Bibliografie tematiche / Classroom Experiences

Letteratura scientifica selezionata sul tema "Classroom Experiences"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 31 gennaio 2023

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Articoli di riviste sul tema "Classroom Experiences"

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RAJARATNAM, MONO. "Primary classroom experiences". Journal of Computer Assisted Learning 4, n. 1 (marzo 1988): 44–47. http://dx.doi.org/10.1111/j.1365-2729.1988.tb00092.x.

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Marsden, J. "Some Classroom Experiences". Aboriginal Child at School 15, n. 1 (marzo 1987): 22–23. http://dx.doi.org/10.1017/s0310582200014735.

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McSpadden, Emalinda L. "An Educational Paradigm in the Midst of Shifting: Students’ and Professors’ Attitudes toward Classroom Technology". Journal of Teaching and Learning with Technology 7, n. 1 (6 giugno 2018): 59–69. http://dx.doi.org/10.14434//jotlt.v7n1.23368.

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Many community college educators struggle with the notion of technology as integral to classroom learning, concerned about changing the very nature of what classroom learning means. For students, there are similar concerns regarding classroom experience, especially if students come from different educational backgrounds, generations, or levels of technological expertise. This qualitative research study compares student and professor experiences of classroom-specific technology use, and findings indicate convergent and divergent themes among students and professors specific to their classroom technology experiences. Students and professors agree that technology should be used in classrooms, despite sometimes hindering creativity and becoming a distraction. Students and professors disagreed in their satisfaction with amounts of classroom technology use and assurance in the efficacy of that technology use. These findings provide valuable insights and fundamental guiding principles for assessing the relationship between users and classroom technology.
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McSpadden, Emalinda L. "An Educational Paradigm in the Midst of Shifting: Students’ and Professors’ Attitudes toward Classroom Technology". Journal of Teaching and Learning with Technology 7, n. 1 (6 giugno 2018): 59–69. http://dx.doi.org/10.14434/jotlt.v7i1.23368.

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Many community college educators struggle with the notion of technology as integral to classroom learning, concerned about changing the very nature of what classroom learning means. For students, there are similar concerns regarding classroom experience, especially if students come from different educational backgrounds, generations, or levels of technological expertise. This qualitative research study compares student and professor experiences of classroom-specific technology use, and findings indicate convergent and divergent themes among students and professors specific to their classroom technology experiences. Students and professors agree that technology should be used in classrooms, despite sometimes hindering creativity and becoming a distraction. Students and professors disagreed in their satisfaction with amounts of classroom technology use and assurance in the efficacy of that technology use. These findings provide valuable insights and fundamental guiding principles for assessing the relationship between users and classroom technology.
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Schoonmaker, Frances. "Only those who See Take off Their Shoes: Seeing the Classroom as a Spiritual Space". Teachers College Record: The Voice of Scholarship in Education 111, n. 12 (dicembre 2009): 2713–31. http://dx.doi.org/10.1177/016146810911101203.

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Background/Context Spirituality refers to a way of being that includes the capacity of humans to see beyond themselves, to become more than they are, to see mystery and wonder in the world around them, and to experience private and collective moments of awe, wonder, and transcendence. Though there is growing interest in spirituality and education, there is little evidence that it is intentionally included in most public school classrooms. Purpose and Focus The author's personal experiences as a classroom teacher, adult early recollections of spiritual experience, and children's responses to literature with spiritual themes are used to illustrate three points: (1) Although practice of spiritual discipline may help teachers to be more sensitive to spiritual experiences, it does not necessarily follow that they know what to do with them in the classroom. (2) Early recollections of spiritual experiences and reflection on what these mean for classroom practice may be a way of helping teachers learn how to identify and support spirituality in the classroom. (3) Teachers need to recognize that children's spirituality is part of their being in the world, and honoring it in the classroom requires providing opportunities for its expression within the ordinary events of classroom life. Research Design The article is an essay, juxtaposing literature on children's spirituality with the author's personal experiences as a classroom teacher and researcher to make an argument for classrooms as spiritual spaces. Conclusions The possibilities inherent in discovering and coming to know—possibilities that are hopeful and open us up to the “more-than-ness” of being human—are often closed off in the day-to-day press of classroom life because teachers are not prepared to consider them, and they are not considered part of the curriculum. The author concludes that educators need to learn how to see the spirituality inherent in the everyday acts of learning, in coming to know, and in being in the classroom and to make space for the unseen. Further research is needed to articulate both theory and practice related to children's spirituality in the classroom.
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Purtell, Kelly M., e Arya Ansari. "Classroom Age Composition and Preschoolers’ School Readiness: The Implications of Classroom Quality and Teacher Qualifications". AERA Open 4, n. 1 (febbraio 2018): 233285841875830. http://dx.doi.org/10.1177/2332858418758300.

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Recent research has shown that the age composition of preschool classrooms influences children’s early learning. Building on prior research, this study examines whether the association between classroom age composition and children’s learning and development vary based on classroom quality and teacher characteristics using a subset of the Family and Child Experiences Survey (FACES), a nationally representative sample of 3- and 4-year-old children attending Head Start (n = 2,829). Results revealed that the association between age composition and children’s academic skills was dependent on classroom quality and that classroom quality was less predictive of children’s skills in mixed-age classrooms. Teacher education but not experience also moderated the influence of age composition such that mixed-age classrooms taught by a teacher with higher education were not associated with decreased literacy gains among older children.
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MARCHANT, MARGARET. "Further primary classroom experiences". Journal of Computer Assisted Learning 4, n. 4 (dicembre 1988): 244–47. http://dx.doi.org/10.1111/j.1365-2729.1988.tb00187.x.

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La Torre Castillo, Carlos Celso. "Virtual Classroom Usage and User Perception for English Learning as a Second Language at Universities in Lima, Peru". International Journal of Emerging Technologies in Learning (iJET) 16, n. 08 (23 aprile 2021): 261. http://dx.doi.org/10.3991/ijet.v16i08.19221.

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A more extensive use of virtual tools in teaching-learning processes needs a professors’ and students’ proactive attitude, positive experiences, and improvement in their implementation. A cross-sectional study was carried out to know the perceptions of private university students from Lima on the use of the necessary elements for an English language virtual classroom. The sample was composed of 150 accounting students from five universities, whose perceptions on virtual classroom elements were assessed and compared to their previous experiences. Most students were in favor of using the virtual classroom and its different elements, and those who had a previous experience with virtual classrooms were more in favor of using reminders, chats, forums, e-mails and online exercises (p<0,05). In sum, most students were in favor of using the virtual classroom and having a previous experience favors a more positive perception towards online learning tools.
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Ross, Andrew S., e Damian J. Rivers. "Emotional experiences beyond the classroom: Interactions with the social world". Studies in Second Language Learning and Teaching 8, n. 1 (27 marzo 2018): 103–26. http://dx.doi.org/10.14746/ssllt.2018.8.1.5.

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Research into the emotional experiences of language learners and their impact upon the language-learning process remains relatively undernourished within second language education. The research available focuses primarily on emotions experienced within the classroom, rather than in the daily lives of learners within various social contexts. This article contends that the focus placed upon emotions within the relatively structured environment of the formal classroom is problematic, particularly within an ESL environment, as the target language is more frequently experienced beyond the classroom. Drawing on data collected within Australia, the study explored the emotional experiences of a small cohort of eight university-level ESL learners experienced within their various social interactions beyond the classroom with a specific focus on the emotions of hope, enjoyment and frustration. Semi-structured interviews revealed that their emotional experiences beyond the classroom were particularly intense in comparison to emotional experiences within the formal language-learning classroom.
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Keengwe, Jared, e Biljana Belamaric Wilsey. "Online Graduate Students’ Perceptions of Face-to-Face Classroom Instruction". International Journal of Information and Communication Technology Education 8, n. 3 (luglio 2012): 45–54. http://dx.doi.org/10.4018/jicte.2012070106.

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This article reports online graduate students’ perceptions of face-to-face classroom instruction in a doctoral program at a large public university in the eastern United States. The purpose of this study is to examine the experiences of graduate students returning to a face-to-face classroom after becoming accustomed to online learning. The students’ online course experiences impacted their subsequent return to the face-to-face classroom in terms of logistics (anxiety finding a physical classroom, budgeting time to make it there) and learning (including interactions with students and instructors). The primary impact was increased appreciation of face-to-face interactions. Instructors also gained experience applying some other strategies to improve their classes. These findings could inform course developers and instructors about student expectations in face-to-face classrooms as well as stimulate reflections on recommendations for instructional improvements to enhance student learning.
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Tesi sul tema "Classroom Experiences"

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Brown, Glenda Maria. "College Instructors' Experiences Transitioning to Inverted Classroom Instruction". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3433.

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Lecture methods in higher education continue to be the most often used form of lesson delivery, although they seem to be less effective in promoting adult students' learning and engagement. Many higher education instructors have incorporated inverted classroom (IC) methods to increase student engagement and learning. The purpose of this qualitative interview study was to gain an understanding of college instructors' decision-making processes and experiences transitioning from lecture-based instruction to IC and the factors attributed to that transition. Knowles's andragogy theory, Kolb's experiential learning theory, and Rogers's diffusion of innovations provided the conceptual framework for the study. Eight college-level instructors from the Flipped Learning Community were interviewed twice to collect data, which were analyzed using first and second cycle coding. Themes included student focus, support, change agent, and need to dialogue. Results may provide administrators with information to promote instructors' transition from lecture-based methods to IC. Results also indicated that IC was an effective social change strategy for boosting student retention, student engagement, and instructor satisfaction.
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Peddle, Anthony M. "Teachers' Positive ACE Scores and Their Informed Classroom Practices". Ashland University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland158869472069221.

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Robinson, Heather A. "Faculty Experiences with Collaborative Learning in the Online Classroom". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862814/.

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The purpose of this qualitative case study was to identify the perceptions and experiences that instructors in higher education have toward providing collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, the experiences of four higher education instructors from two universities were collected concerning their provision of collaborative learning opportunities in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. Three themes emerged from the study: online communication approaches matter, there are challenges and supports for online collaborative learning, and care is at the core of online learner support. The findings are discussed and recommendations are provided for the development and design of meaningful online collaborative learning.
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Mohapi, Soane Joyce. "The influence of educators' life experiences on classroom discipline practices". Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-184034.

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Biscotte, Stephen Michael. "Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73413.

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Citizens must have a minimal level of STEM-literacy to work alongside scientists to tackle both current and future global challenges. How can general education, the one piece of the undergraduate experience every student completes, contribute to this development? And science learning is dependent on having transformative aesthetic experiences in the science classroom. These memorable experiences involve powerful connection between students and the world around them. If these types of experiences are necessary for science learning and growth, are students in introductory science courses having them? If so, what relationship might they have with students' desires to pursue further science study? This dissertation explores these questions through two manuscripts. The first, a theoretical piece published in the Journal of General Education in 2015, argues that non-STEM students must have transformative aesthetic experiences in their undergraduate general education science course to develop the level of understanding needed to engage with challenging scientific issues in the future. This claim is substantiated by bringing together the work of Dewey and Deweyan scholars on the nature and impact of aesthetic experiences in science and science education with the general education reform efforts and desired outcomes for an informed and engaged citizenry. The second manuscript, an empirical piece, explores the lived experience of non-STEM students in an introductory geosciences course. A phenomenological research methodology is deployed to capture the 'essence' of the lived experience of a STEM-philic student in general education science. In addition, Uhrmacher's CRISPA framework is used to analyze the participants' most memorable course moments for the presence or absence of aesthetic experiences. In explication of the data, it shows that students are in fact having aesthetic experiences (or connecting to prior aesthetic experiences) and these experiences are related to their desires to pursue further STEM study.
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Tawakoul, Alaa Jamal. "Saudi Students’ Communication Experiences in the American College Classroom Context". University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1545389393941488.

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Desoto-Strickland, Kathleen. "Kindergarten Teachers' Lived Experiences Regarding Classroom Assessment| A Phenomenological Study". Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=11009982.

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This qualitative, phenomenological study explored the lived experiences of four state licensed kindergarten teachers with regard to classroom assessment. The purpose of the inquiry was to gain understanding of classroom assessment and its intersection with teacher's practices. The study question was, "What are the lived experiences of state licensed kindergarten teachers with regard to classroom assessment?" A critical theory theoretical framework structured and guided the study.

• Using the reduction methods as suggested by Van Manen (2014) allowed the researcher to enter a space of openness and understand the teachers' lived experiences with classroom assessment practices. The use of this phenomenological process resulted in the unveiling of four major themes teacher agency, the absence of developmentally appropriate practice, teachers feelings/knowing of assessment and the damage from early childhood assessment.

Research on early childhood education assessment and teacher practice is a timely endeavor as more children enter schools, daycares, or other means of childcare. Policy makers just like early childhood "creators" of assessment tools need to be mindful of the children first; and acknowledge and understand the place that children and teachers hold when they are making decisions of such importance.

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Malz, Regina. "Special Education Teachers' Experiences Integrating Mobile Devices in their Classroom". ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7695.

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The problem for this study is the increasing number of students identified as special need learners in U.S. schools and the critical need to prepare them for success in the 21st century workplace. The purpose of this study was to examine the experiences of special education teachers while they integrate mobile tablets into the classroom. The conceptual framework was based on constructivism, andragogy, experiential learning models and Roger’s diffusion of innovation. The research questions focused on understanding the experiences of special education teachers during their implementation of mobile tablets. This study was a qualitative multiple case study involving the interview special education teachers before and after lessons during which they integrated mobile devices into their classroom. These interviews and curriculum artifacts were analyzed using thematic inductive analysis. Results identified that all the teachers were generally in favor of integrating mobile tablets and believed they were integrating them successfully. However, the teachers who believed in their personal ability to utilize mobile devices in their classrooms were able to navigate multiple issues and integrate them more effectively. The level of integration was also influenced by the usability, functionality and accessibility of the technologies. Additionally, all teachers related their ability to integrate technology successfully with the type and quality of professional development they received. Understanding how special education teachers successfully integrate innovative technologies has the potential to support special needs learners for their future success in the 21st century workplace.
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Sanusi, Jumoke O. "An exploratory study of undergraduate classroom experiences and occupational attainment in alumni satisfaction with university experiences". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4739.

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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 February 28, 2008) Vita. Includes bibliographical references.
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Jones, Thomas L. "Middle School Teachers' and Administrators' Experiences When Students Transition". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7020.

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Student discipline and subsequent placements are a common problem in education. This qualitative phenomenological study addressed a gap in the literature by discovering the experiences of middle school teachers and administrators regarding student discipline, classroom removal, and assignment of students to alternative education. This research describes the development of an interview protocol based on critical incident theory and demonstrates its usage in drawing out thick, rich descriptions which help increase the trustworthiness of qualitative research. Initial interview data are presented to highlight the utilization of critical incident theory to elicit specific information about how participants experienced various critical interactions that influenced academic decisions about the student removal process, the kinds of situations and safety issues they encountered, and training they received for managing student removal. Data were collected using audio recorded and transcribed in-depth interviews using open ended questions with participants. Six teachers and 2 administrators from 3 middle schools in the southern U.S. responded to 15 questions in semistructured interviews that were audio recorded and transcribed. Qualitative analysis of the interviews revealed an overarching theme of managing disruptive classroom behavior. Participants described classroom management difficulties, their methods of dealing with disruptive students, and their emotional reactions to disruptions. Some teachers shared that at times, they reconsidered their decision to teach due to classroom management problems, and some revealed that their classroom management training had been deficient. Recommendations include further research on the degree and kinds of stress resulting from teachers having to deal with student discipline problems. Implications for positive social change include motivating schools to evaluate their programs of continuing teacher education for dealing with classroom discipline and to provide opportunities for teachers to discuss, with their peers, their behavioral and emotional reactions to difficult student encounters, thereby contributing to teacher well-being and retention.
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Libri sul tema "Classroom Experiences"

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Anderson, Beverly. Learning with Logo: Some classroom experiences. Loughborough: Tecmedia Limited forthe Microelectronics education programme, 1986.

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Flanagan, Kristin Denton. Reading: Young children's achievement and classroom experiences. Washington, D.C.]: U.S. Dept. of Education, Institute of Education Sciences, 2003.

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Geography in secondary schools: Researching pupils' classroom experiences. London: Continuum Internatioanl Pub. Group, 2012.

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H, Meyer Charlotte, e Meyer D. Eugene, a cura di. Elementary field experiences: A handbook with resources. Albany, N.Y: Delmar Publishers, 1994.

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Making learning come alive: Interactive experiences for the secondary classroom. San Diego, Calif: Brain Store, 2005.

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Halverson, Delia Touchton. Teaching prayer in the classroom: Experiences for children and youth. Nashville: Abingdon Press, 1989.

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Larrivee, Barbara. Strategies for effective classroom management: Creating a collaborative climate : leader's guide to facilitate learning experiences. Boston: Allyn and Bacon, 1992.

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Coach sez: Real life experiences in and out of the classroom. Fresno, Calif: Western Trade Printing, 2008.

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Serious players in the primary classroom: Empowering children through active learning experiences. New York: Teachers College Press, 1990.

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Serious players in the primary classroom: Empowering children through active learning experiences. 2a ed. New York: Teachers College Press, 2000.

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Capitoli di libri sul tema "Classroom Experiences"

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Lindeman, Carolynn A., Patricia Hackett e James M. Harris. "Music-Making Experiences". In The Musical Classroom, 21–47. Ninth edition. | New York ; London: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315210933-4.

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Waters, Johanna, e Rachel Brooks. "Learning and Classroom Experiences". In Student Migrants and Contemporary Educational Mobilities, 167–203. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78295-5_6.

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Lindeman, Carolynn A., Patricia Hackett e James M. Harris. "Introduction to Model Experiences for Teaching Music". In The Musical Classroom, 101–9. Ninth edition. | New York ; London: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315210933-10.

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Clark, Renee M., William W. Clark e Mary Besterfield-Sacre. "Experiences with “Flipping” an Introductory Mechanical Design Course". In The Flipped Classroom, 131–49. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3413-8_8.

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Roehling, Patricia V. "Creating and Implementing Effective Active Learning Experiences". In Flipping the College Classroom, 45–78. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69392-7_3.

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Almarode, John T., Katy Campbell e Cheryl Lamb. "Implementing Daily Learning Experiences". In Inclusive Teaching in the Early Childhood Science Classroom, 134–50. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-7.

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Almarode, John T., Katy Campbell e Cheryl Lamb. "Implementing Daily Learning Experiences". In Inclusive Teaching in the Early Childhood Science Classroom, 166–83. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-9.

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Almarode, John T., Katy Campbell e Cheryl Lamb. "Implementing Daily Learning Experiences". In Inclusive Teaching in the Early Childhood Science Classroom, 151–65. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-8.

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Almarode, John T., Katy Campbell e Cheryl Lamb. "Implementing Daily Learning Experiences". In Inclusive Teaching in the Early Childhood Science Classroom, 99–115. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-5.

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Almarode, John T., Katy Campbell e Cheryl Lamb. "Implementing Daily Learning Experiences". In Inclusive Teaching in the Early Childhood Science Classroom, 116–33. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-6.

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Atti di convegni sul tema "Classroom Experiences"

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Georgiev, Mihail, e Ina Vladova. "EMOTIONS, FEELINGS, AND EXPERIENCES IN A MULTICULTURAL CLASSROOM". In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/61.

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ABSTRACT The Bulgarian educational system is multicultural – in terms of ethnicity, religion, and mother language. The common ethnic groups in the country are Roma, who are the most heterogeneous minority community, Bulgarian Turks, Pomaks, Jews, Vlachs, Armenians, and others. Roma students often have learning difficulties with various etiologies. In these populations, some students do not speak or have a poor command of the Bulgarian language, both in writing and sometimes in spoken language. However, these children and young people need to be educated. Roma students and their parents need active communication and cooperation in this regard. The report presents the results of a study of the emotions and feelings experienced by teachers when working with Roma students and non-Roma students, as well as the emotions and feelings experienced by teachers in communication with the parents of these two groups of students. The research methodology contains eleven concepts characterizing different emotions and feelings and a five-point Likert-type scale measuring their degree of expression. The study was conducted on a sample of 193 teachers. The research results show that teachers often experience stress, fatigue, helplessness, and nervousness when working with Roma students. Joy, serenity, and enthusiasm are too low. When communicating with the parents of Roma students, the emotions experienced are identical. The work of the same teachers with non-Roma students is accompanied by positive emotions and experiences – joy, enthusiasm, vigilance, and calm. Negative emotions and experiences are of low expression. Teachers feel the same emotions and experiences, but in a different order, during their communication with parents of non-Roma students.
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León, Raúl, Raúl Igual Catalán, Jorge I. Laguna Andrés, César L. Guerrero Luchtenberg, Iván García-Magariño García e Rafael González Val. "USING SMARTPHONES IN CLASSROOM LEARNING EXPERIENCES". In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1302.

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Carda-Broch, Samuel, Maria Jose Ruiz-Angel, Juan Peris-Vicente, Jaume Albiol-Chiva, Mar Esteve-Amorós e Josep Esteve-Romero. "EXPERIENCES FROM THE VIRTUAL CLASSROOM APPLICATION". In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0295.

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Lu, Monica. "Classroom Hierarchy: Variability in Social Experiences Within Early Childhood Classrooms (Poster 25)". In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1889538.

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Lu, Monica. "Classroom Hierarchy: Variability in Social Experiences Within Early Childhood Classrooms (Poster 25)". In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889538.

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Dickson, Paul E., W. Richards Adrion, Allen R. Hanson e David T. Arbour. "First experiences with a classroom recording system". In the 14th annual ACM SIGCSE conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562968.

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Maia-Lima, Cláudia, Armando Silva, Alexandre Pinto e António Barbot. "SMARTPHONES IN THE CLASSROOM: TWO DIDACTICS EXPERIENCES". In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1484.

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Hsing, Courtney, e Vanessa Gennarelli. "Using GitHub in the Classroom Predicts Student Learning Outcomes and Classroom Experiences". In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287460.

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Blackman, Galicia. "Vignettes on Student Experiences of Classroom Talk in the Language Arts Classroom". In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441178.

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Mouw, Jolien, Marjon Fokkens-Bruinsma e Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation". In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.
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Rapporti di organizzazioni sul tema "Classroom Experiences"

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Diddi, Sonali, Hui-Siang Tan e Elena Karpova. Exploring International Teaching Assistants Experiences in the U.S. Classroom: Implications for Educational Practices and Training. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-758.

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McGregor, John D., Felix Bachmann, Len Bass, Philip Bianco e Mark Klein. Using ArchE in the Classroom: One Experience. Fort Belvoir, VA: Defense Technical Information Center, settembre 2007. http://dx.doi.org/10.21236/ada472934.

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Frisancho, Verónica, Alejandro Herrera e Eduardo Nakasone. Does Gender and Sexual Diversity Lead to Greater Conflict in the School? Inter-American Development Bank, settembre 2022. http://dx.doi.org/10.18235/0004451.

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This paper analyzes the relationship between the presence of LGBTQI students in the class-room and the prevalence of violence in the school setting. We rely on a representative sample of secondary schools in Uruguay and exploit variation in the share of LGBTQI students across classrooms to study how their presence affects the individual experience of violence. Our results show little support for the contact hypothesis: a larger share of LGBTQI students in the classroom has no impact on the individual experience of violence. On the contrary, a greater share of female LGBTQI students in the classroom is associated with greater psychological and physical violence among girls, irrespective of their gender identity or sexual orientation.
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DeJaeghere, Joan, Bich-Hang Duong e Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), gennaio 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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Istook, Cynthia, e Siming Guo. Connecting the Dots: Incorporating Mass Customization into the Classroom Experience. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1919.

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Filmer, Deon, Ezequiel Molina e Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), febbraio 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.

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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. There is growing interest in understanding these factors and exploring how they impact student learning. This has led to an increase in the development and use of structured classroom observation tools to observe, analyse, and measure teaching and learning practices within classrooms. These tools have provided information on current teaching practices and improvements over time.
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Anderson, Barbara. A comparison of two methods of instruction in office skills: classroom-laboratory and classroom-laboratory with cooperative work experience. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.2179.

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Бондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко e Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.

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Abstract. The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such in-class and distance courses as “Cartography and Basics of Topography”, “Population Geography”, “Information Systems and Technologies in Tourism Industry”, “Regional Economic and Social World Geography (Europe and the CIS)”, “Regional Economic and Social World Geography (Africa, Latin America, Asia, Anglo-America, Australia and Oceania)”, “Socio-Economic Cartography”. The advantages of using the specified interactive tool during the study of geographical disciplines are highlighted out in the article. As it has been established, the organization of the learning process using Google Classroom ensures the unity of in-class and out-of-class learning; it is designed to realize effective interaction of the subjects learning in real time; to monitor the quality of training and control the students’ learning achievements in class as well as out of it, etc. The article outlines the disadvantages that should be taken into account when organizing blended learning using Google Classroom, including the occasional predominance of students’ external motivation in education and their low level of readiness for work in the classroom; insufficient level of material and technical support in some classrooms; need for out-of-class pedagogical support; lack of guidance on the content aspect of Google Classroom pages, etc. Through the test series conducted during 2016-2017, an increase in the number of geography students with a sufficient level of academic achievements and a decrease of those with a low level of it was revealed.
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Jai, Tun-Min (Catherine). Bring the Real-World Digital Marketing Experience to Classroom: Google Online Marketing Challenge. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-392.

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