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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.
Testo completoAbstract (sommario):
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.
Testo completoAbstract (sommario):
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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BATTAL, Şeymanur, e Berrin AKMAN. "Responsive Classroom Management Practices in the Context of Preschool Teachers’ Professional Experiences". Cukurova University Faculty of Education Journal 51, n. 3 (30 dicembre 2022): 1739–68. http://dx.doi.org/10.14812/cufej.1135750.
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Responsive classroom management can be achieved by the harmonious combination of many variables such as teacher and child characteristics. One of these variables is the professional experience of teachers. Professional experience affects teachers' practices, expectations and attitudes regarding children. Accordingly, the present study aimed to identify responsive classroom management practices within the context of pre-school teachers' professional experiences. The research sample consisted of 60 preschool teachers. The teachers' knowledge about responsive classroom management practices was identified in writing with the help of a questionnaire made up of open-ended and multiple-choice questions created by the researchers. In the study, which was designed as a case study, inductive and descriptive analyses were used to analyze the data. The results of the study revealed that both experienced teachers and novice teachers performed similar practices in areas such as the emotional climate of the classroom, classroom rules and instructional support. In addition, it was found that there were differences in the approaches of the novice teachers and experienced teachers regarding the noisy classroom as well as in the way they defined and intervened problematic behaviors.
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Martin, Moira. "Mindfulness and Transformation in a College Classroom". Adult Learning 29, n. 1 (30 gennaio 2018): 5–10. http://dx.doi.org/10.1177/1045159517744752.
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Community college classrooms afford students from a variety of backgrounds the possibility to engage and inform one another with respect to their unique perspectives and life experiences. Unfortunately, in many of these situations, students find themselves self-critical, and their internal comparisons with others may impede the potential of a transformational educational experience. This article discusses the benefit of utilizing mindfulness meditation as a way of bringing students more in touch with their internal processes, which in turn allows them greater availability to others in the classroom and thus creates more transformational learning experiences for these community college students.
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Perkins, Margaret. "Early experiences of classroom literacy". European Early Childhood Education Research Journal 3, n. 2 (gennaio 1995): 79–90. http://dx.doi.org/10.1080/13502939585207781.
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Saleem, Ayesha, Yaar Muhammad e Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers". UMT Education Review 3, n. 2 (23 dicembre 2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.
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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Saleem, Ayesha, Yaar Muhammad e Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers". UMT Education Review 3, n. 2 (23 dicembre 2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.
Testo completoAbstract (sommario):
The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Brkich, Christopher Andrew, e Elizabeth Yeager Washington. "Pedagogical Negotiations and Authentic Intellectual Work: A Phenomenological Examination of High School Teachers’ Experiences". Social Studies Research and Practice 6, n. 1 (1 marzo 2011): 35–57. http://dx.doi.org/10.1108/ssrp-01-2011-b0003.
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This article focuses on the following questions: 1) How do secondary social studies teachers working in schools of color experience pedagogical negotiations when trying to teach students thoughtful, critically informed citizenship and government and school accountability mandates? and 2) How does teaching with lessons grounded in the principles of authentic intellectual work (AIW) affect this negotiation experience? We employed a phenomenological framework as the methodological basis for eliciting two classroom teachers’ experiences, both of whom have advanced degrees in social studies education and several years of teaching experience in schools of color and of poverty. The findings show that prior to the incorporation of lessons based on the principles of authentic intellectual work, these teachers’ negotiation experiences had strong negatively affective dimensions based on a zero-sum pedagogical conceptualization of curriculum. Following the introduction of lessons based on AIW, these negatively affective dimensions began to recede from their experiences and were replaced by more positive ones. Given that classroom teachers are the ultimate arbiters of curriculum in their classrooms, this research has implications for improving the experiences of secondary social studies teachers working in schools of color.
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Washington, Tiffany R. "MINORITY AGING BEYOND THE CLASSROOM". Innovation in Aging 3, Supplement_1 (novembre 2019): S361. http://dx.doi.org/10.1093/geroni/igz038.1314.
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Abstract Service-learning is the pedagogical approach of integrating classroom learning objectives with community-based experiences. In gerontology education, service-learning is one way educators can collaborate with their respective communities to expose students to topics in minority aging. This paper presentation describes students’ experiences in a service-learning gerontological social work course embedded in a university-community partnership that took students beyond the classroom and into the community to learn about minority aging. In-classroom topics included social injustices in aging, caregiving in African American families, culturally-tailored caregiving interventions, and health disparities. In the community, students conducted in-home visits engaging persons with dementia in a tailored activities, thus freeing caregivers to engage in self-care activities. Classroom and community experiences were connected through ongoing reflection, critical thinking, and problem solving activities. Survey data revealed students experienced increased gerontological self-efficacy and increased knowledge and attitudes about dementia. This study has implications for future course design around minority aging.
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Kerns, William, e Betty Porter Walls. "Classroom Management in Urban Schools". International Journal of Teacher Education and Professional Development 5, n. 1 (gennaio 2022): 1–17. http://dx.doi.org/10.4018/ijtepd.295542.
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This article draws on a qualitative case study of the experiences of first-year teachers in urban schools. The 16 teachers each attended the same HBCU and taught in local public schools with a high proportion of students living in poverty. The purpose of the study was to explore areas of conflict and collaboration experienced by beginning teachers that might promote change in personal views of teaching. The leading theme that emerged was that teachers expressed they struggled with classroom management and wished for more time in field experiences during their teacher education program. Implications for the preparation of preservice teachers and the mentoring of beginning teachers are described.
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Payne, Katherina A., Anna Falkner e Jennifer Keys Adair. "Critical Geography in Preschool: Evidence of Early Childhood Civic Action and Ideas about Justice". Teachers College Record: The Voice of Scholarship in Education 122, n. 7 (luglio 2020): 1–34. http://dx.doi.org/10.1177/016146812012200705.
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Background U.S. preschool children from Latinx immigrant and Black communities often experience schooling rooted in compliance and overdiscipline. In these contexts, schools do not recognize the rich lived experiences of Children of Color as suitable for civic learning. This article explores how, when schools value young Children of Color as capable and their work as important, classrooms become sites of children's daily embodied civic action. Purpose Our study sought to better understand how children conceptualize and enact their ideas about community and to document the kinds of civic action present in early childhood classrooms. Applying theoretical tools of critical geography, we specifically analyzed how children used space and materials to enact their vision of a just community. Participants Three classrooms—an inclusion classroom, a bilingual classroom, and an English-only general education classroom—located within a Head Start center in South Texas participated in this study. The campus is roughly 65% Latinx, 33% Black, and 2% White, serving 3-, 4-, and 5-year-old children. Research Design This study used a multisited, comparative ethnographic methodology. Multisited ethnography allows researchers to locate patterns and contextual differences that impact people's lived experiences. Initially, researchers conducted ethnographic observations through field notes, photographs, and short videos documenting children's action on behalf of or with the classroom community. Next, we used video-cued ethnographic methods, filming for three days in each classroom and editing the footage into a 20-minute film. We showed that film to teachers, families, and children in focus groups. Analysis occurred in multiple phases, during which we refined codes through individual, partner, participant, and team-level work. Findings Children used physical space and materials to assert community membership and to strengthen community ties. They adapted space and classroom materials to include other community members in shared activities. Finally, children advocated for space for their own purposes. Conclusions When teachers and administrators approach the classroom as a civic space where children representing racial, linguistic, and ability diversity can access embodied experiences with civic action, children can use their space to act on behalf of the community. Rather than offering lesson-based social-emotional learning, schools can reflect on how children might build a just, caring community through authentic embodied experiences that include having some control over space and materials. Doing so may allow a shift toward class environments that support shared endeavors and opportunities for children to care for community members.
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Bakhtiar, Rihana. "Children’s Experiences of Classrooms: Talking about Being Pupils in the Classroom". Educational Psychology in Practice 34, n. 2 (30 gennaio 2018): 225. http://dx.doi.org/10.1080/02667363.2018.1429540.
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Aljabr, Abdullah. "Flipped Classroom Experiences in Clinical Dentistry – A Strategic Mini-Review". Open Dentistry Journal 15, n. 1 (31 dicembre 2021): 717–27. http://dx.doi.org/10.2174/1874210602115010717.
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Background: Pedagogy in dental education has evolved over the decades. Today, many alternative modes of content delivery are being used as an adjunct to the traditional classroom. A flipped classroom is one among those that are being explored for teaching clinical dentistry. Objective: This mini-review is aimed at evaluating the available evidence in the efficacy of flipped classrooms and its related aspects in the learning curve of clinical dentistry. Methods: A thorough literature search on electronic databases for all the studies focusing on the following evidence-based question: “Is Flipped classroom in clinical dentistry a useful mode of pedagogy delivery? was performed. A combination of MeSH terms using Boolean operators “AND,” “OR:” FLIPPED [All Fields] AND (“dental health services” [MeSH Terms] AND “health” [All Fields] AND “services” [All Fields]) OR “dental” [All Fields]) AND (“learning” [MeSH Terms] OR “learning” [All Fields]). Specific terms such as “Perio” OR “Prostho” OR “Restorative” OR “Ortho” OR “Oral medicine” OR “Maxillofacial surgery” OR “Pediatric” OR “endo” was also used. Data from these articles addressing the aim of this study was extracted. Results: A total of 16 articles were considered for the review. The majority of the studies considered flipped classroom as a successful model of pedagogy. The most common mode of outside classroom activity was pre-recorded videos. In-classroom activities, a combination of seminars, interactive discussions, and quiz were explored. Time constraints, lack of faculty development programs are considered to be negative factors for the success of the flipped classroom. Conclusion: Within the limitation of the study, flipped classroom can be adapted as a method of pedagogy in clinical dentistry.
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Naem Ahmed Al-Amri, Aishah. "Saudi EFL University Students’ perceived Linguistic Gains and Learning Experiences in Flipped Classrooms". Arab World English Journal, n. 8 (25 luglio 2022): 192–204. http://dx.doi.org/10.24093/awej/call8.13.
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Despite the much recent research on the flipped classroom model, it is still underexplored in English language teaching in Saudi Arabia. This study investigated how using the flipped classroom model with Saudi female EFL university students could influence their language performance and learning experiences. Therefore, the study attempted to answer the following three research questions: a) to what extent does the use of the flipped classroom in an English reading course influence a group of Saudi female EFL university students’ perceived linguistic gains?, b) to what extent does the use of the flipped classroom in an English reading course contribute to fostering these students’ language learning experiences?, and c) how do the students evaluate the flipped learning experiences they had?. An entire class of female students who were attending an English reading course at a Saudi university had flipped learning classrooms for four weeks. After having these classrooms, the author interviewed 12 of the students in this class about their flipped learning experiences. The analysis of the interview data showed that the flipped learning experiences the students had improved their performance in English language communication and vocabulary. These experiences also contributed to meeting the students’ different language learning styles, helping them understand how to learn independently, and motivating them in their language learning. The study also revealed that collaborative activities, the teachers’ support, and the availability of a reliable technological application were the three main factors that played an essential role in improving the students’ linguistic gains and enriching their language learning experiences. The study provided some practice recommendations and research suggestions.
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Asbury, Kathryn, David Almeida, Jacob Hibel, Nicole Harlaar e Robert Plomin. "Clones in the Classroom: A Daily Diary Study of the Nonshared Environmental Relationship Between Monozygotic Twin Differences in School Experience and Achievement". Twin Research and Human Genetics 11, n. 6 (1 dicembre 2008): 586–95. http://dx.doi.org/10.1375/twin.11.6.586.
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AbstractDo genetically identical children experience the same classroom differently? Are nonshared classroom experiences associated with differences in achievement? We designed a telephone diary measure which we administered every school day for 2 weeks to 122 10-year-olds in 61 monozygotic (MZ) twin pairs. Each pair shared genes, a classroom, peers and a teacher. We found that MZ twins did experience their classrooms differently (rMZ < 0.65 for all measures of classroom experience). Furthermore, MZ differences in peer problems were significantly associated with MZ differences in Mathematics achievement (ES = 8%); differences in positivity about school were significantly associated with differences in Mathematics (ES = 15%) and Science (ES = 8%) achievement; and differences in ‘flow’ in Science lessons were associated with differences in Science achievement (ES = 12%). In a multiple regression analysis, MZ differences in positivity about school significantly predicted MZ differences in Mathematics achievement (R2= 0.16,p< .01) and MZ differences in ‘flow’ in Science significantly predicted MZ differences in Science achievement (R2= 0.10,p< .05). These results indicate that MZ twins experience the classroom differently and that differences in their experience are associated with differences in their achievement.
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Sarkar, Pratiti, e Jayesh S. Pillai. "Approaches for Designing Handheld Augmented Reality Learning Experiences for Mathematics Classrooms". Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (13 ottobre 2021): 1–25. http://dx.doi.org/10.1145/3479605.
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Augmented Reality Learning Experiences (ARLEs) for classrooms provide student-centered learning. In recent years, there has been an increase in HCI research on various handheld AR learning applications and the authoring tools to design them. However, there is a lack of studies exploring the design decisions required to create ARLEs, specific to the classroom context. To analyze the same, we conducted a design workshop with 32 participants forming 8 groups to investigate approaches for designing classroom-based ARLEs. Each group consisted of an AR developer, an interaction designer, an education researcher, and a middle-grade Math teacher. The groups designed ARLEs based on a given Mathematics topic for a classroom scenario. Though the groups used varied approaches for generating design prototypes, we observed similarities between their techniques. We report the key design approaches and decisions that were adopted by these groups. The findings are articulated through the lenses of content, context and design. Based on the analysis, we discuss the design approaches relevant for the novice designers while conceptualizing the design of a handheld ARLE for classrooms.
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Smith, Bradley P., e Ashley A. Dale. "Integrating animals in the classroom: The attitudes and experiences of Australian school teachers toward animal-assisted interventions for children with Autism Spectrum Disorder." Pet Behaviour Science, n. 1 (5 febbraio 2016): 13. http://dx.doi.org/10.21071/pbs.v0i1.3994.
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<p>The introduction of animals into school classrooms has been posited as a beneficial intervention for individuals with Autism Spectrum Disorder (ASD). Whilst evidence that animal-assisted interventions or activities can positively influence classroom behaviour and learning outcomes is emerging, little is known about the experiences and attitudes of those who implement it. We presented a series of open and close-ended questions via an online survey to Australian school teachers working with students on the autistic spectrum. Whether teachers had experienced companion animals in the classroom or not, companion animals were believed to provide a means for improving social skills and engagement within the classroom, as well as decreasing stress, anxiety, and the occurrence of problematic behaviours. Yet, despite an overall positive attitude, and 68% having had animals or pets in their classroom, only 16% of respondents had experience with ‘formal’ animal-assisted interventions. Explanations for why both formal and informal animal-assisted interventions were either not being adopted, or was not currently being considered, included a lack of knowledge, lack of support and resources, reactions of the student in relation to allergies and behaviour, and issues relating to animal welfare. It was also acknowledged that the evidence-base for animal-assisted interventions for students with ASD is currently lacking, and that such interventions were not suitable for all students, or all classroom situations. Moving forward, it is important that the inclusion of companion animals and more formal based animal intervention programs in classrooms be adequately designed and evaluated, because implementing or promoting time consuming and financially costly strategies without the evidence is problematic.</p>
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Lee, Carrie W., Tammy D. Lee, Ricky Castles, Daniel Dickerson, Holly Fales e Christine M. Wilson. "Implementation of Immersive Classroom Simulation Activities in a Mathematics Methods Course and a Life and Environmental Science Course". Journal of Interdisciplinary Teacher Leadership 1, n. 3 (1 dicembre 2018): 3–18. http://dx.doi.org/10.46767/kfp.2016-0020.
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This study investigated the influence of immersive classroom simulation activities on the development of elementary pre-service teachers in two separate mathematics and science education courses that simultaneously focus on pedagogy and content. Participants submitted written personal reflections about their teaching experiences using the immersive classroom simulation activities. These reflections were analyzed for common emergent themes within and across courses. The participants discussed the benefits of the immersive classroom simulation activities in their written personal reflections. They viewed the experience as helpful in developing their skills as a practicing teacher in mathematics and science. Specifically, participants identified three sub-themes including: (a) the immersive classroom simulation activities as being beneficial by providing more authentic real-life teaching experiences than those experienced during peer-group teaching activities; (b) the importance of holding complete and appropriate understandings of content when teaching mathematics and science; and (c) the role of deep content knowledge in the process of developing high quality questions for students. This study has shown immersive classroom simulation activities to be a viable alternative for teacher education programs to engage elementary preservice teachers in developing skills regarding classroom mathematics and science discourse.
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Hyun, Myung Sun, Jennie C. De Gagne, Jeonghwa Park e Hee Sun Kang. "Incivility experiences of nursing students in South Korea". Nursing Ethics 25, n. 2 (21 dicembre 2016): 186–98. http://dx.doi.org/10.1177/0969733016684546.
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Background: Incivility behaviors are negative social behaviors that can create conflict and disrespect among the persons involved. In a learning environment, incivility negatively affects learning by reducing academic motivation, lowering satisfaction with the education program, and interrupting the learning process. In addition, incivility causes those involved to feel negative emotions, such as anger, depression, and anxiety. Research question: What are the incivility experiences of nursing students during their nursing education? In what context do nursing students experience incivility during their education? Research design: This study used an exploratory qualitative methodology. Participants and research context: Participants (n = 34) were nursing students at three universities in South Korea. Data were collected during focus group interviews of 34 participants between 20 March and 26 June 2015 and were examined using a qualitative content analysis. Ethical consideration: The institutional review board approved this study. Findings: The analysis revealed four learning contexts in which participants experienced incivility: (a) in the classroom, (b) outside the classroom, (c) clinical settings, and (d) related to technology use. Five themes were identified: student non-adherence to classroom standards, faculty non-adherence to classroom standards, lack of helping-trusting relationships with peers, lack of dedication to teaching and learning in a clinical setting, and inappropriate use of technology. Conclusion: Nursing students experience incivility in a variety of situations and settings and expect a safer, more positive learning environment. The incivility experienced by nursing students during their education affects their goal of becoming professional nurses.
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Dantas, Antônio de Pádua Arlindo, Amanda Alves Fecury, Euzebio de Oliveira, Carla Viana Dendasck e Claudio Alberto Gellis de Mattos. "Practical Experiences in a Classroom as a Learning Aid in the Component Mineral Concentration in a Mining Course of the Federal Institute of Amapá, Brazil". Revista Científica Multidisciplinar Núcleo do Conhecimento 07, n. 07 (3 luglio 2018): 05–12. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/experiences-in-a-classroom.
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Stavroulia, Kalliopi Evangelia, Evanthia Makri-Botsari, Sarantos Psycharis e Gerassimos Kekkeris. "Emotional experiences in simulated classroom training environments". International Journal of Information and Learning Technology 33, n. 3 (6 giugno 2016): 172–85. http://dx.doi.org/10.1108/ijilt-10-2015-0030.
Testo completoAbstract (sommario):
Purpose – Over the years, game-based learning approaches have been adapted in teaching and learning both to engage and motivate students during learning activities. Game technology, such as serious and simulation games, have been used as a new generation of training educational tools enhancing students’ learning and academic performance. An important aspect in the evaluation of those methods is that it focusses particularly on cognitive learning outcomes, ignoring the significance of other processes including emotional aspects in game environments that also contribute significantly to learning, performance and motivation. The purpose of this paper is to present the empirical evidence of a research related to the emotional experiences of pre-service teachers, after the implementation of a simulated classroom environment during the semester. Design/methodology/approach – SimSchool classroom simulation was used for the training of pre-service teachers in classroom and for behavior management issues. The research took place at the Democritus University of Thrace (DUTH) and the School of Pedagogical and Technological Education (ASPETE), in Greece. This study aimed to gain insights related to the emotions that pre-service teachers experienced during the simulated activities. Findings – The results indicated that participants from DUTH experienced more negative and less positive emotions during the game including anxiety, nervousness, disappointment, insecurity, inability to deal with simSchool activities, defeat, dissatisfaction, fatigue, fear and stress. Moreover, the results revealed that ASPETE’s participants experienced more positive and less negative emotions during playing with the simulation, including excitement, motivation and satisfaction. Originality/value – The related research on the use of games in teacher training is still at its infancy, the current research aimed to address teacher training through a simulated classroom environment and investigate the emotional experiences of pre-service teachers during simulated activities.
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Al-Bataineh, Adel, Douglas Hatch e Lindsey Dickinson. "The Experiences of a Flipped Classroom". Journal of Technologies in Education 10, n. 3-4 (2015): 1–11. http://dx.doi.org/10.18848/2381-9243/cgp/v10i3-4/56458.
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Koenen, Anne-Katrien, Jantine L. Spilt e Geert Kelchtermans. "Understanding teachers’ experiences of classroom relationships". Teaching and Teacher Education 109 (gennaio 2022): 103573. http://dx.doi.org/10.1016/j.tate.2021.103573.
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Dickson, Martina, Melissa McMinn e Hanadi Kadbey. "Do years of teaching experience make a difference for teachers working in Abu Dhabi government schools?" Cypriot Journal of Educational Sciences 14, n. 4 (31 dicembre 2019): 471–81. http://dx.doi.org/10.18844/cjes.v11i4.347.
Testo completoAbstract (sommario):
In Abu Dhabi, the capital of the United Arab Emirates, subject teachers of English medium in government schools are recruited from overseas and have a wide range of years of teaching experience. Research is divided into whether or not years of experience necessarily translates into a positive correlation with student-centred classroom practice such as the use of hands-on learning and inquiry-based approaches to learning in science. Abu Dhabi is in the process of dramatically overturning its education system, resulting in at times challenging teaching environments. Teachers working here are in the unique situation of being part of a rapidly developing education system and face similar challenges regardless of their years of experiences. This study surveys 249 expatriate English medium teachers to explore how their number of years of experience varies with their classroom practice, teaching beliefs and confidence levels. Although teachers with more experience were far more likely to express confidence in their own abilities (self-efficacies), we found the classroom practices of those between five and ten years of experience aligned most closely with inquiry-based, student-centred learning approaches applied in Abu Dhabi classrooms.
Keywords: Years’ teaching experience, classroom practice, reform.
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Rodriguez, Dalia. "Silence as Speech". International Review of Qualitative Research 4, n. 1 (maggio 2011): 111–44. http://dx.doi.org/10.1525/irqr.2011.4.1.111.
Testo completoAbstract (sommario):
This article addresses the multiple meanings of silence for students of color in college classrooms when discussing racism. Educators have yet to understand the complexity behind silence and how both voice and silence work together to illuminate the experiences of marginalized students. Silence often serves as speech, or as a means of “saying.” Through classroom stories, interview data, as well as my own autobiographical experiences, I address the multiple meanings of silence for students of color in a predominantly white classroom.
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Hubbard, Lindsey, Stella Jackman-Ryan e Margareta Thomson. "Immersive Research Experiences: Influences on Science Teaching Motivation and Practices". IAFOR Journal of Psychology & the Behavioral Sciences 8, n. 1 (12 agosto 2022): 69–86. http://dx.doi.org/10.22492/ijpbs.8.1.05.
Testo completoAbstract (sommario):
The push for inquiry-based learning in science classrooms has been met with anxiety and oftentimes low teaching self-efficacy among science teachers (Martin, et al., 2019). Professional development offers an opportunity for teachers to gain confidence through experiencing a real research lab. The current study investigates the outcomes of an extensive 8-week professional development program (N=8) on teachers’ classroom instruction and explores the influential factors in instructional change. Focus groups and individual interviews were conducted to understand teacher’s PD experiences. Three major themes emerged: model the actions of scientists, evidence of inquiry-based instruction, and evidence of self-efficacy. Professional development opportunities including an immersive lab experience, opportunities to build a learning community, and opportunities to feel like a student are influential to changes towards are more inquiry-based learning approach in the classroom and higher self-efficacy. When seeking opportunities for professional development for high school science teachers, school leaders and science teachers should search for key features that promote changes in the classroom leading to more inquiry-based learning.
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Hinojo-Lucena, Francisco-Javier, Inmaculada Aznar-Díaz, María-Pilar Cáceres-Reche e José-María Romero-Rodríguez. "Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain". International Journal of Emerging Technologies in Learning (iJET) 14, n. 11 (14 giugno 2019): 202. http://dx.doi.org/10.3991/ijet.v14i11.9853.
Testo completoAbstract (sommario):
Flipped Classroom methodology has strongly introduced in the classrooms of different educational levels, but above all in the University. This methodolo-gy could be defined as the reversal of roles in the classroom, where the stu-dent acquires theoretical knowledge outside of the classroom and becomes a space for resolving doubts and cooperative work. Thus, this paper analyzes the experience carried out at the University of Granada with students of the Master's Degree in Secondary School Training where Flipped Classroom methodology has been applied. The research methodology used is quantita-tive, so that an ad hoc questionnaire on a Likert scale was used to obtain the data. Among the obtained results, it is observed that the students perceive an improvement in their academic performance and the improvement of the dif-ferent personal and social skills. Finally, it can be concluded that this kind of experiences where the Flipped Classroom methodology is applied favors the development of skills depending of subject taught and the field of knowledge.
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Ramadhanty, Silvia, e Nina Puspitaloka. "EFL Students’ Experiences in a Flipped Reading Comprehension Classroom". Ethical Lingua: Journal of Language Teaching and Literature 7, n. 2 (4 ottobre 2020): 381–88. http://dx.doi.org/10.30605/25409190.188.
Testo completoAbstract (sommario):
The aim of this research is to investigate EFL students’ experiences that appear in EFL students during the application of the flipped classroom learning model. The research was conducted by using a qualitative approach and descriptive method. The research participants were nine first-grade students at one of the public senior high school in Karawang. The participants were divided into three groups: three low-level students, three middle-level students, and three high-level students. To collect the data, researchers used were observation, interview, and documentation. This research found that the application of a flipped classroom provided positive experiences for students. The use of the video in this learning model made students excited. However, the use of online flipped classrooms appeared several challenges such as students must have internet access while they were learning and the internet connection, they have must be stable so that learning activities run well.
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Jacob, Michelle M., Stephany RunningHawk Johnson e Deanna Chappell. "Do You Know Where You Are? Bringing Indigenous Teaching Methods into the Classroom". Sociology of Race and Ethnicity 7, n. 2 (19 gennaio 2021): 278–83. http://dx.doi.org/10.1177/2332649220983378.
Testo completoAbstract (sommario):
Within sociological literature, Indigenous Studies and settler colonial theoretical frameworks are beginning to be regarded with greater respect and consideration. Yet, the discipline still struggles to emerge from the grasp of settler colonial assumptions; we continue to wait for U.S. Sociology to acknowledge and appreciate that all teaching, learning, and research on Turtle Island takes place on Indigenous homeland. It is a tall task to “decolonize” sociology as a field; however, Indigenous feminist scholars remind us of our responsibilities to critique problems and to offer a generative pathway forward. We take up this charge and offer our experiences and suggestions for how we can take steps toward decolonizing our college classrooms. In this article, a professor and two students write about our differing and shared experiences of learning together in an Indigenous Methodologies graduate seminar at a research-intensive university. We approached the class, and this article, with the following question: What if we were able to imagine a classroom experience that nurtured and inspired us to be in good relation with the Indigenous peoples and homelands on which our classrooms are built? We share our experiences and suggest tools we all may use to bring Indigenous teaching methods into our classrooms, and into our lives outside the classrooms.
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Shahi, Bibi Malihe Vamagh. "Classroom Discourse and Teachers’ Experience: A Cognitive View". Theory and Practice in Language Studies 11, n. 10 (1 ottobre 2021): 1308–17. http://dx.doi.org/10.17507/tpls.1110.20.
Testo completoAbstract (sommario):
In this article, we intend to investigate the role of experience in EFL teachers’ discourse using a cognitive taxonomy. In this line, we are going to examine whether there any significant differences between novice and inexperienced groups of teacher in their discourse with regard to a cognitive taxonomy. The selected sample comprises twenty-seven English teachers engaged in EFL classes. Totally, six categories of cognitive processes were introduced. The categories are from the most concrete to the most abstract: (1) knowledge; (2) comprehension; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. According to the results, it was revealed that experienced teachers used more action verbs in all the categories of this taxonomy (428 action verbs out of 805), whereas novice teachers (teachers which has less than 4 years of experience) used 377 action verbs. It can be concluded that experienced teachers teach in more fruitful and meaningful way. Novice teachers can learn and construct meaning from their experiences when they are actively engaged in authentic activity that will help them to learn to think and act in a community of practice.
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Chew, Esyin, Lim Jen Nee Jones e Scott Wordley. "“Flipping or flapping?” investigating engineering students’ experience in flipped classrooms". On the Horizon 26, n. 4 (5 novembre 2018): 307–16. http://dx.doi.org/10.1108/oth-04-2017-0014.
Testo completoAbstract (sommario):
Purpose This study has explored the flipped classroom model in a private university in Malaysia. It aims to present a flipped classroom intervention for engineering education innovation. Design/methodology/approach The research (1) revisited prominent educational theories for a flipping or flapping pedagogy, (2) implemented and explored the flipped classroom experiences in one engineering subject using the action inquiry method with thematic analysis and (3) reflectively evaluated both students’ and educators’ “flipping or flapping experience”. Findings The responses of the research participants are analysed and used to develop the flipping or flapping classroom principles and an ideal flipped classroom model. From passive lectures to active learning with collaborative discourse and reflective communication, flipping the classroom can offer a seamless learning experience. Research limitations/implications The flipped classroom model can provide good reference for other educational researchers who intended to conduct a flipped classroom. However, the small sample size with qualitative method and thematic analysis useds led to considerable theoretical development, but it may not achieve the validity standards to generalise the findings. Further empirical investigation with a systematic controlled group is recommended for future work across disciplines for extrapolation. Originality/value This is a genuine case study with an identified innovative teaching need to investigate how flipped classrooms can be enabled and enhanced in engineering education innovation.
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Erskine-Meusa, Denise. "African American Students in the Community College Classroom with White Teachers". Journal of Underrepresented & Minority Progress 1, n. 1 (1 dicembre 2017): 66–79. http://dx.doi.org/10.32674/jump.v1i1.37.
Testo completoAbstract (sommario):
The purpose of this qualitative study was to examine African American student pedagogical experiences in classrooms with White teachers at a community college in the Mid-Atlantic region of the United States. The intent of the study was two-fold: (a) to search for evidence of how culture shapes African American students’ view of themselves, and (b) to explore how African American student pedagogical experiences with White teachers shape their attitude about school. The results of this study revealed that many of the White teachers experienced by the research participants demonstrated some aspect of colorblindness in their pedagogical practices. The results also found that the African American community college students in this study valued the use of culturally responsive pedagogy in the classroom.
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Williams, Laurel A., Deborah I. Fels, Graham Smith, Jutta Treviranus e Roy Eagleson. "Using PEBBLES to Facilitate Remote Communication and Learning". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, n. 1 (ottobre 1997): 320–24. http://dx.doi.org/10.1177/107118139704100172.
Testo completoAbstract (sommario):
When a student is away from school for an extended time due to illness, s/he is provided with a tutor or in-hospital classrooms to keep up with studies. This isolates the child from normal classroom experiences. A remote controlled communication system, PEBBLES (Providing Education By Bringing Learning Environments to Students), was developed which allows a remote student to communicate with his/her regular class and provides the student with a classroom presence. Two case studies were conducted to examine the effectiveness of PEBBLES in allowing a student to participate in the classroom, to communicate with his/her teacher and classmates, and to have a distinct presence in the classroom. Results indicate that the students can communicate successfully using PEBBLES. The remote participants appeared to have a presence in the classroom environment and were positive about their experiences. Gaining the attention of the instructor through the system seemed to be more difficult.
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Björnsdóttir, Amalía, Knut-Andreas Christophersen, Eyvind Elstad, Thurídur Jóhannsdóttir e Are Turmo. "Teacher Education and the Roots of Icelandic Student Teachers’ Instructional Self-Efficacy". Nordic Studies in Education 42, n. 2 (18 maggio 2022): 127–42. http://dx.doi.org/10.23865/nse.v42.3129.
Testo completoAbstract (sommario):
The focus in this study is on the antecedents of Icelandic student teachers’ instructional self-efficacy in classroom management and ability to support learner engagement. We examine how student teachers’ instructional self-efficacy relates to their experience in the teacher education programme, including campus preparation and practice teaching in schools. Data were gathered from 191 compulsory school student teachers. The results show that experiences with problem behaviour in the classroom are negatively related to student teachers’ efficacy in classroom management. Further, perceptions of the relevance of campus experiences are strongly related to student teachers’ efficacy in classroom management. The implications for practice and future research are discussed.
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Thompson, Jessica, Sara Hagenah, Hosun Kang, David Stroupe, Melissa Braaten, Carolyn Colley e Mark Windschitl. "Rigor and Responsiveness in Classroom Activity". Teachers College Record: The Voice of Scholarship in Education 118, n. 5 (maggio 2016): 1–58. http://dx.doi.org/10.1177/016146811611800506.
Testo completoAbstract (sommario):
Background/Context There are few examples from classrooms or the literature that provide a clear vision of teaching that simultaneously promotes rigorous disciplinary activity and is responsive to all students. Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. Focus of Study What does highly rigorous and responsive talk sound like and how is this dialogue embedded in the social practices and activities of classrooms? Our aim was to examine student and teacher interactions in classroom episodes (warm-ups, small-group conversations, whole-group conversation, etc.) and contribute to a growing body of research that specifies equity in classroom practice. Research Design This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small-group conversations, whole-group conversation, etc.) that elevated, or failed to elevate, students’ explanatory rigor in equitable ways. Data include 222 secondary science lessons (1,174 episodes) from 37 novice teachers. Lessons were videotaped and analyzed for the depth of students’ explanatory talk and the quality of responsive dialogue. Findings The findings support three statistical claims. First, high levels of rigor cannot be attained in classrooms where teachers are unresponsive to students’ ideas or puzzlements. Second, the architecture of a lesson matters. Teachers and students engaging in highly rigorous and responsive lessons turned potentially trivial episodes (such as warm-ups) of science activity into robust learning experiences, connected to other episodes in the same lesson. Third, episodes featuring one or more forms of responsive talk elevated rigor. There were three forms of responsive talk observed in classrooms: building on students’ science ideas, attending to students’ participation in the learning community, and folding in students’ lived experiences. Small but strategic moves within these forms were consequential for supporting rigor. Conclusions/Recommendations This paper challenges the notion that rigor and responsiveness are attributes of curricula or individual teachers. Rigorous curriculum is necessary but not sufficient for ambitious and equitable science learning experiences; the interactions within the classroom are essential for sustaining the highest quality of scientific practice and sense-making. The data supported the development of a framework that articulates incremental differences in supporting students’ explanatory rigor and three dimensions of responsiveness. We describe implications for using this framework in the design of teacher programs and professional development models.
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Lee, Kim e Kang. "From Uniformity to Sustainable Diversity: Exploring the Design Attributes of Renovating Standardized Classrooms in Korea". Sustainability 11, n. 20 (14 ottobre 2019): 5669. http://dx.doi.org/10.3390/su11205669.
Testo completoAbstract (sommario):
Modern school buildings in South Korea, which were until the 1990s typically designed with standardized and monotonous features based on drawings provided by the government, are shifting to more well-designed spaces under a student-centered approach in this more creative and imaginative era. The purpose of this study is to examine the renovation priorities of design features based on the preferences of architects and educators, paying particular attention to classroom design for enhancing students’ spatial and aesthetic experiences. For this unusual approach, architects and school educator groups, who jointly plan the renovation of traditional classrooms, were surveyed on classroom design features and the spatial and aesthetic experiences of students. Forty-nine responses were analyzed using an importance–satisfaction analysis (ISA). The gap analysis for all respondents showed significant differences—a significance level of 0.05 between importance and satisfaction—in 31 design attributes in traditional and standardized classrooms. Both the architects and the school educator groups designated five attributes as being of the highest priority for the classroom renovations: ventilation, overall classroom shape, shape of furniture, floor material, and furniture material. Results of these analyses could become considerations for future classroom renovations by local governments to enhance educational environments. In addition, policy recommendations for applying the results of this study to be sustainable classroom renovation throughout South Korea could be an important topic of discussion.
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Montepare, Joann, Kimberly Farah e Lisa Borrero. "MAKING CLASSROOMS MORE AGE-FRIENDLY: STRATEGIES FOR INTERGENERATIONAL EXCHANGE". Innovation in Aging 6, Supplement_1 (1 novembre 2022): 112. http://dx.doi.org/10.1093/geroni/igac059.445.
Testo completoAbstract (sommario):
Abstract Aging populations are reshaping how we think about teaching and learning in higher education. As a result, educational opportunities for intergenerational exchange are on the rise with the growth of the Age-Friendly University (AFU) initiative. Endorsed by GSA’s Academy for Gerontology in Higher Education, the AFU principles call for promoting intergenerational exchange to facilitate the reciprocal sharing of expertise between learners of all ages. Age diverse classrooms and learning spaces have distinctive needs and dynamics that instructors, and students, will need to learn how to navigate. This collaborative symposium, that brings together members of the Age-Friendly University (AFU) and Intergenerational Learning, Research, and Community Engagement (ILRCE) Interest Groups, will explore evidenced-based practices that contribute to successful experiences in and beyond the classroom. Montepare and Farah will provide an overview of the AFU initiative and intergenerational classroom issues. Jarrott and colleagues will address how technology and other strategies can prepare individuals for intergenerational learning experiences, including when circumstances limit in-person opportunities, such as during COVID. Dauenhauer and Heffernan will share insights from faculty about ways to develop and sustain a lifelong learning program that incorporates intergenerational interactions in the classroom experience. Leedahl will discuss strategies for developing age-friendly intergenerational internship experiences with community partners. Borrero, co-convener of the ILRCE Interest Group, will serve as the discussant.
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Maynard, Cole, Jose Garcia, Anne Lucietto, William Hutzel e Brittany A. Newell. "Experiential Learning in the Energy Based Classroom". International Journal of Engineering Pedagogy (iJEP) 11, n. 6 (6 dicembre 2021): 4–26. http://dx.doi.org/10.3991/ijep.v11i6.16539.
Testo completoAbstract (sommario):
Engineering technology students revel in enhanced learning experiences that include the use of hands-on methods to teach the real-world usage of the tech-nical material. These learning experiences increase applied knowledge and retention in these students and others in related STEM fields. Using research-based learning theory in a project-based and team-based learning environment, the course developers transformed the learning experience from sterile lecture type courses to interactive experiences that enhance and build on the course concepts. Surveys were used to further delve into student perception of the learning experience providing faculty with an assurance that students have ful-ly developed a level of competency in the desired topic used in the interven-tion. The goal of this research is to further delve into the use of personalized learning to engage and encourage student growth.
Course developers incorporated known practices of team and project-based learning theory when making changes to the course foundation. The application of project-based learning theory is based on literature reviews, and the results seen within similar technology and engineering based STEM disciplines. Course surveys were used to collect information from the students to further understand how changes to the course delivery impacted them and affected the learning environment.
Initial results suggest improved student engagement, and engagement with course materials as a result of the transformation of class delivery. Evidence shows that the classroom experience is enhanced by this type of activity. Sup-porting findings by researchers in other areas show that experiential or active learning improves students’ understanding and engagement with concepts taught through project-based learning methods.
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Vercellotti, Mary Lou. "Do interactive learning spaces increase student achievement? A comparison of classroom context". Active Learning in Higher Education 19, n. 3 (27 ottobre 2017): 197–210. http://dx.doi.org/10.1177/1469787417735606.
Testo completoAbstract (sommario):
Research on interactive learning space classrooms has reported that instructors and students find them engaging, and engagement is expected to increase learning outcomes. Positive findings about interactive classrooms, though, are often confounded with active learning pedagogy since instructors who teach in interactive classrooms tend to also promote active learning pedagogy. More research is needed to tease apart learning gains from the instructional design, classroom context, and the related incorporation of technology. This study examined the relationship between learning gains and classroom context (traditional and interactive learning space) in a pretest/posttest design and reviewed student survey responses about learning experiences. Participants were enrolled in one of two sections of a course. Both groups were taught by the same instructor using active learning pedagogy with the same activities, materials, and assignments. The results showed that classroom context did not result in differences in students learning overall. Some findings pointing to subtle differences, however, indicate that the interactive classroom could have made the classroom instruction more effective and efficient.
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Adebayo, Comfort Tosin, e Mike Allen. "The Experiences of International Teaching Assistants in the US Classroom". Journal of International Students 10, n. 1 (15 febbraio 2020): 69–83. http://dx.doi.org/10.32674/jis.v10i1.1086.
Testo completoAbstract (sommario):
Most research focusing on the challenges that international teaching assistants (ITAs) encounter in U.S. classrooms employs a linguistic perspective. The present study furthers that research by examining other challenges unique to ITAs, through the lens of an intercultural competence framework. Through individual interviews with 15 ITAs, the study highlights the challenges related to competencies in knowledge and skills faced by ITAs in U.S. classrooms. Findings reveal that knowledge about the U.S. education system, expectations of the classroom culture, and assumptions about student–instructor relationships pose the greatest difficulties. Additionally, the ability of an ITA to demonstrate communication skills remains a significant challenge, including the negative perception of speaking with a foreign accent and selecting effective word choices to accurately represent content. The study findings present practical implications for training ITAs for their pedagogical duties at U.S. colleges.
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Miksza, Peter, e Brent M. Gault. "Classroom Music Experiences of U.S. Elementary School Children". Journal of Research in Music Education 62, n. 1 (5 marzo 2014): 4–17. http://dx.doi.org/10.1177/0022429413519822.
Testo completoAbstract (sommario):
The primary purpose of this study was to describe the music experiences elementary school children in the United States receive in the academic classroom setting. The data were drawn from the Early Childhood Longitudinal Study of the Kindergarten Class of 1998–1999 (ECLS-K), a nationally representative study that followed kindergarteners through to their eighth-grade school year with the last data collection wave in 2006–2007. The variables pertaining to music experiences in the academic classroom that were available in the ECLS-K were (a) the frequency and duration with which children received music instruction, (b) the frequency that music was used to teach math, and (c) the percentage of children receiving formal music instruction outside of school. Each of these variables also was analyzed as a function of child urbanicity, socioeconomic status (SES), and race. Statistically significant ( p < .001) disparities among children based on urbanicity, SES, and race were found on each of the music experience variables. Overall, White suburban students of high levels of SES tended to receive significantly more music experiences than students of color from urban and rural settings and of low SES. The findings support the need to advocate for high-quality music programs for all students and particularly for those from traditionally underserved populations.
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Sundari, Hanna, Zainal Rafli e Sakura Ridwan. "INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS". English Review: Journal of English Education 6, n. 1 (23 dicembre 2017): 99. http://dx.doi.org/10.25134/erjee.v6i1.775.
Testo completoAbstract (sommario):
Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school