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Artykuły w czasopismach na temat "Classroom climate"
McCafferty-Wright, Jennice, i Ryan Knowles. "Unlocking the Civic Potential of Current Events with an Open Classroom Climate". Social Studies Research and Practice 11, nr 3 (1.11.2016): 112–21. http://dx.doi.org/10.1108/ssrp-03-2016-b0009.
Pełny tekst źródłaMocová, Pavla, i Jitka Mohelníková. "Indoor Climate Performance in a Renovated School Building". Energies 14, nr 10 (14.05.2021): 2827. http://dx.doi.org/10.3390/en14102827.
Pełny tekst źródłaBlanton, Patricia. "Classroom climate". Physics Teacher 40, nr 1 (styczeń 2002): 50–51. http://dx.doi.org/10.1119/1.1457831.
Pełny tekst źródłaThornberg, Robert, Linda Wänström i Tomas Jungert. "Authoritative classroom climate and its relations to bullying victimization and bystander behaviors". School Psychology International 39, nr 6 (28.10.2018): 663–80. http://dx.doi.org/10.1177/0143034318809762.
Pełny tekst źródłaMunniksma, Anke, Johanna Ziemes i Philipp Jugert. "Ethnic Diversity and Students’ Social Adjustment in Dutch Classrooms". Journal of Youth and Adolescence 51, nr 1 (8.10.2021): 141–55. http://dx.doi.org/10.1007/s10964-021-01507-y.
Pełny tekst źródłaP. THAMILSELVI, P. THAMILSELVI, i Dr P. SEKAR Dr. P. SEKAR. "Classroom Climate At The Higher Secondary Stage". Global Journal For Research Analysis 3, nr 6 (15.06.2012): 56–58. http://dx.doi.org/10.15373/22778160/june2014/20.
Pełny tekst źródłaPetrík, Štefan, i Zlata Vašašová. "Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions". New Educational Review 68, nr 2 (2022): 107–18. http://dx.doi.org/10.15804/tner.22.68.2.08.
Pełny tekst źródłaScott, Eugenie C., i Minda Berbeco. "Climate in the Classroom". Scientific American 309, nr 4 (17.09.2013): 14. http://dx.doi.org/10.1038/scientificamerican1013-14.
Pełny tekst źródłaLaninga-Wijnen, Lydia, Yvonne H. M. van den Berg, Tim Mainhard i Antonius H. N. Cillessen. "The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment". Journal of Youth and Adolescence 50, nr 8 (17.04.2021): 1582–600. http://dx.doi.org/10.1007/s10964-021-01432-0.
Pełny tekst źródłaDjigic, Gordana, i Snezana Stojiljkovic. "Classroom management styles, classroom climate and school achievement". Procedia - Social and Behavioral Sciences 29 (2011): 819–28. http://dx.doi.org/10.1016/j.sbspro.2011.11.310.
Pełny tekst źródłaRozprawy doktorskie na temat "Classroom climate"
Bennett, Jan. "The Relationship Between Classroom Climate and Student Achievement". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3065/.
Pełny tekst źródłaWilliams, Heather Jeannine. "The principal's role in school climate". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/3031.
Pełny tekst źródłaLeone, Suzanna. "The Relationship between Classroom Climate Variables and Student Achievement". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256594309.
Pełny tekst źródłaShimizu, Sunao. "Japanese University Students' L2 Communication Frequency in Positive Classroom Climate". Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272334.
Pełny tekst źródłaThe primary purpose of study is to identify predictors of willingness to communicate (LTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Clément’s (2003) theory of L2 LTC, I replicated Peng and Woodrow’s (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 LTC, with the newly added variable of actual speaking frequency.
A hypothesized structural model was examined in two contexts, LTC inside the classroom and LTC outside the classroom. Inside the classroom, communicative confidence was the predictor of L2 LTC. L2 LTC and L2 learning motivation were predictors of actual frequency of L2 communication. Positive classroom climate was a mediating variable that indirectly predicted L2 LTC through state L2 communicative confidence and task motivation. In contrast, outside the classroom, state L2 communicative confidence, L2 learning motivation, and positive classroom climate were the predictors of L2 LTC. State L2 communicative confidence, task motivation, and positive classroom climate were the predictors of actual frequency of L2 communication. The results supported Wen and Clément’s (2003) model and Peng and Woodrow’s (2010) study.
Second, Dönyei and Kormos’ (2000) study was replicated to investigate a significant difference for the four types of the students’ speaking behavior between pretest and posttest. A repeated-measures ANOVA was performed for English turns, Japanese turns, English words, and interjections with 13 students (male = 8 and female = 5) aged 18-19. The 13 participants were part of those who completed the first questionnaire. There were no significant differences for the four dependent variables.
Finally, a qualitative content analysis was performed using transcribed interview data with nine university students (6 male and 3 female students), who completed the first questionnaire. Ten variables emerged from the interviews. Four variables—teacher support, group cohesiveness, L2 learning motivation, and perceived communicative competence—supported both quantitative (Peng & Woodrow, 2010) and qualitative studies (Cao, 2011; Peng, 2007, 2012). Four additional variables—security of speaking, interlocutors, small group, and topic familiarity—supported qualitative studies by Cao (2011) and Kang (2005). The other two variables—point system and tests—were new variables identified in this study.
Positive classroom climate and task motivation (Dönyei & Kormos, 2000) were key variables influencing state L2 communicative confidence, L2 LTC, and L2 Use. As a result, I propose that task motivation and positive classroom climate should be added into MacIntyre et al.’s (1998) L2 LTC model.
Coetzee, Mercia. "Klasklimaat vir die onderrig van liggaamlike opvoeding / Mercia Coetzee". Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/9356.
Pełny tekst źródłaProefskrif (PhD (Menslike Bewegingskunde))--PU vir CHO, 1995
Wolfe, Jenn. "Examining the intersection of ideology, classroom climate, and pedagogy in creating open-forum discussions in secondary English classrooms". Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10195737.
Pełny tekst źródłaThe purpose of this study was to examine English teachers who were considered successful at encouraging the social exploration of literature. The rationale for this study was to gain a greater understanding of the beliefs and ideologies of English teachers who were able to create a classroom climate that support students open exploration and discussion of literature in order to better understand the teachers? beliefs and ideologies as well as the ways in which they constructed their classroom climate and selected pedagogical tools to facilitate students? participation in open-forum discussion. The following research questions informed my dissertation study: What are the underlying beliefs of teachers of who have been identified as successful at engaging students in the social exploration of literature for the purpose of making meaning? What features of classroom climate do teachers actively facilitate in order to encourage the social exploration of literature through inquiry and reflection? What are the pedagogical acts that the teachers engage in to create conditions for inquiry and reflection? This multi-case study examined two English teachers identified as successful at creating a classroom climates that supported the social construction of knowledge around literature for students of historically marginalized backgrounds. Classroom observations were conducted of each teacher in the study as well as two in-depth interviews of both teachers. Documents and artifacts that were available from the lessons were collected. The findings revealed that while both teachers held a reputation for successfully implementing the social exploration of literature with their students, one teacher was more successfully able to engage students in open forum discussions. The data also showed the significance of holding an asset mindset, authentic care, relations of reciprocity, assisted performance, and scaffolding in being able to successfully create a the conditions that supported the social exploration of literature.
Abdool, Andrew Dariús. "Didaktiese riglyne vir die skep van 'n positiewe klasklimaat aan 'n sekondêre skool / Andrew Dariús Abdool". Thesis, Potchefstroom University for Christian Higher Education, 2000. http://hdl.handle.net/10394/8602.
Pełny tekst źródłaThesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000
Mackenzie, Muriel. "The promotion of resilience ad prevention of depression : impact of classroom climate". Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642845.
Pełny tekst źródłaCrayne, Jennifer. "Teaching Climate Change: Pressures and Practice in the Middle School Science Classroom". Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19302.
Pełny tekst źródłaGonçalves, Fernanda do Carmo, i Fleith Denise de Souza. "Creativity in the regular classroom: perceptions of gifted and non-gifted students". Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99679.
Pełny tekst źródłaEl presente estudio compara la percepción de clima para la creatividad en el aula, en las clases de Matemáticas y Lengua Portuguesa, entre alumnos superdotados y no-superdotados, así como investiga la relación entre creatividad y percepción de clima para la creatividad. Participaron 21 alumnos superdotados y 27 no-superdotados del 6° año de enseñanza fundamental de una escuela fiscal de Brasil. Los resultados muestran que los alumnos superdotados evaluaron el apoyo del profesor hacia la expresión de ideas del alumno en el aula de Matemáticas de manera más positiva comparado a los no-superdotados. Asimismo, los alumnos superdotados presentaron mayor interés por el aprendizaje en esta asignatura en comparación a la de Lengua Portuguesa. Se encontró correlación positiva entre la creatividad y la percepción de clima en los alumnos superdotados y correlación negativa en los no-superdotados.
Książki na temat "Classroom climate"
Bandstra, Alan. Beyond control: Heart-centered classroom climate and discipline. Sioux Center, IA: Dordt College Press, 2014.
Znajdź pełny tekst źródłaArter, Judith A. Assessing school and classroom climate: A consumer's guide. Portland, Or: Northwest Regional Educational Laboratory, 1987.
Znajdź pełny tekst źródłaArter, Judith A. Assessing school and classroom climate: A consumer's guide. Portland, Or: Northwest Regional Educational Laboratory, 1987.
Znajdź pełny tekst źródłaLovern, Lavonna L. Fostering a Climate of Inclusion in the College Classroom. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75367-6.
Pełny tekst źródłaStrategies for effective classroom management: Creating a collaborative climate : teacher's handbook. Boston: Allyn and Bacon, 1992.
Znajdź pełny tekst źródłaDeWitt, Peter M. School climate change: How do I build a positive environment for learning? Danvers, MA: ASCD, 2014.
Znajdź pełny tekst źródłaLarrivee, Barbara. Strategies for effective classroom management: Creating a collaborative climate : leader's guide to facilitate learning experiences. Boston: Allyn and Bacon, 1992.
Znajdź pełny tekst źródła1977-, Patchin Justin W., red. School climate 2.0: Preventing cyberbullying and sexting one classroom at a time. Thousand Oaks: Corwin Press, 2012.
Znajdź pełny tekst źródłaHinduja, Sameer. School climate 2.0: Preventing cyberbullying and sexting one classroom at a time. Moorabbin, Victoria: Hawker Brownlow Education, 2012.
Znajdź pełny tekst źródłaPetersen, Katia. Safe & caring schools: Hundreds of ways to improve school climate and achieve academic success. Minneapolis, MN: Free Spirit Pub., 2008.
Znajdź pełny tekst źródłaCzęści książek na temat "Classroom climate"
Doll, Beth, i Kimberly Dooley. "Classroom Climate". W Encyclopedia of Quality of Life and Well-Being Research, 944–49. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_402.
Pełny tekst źródłaAlderman, Gary. "Classroom Climate". W Encyclopedia of Child Behavior and Development, 367–70. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_564.
Pełny tekst źródłaDoll, Beth, i Kimberly Dooley. "Classroom Climate". W Encyclopedia of Quality of Life and Well-Being Research, 1–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-69909-7_402-2.
Pełny tekst źródłaChaplain, Roland. "Classroom climate". W Teaching without Disruption in the Secondary School, 142–62. Second edition. | New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315536781-8.
Pełny tekst źródłaBarton, Len. "Classroom climate". W Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol229:41—Vol229:52. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-165.
Pełny tekst źródłaMitchell, David, i Dean Sutherland. "Strategy 12: Classroom climate". W What Really Works in Special and Inclusive Education, 211–23. Third edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429401923-22.
Pełny tekst źródłaFletcher, Adam. "School Culture and Classroom Climate". W Prevention Science in School Settings, 273–85. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-3155-2_13.
Pełny tekst źródłaHativa, Nira. "Promoting a Pleasant Classroom Climate". W Teaching for Effective Learning in Higher Education, 255–72. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0902-7_17.
Pełny tekst źródłaXu, Juan, Harrison Hao Yang i Jason MacLeod. "Connected Classroom Climate in Hybrid Classroom: Model and Comparison". W Lecture Notes in Computer Science, 187–95. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41165-1_17.
Pełny tekst źródłavan Kessel, Cathryn. "Evil, Existential Terror, and Classroom Climate". W An Education in 'Evil', 125–43. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16605-2_7.
Pełny tekst źródłaStreszczenia konferencji na temat "Classroom climate"
Blažková, Hana, i Martina Fasnerová. "READING LITERACY AND THE CLASSROOM CLIMATE". W 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1096.
Pełny tekst źródłaHadiyanto, Hadiyanto, Syahril Syahril, Arwildayanto Arwildayanto i Warni Tune Sumar. "Development of University Classroom Climate Inventory". W Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.81.
Pełny tekst źródłaBarker, Lecia Jane, Kathy Garvin-Doxas i Michele Jackson. "Defensive climate in the computer science classroom". W the 33rd SIGCSE technical symposium. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/563340.563354.
Pełny tekst źródłaBarker, Lecia, Kathy Garvin-Doxas i Michele Jackson. "Defensive climate in the computer science classroom". W the 6th Baltic Sea conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1315803.1315805.
Pełny tekst źródłaZhao, Lan, Wonjun Lee, Carol X. Song, Matthew Huber i Aaron Goldner. "Bringing high performance climate modeling into the classroom". W the 2010 TeraGrid Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1838574.1838598.
Pełny tekst źródłaMilkova, Eva. "THE IMPACT OF ETHICAL EDUCATION ON THE CLASSROOM CLIMATE". W SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.123.
Pełny tekst źródłaRamakrishnan, Anand, Erin Ottmar, Jennifer LoCasale-Crouch i Jacob Whitehill. "Toward Automated Classroom Observation: Predicting Positive and Negative Climate". W 2019 14th IEEE International Conference on Automatic Face & Gesture Recognition (FG 2019). IEEE, 2019. http://dx.doi.org/10.1109/fg.2019.8756529.
Pełny tekst źródłaMacLeod, Jason, i Harrison Hao Yang. "Connected Classroom Climate in Higher Education: A Scoping Review". W 2018 International Symposium on Educational Technology (ISET). IEEE, 2018. http://dx.doi.org/10.1109/iset.2018.00033.
Pełny tekst źródłaTurgut, Umit, Riza Salar i Ayhan Aksakalli. "CLASSROOM CLIMATE IN SCIENCE TEACHING BASED ON CRITICAL PEDAGOGY". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1868.
Pełny tekst źródłaHuskova, Sarka, Marie Najmonova, Miroslav Prochazka i Miluse Viteckova. "FACTORS OF CLASSROOM PSYCHOSOCIAL CLIMATE IN LOWER-SECONDARY SCHOOL". W 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0850.
Pełny tekst źródłaRaporty organizacyjne na temat "Classroom climate"
Sortkær, Bent, i David Reimer. Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms. Aarhus University Library, 2016. http://dx.doi.org/10.7146/aul.154.126.
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