Gotowe bibliografie tematyczne / Classroom community

Gotowa bibliografia na temat „Classroom community”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 26 stycznia 2023

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Artykuły w czasopismach na temat "Classroom community"

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Karasik, Rona J., i Debra L. Berke. "Classroom and Community". Journal of Teaching in Marriage & Family 1, nr 4 (wrzesień 2001): 13–38. http://dx.doi.org/10.1300/j226v01n04_02.

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Florence, James, i Bruce Behringer. "Community as Classroom". Journal of Public Health Management and Practice 17, nr 4 (2011): 316–23. http://dx.doi.org/10.1097/phh.0b013e3182140be7.

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Alicea, Stacey, Carola Suárez-Orozco, Sukhmani Singh, Tasha Darbes i Elvira Julia Abrica. "Observing Classroom Engagement in Community College". Educational Evaluation and Policy Analysis 38, nr 4 (grudzień 2016): 757–82. http://dx.doi.org/10.3102/0162373716675726.

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Despite decades of research indicating classrooms shape student engagement, learning, and development, there is a dearth of empirically grounded research focusing specifically on observed classroom engagement as a predictor of student outcomes in community colleges. This article describes the development of a qualitatively grounded, quantitative classroom-level engagement measurement protocol designed for this purpose. We provide evidence for the measure’s validity and reliability via confirmatory factor analyses and descriptive analyses that offer a snapshot of the information this measure can generate. Furthermore, we examine a two-level structural equation regression model that uses student survey data from students nested in observed classrooms. We then review our results in light of the relevance this measure has for researchers and educators in community colleges.
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Ims, Knut J., i Morten Huse. "Community in the Classroom". Proceedings of the International Association for Business and Society 9 (1998): 1077–88. http://dx.doi.org/10.5840/iabsproc19989103.

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Burnaby, Barbara, Yetta M. Goodman i Sandra Wilde. "Classroom Community Events and Larger Community Issues". Curriculum Inquiry 25, nr 4 (1995): 485. http://dx.doi.org/10.2307/1180024.

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Mullins, Sara Brooke. "Establishing a Community of Discourse Through Social Norms". Discourse and Communication for Sustainable Education 9, nr 1 (1.06.2018): 5–17. http://dx.doi.org/10.2478/dcse-2018-0001.

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Abstract While researchers, educators, state and national organizations, and policy makers are taking strides to help transform traditional mathematics classrooms into inquiry-based classrooms, they fail to address how to bridge the gap between creating discussions to developing mathematical discourse. One key component for producing inquiry-based classrooms is to have effective discussions (Smith & Stein, 2011). However, to have effective discussions, social norms must be in place that promote active participation from students (Sherin, 2002). Therefore, the purpose of this paper is to synthesize educational research on social norms in the mathematics classroom to identify key components teacher educators can focus on to help teachers establish and implement social norms that promote sustainable inquiry-based classrooms. Results suggest social norms must be developed through collaboration of the teacher and students, the classroom environment must be supportive of mathematical discussion, and finally, norms should be (re)negotiated to help change students’ ways of thinking.
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Langhout, Regina Day, Julian Rappaport i Doretha Simmons. "Integrating Community into the Classroom". Urban Education 37, nr 3 (maj 2002): 323–49. http://dx.doi.org/10.1177/00485902037003002.

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Smith, Marty. "Creating Community in the Classroom". Kappa Delta Pi Record 37, nr 3 (kwiecień 2001): 111–15. http://dx.doi.org/10.1080/00228958.2001.10518479.

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Jay, Gregory. "The Community in the Classroom". Academe 86, nr 4 (2000): 33. http://dx.doi.org/10.2307/40251895.

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Maloney, Wendi A. "The Community as a Classroom". Academe 86, nr 4 (2000): 38. http://dx.doi.org/10.2307/40251896.

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Rozprawy doktorskie na temat "Classroom community"

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

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Culver, Melissa. "Establishing classroom community at the intermediate level". [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/MCulver2007.pdf.

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Keith, Karin. "Promoting Community in the English Language Arts Classroom". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1010.

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Sacklin, Jennifer Marie. "Identity and Investment in the Community ESL Classroom". PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2326.

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After Norton Peirce's (1995, Norton, 2000) groundbreaking work in conceptualizing identity as "multiple, changing, and contradictory," many researchers have explored language learners' identities. However, few studies of identity have been conducted within the "overlooked and understudied" (Mathews-Aydinli, 2008) context of adult community ESL (English as a Second Language), and even fewer studies have focused on LESLLA (low-educated second language and literacy acquisition) learners in mainstream community ESL programs. This thesis, based on a case study of an adult LESLLA learner in a community ESL class, analyzes how this student's identity, the social context of her life, and the classroom space shaped her investment in participating in the ESL class. Ethnographic interviews revealed that the participant's investment in language learning was linked to her identity in multiple and contradictory ways: while the participant eventually left the ESL program, her self-identification as 'no preparada' (uneducated) and therefore 'burra' (stupid) seemed to be a motivating challenge, not an insurmountable obstacle, and her sense of investment in language learning remained strong even though her in-class participation was limited. The results have pedagogical as well as theoretical implications: there is clearly value in engaging learners' lives in the classroom as well as including learners' voices in research to have a clearer recognition of how learners see themselves and their "possible selves" (Dornyei, 2009) to be able to understand the complex factors that underlie their investments in language learning.
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Young, Susan Ammon. "Visions of the heart : teachers' perspectives on building classroom community /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737872.

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Wade, Anne Slaydon. "Community college instructors' perceptions of incivility in the classroom". Thesis, Western Carolina University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619117.

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The purpose of this quantitative research project was to add to the body of knowledge of incivility in the class by examining the perceptions of community college instructors in the State of North Carolina. Instructors were asked to identify behaviors they believed to be disruptive or uncivil in their classroom, indicate how frequent these issues occurred, indicate how they handled the disruptions, and whether or not they believed their practices to be effective. Each of the 58 community colleges in North Carolina was invited to participate of that 58, 13 chose to accept the invitation. The sample included 793 instructors who received the email at the 13 colleges and the respond rate was 162 or 20 percent. The instructors in the community college have a variety of students. Instructors have students in the age range of 14 to over 65 that reflect the community in which the college is located. The survey was adapted from Indiana University which ran an incivility survey in 2000. Instructors taking the quantitative survey also had text boxes in which to add their comments. Behaviors such as chewing gum in class or not being prepared where not considered as disruptive to the instructors as cussing the instructor or making threatening comments during class. Findings included no significant between an instructors race and their perceptive of classroom incivility. There was no significance between the instructors' years of teaching and the size of the classroom and their perceptions of incivility. The findings at the community college level mirror the literature and findings at universities and K-12 schools.

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Mottley, Melinda. "The Cultivation of a Teacher in a Classroom Community". Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/42778.

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The purpose of this study was to examine the dilemmas and tensions the researcher encountered as a teachers in a university-based lab school. Specifically, she examined the tensions within the context of the seemingly contradictory role expectations that were required of her as a student who was also a teacher. This autobiographical form of self study was based on the principles of action research, of linking theory and practice through a cyclical process of action and reflection. The findings were reported in a narrative form and describe the process of how one woman came to know and understand herself as a teacher and an individual through her life inside and outside of the classroom.
Master of Science
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Fergus, Kelly. "Cultivating a Democratic community in the Elementary Art Classroom". VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6112.

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Cultivating a more socially just, democratic classroom community is a best pedagogical practices qualitative case study. This study is designed to explore how three Virginia elementary art teachers define and create a democratic classroom community, inside their art rooms, through the implementation of various instructional strategies within the physical, social-cultural, and pedagogical spaces of their classrooms. Such instructional strategies may include a shift in power dynamics, student-centered art, choice-based art, and a big idea/real-world issue-orientated curriculum (ex: visual culture, social justice, democratic pedagogies). Each of the three selected participants were interviewed and asked to describe their classroom practices as well as provide examples of ways they perform any or all of the various instructional strategies mentioned. The data in this research study was collected through a digital survey, interviews, raw field notes, audio recordings, and visual journal entries. The responses to the interview questions were then coded and analyzed to compare and contrast understandings of the participants’ pedagogical practices. This study concludes that the perceptions of these progressive instructional strategies varied among each participant, however, they ultimately all fall on the spectrum of a democratic classroom community.
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Fitts, Elizabeth Ashley. "An examination of classroom community in the drama classroom through action research and refractive practitioner research". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399638139.

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

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Książki na temat "Classroom community"

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Bird, Lois Bridges. Creating your classroom community. Los Angeles, Calif: Galef Institute, 1995.

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Creating your classroom community. York, Me: Stenhouse Publishers, 1995.

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Burden, Paul R. Classroom management: Creating a successful learning community. Wyd. 2. New York, NY: Wiley, 2003.

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Bloom, Jeffrey W. Creating a Classroom Community of Young Scientists. London: Taylor and Francis, 2006.

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Brophy, Jere E. A learning community in the primary classroom. New York: Routledge, 2010.

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Gillis, Candida. The community as classroom: Integrating school and community through language arts. Portsmouth, NH: Boynton/Cook Publishers, 1992.

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Authentic classroom management: Creating a learning community and building reflective practice. Wyd. 2. Boston: Pearson Allyn and Bacon, 2005.

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Wurzel, Jaime S. Building community in the classroom: An intercultural approach. Newton, Mass: Intercultural Resource Corporation, 2005.

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1955-, Warren Bernie, red. Creating a theatre in your classroom and community. Wyd. 2. Canada: Captus University Publications, 2002.

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Taking the classroom into the community: A guidebook. Thousand Oaks, Calif: Corwin Press, 1996.

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Części książek na temat "Classroom community"

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Osborn, Jan. "Classroom Discourse". W Community Colleges and First-Generation Students, 53–76. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137555694_5.

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Roth, Jörg. "Robots in the Classroom". W Innovations for Community Services, 39–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22482-0_4.

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Rudvin, Mette, i Elena Tomassini. "In the Classroom". W Interpreting in the Community and Workplace, 89–139. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307469_6.

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Glantz, Edward J. "Higher Education Classroom Community Game". W Innovative Practices in Teaching Information Sciences and Technology, 53–62. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03656-4_6.

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Beck, Clive, i Clare Kosnik. "Improving Classroom Organization and Community". W Growing as a Teacher, 71–86. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-560-1_6.

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Daniel, Alastair K. "A classroom community of storytellers". W Unlocking Speaking and Listening, 58–70. Third edition. | Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315232676-6.

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Laur, Dayna, i Jill Ackers. "Strategy Two: Build Classroom Community". W Developing Natural Curiosity through Project-Based Learning, 32–58. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315528410-3.

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Hasson, Julie Schmidt. "Lessons on Community". W Safe, Seen, and Stretched in the Classroom, 74–86. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003122029-8.

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Manchac, Samantha. "The Classroom and Place-Based Education". W Community Education for Social Justice, 33–43. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-506-9_5.

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Leyro, Shirley, Crystal C. Rodriguez i Marjaline Vizcarrondo. "Moving the Classroom to the Field". W Beyond Equity at Community Colleges, 187–202. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003179665-11.

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Streszczenia konferencji na temat "Classroom community"

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Maier, Linda. "You Belong: Building a Classroom Community". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1568908.

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Bahar, Herwina, Aswir, Iswan i Fitri Nuraini. "Managing Literacy Classroom through Prezi". W Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.172.

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Acosta, Melanie. "Community-Mindedness: Toward Theoretical Praxis of Classroom Community-Building for the Culture". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894063.

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Tsoi, Kin. "Developing Classroom Community Through Developing Relationships (Poster 2)". W AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1893921.

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Olson, Jennifer. "Urban Student Perspectives of Community Partner Organizations: Using Community Partnerships to Improve Classroom Instruction". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431384.

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Masfufah, Alif Aulia, i Nur Andini Sudirman. "Picollo (Positive Psychology in Classroom) Programme : Training for Increase Grit for Adolescent Community in Classroom Setting". W Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.68.

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Aca, Arman La, Dwi Sulisworo i Guntur Maruto. "The Critical Thinking Skills Impacts on the Utilization of PhET Simulation in the Flipped Classroom Setting". W International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.024.

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Carr, Erik Tyler, Timothy M. Sault i Steven F. Wolf. "Student Expectations, Classroom Community, and Values Reported on Group Exams". W 2018 Physics Education Research Conference. American Association of Physics Teachers, 2019. http://dx.doi.org/10.1119/perc.2018.pr.carr.

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Mohan, Fariel. "Building a Cultural Community Classroom to Connect Instructors with Students". W 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.49.

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Zuriah, Nurul. "Strategy for Implementing Blended Learning With Google Classroom during the COVID-19 Pandemic Era in Higher Education". W International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.124.

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Raporty organizacyjne na temat "Classroom community"

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Sacklin, Jennifer. Identity and Investment in the Community ESL Classroom. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2323.

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Fairlie, Robert, Florian Hoffmann i Philip Oreopoulos. A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom. Cambridge, MA: National Bureau of Economic Research, wrzesień 2011. http://dx.doi.org/10.3386/w17381.

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Garringer, Brooke, i Meredith McQuerry. Implementing Community-Based Service Learning in the Textiles Classroom: Blue Jeans Go Green Denim Sustainability Project. Ames (Iowa): Iowa State University. Library, styczeń 2019. http://dx.doi.org/10.31274/itaa.8290.

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Knight, Tracey. Beyond the classroom walls : a study of out-of-class English use by adult community college ESL students. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5933.

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady i Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, kwiecień 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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McElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman i Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, marzec 2022. http://dx.doi.org/10.51388/20.500.12265/152.

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This white paper supports an ongoing effort to define a research agenda and catalyze a research community around the OpenSciEd curriculum materials. Rigorous research on these materials is needed in order to answer questions about the equitable design of instructional materials, impacts on student learning, effective and equitable classroom teaching practices, teacher professional development approaches, and models for school adoption that address the diverse needs of historically marginalized students in STEM. Research findings have the potential to advance the knowledge, skills, and practices that will promote key student, teacher, and system outcomes. The research agenda stands to accelerate the research timeline and stimulate a broad range of research projects addressing these critical needs. To support the collaborative development and activation of the research agenda, we outline an initial logic model for OpenSciEd. The logic model can shape research efforts by clarifying intended relationships among (1) the principles, commitments, and key affordances of OpenSciEd; (2) the components of OpenSciEd and how they are implemented and supported in classrooms, schools, districts, and states; and (3) the desired outcomes of OpenSciEd.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, lipiec 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Zacamy, Jenna, i Jeremy Roschelle. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? Digital Promise, sierpień 2022. http://dx.doi.org/10.51388/20.500.12265/159.

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Digital learning platforms are beginning to become open to research. Specifically, in our work in SEERNet, developers are extending five platforms, each used in either K-12 or higher education by more than 100,000 users, to enable third-party researchers to explore, develop, and test improvements. SEERNet seeks to enable equity-relevant research aligned with the IES Standards for Excellence in Education Research (SEER) principles. It also seeks to support research that is more agile (or rapid), is more open, and scales from research to impacts on practice. We review the emerging tensions among the goal of equity-relevant research and desires for agile, open, and scalable research. We argue that designing and developing technical capabilities for agile, open, and scalable research will not be enough. Based on a series of interviews we conducted with experts in social sciences and equity-focused research, we argue that researchers will have to rethink how they plan and undertake their research. Five shifts could help. First, researchers could deliberately reframe their designs away from a comprehensive, monolithic study to smaller, agile cycles that test a smaller conjecture each time. Second, researchers could shift from designing new educational resources to determining how well-used resources could be elaborated and refined to address equity issues. Third, researchers could utilize variables that capture student experiences to investigate equity when they cannot obtain student demographic variables. Fourth, researchers could work in partnership with educators on equity problems that educators prioritize and want help in solving. Fifth, researchers could acknowledge that achieving equity is not only a technological or resource-design problem, but requires working at the classroom and systems levels too. In SEERNet, we look forward to working with the research community to find ways to address equity through research using well-used digital learning platforms, and to simultaneously conduct research that is more agile, more open, and more directly applicable at scale.
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Ruiz, Pati, Eleanor Richard, Carly Chillmon, Zohal Shah, Adam Kurth, Andy Fekete, Kip Glazer i in. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, październik 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.
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Wandeler, Christian, i Steve Hart. The Central Valley Transportation Challenge. Mineta Transportation Institute, grudzień 2022. http://dx.doi.org/10.31979/mti.2022.2029.

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The Central Valley Transportation Challenge provides underserved minority students, who are primarily from rural areas, with high quality transportation-related educational experiences so that they learn about transportation-related topics and opportunities in transportation careers. The CVTC is a project-based learning program that brings university faculty and students to K–12 classrooms in rural areas. The project operated with three main objectives: (1) support K–12 teachers’ understanding and implementation of the CVTC programs; (2) connect K–12 students with university faculty and students, and transportation professionals through the CVTC program; and (3) develop an online hub with transportation-related lesson plans and sequences. The results of this study are reported as five case studies and a description of the online hub. The case studies illustrate how different pedagogical approaches and uses of technology were implemented and how the project connections between the schools, community members and professionals from transportation-related fields were developed. In addition, to support the sustainability of transportation-related learning across subsequent years, the research team created an online transportation resource repository. This hub was populated with lessons and units developed by pedagogical and content experts. The lessons cover the grades K–12 and range from brief lessons to very engaging and holistic two-week-long lesson sequences. The CVTC has proven to be a highly flexible and adaptive model due to the use of technology and the teachers’ experience and pedagogical expertise. The timing of the program during the COVID-19 pandemic also provided the students that were learning from home with an engaging learning experience and some relief for teachers who were already dealing with a lot of adjustments. In that sense, the program reached traditionally underserved students, but did so in a critical time where these students faced even more obstacles.
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