Artykuły w czasopismach: „Classroom practice”

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Hatton, Elizabeth. "Contemporary Classroom Practice in Australian Primary Classrooms". Asia-Pacific Journal of Teacher Education 27, nr 3 (listopad 1999): 215–37. http://dx.doi.org/10.1080/1359866990270305.

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Dawson, Melanie Rees, i Benjamin Lignugaris/Kraft. "Meaningful Practice". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, nr 1 (20.09.2016): 26–50. http://dx.doi.org/10.1177/0888406416664184.

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Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and structured feedback were provided to preservice special educators in TLE to improve their delivery of specific praise, praise around, and error correction. Their weekly performance was observed in TLE during simplified teaching scenarios in intervention and during more complex teaching scenarios following intervention. In addition, their generalization of target skills to their own classrooms was measured weekly. Overall, teachers improved delivery of the target skills in the virtual classroom. They generalized performance to real classroom settings with varying levels of proficiency. Implications for teacher preparation are discussed, including the impact of aligning simulated practice opportunities and authentic teaching environments.

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Das, Kaushik. "Inclusive Mathematics Education in Classroom Practice". Shanlax International Journal of Arts, Science and Humanities 8, nr 3 (1.01.2021): 1–5. http://dx.doi.org/10.34293/sijash.v8i3.3462.

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The present study focused on inclusive mathematics education in classroom practice. Inclusive mathematics education creates new challenges for teachers, requiring additional knowledge and possibly changed classroom practices. One teaching job gaining importance is differentiating through task design, as teachers need to provide conceptually rich learning opportunities even to students with mathematical learning disabilities. This paper investigates the ways teachers engage with inclusive mathematics in their classrooms. The main purpose of this study was to explore inclusive mathematics education in classroom practice. The methodology of the study is qualitative. This study employed international and national journals, library consultation, expert opinion, online journals, periodicals, newspapers, and documents.

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Spector, Karen. "Classroom Provocateurs and Ethical Classroom Practice". Changing English 17, nr 4 (grudzień 2010): 363–73. http://dx.doi.org/10.1080/1358684x.2010.528869.

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Vulliamy, Graham. "Primary classroom practice". Education 3-13 26, nr 1 (marzec 1998): 44–49. http://dx.doi.org/10.1080/03004279885200091.

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Butler, Deborah L., Leyton Schnellert i Sylvie C. Cartier. "Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading". Education Research International 2013 (2013): 1–19. http://dx.doi.org/10.1155/2013/845694.

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This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulatedlearning through reading(LTR) in subject-area classrooms. We build from prior research to “connect the dots” between teachers' engagement in self- and co-regulated inquiry, associated shifts in classroom practice, and student self-regulation. More specifically, we investigated whether and how teachers working within a community of inquiry were mobilizing research to shape classroom practice and advance student learning. Drawing on evidence from 18 teachers and their respective classrooms, we describe findings related to the following research questions: (1) While engaged in self- and co-regulated inquiry, what types of practices did teachers enact to support LTR in their subject-area classrooms? (2) How did teachers draw on research-based resources to inform practice development? (3) What kinds of practices could be associated with gains in students' self-regulated LTR? In our discussion, we highlight contributions to understanding how teachers can be supported to situate research in authentic classroom environments and about qualities of practices supportive of students' self-regulated LTR. We also identify limitations of this work and important future directions.

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Olaosebikan, Bolape Olufunto, i C. O. O. Kolawole. "English Language Teachers’ Classroom Practices in Ibadan, Nigeria". International Journal of Social Learning (IJSL) 3, nr 3 (27.08.2023): 261–80. http://dx.doi.org/10.47134/ijsl.v3i3.88.

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The focus of the research is to find out about the practice of English teachers in the classroom because teachers are the best model for students' acquisition of linguistic knowledge and what they do in class during the teaching and learning process. Although all English teachers are responsible for transferring linguistic expertise to students in class, their classroom practices differ. Therefore, this study qualitatively examines the classroom practice of English teachers in the Akinyele Local Government, Ibadan, Nigeria. This study adopted a mixed methods research design. The findings reveal that English teachers in Akinyele Municipality, Ibadan, Nigeria, use a traditional approach to teach students, paper and pencil tests primarily to assess students, engage in learning assessment and enforce classroom rules to manage their classrooms. Based on the findings, it is recommended that English teachers improve their classroom practices and update their teaching methods with modern ones.

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Javed, Muhammad Latif, Muhammad Asif Choudhary i Rashid Ahmad. "Classroom Management Techniques: A Framework to Practice". Review of Applied Management and Social Sciences 2, nr 2 (26.07.2020): 83–93. http://dx.doi.org/10.47067/ramss.v2i2.17.

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An effective classroom management is the key to better teaching-learning results and outcomes. It relates to creating a learning environment and focuses on developing an appropriate students’ behavior at early stage of students’ life. The main objective of the study was to analyze the classroom management techniques within the framework, used by elementary school teachers to make the process operative and successful at school level. The framework developed through the elements three main aspects static, dynamic and teachers’ perception about classroom management practices All the teachers teaching at elementary level and students enrolled at elementary level in district Mirpur (A.K) comprised the population. Data obtained was analyzed; the frequency, percentage and ranking were calculated. It revealed that the environment of classroom was generally suitable for teaching-learning process. It was recommended to provide teaching A.V Aids to teachers accordingly their classrooms need. Teachers should modify their management techniques to meet the students’ needs on basis of individual differences of students’ in classrooms. As authoritative attitude of teachers discourages the student in their learning, there was need for a friendly environment so that teachers and students can work together to produce good results.

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Kim, Yoonjeon. "Revisiting Classroom Practices in East Asian Countries: Examination of Within-Country Variations and Effects of Classroom Instruction". Teachers College Record: The Voice of Scholarship in Education 120, nr 7 (lipiec 2018): 1–42. http://dx.doi.org/10.1177/016146811812000706.

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Background/Context East Asian schools receive much attention for the comparatively high achievement of their students. To account for this success, scholars and commentators advance broad claims about the rote character of instruction or the complexity of classroom practice, typically generalizing to an entire nation. Yet little is known about the variation in classroom practices within East Asian countries and how classroom organization affects student achievement. Purpose/Objective This study extends the previous literature on East Asian classrooms by considering the heterogeneity of classroom organization within societies. It focuses on four aspects of classroom instructional practice: complex instruction, procedural instruction, teacher-centered instruction, and student-centered instruction. This study asks the following research questions: (1) To what extent do classroom instructional practices in East Asian countries differ in terms of overall prevalence and within-country variation, compared with to practices found in other nations? (2) How are classroom instructional practices associated with student achievement within East Asian countries, controlling for student, classroom, and school background variables? Research Design Drawing from the Trends in International Mathematics and Science Study (TIMSS) 2007 data, I examine how the country means and within-country variation of the four aspects of classroom instructional organization in five East Asian countries—Chinese Taipei, Hong Kong, Japan, Korea, and Singapore—compare with those in the other 45 nations in the sample. Then, I focus on two particular East Asian countries that display vastly different school structures, Japan and Singapore, to examine how classroom practices covary with student achievement within these nations. Findings/Results East Asian classrooms do tend to be more intensely teacher- centered and display less complexity than in other nations on average. But classrooms with more complex and student-centered instruction within East Asian societies display higher achievement; an opposite association is found when comparing between-country relationships worldwide. At the same time, these positive effects observed in East Asia diminish when characteristics of schools and the social- class backgrounds of students are taken into account, similar to patterns long observed in the West. Conclusions/Recommendations While classroom practices prevalent in East Asian countries are often celebrated as predictive of stronger achievement—or criticized for their rigidity and not importable to the West—these findings reveal greater variability than previously understood and suggest that classroom practices interact with social- class backgrounds and student achievement in more complex ways. And East Asian nations face educational challenges similar to those observed in the United States and other developed countries. Once we acknowledge the commonality as well as the differences, cross-national research would allow us not only to better understand perennial educational problems and the assumptions we hold about classroom practices, but also inform valid implications for policy and practice.

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Taylor, Annalise, Wendi Beamish, Madonna Tucker, Jessica Paynter i Sue Walker. "Designing a Model of Practice for Australian Teachers of Young School-age Children on the Autism Spectrum". Journal of International Special Needs Education 24, nr 1 (1.04.2021): 1–13. http://dx.doi.org/10.9782/jisne-d-18-00017.

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Abstract Extensive work has been undertaken in North America on effective practices in early childhood education, early childhood special education, and autism-specific interventions. Much of this work, however, has not been disseminated in teacher-friendly ways nor has it been translated into useable formats that support teacher uptake and incorporation into everyday classroom practice. The research presented here drew on practice literature from North America and a Design-Based Research approach to produce a Model of Practice (MoP) for Australian classroom teachers working with students on the autism spectrum in their first year of primary school. This practice model aims to support pedagogical decision making in relation to the effective and inclusive education of this student cohort. Iterative cycles of design involving generation of educational practices from the literature, content validation by experts, and social validation by classroom teachers were undertaken. These cycles were guided by MoP design principles and resulted in a prototype Early Years Model of Practice (EY-MoP) comprising 29 empirically-supported practices, which were highly endorsed by Australian teachers. The field testing of the EY-MoP should provide preliminary evidence of the applicability of this tool in Australian early years classrooms.

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G.M. Malik, G. M. Malik. "Existentialism and Classroom Practice". IOSR Journal of Humanities and Social Science 8, nr 6 (2013): 87–91. http://dx.doi.org/10.9790/0837-0868791.

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Craig, Cheryl J., i Nancy P. Gallavan. "Section III. Classroom Practice". Action in Teacher Education 33, nr 5-6 (31.12.2011): 540–41. http://dx.doi.org/10.1080/01626620.2011.627047.

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Farrell, Thomas S. C. "Reflective Practice in Action: A Case Study of a Writing Teacher’s Reflections on Practice". TESL Canada Journal 23, nr 2 (1.06.2006): 77. http://dx.doi.org/10.18806/tesl.v23i2.56.

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Reflective practice, a popular item in current second-language teacher education and development programs, can help bridge the gap between a teacher’s beliefs and classroom practices. This article outlines a case study, highlighting how one teacher of academic writing initiated the exploration of her teaching and how she used classroom observations and oral recall to help her reflect on her practice. Specifically, the exploration sought to outline the teacher’s beliefs about, and classroom practices in, teaching academic writing. It is suggested that oral recall and classroom observations may be effective methods for helping language teachers discover the relationship between their beliefs and classroom practices.

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Rahman, Md Mehadi. "Exploring Teachers Practices of Classroom Assessment in Secondary Science Classes in Bangladesh". Journal of Education and Learning 7, nr 4 (20.07.2018): 274. http://dx.doi.org/10.5539/jel.v7n4p274.

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The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.

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Calabrese Barton, Angela, Edna Tan i Daniel J. Birmingham. "Rethinking High-Leverage Practices in Justice-Oriented Ways". Journal of Teacher Education 71, nr 4 (15.01.2020): 477–94. http://dx.doi.org/10.1177/0022487119900209.

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Justice-oriented teaching must address how classroom-based disciplinary learning is shaped by interactions among local practice and systems of privilege and oppression. Our work advances current scholarship on high-leverage practices [HLPs] by emphasizing the need for teaching practices that restructure power relations in classrooms and their intersections with historicized injustice in local practice as a part of disciplinary learning. Drawing upon a critical justice stance, and long-term collaborative work with middle school teachers and youth, we report on empirically driven insights into patterns-in-practice in teaching which yield insight into both what justice-oriented high-leverage practices may be, and the cross-cutting ideals which undergird them. We discuss the patterns-in-practice and their implications for teaching and learning across subject areas: HLPs that work toward equitable and consequential ends need to be understood in terms of the practice itself and its individual and collective impact on classroom life.

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Cunningham, Jahneille, i Kimberley Gomez. "Situating race: the case for examining Black children’s informal mathematics learning outside of schools". Information and Learning Sciences 122, nr 1/2 (11.03.2021): 103–18. http://dx.doi.org/10.1108/ils-01-2020-0016.

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Purpose The purpose of this paper is to highlight the ways racialization in K-12 mathematics classrooms has narrowed the understanding of mathematical learning for Black children. Design/methodology/approach Drawing on situated learning theory and funds of knowledge, the authors argue that the social learning context of mathematics classrooms has limited the understanding of what Black children are capable of mathematically. The authors suggest that as a community of practice, mathematics classrooms may be marginalizing Black children, as well as other students of color, by devaluing their community-based knowledge and ways of knowing. Findings The extant literature portrays Black children as struggling in mathematics; however, this research is overwhelmingly conducted based on school performance measures. Yet, if one looks beyond the classroom to Black children's homes and communities, a plethora of mathematical knowledge tied to cultural and community practices may be found. As such, Black children who struggle in mathematics classroom may be experiencing misalignment across contexts, rather than a lack of mathematical knowledge altogether. Practical implications This paper has implications for classroom practice, particularly teacher ideologies pertaining to community-based knowledge. The authors urge mathematics education researchers and practitioners to look beyond the classroom, as community-based mathematical practices may provide more insight into students’ mathematical capabilities. These implications are particularly important for educating students of color, who often experience a subpar classroom education. Originality/value In this paper, the authors provide a critical lens to situated learning theory, pushing mathematics education research to examine the underexplored topic of Black children's out-of-school mathematical practices.

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Ragawanti, Debora Tri. "CULTIVATING PRE-SERVICE TEACHERS’ CLASSROOM MANAGEMENT SKILLS THROUGH TEACHING PRACTICUM: A REFLECTIVE PRACTICE". TEFLIN Journal - A publication on the teaching and learning of English 26, nr 1 (9.09.2015): 117. http://dx.doi.org/10.15639/teflinjournal.v26i1/117-128.

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Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate how such journal can help them develop their classroom management skills. The participants were 10 student-teachers of the English Department, Satya Wacana Christian University, Salatiga, Central Java, who underwent their teaching practicum at SMP 2 Salatiga. Through the participants’ journals, it was found that the problems lie in managing critical moments, activity, techniques, grouping and seating, authority, tools, and working with people. Further in this study, both pre- and in-service tertiary teachers, curriculum designers, and policy makers will be taken to deeply examine how reflective practice can help cultivate the pre-service’s classroom management skills and to consider the implication for pedagogical practices and innovations in curriculum development.

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Oliver, Regina M., Matthew C. Lambert i W. Alex Mason. "A Pilot Study for Improving Classroom Systems Within Schoolwide Positive Behavior Support". Journal of Emotional and Behavioral Disorders 27, nr 1 (18.10.2017): 25–36. http://dx.doi.org/10.1177/1063426617733718.

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Despite the overall success of Schoolwide Positive Behavior Support, there is evidence teachers do not effectively utilize Schoolwide Positive Behavior Support features in the classroom. Classrooms are important systems within a Schoolwide Positive Behavior Support framework as this is the location within the school that students spend the majority of their time. This is especially important for students with emotional and behavioral disorders as teacher proficiency with classroom management affects the progression and malleability of the disorder. The purpose of this study was to examine the use of a manualized classroom management program to improve classroom atmosphere and teacher use of classroom management practices within schools already utilizing Schoolwide Positive Behavior Support with fidelity. Results suggest significant improvements in teacher use of certain classroom practices (e.g., praise) and classroom systems. Strengths and limitations of the study are presented along with implications for research and practice.

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Zhou, Xiaozhou (Emily), XiaoLing Huang i Jili He. "Translanguaging in L3 Spanish Classrooms: Practices and Attitudes". Círculo de Lingüística Aplicada a la Comunicación 84 (7.10.2020): 65–75. http://dx.doi.org/10.5209/clac.71996.

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Abstract. Research into pedagogical translanguaging in second/foreign language education has largely been focused on the interplay between two languages, one of which is usually English. Little attention has been paid to the practice of trilingual translanguaging (translanguaging between three languages), and how this can be helpful in the acquisition of a third language. This study, conducted in two Spanish as a third language classrooms in a Chinese university, aims to explore teachers’ translanguaging practices as well as the teachers’ and students’ attitudes to these practices. Analysis of data collected through audio-assisted classroom observation, interviews, and questionnaires reveals that teachers proactively and flexibly mobilize their multilingual resources in classroom talk. Students in general express positive attitudes towards teachers’ translanguaging practices, and express a wish to experience a greater amount of bilingual translanguaging between English (L2) and Spanish (L3). Meanwhile, having access to the views of L3 learners on teachers’ classroom talk proves to be a crucial component in the understanding of how L3 teaching and learning can take place in the most effective way. This study calls for further research into translanguaging practice in multilingual classrooms and its impact on students’ learning.

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Unluol Unal, Neslihan. "What Do We Know About Evidence-Based Practices?" International Journal of Innovation Education and Research 7, nr 5 (31.05.2019): 238–47. http://dx.doi.org/10.31686/ijier.vol7.iss5.1505.

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Many teachers have various problems in finding solutions to their students’ problems in the classroom. One of the challenges that teachers face is to make decisions about how to teach and manage students’ behavior. Due to research to practice gap, finding appropriate interventions and implementing them in the classroom might be difficult for teachers. Evidence – based practices (EBPs) are offered to close the gap between research and practice. The purpose of this study was to discuss how EBPs are determined and to provide practitioners guidance to implement them in their classrooms. Barriers to implementing EBPs and resources for EBPs were also discussed.

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Jeanretno Tiara Putri, Ayu, Sri Wuli Fitriati i Zulfa Sakhiyya. "Pedagogical, Interpersonal and Instructional Functions of Code-switching to Support Online Classroom Learning". English Education Journal 12, nr 2 (20.06.2022): 252–63. http://dx.doi.org/10.15294/eej.v12i2.58014.

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This study was conducted during the COVID-19 pandemic when a shift from traditional classrooms to online classroom learning happened. Faced with online learning challenges, teachers practiced various strategies to support their classes. In EFL contexts, the way teachers manage these challenges can be investigated through online code-switching. The present qualitative study investigates an Indonesian EFL teacher’s perception and use of classroom code-switching in promoting pedagogical, interpersonal, and instructional functions to support teaching and learning in online classroom settings. The study gained data through a semi-structured interview to gauge the EFL teacher’s perception and by observing several online English classroom recordings. The findings were analyzed using Ferguson’s (2003) and Gumperz’s (1982) theories, supported by stimulated recall interviews. The study found that the EFL teacher has a positive and supportive perception of classroom code-switching for online classroom teaching and learning. In realization, analysis results showed that the EFL teacher practiced classroom code-switching in her online classrooms and promoted functions including pedagogical (e.g., reiteration, message qualification, etc.), interpersonal (e.g., establish rapport, negotiate identities), and instructional functions (e.g., negotiate task instruction, disciplining, etc.). The study provided insights on classroom code-switching practice in online settings to encourage teachers to efficiently use code-switching to support their online classroom teaching and learning.

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Sorbet, Stefanie R., i Candice Dowd Barnes. "Using Positive Behavior Role Plays to Prepare Teacher Candidates for the Classroom: An Exercise for Classroom Management". Journal of Education and Culture Studies 4, nr 2 (28.05.2020): p145. http://dx.doi.org/10.22158/jecs.v4n2p145.

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Teacher education programs across the country may infuse the latest research and resources of best practices in managing a classroom but there are not many opportunities to practice guidance and managing classroom behavior unless it arises while teaching in the actual classroom. There is not often a time or place to “practice” managing the classroom environment or practice encountering misbehavior until the actual situation arises within a field placement in an elementary classroom of students. Role play allows preservice teachers to practice guidance and behavior management of K-12 students in the college classroom.

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Wolery, Mark, i Mary Louise Hemmeter. "Classroom Instruction". Journal of Early Intervention 33, nr 4 (grudzień 2011): 371–80. http://dx.doi.org/10.1177/1053815111429119.

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In this article, the authors focus on issues of instruction in classrooms. Initially, a brief definitional and historic section is presented. This is followed by a discussion of four assumptions about the current state of affairs: (a) evidence-based practices should be identified and used, (b) children’s phase of performance should dictate practice selection, (c) naturalistic procedures should be used, and (d) play is a defensible curricular domain. Three challenges (instructional, experimental, and resources) are noted.

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Muhamad, Maizatulliza, i Richard Kiely. "An Analysis of Focus on Form Practice in Communicative English Language Teaching Classrooms". IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 2, nr 2 (13.03.2018): 115. http://dx.doi.org/10.21093/ijeltal.v2i2.97.

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In communicative English language teaching classrooms, one of the main issues discussed is the teaching of forms. Research shows that Focus on Form (FoF) practice which focuses on building students’ communicative ability is effective and desirable in helping students acquire their second language. This is unlike Focus on Forms (FoFs) practice which emphasises building students grammatical accuracy. However, many of the studies on FoF practices are designed within a controlled environment with pre-determined categories, which is different from an actual classroom setting. This study is conducted in actual communicative English language teaching classrooms to investigate teachers’ FoF practices. Data were gathered from 15 non-participant classroom observations and interviews with three Malaysian ESL teachers. The data from the observations showed the teachers’ tendency to employ isolated form-focused instructions (I-FFI) and reactive FoF practices in teaching grammar. However, the interviews revealed that the teachers focused more on helping students to master grammatical rules which conformed to the principle of FoFs practice. The contradicting findings suggest a complexity of teachers’ actual practices which is not highlighted by many of the research studies in this area.

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Brady, John. "Investigating the Relationship between Classroom Conversation and Argumentative Writing Using Writing Moves and Types of Talk". Acta Paedagogica Vilnensia 40 (12.10.2018): 94–110. http://dx.doi.org/10.15388/actpaed.2018.0.11890.

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[full article in English] In this paper, I investigate the relationships between classroom talk and dialogic literary argumentative writing. My work is situated within a larger body of recent research on argumentative writing, taking up a social practice understanding of argumentative writing as being a set of social practices that are situated within a larger process of learning over time (Newell, Bloome & Hirvela 2015). This perspective aligns with the current understandings of writing that have been taken up over the past fifteen years (Nystrand, Green & Weimelt 1993; Klein & Boscolo 2016; Newell, Beach, Smith & VanDerHeide 2011).I adopt a Bakhtinian frame to investigate classroom argumentative writing and talk, which entails a negotiation between the meaning of events and utterances through interaction. Because of this, all interactions and utterances are inherently dialogic, as they are connected to histories and in anticipation of the future. This perspective frames the teaching and learning of argumentative writing as being negotiated locally over time, with unique practices and ways of knowing established through classroom interaction. This means that the teaching and learning of argumentative practices will always be unique to the contexts in which they are practiced. After establishing this frame, I employ instructional chains and discourse analysis in order to analyze two separate classroom discussions that occurred in two separate classrooms. By doing so, I aim to answer the following questions: what is the relationship between classroom talk and dialogic literary argumentative writing as a social practice? How is talk used to define and develop DLA both in regard to argumentative moves and the concepts and ideas derived from literature?

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Marsh, Valerie L. "Portal and Gatekeeper: How Peer Feedback Functions in a High School Writing Class". Research in the Teaching of English 53, nr 2 (15.11.2018): 149–72. http://dx.doi.org/10.58680/rte201829865.

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To counter inequitable, hierarchical classroom structures, research in the fields of language and literacy studies often looks to the affordances of online spaces, such as affinity spaces, for learning that is collaborative and knowledge that is distributed; yet, researchers continue to locate theirstudies in virtual spaces, outside classroom walls. This study, situated in a high school writing class, repositions the familiar classroom practice of peer feedback as a way to access affinity space features. Using qualitative case study design and grounded theory analysis, the study reveals that,when supported by an emphasis on social connection, the practice of peer feedback served as a portal for students with a range of writing experience and interest to collaborate and exchange honest feedback, practices indicative of affinity space features. Yet, traditional expectations preserved teacher roles and student roles in ways that prevented the class from more fully accessing the affinity space features of distributed expertise, porous leadership, and role flexibility. Discussion expands the field’s understanding of affinity spaces and their application in physical classrooms by outlining new features, theorizing these classroom spaces, and advocating for a reimagine dvision of peer feedback in ELA classrooms where role reciprocity and flexibility resist traditional,inequitable classroom structures.

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Chappell, Philip. "Interrogating your wisdom of practice to improve classroom practices". ELT Journal 71, nr 4 (12.02.2017): 433–44. http://dx.doi.org/10.1093/elt/ccx004.

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KERMA, Mokhtar. "Bearings on Classroom Assessment Practices: From Perception to Practice". ALTRALANG Journal 5, nr 3 (31.12.2023): 332–42. http://dx.doi.org/10.52919/altralang.v5i3.372.

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This study examines the assessment strategies and practices at Oran 2 University, Algeria. It attempts to explore the impact of assessment procedures on learners’ motivation and academic achievements. This research adopted a mixed-methods case study design wherein both quantitative and qualitative data collection and analysis procedures were used to explore tertiary teachers’ assessment strategies while assessing their learners’ competencies. A random sample of 30 tertiary teachers formed the target population during the first semester of the academic year 2022. Findings reveal that some teachers continue to rely on a limited set of assessment tools as the sole means of evaluation to meet the diverse needs of their learners. However, the study also highlights that teachers also showed a good understanding of the necessary knowledge and training required before implementing assessment tools to provide students with the necessary feedback. The results also indicate an essential need for in-service training, pedagogical support, and professional development to meet the challenges identified by teachers in adapting and maintaining effective assessment practices at all levels of tertiary education.

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Kim, Minjeong. "Intertextuality and Narrative Practices of Young Deaf Students in Classroom Contexts: A Microethnographic Study". Reading Research Quarterly 47, nr 4 (październik 2012): 404–26. http://dx.doi.org/10.1002/rrq.029.

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AbstractThis study explores how intertextuality influences the narrative practices of young deaf children in two classrooms. Specifically, the study examines how variations in what texts are made available to juxtapose and variations in how texts are juxtaposed influence the narratives young deaf children produce. A major premise underlying these two purposes is that intertextual links are socially constructed by teachers and children. Data from each classroom was collected using ethnographic methods including participant observation 2.5 days per week in each classroom for six months, collection of classroom artifacts (e.g., student writing and drawing) and video recordings of select storytelling and story writing events. Data analysis involved transcribing the video recorded events, identifying potential instances of intertextuality in the transcripts and student written products, and coding for intertextual substance (the range of texts referenced) and intertextual process (how intertextual connections were constructed). Findings revealed two models of narrative practice in the classrooms: an individual model with a focus on a narrow range of narrative forms and structures aligned with formal curriculum and required assessments and a narrow range of potential intertextual connections; and, a shared model of narrative practice that involved a broader range of potential intertextual connections, social play, a focus on author‐audience relationships (where the audience were classroom peers) often eschewing formal narrative structures and forms, and the use of multiple modalities / sign systems. In one of the classrooms the individual model prevailed, while the shared model prevailed in the other. The findings suggest that over time deaf children, like hearing children, engage in, adopt, and adapt different classroom narrative practices dependent on the classroom social contexts of their production. The findings have implications for reconceptualizing narrative development and the assessment of spoken and written narratives.

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Mohan, Parmeshwar Prasad, Karen Swabey i John Kertesz. "A comparative study of urban, rural and remote teachers’ de-privatised practices". Waikato Journal of Education 24, nr 2 (21.11.2019): 83–94. http://dx.doi.org/10.15663/wje.v24i2.662.

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De-privatisation of classrooms is characterised by formal and informal invitations to colleagues to access classroom management, pedagogical approaches and teaching practices. This case study of six secondary schools examined the perceptions and practices of de-privatised practice amongst Fijian urban, rural and remote area teachers. Quantitative and qualitative data was generated from a total of 197 online questionnaires and 48 face-to-face semi-structured interviews. Key findings of the research were, firstly, that school geographical locations had no impact on teachers’ perceptions and practices of classroom de-privatisation. Secondly, de-privatised practices are impacted on by individual, group, school and governmental factors. Thirdly, in Fiji the consistent drive to de-privatise classrooms is lacking, as the policies do not support such reforms. Nonetheless, teacher perceptions validated the belief that classroom de-privatisation enhances teacher professional growth that promotes improved student learning. These findings have implications for the design of teachers’ professional learning communities (PLCs) in Fiji and beyond.

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Cooke, Nicole A. "Leading with love and hospitality: applying a radical pedagogy to LIS". Information and Learning Sciences 120, nr 1/2 (14.01.2019): 119–32. http://dx.doi.org/10.1108/ils-06-2018-0054.

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Purpose This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way. Design/methodology/approach The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies. Findings Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process. Practical implications Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery. Social implications Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice. Originality/value The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.

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Nejad, Ali Mansouri, Farhad Pakdel i Ali Akbar Khansir. "Interaction between Language Testing Research and Classroom Testing Practice". Educational Process: International Journal 8, nr 1 (15.01.2019): 59–71. http://dx.doi.org/10.22521/edupij.2019.81.4.

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Purtell, Kelly M., Arya Ansari, Qingqing Yang i Caroline P. Bartholomew. "The Role of Preschool Peers in Children's Language Development". Seminars in Speech and Language 42, nr 02 (marzec 2021): 088–100. http://dx.doi.org/10.1055/s-0041-1723838.

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AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

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Qasserras, Mohammed, i Lhoussine Qasserras. "Teacher Trainers’ Readiness and Perceptions of Critical Thinking Instructional Practices in Morocco". European Modern Studies Journal 7, nr 2 (26.05.2023): 67–78. http://dx.doi.org/10.59573/emsj.7(2).2023.08.

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This study explores teacher trainers’ readiness and practices of critical thinking in the EFL classroom. A case study approach was set out to understand this phenomenon in depth, supported by a questionnaire to collect data. The findings indicated that teacher trainers are aware of the importance of incorporating critical thinking in their classrooms. However, the application of CR in the EFL classroom is still vague to the participants, as most of them did not receive any focused training on CR practice in the EFL classroom. Yet the lack of professional development, a well-rounded curriculum, and large classes are among the major obstacles that may prevent instructors from using this pedagogical element in their instructional practices.

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Alkubaidi, Miriam. "effect of Teachers’ Beliefs on Second Language Writing Practice: Case Studies in a Saudi University". Advances in Social Sciences Research Journal 9, nr 1 (23.01.2022): 376–84. http://dx.doi.org/10.14738/assrj.91.11563.

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This study attempts to fill in a gap found in the literature regarding the Saudi higher education context in terms of the second language (L2) teachers’ perception on second language writing (SLW), and their practice in their classrooms. A case study was employed to explore the beliefs and practices of four female EFL teachers in association to second language writing practices. First semi-structured interviews were conducted whereby the beliefs of the teachers’ writing practice. A series of questions related to the teachers writing classes specifically and teaching writing as a whole in the centre. This study has focused on the teachers’ own personal beliefs on how teaching SLW should take place by looking back at their background, educational vision, and the methods/approaches used/thought in the classroom. The study has explored the teachers’ practice of SLW in the classroom and compared them to their teachers’ beliefs of SLW.

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Dickson, Martina, Melissa McMinn i Hanadi Kadbey. "Do years of teaching experience make a difference for teachers working in Abu Dhabi government schools?" Cypriot Journal of Educational Sciences 14, nr 4 (31.12.2019): 471–81. http://dx.doi.org/10.18844/cjes.v11i4.347.

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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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Darong, Hieronimus Canggung, Erna Mena Niman, Sebastianus Menggo i Raimundus Beda. "Questioning Practice and Classroom Interaction". Tell : Teaching of English Language and Literature Journal 9, nr 1 (27.04.2021): 11. http://dx.doi.org/10.30651/tell.v9i1.5905.

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Wood, Patrick, i David McNamara. "Classroom Pedagogy and Primary Practice". British Journal of Educational Studies 42, nr 4 (grudzień 1994): 426. http://dx.doi.org/10.2307/3121695.

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Silvern, Steven B. "Connecting Classroom Practice and Research". Journal of Research in Childhood Education 4, nr 1 (grudzień 1989): 69–71. http://dx.doi.org/10.1080/02568548909594947.

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Silvern, Steven B. "Connecting Classroom Practice and Research". Journal of Research in Childhood Education 4, nr 2 (czerwiec 1990): 135–36. http://dx.doi.org/10.1080/02568549009594795.

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Silvern, Steven B. "Connecting Classroom Practice and Research". Journal of Research in Childhood Education 5, nr 1 (grudzień 1990): 85–86. http://dx.doi.org/10.1080/02568549009594805.

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Silvern, Steven B. "Connecting Classroom Practice and Research". Journal of Research in Childhood Education 5, nr 2 (czerwiec 1991): 147–49. http://dx.doi.org/10.1080/02568549109594812.

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Silvern, Steven B. "Connecting Classroom Practice and Research". Journal of Research in Childhood Education 6, nr 1 (grudzień 1991): 76–77. http://dx.doi.org/10.1080/02568549109594824.

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Sheehan, Robert. "Connecting Classroom Practice and Research". Journal of Research in Childhood Education 6, nr 2 (czerwiec 1992): 142–44. http://dx.doi.org/10.1080/02568549209594831.

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Sheehan, Robert. "Connecting Classroom Practice and Research". Journal of Research in Childhood Education 7, nr 1 (grudzień 1992): 46–47. http://dx.doi.org/10.1080/02568549209594839.

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Sheehan, Robert. "Connecting Classroom Practice and Research". Journal of Research in Childhood Education 7, nr 2 (31.12.1993): 102–3. http://dx.doi.org/10.1080/02568549309594846.

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Sansom, David W. "Reinvention of classroom practice innovations". ELT Journal 71, nr 4 (1.02.2017): 423–32. http://dx.doi.org/10.1093/elt/ccw116.

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Edwards, A. D. "Language Codes and Classroom Practice". Oxford Review of Education 13, nr 3 (styczeń 1987): 237–47. http://dx.doi.org/10.1080/0305498870130301.

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Raber Hedberg, Patricia. "Learning Through Reflective Classroom Practice". Journal of Management Education 33, nr 1 (15.04.2008): 10–36. http://dx.doi.org/10.1177/1052562908316714.

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Hao, Feng, Dylan Clarke, Brian Randell i Siamak F. Shahandashti. "Verifiable Classroom Voting in Practice". IEEE Security & Privacy 16, nr 1 (styczeń 2018): 72–81. http://dx.doi.org/10.1109/msp.2018.1331032.

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