which were associated with a perceived increase in alienation. These findings seem generally consistent across the sample of schools involved in the study, although variations were evident in different schools with differing enrolment profiles and internal arrangements for catering for students moving from primary to secondary schooling. Satisfaction was closely associated with the classroom environment dimensions of affiliation and autonomy in Grade 7, and with affiliation, autonomy and teacher support in Grade 8.Given the extensive work undertaken by researchers and scholars in the area of middle schooling, this study holds significance for teachers and administrators who wish to promote effective and manageable classroom experiences for students as they move from upper primary to lower secondary schooling.

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10

Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments /". Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20040331.142834.

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11

Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments". Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2445.

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The purpose of this study was to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environments. This study relied on student perceptions, using survey responses, to assess and describe the classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions.More than forty years of classroom environment research has proven the importance of the classroom environment in developing positive student outcomes. Additional research has established the reliability of student perceptions of their learning environment. Previous research has developed several dependable student survey instruments to measure student perceptions of their classroom environment.This study was conducted in a Title I elementary school in the United States over a seven month period. Two intermediate level mathematics teachers participated in the project. Both quantitative data, using the My Classroom Inventory (MCI) and the School Level Environment Questionnaire (SLEQ), and qualitative data, teachers' case studies, were collected and analyzed.The study established that an action research plan for teachers to assess, describe, and change their classroom environments could be developed. However, even though teachers realized the benefits, for their students and themselves, in changing their classroom environments, school level environment demands negatively influenced their willingness to implement changes to their classroom environments.

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12

Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments". Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14538.

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The purpose of this study was to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environments. This study relied on student perceptions, using survey responses, to assess and describe the classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions.More than forty years of classroom environment research has proven the importance of the classroom environment in developing positive student outcomes. Additional research has established the reliability of student perceptions of their learning environment. Previous research has developed several dependable student survey instruments to measure student perceptions of their classroom environment.This study was conducted in a Title I elementary school in the United States over a seven month period. Two intermediate level mathematics teachers participated in the project. Both quantitative data, using the My Classroom Inventory (MCI) and the School Level Environment Questionnaire (SLEQ), and qualitative data, teachers' case studies, were collected and analyzed.The study established that an action research plan for teachers to assess, describe, and change their classroom environments could be developed. However, even though teachers realized the benefits, for their students and themselves, in changing their classroom environments, school level environment demands negatively influenced their willingness to implement changes to their classroom environments.

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13

Evanshen, Pamela, e C. Hensley-Pipkin. "Lead on! Linking the Primary Classroom Environment to Learning - Strategically Designing the Physical Classroom Environment to Reflect Early Childhood Principles". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4371.

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14

Fahlström, Magnus. "The physical classroom environment : roles, conceptions, and preferences". Licentiate thesis, Högskolan Dalarna, Mikrodataanalys, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23200.

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The problem addressed in this thesis is that a considerable proportion of students around the world attend school in inadequate facilities, which is detrimental for the students’ learning outcome. The overall objective in this thesis is to develop a methodology, with a novel approach to involve teachers, to generate a valuable basis for decisions regarding design and improvement of physical school environment, based on the expressed needs for a specific school, municipality, or district as well as evidence from existing research. Three studies have been conducted to fulfil the objective: (1) a systematic literature review and development of a theoretical model for analysing the role of the physical environment in schools; (2) semi structured interviews with teachers to get their conceptions of the physical school environment; (3) a stated preference study with experimental design as an online survey. Wordings from the transcripts from the interview study were used when designing the survey form. The aim of the stated preference study was to examine the usability of the method when applied in this new context of physical school environment. The result is the methodology with a mixed method chain where the first step involves a broad investigation of the specific circumstances and conceptions for the specific school, municipality, or district. The second step is to use the developed theoretical model and results from the literature study to analyse the results from the first step and transform them in to a format that fits the design of a stated preference study. The final step is a refined version of the procedure of the performed stated preference study.

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15

Evanshen, Pamela, e L. Phillips. "Redesigning a College Classroom Environment Conducive to Learning". Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4369.

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16

Hine, Paul. "Classroom environment and the transition to secondary schooling". Curtin University of Technology, Faculty of Education, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12401.

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This study was undertaken to investigate changes in classroom environment as students move between upper primary and lower secondary school in selected schools in South Australia. A new instrument, the Middle School Classroom Environment Indicator (MSCEI), was devised to measure students' perceptions of particular aspects of classroom environment that were considered important in this transitional phase along the educational continuum. Actual and preferred versions of the instrument were used longitudinally with students in Grade 7 and again in Grade 8 in order to determine whether students perceived an improvement or deterioration in salient aspects of their classroom climate. Also, student satisfaction was assessed before and after transition. Quantitative data from the questionnaire were supported by qualitative data gathered through discussions with teachers, students and administrators, as well as classroom visits before and after transition into secondary school.Research questions were answered through numerous statistical analyses of questionnaire data: item analysis, factor analysis and analysis of variance for establishing the reliability and validity of the MSCEI; simple correlation and multiple regression analyses for investigating associations between student satisfaction and classroom environment scales; and paired t tests to compare and contrast perceptions of classroom environments in Grade 7 and Grade 8.The sample consisted of 311 students in six schools in Grade 7 and 575 students in six schools in Grade 8. The schools represented different enrolment profiles and 'distinctive settings. The schools involved were two single-sex boys' schools, one single-sex girls' school, and three co-educational schools. Five of the six schools in the sample had both primary and secondary classes in the school, while one school terminated enrolment as a primary school ++
in Grade 7 and students moved to a new secondary setting in Grade 8.Classroom environments in secondary settings were generally perceived less favourably, given rapid lesson turnover, multiple specialist teachers and larger school sizes, which were associated with a perceived increase in alienation. These findings seem generally consistent across the sample of schools involved in the study, although variations were evident in different schools with differing enrolment profiles and internal arrangements for catering for students moving from primary to secondary schooling. Satisfaction was closely associated with the classroom environment dimensions of affiliation and autonomy in Grade 7, and with affiliation, autonomy and teacher support in Grade 8.Given the extensive work undertaken by researchers and scholars in the area of middle schooling, this study holds significance for teachers and administrators who wish to promote effective and manageable classroom experiences for students as they move from upper primary to lower secondary schooling.

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17

Traise, Amy K. "Mathematics knowledge for teaching and the classroom environment". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87431/1/Amy_Traise_Thesis.pdf.

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This study investigated the classroom environment in an underperforming mathematics classroom. The objectives were: (1) to investigate the classroom environment and identify influences upon it, and (2) to further explore those influences (i.e., teacher knowledge). This was completed using a diachronic case study approach in which data were gathered during lesson observations and coaching sessions. These data were analysed to describe and exemplify the classroom environment, then further described against forms of teacher knowledge. Conjectures regarding the importance of teacher knowledge of content were made which formed a base for developing a model of teacher planning and pedagogy.

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18

Carlson, Mary Ann. "Classroom environment as perceived by successful and unsuccessful students /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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19

Nyesoah, Jean-Anna N. "Building community in the classroom". Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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20

Faulk, Janet, e Pamela Evanshen. "Primary Grades: Linking the Primary Classroom Environment to Learning". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4462.

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21

Lam, Ho-yan. "Building a facilitative learning environment: the role of teachers' cognitive and affective supports". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793014.

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22

Rawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms". Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1950.

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The classroom learning environment has increasingly been recognised as an important factor in education. However, over recent years the increasing research in this area has focussed on humanities or science classrooms. Virtually no investigations have been reported into the learning environment of the secondary mathematics classroom.The study reported in this thesis focusses on the perceptions of 490 grade 9 mathematics students in 23 classrooms in 14 schools in Adelaide, South Australia. Students' perceptions of their mathematics learning environment were measured using a new classroom environment instrument which has been developed in both a Personal Form (which focusses on students' perceptions of their personal interaction with the learning environment) and a Class Form (which focusses on students' perceptions of the class's interactions with the learning environment).This study confirmed the reliability and validity of both forms of the new instrument in its use with this sample of students, and examined the differences between the Personal and the Class Forms of the instrument. The sub-populations of male and female students were also profiled and differences between their perceptions of the classroom learning environment were examined. Differences between students' perceptions of their teacher's interpersonal behaviour in the classroom were also explored.The study identified associations between students' perceptions of their mathematics classroom learning environment, their perceptions of their teacher's interpersonal behaviour, and student outcomes. The association between students' perceptions of their mathematics classroom environment and attitudinal outcomes was stronger than the association with cognitive outcomes.Finally, the commonality and uniqueness of the two instruments measuring classroom learning environment and teacher's interpersonal behaviour in terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.

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23

Meyer, Amy Lynn. "Evaluation of classroom performance system (CPS) technology integration in terms of classroom environment and attitudes". Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2086.

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The push for technology in education might not be as successful as some 21st century policy makers might expect. Numerous researchers have failed to find any positive outcomes following the integration of technology into education. This study compared classrooms in which Classroom Performance System (CPS) technology had been integrated with non-CPS classrooms in terms of the classroom learning environment and students’ attitudes toward science. Student perceptions of the learning environment were assessed with a modified version of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) and student attitudes were assessed with the Attitude and Efficacy Questionnaire. These instruments were administered to a sample of 971 students as a pretest and 389 students as a posttest with 17 different teachers, of students in grades 9 through 12, from a large school district in New York State.The gender breakdown for this sample consisted of 179 males and 210 females, and there were 178 CPS students and 211 non-CPS students. The differential effectiveness of CPS technology for different genders was also investigated.Simple correlation and multiple regression analyses were used to examine the relationships between student perceptions of the classroom environment and the student attitudes. The analysis involved a two-way MANOVA with the TROFLEI scales and attitude scales as the dependent variables. The two independent variables were the instructional method (CPS and non-CPS) and student gender. Differential effectiveness was considered to exist if there was a significant instruction x gender interaction for a particular dependent variable.Because the MANOVA using the Wilks’ lambda criterion showed significant differences for the set of dependent variables as a whole, the univariate ANOVA was interpreted for each individual environment and attitude scale. The average item mean, average standard deviation, F values and effect sizes from MANOVA were calculated for each of the scales of the TROFLEI and Attitude and Efficacy Questionnaire. Overall, students in the CPS class appear to have benefited somewhat from the CPS technology integration. To examine the magnitudes of the differences between instructional group, as well as their statistical significance, effect sizes were calculated in terms of the differences in means divided by the pooled standard deviation. The effect size for Equity was relatively small with a value of 0.21 standard deviations. This result suggests differences in students’ perceptions of Equity in the classroom learning environment between students using CPS clickers and those students that were not using the clickers.Although gender differences in learning environment perceptions and attitudes were not the focus of the research questions, some statistically significant results were revealed. Results show that both Task Orientation and Attitude to Subject yielded significant gender differences. These effect sizes indicate gender differences that are small in magnitude. Relative to males, females liked science more and perceived that their classes were more task oriented.The results from this study revealed a significant instruction-by-gender interaction for Computer Usage. For the experimental group, males perceived greater Computer Usage than females. However, for the control group, females perceived greater Computer Usage.Data analyses supported the TROFLEI’s and Attitude and Efficacy Questionnaire’s factorial validity, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. All TROFLEI scales correlated significantly and positively with student attitudes.

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24

Fransson, Anne-Louise, e Karolin Lindqvist. "Närmiljön ett alternativt klassrum - The Environment – a Classroom Alternativ". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33112.

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Syftet med examensarbetet är att undersöka lärares attityder till att använda närmiljön i undervisningen. Vi vill även ta reda på hur lärarna arbetar med närmiljön i undervisningen. Vår undersökning har genomförts med hjälp av kvalitativa intervjuer. De kvalitativa intervjuerna använde vi för att få djupare kunskaper om lärares attityder och uppfattningar om att använda närmiljön i undervisningen. De lärare vi har intervjuat undervisar i de samhällsorienterande ämnena i årskurs sju till nio. Resultatet visar att flera av lärarna inte använder den fysiska närmiljön i undervisningen. Däremot använder lärarna elevernas vardag som ett redskap i klassrummet. Fler av lärarna uttrycker en önskan om att använda närmiljön mer i undervisningen.

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25

Calhoun, Adam A. "Teacher-Student Relationships, Classroom Environment, and Student Intrinsic Motivation". University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565098233906771.

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26

Harvey, Andrew Roux. "Minimising transactional distance in a synchronous virtual classroom environment". Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52982.

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In this research study 1Google+ is used as a platform for educators of English as a Foreign Language (EFL) to expose a small group of EFL students to 2authentic English material on 3Youtube thereby creating a context for online discourse and English language learning. The study explores the experiences of five EFL students of three 4synchronous virtual EFL learning sessions through qualitative data obtained from a focus group discussion, an opinionnaire and screen casts of the video recordings of these sessions. This study explores the experiences of the EFL students with the purpose of identifying possible contributory factors that affect 5transactional distance (Moore, 1993) in this synchronous learning environment, so that these factors can be minimised in similar synchronous virtual classroom environments. The study provides insight into the participants subjective experiences of the virtual classroom, as well as a list of useful guidelines for teachers, tutors, instructors and facilitators on how to minimise transactional distance in a synchronous virtual classroom environment.
Dissertation (MEd)--University of Pretoria, 2015.
Science, Mathematics and Technology Education
MEd

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27

Nielsen, Sara E. "Examining Relationships Among Students' Beliefs, Chemistry Performance, and the Classroom Environment in High School Chemistry Classrooms". Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469550358.

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28

Rawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms". Curtin University of Technology, Science and Mathematics Education Centre, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10959.

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The classroom learning environment has increasingly been recognised as an important factor in education. However, over recent years the increasing research in this area has focussed on humanities or science classrooms. Virtually no investigations have been reported into the learning environment of the secondary mathematics classroom.The study reported in this thesis focusses on the perceptions of 490 grade 9 mathematics students in 23 classrooms in 14 schools in Adelaide, South Australia. Students' perceptions of their mathematics learning environment were measured using a new classroom environment instrument which has been developed in both a Personal Form (which focusses on students' perceptions of their personal interaction with the learning environment) and a Class Form (which focusses on students' perceptions of the class's interactions with the learning environment).This study confirmed the reliability and validity of both forms of the new instrument in its use with this sample of students, and examined the differences between the Personal and the Class Forms of the instrument. The sub-populations of male and female students were also profiled and differences between their perceptions of the classroom learning environment were examined. Differences between students' perceptions of their teacher's interpersonal behaviour in the classroom were also explored.The study identified associations between students' perceptions of their mathematics classroom learning environment, their perceptions of their teacher's interpersonal behaviour, and student outcomes. The association between students' perceptions of their mathematics classroom environment and attitudinal outcomes was stronger than the association with cognitive outcomes.Finally, the commonality and uniqueness of the two instruments measuring classroom learning environment and teacher's interpersonal behaviour ++
in terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.

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29

Chard, Susan M. "Building a virtual classroom : an education environment for the internet generation". Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/491.

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This thesis examines the provision of learning environments that enable people to participate in high-quality learning experiences without physically travelling to classrooms and classes. New technologies enable the asynchronous web currently based on text, images, and video, to be extended to facilitate multi-channel synchronous communications. There is significant potential to enhance learning using the 3D worlds used for interactive gaming, populated by avatars representing the participants, and chat systems using text and audio channels. The purpose of this study was to investigate the development and use of 3D web-based learning environments. Staff and students from an Information Technology degree programme at one New Zealand Polytechnic participated in the study. The design and use of 3D web-based learning environments were integrated into one paper over six years. Data were collected from the teachers of this paper and the programme in which it was embedded.A survey instrument was used to collect data, along with artefacts from the software design and development plus the web-based environments created. Computer logs, and records of chat sessions were collected to enable analysis of the activities that took place in the new learning environments. Follow-up interviews were conducted with a sample of students after the completion of their study. Analysis of these data included collations of statistically significant relationships between environmental factors and the design features of the 3D web-based environments created. Results indicate that the 3D web-based environments were well received by the students and show significant potential for the future provision of learning environments. The technology has no negative impact on students’ perception of their learning environment; however, it did not have the expected positive impact on their communications with peers or teaching staff. This research suggests directions for the future development and application of 3D webbased technologies to fully enable their potential to be achieved in educational learning environments.

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30

Orlando, Amy Diane Vaidya Sheila R. "The integration of learning technologies in the elementary classroom : identifying teacher pedagogy and classroom culture /". Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/489.

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31

Al, Kharusi Hussain A. "EFFECTS OF TEACHERS' ASSESSMENT PRACTICES ON NINTH GRADE STUDENTS' PERCEPTIONS OF CLASSROOM ASSESSMENT ENVIRONMENT AND ACHIEVEMENT GOAL ORIENTATIONS IN MUSCAT SCIENCE CLASSROOMS IN THE SULTANATE OF OMAN". Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1184698876.

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32

Kilgour, Peter. "Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms". Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/178.

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The purpose of this study is to analyse the differences between upper-stream, lower-stream and mixed-ability mathematics classes in terms of student perceptions of their classroom learning environment. Both quantitative and qualitative data has been collected from students while qualitative data only was collected from pre-service teachers, practising teachers and parents. The sample for the quantitative data collection was comprised of 581 Year 9 and 10 students in 36 different classes taught by 28 different teachers in 7 schools covering 4 states of Australia. All of the schools are private schools and part of the Seventh-day Adventist school system. The questionnaire used an actual and preferred form of the 56 item version of the What is Happening in the Classroom? (WIHIC) survey along with 10 questions from the Test of Science Related Attitudes (TOSRA) modified for mathematics classrooms. For the qualitative data collection 40 interviews and 8 focus groups were conducted. Apart from comparing upper and lower-streams, other variables examined were: actual and preferred perceptions of the classroom learning environment, Year 9 with Year 10, males with females, English speakers with second language students, and attitudes with perceptions of learning environments. The most significant finding of the study was not only that lower-stream students have a more negative perception of their classroom learning environment, but that they seek less change. This negative perception is seen to be worse in Year 10 than Year 9, particularly in the areas of teacher support and task orientation. This study found a positive correlation between attitude and perceptions of classroom learning environment. This study also found a tacit acceptance of streaming as a practice by most participants in the study.

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33

Evanshen, Pamela, e Janet Faulk. "A Room to Learn: Rethinking Classroom Environments". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4352.

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34

Evanshen, Pamela, e L. Phillips. "Primary Classroom Environments Utilizing Brain Compatible Elements". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4367.

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35

Wong, Ngai-ying. "The relationship between Hong Kong students' perception of their mathematics classroom environment and their approaches to learning : a longitudinal study /". [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14581401.

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36

Vaught, David R. "Classroom seating applying Johnson's decision making inventory /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4859.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 10, 2007) Includes bibliographical references.

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37

Poole, Melissa J. "The formation of a community of practice in preservice teacher education the interaction of the classroom environment and new communication technologies /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2004. http://hdl.handle.net/10355/4096.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2004.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 29, 2004) Vita. Includes bibliographical references.

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38

Golter, Paul B. "Combining modern learning pedagogies in fluid mechanics and heat transfer". Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Summer2006/p%5Fgolter%5F063006.pdf.

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39

Coomes, Jacqueline Rene. "Relationships between community, interactions, and ways of knowing in college precalculus classes". Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Fall2006/J_Coomes_112206.pdf.

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40

Kilgour, Peter. "Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms". Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16952.

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Abstract (sommario):

The purpose of this study is to analyse the differences between upper-stream, lower-stream and mixed-ability mathematics classes in terms of student perceptions of their classroom learning environment. Both quantitative and qualitative data has been collected from students while qualitative data only was collected from pre-service teachers, practising teachers and parents. The sample for the quantitative data collection was comprised of 581 Year 9 and 10 students in 36 different classes taught by 28 different teachers in 7 schools covering 4 states of Australia. All of the schools are private schools and part of the Seventh-day Adventist school system. The questionnaire used an actual and preferred form of the 56 item version of the What is Happening in the Classroom? (WIHIC) survey along with 10 questions from the Test of Science Related Attitudes (TOSRA) modified for mathematics classrooms. For the qualitative data collection 40 interviews and 8 focus groups were conducted. Apart from comparing upper and lower-streams, other variables examined were: actual and preferred perceptions of the classroom learning environment, Year 9 with Year 10, males with females, English speakers with second language students, and attitudes with perceptions of learning environments. The most significant finding of the study was not only that lower-stream students have a more negative perception of their classroom learning environment, but that they seek less change. This negative perception is seen to be worse in Year 10 than Year 9, particularly in the areas of teacher support and task orientation. This study found a positive correlation between attitude and perceptions of classroom learning environment. This study also found a tacit acceptance of streaming as a practice by most participants in the study.

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41

Cunningham, Matthew P. "Intergroup Relations in Inclusive Classrooms| The Development and Validation of the Intergroup Relations Classroom Environment Scale (IRCES)". Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718206.

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Before the Education for All Handicapped Children Act (1975), most efforts to educate students with disabilities happened in isolation. Within the last 40 years, a growing number of districts and individual schools have experimented with inclusive models in hopes of successfully educating students with and without disabilities in the same classrooms; however, general education students still hold negative attitudes toward students with disabilities. The contact hypothesis of intergroup contact theory postulates that prejudicial attitudes toward out-groups can be alleviated if the following conditions are present in and around contact situations: equal status, cooperation, common goals, and institutional support. The purpose of this dissertation was to create and validate the Intergroup Relations Classroom Environment Scale (IRCES), a teacher self-report survey instrument that, within K-12 classrooms, measures the four aforementioned conditions along with two additional conditions that theorists have added to the original list. Data collected from an extensive review of the literature, focus groups with experienced K-12 teachers and administrators, and interviews with social and cognitive psychologists were used to generate scale items; exploratory factor analyses were conducted to test the hypothesized six-factor model and reduce the number of items; and, the IRCES subscales were correlated with other classroom and school environment scales to assess convergent and discriminant validity. Analyses resulted in a 43-item, multidimensional scale that theoretically and practically matches the six optimal contact conditions. The IRCES provides researchers, administrators, and teachers with further knowledge of how to create and maintain a safe learning environment for all students.

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42

Yao, Jie 1978. "Human arm gesture detection and recognition in a classroom environment". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79274.

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Detecting (and recognizing) human arm motion in a typical classroom environment is a challenging task due to the noisy and highly dynamic background, varying light conditions, as well as the small size and multiple number of possible matched objects. A robust vision system that can detect events of students' hands being raised for asking questions is described. This system is intended to support the collaborative demands of distributed classroom lecturing and further serve as a test case for real-time gesture recognition vision systems.
Various techniques including temporal and spatial segmentation, skin color identification, as well as shape and feature analysis are investigated and discussed. Limitations and problems are also analyzed and experimental results are illustrated.

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43

Adams, Joan Elizabeth. "A special environment? : learning in the MLD and SLD classroom". Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246143.

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44

Rabinovich, Tamara. "Transactional distance in a synchronous web-extended classroom learning environment". Thesis, Boston University, 2009. https://hdl.handle.net/2144/31996.

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Thesis (Ed.D.)--Boston University
This study aimed at refining one of the most influential and well-known theories of distance education - the theory of transactional distance (TD). TD theory was developed by Michael G. Moore based on correspondence forms of distance education. The study researched a distance learning environment that had not been investigated in relation to TD - synchronous Web-extended classrooms. In this unique format, live on- campus classes are delivered simultaneously to both in-class students on campus and remote students on the Web who attend synchronously via virtual classroom Web collaboration software. The research involved N=235 students enrolled in 14 graduate business courses. ANOVA tests, correlation and regression analyses were deployed on the 46-item "Scale of TD for synchronous Web-extended learning environments" questionnaire. The study compared perceived TD for three attendance groups: always in-class, always online, and mixed. It found no difference in TD among them. The learning environment enabled by using Saba-Centra Web collaboration software combined with other technologies provided a comparable learning experience for all three learner groups. The findings confirmed that four dimensions of dialogue, student-student, student-instructor, student-content, and student-interface interactions are significant in students' perceived TD and their engagement with learning. Moreover, their significance levels varied for different attendance groups. This research confirms the need to refine TD theory to view dialogue as a multidimensional construct. Furthermore, student-instructor and student-student interactions were significant factors that affected TD in all three learner groups. This study analyzed student satisfaction. The study not only found no difference in satisfaction by attendance type, but also it found that TD is strongly related to student satisfaction: the lower the TD, the more satisfied the students are with the learning environment, including interactions with the instructor, fellow students, course content, and the interface. For all attendance groups, interaction with other students was the common factor that affected satisfaction. The study demonstrated that the level of TD also affects students' perceived learning: the lower the TD, the higher the students' perceived learning. Thus, the study suggests that instructors plan activities that include interpersonal interactions between themselves and students, and also among students in all attendance groups.

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45

Kelly, Paul. "School and classroom environment of a small Catholic secondary school". Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/547a1f6b12cad648a619f6d5d0f644714182b48d1c64abfb8a4fab43db7e17da/1661037/64948_downloaded_stream_173.pdf.

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This thesis reports research which employed quantitative data collection methods to investigate the classroom and school environment of a small Catholic inclusive secondary school. By drawing on literature on Catholic and inclusive schools, learning environment research and stakeholders perceptions of the dimensions of classroom and school environments, two instruments were developed and validated to gather the perceptions of students, teachers and parents in this school. The What is Happening in this Classroom (WIHIC) instrument was modified to be more suitable for this school's students by having 35 items to assess perceptions of the classroom environment. Four outcome scales were added to this instrument to gather data on the connections between classroom environment and outcomes. The school environment instrument was developed from existing instruments and several items were written to complement these scales. In 2008, the school associated with this research had 230 students, 103 of whom were special needs students. A total of 152 students and 12 teaching staff voluntarily participated in the collection of classroom environment data. For the assessment of school environment, 41 teaching staff and 40 parents volunteered their perceptions. Statistical analyses revealed statistically significant differences between different groupings of students, and between students and teachers in the classroom environment. Similar differences were also reported for the school environment between parents and teaching staff, teachers and learning support staff and different groups of teaching staff. Students generally had positive perceptions of classroom environment, but the teaching staff were more positive. Statistical analyses also revealed associations between students' perceptions of classroom environment and teacher mastery goals, teacher performance goals and student academic efficacy.;Using data from this study, a model was developed that linked appropriate classroom environment scales to outcomes. This research clearly demonstrates the positive perceptions of classroom environment held by students and teachers and the influence these perceptions have on students' outcomes. The school environment was perceived positively by parents and teaching staff.

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46

Maynard, Julie Ann. "Transformational Teaching & Learning Modeled in a Flipped Classroom Environment". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446.

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47

Singh, Raj Kanwar. "Approaches to learning in a classroom environment: observational & experiential". Diss., Rolla, Mo. : Missouri University of Science and Technology, 2008. http://scholarsmine.mst.edu/thesis/pdf/Singh_09007dcc80681dba.pdf.

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Abstract (sommario):

Thesis (M.S.)--Missouri University of Science and Technology, 2008.
Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 18, 2009) Includes bibliographical references.

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48

Evanshen, Pamela, e Janet Faulk. "Beyond Looking Good: Using the Classroom Environment to Support Learning". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4373.

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49

Bennett, Jan. "The Relationship Between Classroom Climate and Student Achievement". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3065/.

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The purpose of this study was to determine the relationship between sixth grade students' academic achievement levels in math and their perceptions of school climate. Student characteristics of socioeconomic status and gender were used to identify groups for the purpose of data analysis. Data was gathered using the five independent variables of the My Class Inventory (satisfaction, friction, competitiveness, difficulty, and cohesiveness) and the dependent variable of the Stanford Achievement Total Math scores. The results of the data collection were tested using a Pearson product-moment analysis and a backward multiple regression analysis. A univariate analysis of variance was also used to compare the five independent variables of the My Class Inventory as well as to compare socioeconomic status and gender with the Stanford Achievement Total Math scores. The schools selected for this study were from a city in Texas with a population of approximately 100,000. The sample consisted of 262 sixth grade mathematics students. The findings of this study are as follows: (a) The Pearson product-moment correlation analysis revealed little, if any, correlation for any of the five subscale predictor variables; (b) the multiple regression analysis revealed that all five classroom climate indicators combined together could explain only 10.5% of the variance in mathematics achievement; (c) the univariate analysis of variance revealed that there is a significant relationship between the climate factors of friction and difficulty when compared to mathematics achievement; and (d) the univariate analysis of variance also revealed that mathematics achievement scores vary significantly as a function of economic category membership, but there appears to be no relationship to gender.

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50

Bublitz, Emily Marie. "Traits and Behaviors: Connecting in the Classroom". Thesis, North Dakota State University, 2016. https://hdl.handle.net/10365/28255.

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Immediacy is a topic that has been frequently explored in communication and education research; however, it is not understood if perceptions of immediacy are related to certain behaviors or trait-based similarities between teachers and students. For this study, nine Graduate Teaching Assistants (GTAs) were observed and 76 undergraduate students surveyed in order to understand which factors are associated to perceptions of immediacy. Findings indicate that behaviors and perceived similarity are related to perceptions of GTAs being high in immediacy. No significant results were found with trait-based similarities. Students were also found to be more motivated to learn when they perceived their GTA as high in immediacy.

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Tesi sul tema "Classroom environment"

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