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Teses / dissertações sobre o tema "Classroom"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 14 de março de 2023

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1

Kemp, Hermione. "Exploring a story-based learning design in a grade 4 science and technology classroom". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021017.

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Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.

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2

Türnüklü, Abbas. "Classroom management in Turkish and English primary classrooms". Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30943.

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The purpose of this thesis is to examine primary school teachers' behaviour management and classroom setting strategies in the Turkish and English contexts. In order to accomplish this purpose, the present research was carried out in the 1997-98 academic year in Turkey and England. Two research methods, structured observation and semi-structured depth interview, were used in order to collect data. Structured classroom observation was used to collect quantitative data related to teachers' and students' managerial interaction. Semi-structured in-depth interviews were used to obtain deep and rich first hand information about teachers' classroom management and setting strategies in the primary classroom context. The sample consisted of 12 Turkish and 8 English primary classroom teachers. The study showed that the most common misbehaviours in the classrooms of both countries were speaking loudly and excessively, and inappropriate movement. The majority of misbehaviours involved distraction rather than severe disruption. Teachers reported that students' misbehaviour was usually caused by pupils' social and cultural background, particularly the home. However, in particular, the type and frequency of misbehaviour were also changed depending on pupils' gender and age, the time of day, seating arrangement and subject matter. Teacher strategies were investigated under the heading of preventive and reactive behaviour management. Some differences were found between Turkish and English teachers regarding preventive strategies particularly in their ability to anticipate misbehaviour before it occurred. There were also differences in the use of reactive strategies based on teachers' experience. These mainly concerned the balance between verbal and non-verbal interactions. Furthermore, although punishment was not observed during observation, both Turkish and English teachers reported using punishment on certain occasions. Although the majority of Turkish classrooms were arranged in rows and aisles, most of the English pupils sat around tables. Turkish teachers reported that where pupils sat (front, wall or near window sides) affected learning and interaction with teacher. A classroom management model was developed for primary school classrooms. Several recommendations, in particular for Turkish primary classrooms, such as provision for initial and inservice teacher training courses, whole school classroom management policies were put forward based on the model and the results of this research.

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3

Matsumoto, Yasuyo. "Investigating classroom dynamics in Japanese university EFL classrooms". Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/296/.

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Since 1868 to the present day, the Ministry of Education, Sports, Science and Culture (MEXT) has implemented many reforms to enhance English education in Japanese universities. However, much still remains to be done to improve the situation and one of the biggest hurdles is the fact that there are many unmotivated students in Japanese university EFL classrooms. This thesis explores the reasons for this problem by focusing on inter- and intra-relations between teachers and students in this context. Data were collected through classroom observations, interviews and questionnaires. The study employs both qualitative and quantitative research methodologies and uses space and methodological triangulation in order to overcome parochialism. My conclusions are that: 1) Visible and invisible inter-member relations exist between members of university classes and their teachers; 2) The teacher's behaviour affects the students' behaviour and impacts on their learning; and 3) Cooperative learning has a positive influence on language acquisition; 4) Japanese university students may not perceive how little interaction they have with their teacher; 5) Students exhibit gender differences in terms of the types of problems encountered and the ways in which they deal with them, but some problems are dealt with negatively by female and male students alike; and 6) Teachers appear not to perceive the problems and when they do they often deal with them by using negative strategies.

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4

Isbell, Rebecca T., e Pamela Evanshen. "Real Classroom Makeovers: Practical Ideas for Early Childhood Classrooms". Digital Commons @ East Tennessee State University, 2012. http://amzn.com/0876593783.

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1. The environment matters: design elements to consider : Beauty in everyday environments ; The impact of light ; Sounds make a difference ; A place for everything, everything in its place ; A secure and supportive environment ; Valuing diversity in the classroom ; Setting up appropriate learning environments -- 2. The process of planning for successful change : Creating the vision ; Developing a plan ; Introducing a new feature -- 3. Low-cost, big-impact changes : Decluttering ; Small changes ; Teacher's space -- 4. Building a sense of community in the classroom : Creating a welcoming and inviting entrance ; Developing a sense of place ; Valuing each member of the community ; Having effective group time ; Learning about and practicing responsibility ; Identifying personal spaces for children ; Providing choices for individual work ; Working in small groups -- 5. Real classroom makeovers : The importance of play ; Real classroom makeovers support children's play ; Literacy centers/areas ; Manipulatives/building ; Math and science ; Art and music ; Dramatic play ; Community meeting ; Nurturing environment -- 6. Early learning standards and the classroom environment : Early learning standards ; The unique needs of children ; Adapting the environment to all learners -- 7. The amazing (and real) classroom makeover adventure : The adventure ; Description of the classroom ; Developing a vision with an initial teacher interview ; The change process ; The first element of design considered ; The next element of design considered ; Teacher interview and reflection on the learning environment ; Art ; Books ; Blocks ; Gathering place ; Home living ; Science ; Writing ; Summary ; Teacher comments after the makeover -- Classroom evaluation checklist.
https://dc.etsu.edu/etsu_books/1063/thumbnail.jpg

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5

Hetzendorfer, Vanessa Marie. "Enhancing classroom communication via classroom websites". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2436.

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The purpose of the project was to develop a webpage for each teacher at Deer Canyon Elementary School which is in Alta Loma, California. The webpages were designed to give teachers the tools to add information to their own webpages to enhance their communication with students and students' parents.

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6

Low, Suk May. "The effectiveness of classroom code-switching in Malaysian science classrooms". Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14340/.

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In 2003, English for Teaching of Mathematics and Science policy was implemented in Malaysia, requiring teachers to teach these subjects in English through primary to tertiary education. However, this policy was abolished in 2011, leaving schools to decide for themselves the medium of instruction (MOI) for these subjects during the soft-landing period. By 2022, all primary and secondary education is expected to complete the reversion of MOI to Malay. However, this is not applicable to both pre-university and tertiary education where students will continue to learn Mathematics and Science in English. Under such circumstance, it is foreseen that students and teachers in higher education will have problem learning and teaching these subjects when the reversion of MOI to Malay is completed as students will have learnt the subjects fully in Malay before entering higher education. As Malaysia is a multilingual country and most teachers and students speak both English and Malay, the researcher is interested to investigate the effectiveness of classroom code-switching (CS) and the possibility of adopting it as a strategic teaching tool in science classrooms. This research was carried out in three schools in Malaysia in 2013. Lessons conducted by two science teachers from each school were observed and audio-recorded for four hours. Three of these teachers were teaching science in English medium (EMI) whereas the other three had bilingual classrooms, teaching in both Malay and English (BMI). The recordings were then transcribed and analysed for instances of CS and their functions. These teachers were also interviewed about their language and education backgrounds. Students in each class were asked to complete a questionnaire by providing their language background and preferences of MOI for the teaching of science. Having compared both EMI and BMI classes, it is found that CS in EMI classes does provide strategic functions for classroom management and transmit of content knowledge. Students also appear to be very receptive to classroom CS and even view it as a way to improve their language skills.

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7

Morton, Brian L. "Tracing Growth of Teachers' Classroom Interactions with Representations of Functions in the Connected Classroom". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373903545.

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8

Gross, Anna Lynn. "The Flipped Classroom: Shakespeare in the English Classroom". Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27512.

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Bergmann and Sams? twenty-first century flipped classroom method was reviewed in depth to determine its effectiveness in improving student achievement and enjoyment of studying Hamlet by William Shakespeare, a text that is difficult to both read and comprehend. The flipped method was implemented into one of two 12th grade general English classes in rural Minnesota. The first section of 12th grade general English read the play aloud using the traditional read-aloud method and completed an in-depth passage analysis chart for homework. The second section, the intervention group, used the flipped method and read the play on their own with accompanying video podcasts and then worked together in class with both peer and teacher help to complete the passage analysis chart. After finding similar final assessment scores, the flipped classroom may prove to be successful in an English class studying difficult literature.

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9

Veneri, Brittney. "Classroom environment : the classroom environment's effect on student learning /". Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.

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10

Bandre', Patricia E. "The status of the selection and use of children's literature in K-6 rural Ohio public school classrooms". The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1121782590.

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11

Evanshen, Pamela, e M. Brickell. "3rd Grade Classroom Makeover: the Before and After Classroom Design". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4380.

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12

Schroeder, Colleen. "The responsive classroom /". Full text available online, 2004. http://www.lib.rowan.edu/find/theses.

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13

Konganda, Hemala. "Classroom quiz app". Kansas State University, 2014. http://hdl.handle.net/2097/17752.

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Master of Science
Department of Computing and Information Sciences
David A. Gustafson
As a part of enhancing Teaching and Learning in class, this project implements a Student Response System (SRS) by providing interactive in class quizzes between Students and Instructors by the use of a smart device. The application of this project is limited to the scope of android devices. This application includes a way in which the Instructor can enter his questions and answer for the quiz and the Student receives these questions instantly, allowing the student to choose his answer to the best of his knowledge. The answers are then validated and visualized. Based on which the Instructor implements the concept of Talk to your Partner (TTYP). The Instructor would have the option of deciding if he wants to pair the users either randomly or based on their result of the previous question.

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14

Ingram, John. "The negotiating classroom". Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018710/.

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The thesis presents empirical studies and reviews that support a shift from traditional classroom practices in the Primary school to those based in a teacher-child partnership developed through negotiation. The opening Chapter looks at the ontology of the contemporary classroom of the Primary school. It holds that reasons for the presence of largely directive practices can be found in teachers background and training and in society's dependent model of childhood. This focus is continued in Chapter Two in respect to research into motivational processes. Chapter Three presents two empirical studies looking at the nature of the directive classroom and the types of strategies that children use to cope with this phenomena. In Chapter Four negotiation is examined across a variety of domains, developing in Chapter Five a model of a negotiating classroom and examining the extent to which it can be said that children negotiate. Chapter Six presents three studies concerned with children's negotiating behaviour, the detailed nature of child-teacher classroom negotiating interaction and a sociometric perspective examining how children prefer to organize themselves. Study Six presents transcripts of negotiations between teacher and child with interpretive commentary. Chapter Seven follows a class examining the effects on children's academic performance while moving from a directive to a negotiating environment. Chapter Eight presents a study combining three classroom components to create eight classroom environments. It highlights poor independent teacherchild agreement on the elements within the classroom organization that produce the best / worst match on different criteria. It also outlines data indicating poor agreement between In-situ and later questionnaire data collection methods. Chapter Nine suggests that individuality of the child is a persistent theme throughout, particularly in types of curricular interaction and behaviour and that a movement is needed toward developing the negotiating philosophy into traditional classrooms.

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15

Tarasova, H. S., e O. V. Shakhmatova. "Flipped classroom model". Thesis, Інститут інноваційної освіти, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41238.

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Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally, this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained.

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16

Lucas, Liney Orlandina. "Do classrooms matter? : pass rates, achievement and classroom procedures : a quanti-qualitative study". Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018473/.

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Urban upper primary schools in Espirito Santo are better staffed and equipped than rural schools yet their "pass rates" are lower. Given evidence that: (a) urban areas are more developed than rural areas, (b) development and educational quality correlate positively, (c) school characteristics account for about 80 percent of the variation in pupil achievement in less developed countries, and (d) learning assessment in Brazil is not centralized, the reported "pass rates" are paradoxical and call for clarification. This is the problem this thesis approaches from a quanti-qualitative focus. Survey data on achievement scores, school results and the correlations between these measures of pupil attainments indicate that "pass rates" enmesh teachers' set learning goals. High school results / lower achievement scores in rural areas, which lack significant correlations, suggest lower quality education geared towards rote-learning. Lower school results / higher achievement scores in urban areas, with weak-moderate positive correlations signal more complex cognitive demands and improvement of educational quality through content understanding. Therefore, "pass rates" have specific meanings and are not suitable as comparison of performance of different schools. The ethnography of an urban school illuminates the survey findings and unveil the meaning of "pass rates" from the viewpoint of "successful" classroom practices. In a context of similar qualifications teachers share a progressive pedagogical discourse but their classroom practices portray diversity of educational quality and corresponding learning achievement standards. Teaching approaches, displayed in a typology (based in textbook use and pupils participation in the lesson), represent a continuum from rote-learning to the recreation of knowledge. Options for teaching approaches are compromises between educational ideals and existing constraints. These include teachers' competence (rooted in their background), the ethos and culture of the school, and external demands on schooling. Pupils' responses to teaching approaches embody their appraisal of the process, the subjectmatter, and prevailing teacher-pupil affective ties. Ultimately learning outcomes expressed through "pass rates" represent distinctive teaching practices and learning results.

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17

Skolny, Chad A. "The effect of classroom lighting on the volume of classroom sounds". Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5873.

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Thesis (M.A.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains v, 25 p. : ill. Includes abstract. Includes bibliographical references (p. 22).

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18

Jantos, Anne, Matthias Heinz, Eric Schoop e Ralph Sonntag. "Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement". TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33955.

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Purpose – This paper is part of an extensive project1 which focusses on creating and implementing a scalable flipped classroom framework to broaden information and media competencies in university staff in Saxony. A flipped classroom arrangement with a sensible mix of multimedia tools promotes meaningful learning and lowers travel costs by avoiding content consumption in face-to-face time and instead offers content beforehand using various sources. This paper will in particular focus on the approach to gradually apply a flipped classroom arrangement to a B2B-Marketing course specifically designed for part-time students and use the implications to promote this method and further the step-by-step migration to the flipped classroom at universities in Saxony. Design/methodology/approach – Gathering information by reviewing previous experiences in E-Learning over the past decade, we were able to create an overview of how to approach part-time students and identified various concepts to create a more flexible and meaningful learning environment. We decided on a flipped classroom arrangement which offers time sensible teaching and promotes meaningful learning. A flipped classroom framework has been created which can be adjusted freely. Finally, we implemented the framework to a B2B-Marketing course by adapting it to the course content, time frame and attendance number. This procedure is designed to gradually increase usage of multi media tools and self efficacy and thereby steadily migrates the course to the flipped classroom. Originality/value – Focussing on part-time students’ needs and satisfying them with a flipped classroom arrangement is an entirely new approach. This project connects parttime- learning with online learning in a yet unprecedented manner. Practical implications – This paper describes the project’s two main outcomes. Firstly, an independent scalable framework which can be adapted to different learners’ and teachers’ needs. Secondly, the application strategy is described in detail and offers explicit indications and methods to implement the flipped classroom gradually. Also, there will be an evaluation which will be interpreted and summarized in a guideline as well as patterns and lessons learned. In general, this project aims to broaden media and information competencies and encourage and strengthen collaboration in higher education in Saxony.

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19

Shaw, Dara Gay. "Cross-cultural gender dynamics in classroom interaction the adult ESOL classroom /". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1811.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xx, 401, 2 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 263-275).

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20

Mehtaji, Meera. "USING CLASSROOM SOCIAL DYNAMICS TO UNDERSTAND CLASSROOM ADJUSTMENT BY STUDENTS WITH DISABILITIES". VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5157.

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This study aimed to understand constructs related to classroom social dynamics in a sample (n = 1863) of rural middle school students. First, it used latent profile analysis to classify classrooms based on classroom norm salience. Next, the study used the Hierarchical Linear Model to study the influence of classroom norm salience on the social roles and reputations, social network centrality, bullying involvement, and school belonging of students with disabilities. There were four major findings. First, classrooms were classified into two distinct categories based on students’ social reputations, which were positively associated with peer-nominated popularity: High Aggression Norm Salience Classrooms and High Academic/Prosocial Norm Salience Classrooms. Second, there were significant differences by class type in two specific social characteristics: students with disabilities were more likely to get their way and be nominated as leaders in classrooms classified as High Aggression Norm Salience Classrooms. Third, there was no difference in either social network centrality or bullying involvement of students with disabilities by class type. Fourth, students with disabilities were more likely to feel school belonging in classrooms that were identified as High Academic/Prosocial Norm Salience Classrooms. The implications for practice and policy are discussed.

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21

Mason, Lindsey Lea. "Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407827/.

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The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard to public schools. As the student population continues to diversify while teacher population remains predominately White, female, and middle class, teacher awareness in the classroom might be an integral piece to assist students marginalized by stereotypes in feeling more empowered in the school community. Through qualitative data collection and analysis, and framed by Basil Bernstein’s language code theory, this study explored teachers’ perceptions of how classroom interactions, in light of differences in communication, might impact students of different socio-economic backgrounds from the teacher. The findings of this study indicated that the participants expressed a desire to connect with all of their students, regardless of their background. They also discussed challenges that made relationships difficult, such as feelings of disconnect from their Title I students and their families based on differences in home life and background. This dissonance was often difficult for the participants to reconcile due to pressures and difficulties in their teaching situations, such as the large number of students and the scheduling of classes, curricular pressures, and other district expectations such as after-school ensembles. Implications for practicing music teachers and teacher education include ways to understand students’ communities and rethinking ways of approaching relevant terminology in education.

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22

Kilgour, Peter William. "Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms /". Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070327.111520.

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23

Kilgour, Peter. "Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms". Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/178.

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The purpose of this study is to analyse the differences between upper-stream, lower-stream and mixed-ability mathematics classes in terms of student perceptions of their classroom learning environment. Both quantitative and qualitative data has been collected from students while qualitative data only was collected from pre-service teachers, practising teachers and parents. The sample for the quantitative data collection was comprised of 581 Year 9 and 10 students in 36 different classes taught by 28 different teachers in 7 schools covering 4 states of Australia. All of the schools are private schools and part of the Seventh-day Adventist school system. The questionnaire used an actual and preferred form of the 56 item version of the What is Happening in the Classroom? (WIHIC) survey along with 10 questions from the Test of Science Related Attitudes (TOSRA) modified for mathematics classrooms. For the qualitative data collection 40 interviews and 8 focus groups were conducted. Apart from comparing upper and lower-streams, other variables examined were: actual and preferred perceptions of the classroom learning environment, Year 9 with Year 10, males with females, English speakers with second language students, and attitudes with perceptions of learning environments. The most significant finding of the study was not only that lower-stream students have a more negative perception of their classroom learning environment, but that they seek less change. This negative perception is seen to be worse in Year 10 than Year 9, particularly in the areas of teacher support and task orientation. This study found a positive correlation between attitude and perceptions of classroom learning environment. This study also found a tacit acceptance of streaming as a practice by most participants in the study.

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24

Kilgour, Peter. "Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms". Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16952.

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The purpose of this study is to analyse the differences between upper-stream, lower-stream and mixed-ability mathematics classes in terms of student perceptions of their classroom learning environment. Both quantitative and qualitative data has been collected from students while qualitative data only was collected from pre-service teachers, practising teachers and parents. The sample for the quantitative data collection was comprised of 581 Year 9 and 10 students in 36 different classes taught by 28 different teachers in 7 schools covering 4 states of Australia. All of the schools are private schools and part of the Seventh-day Adventist school system. The questionnaire used an actual and preferred form of the 56 item version of the What is Happening in the Classroom? (WIHIC) survey along with 10 questions from the Test of Science Related Attitudes (TOSRA) modified for mathematics classrooms. For the qualitative data collection 40 interviews and 8 focus groups were conducted. Apart from comparing upper and lower-streams, other variables examined were: actual and preferred perceptions of the classroom learning environment, Year 9 with Year 10, males with females, English speakers with second language students, and attitudes with perceptions of learning environments. The most significant finding of the study was not only that lower-stream students have a more negative perception of their classroom learning environment, but that they seek less change. This negative perception is seen to be worse in Year 10 than Year 9, particularly in the areas of teacher support and task orientation. This study found a positive correlation between attitude and perceptions of classroom learning environment. This study also found a tacit acceptance of streaming as a practice by most participants in the study.

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25

Temli, Yeliz. "Classroom Teachers&#039". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614213/index.pdf.

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The purpose of the current study was to investigate the classroom teachers&rsquo
and science and technology teachers&rsquo
views on science and technology curriculum. In this nation-wide study, survey design was utilized. The participants of the study consisted of 960 teachers in 26 provinces across Turkey and 601 of the teachers were classroom teachers and 359 teachers were science and technology teachers. In order to investigate teachers&rsquo
views, Teachers&rsquo
Views on Science and Technology Curriculum Questionnaire was developed by the researcher. The questionnaire was composed of 3 parts: demographic information part, science and technology teachers&rsquo
views questionnaire and open ended questions. To analyze the data, descriptive statistics and inferencial statistics (MANOVA) were used. The responses to open-ended questions were subjected to qualitative analysis. Results of the descriptive analyses revealed that classroom teachers and science and technology teachers had positive views towards attainments-content, learning-teaching process and assessment component of science and technology curriculum. Results of MANOVA analysis demonstrated that graduation fields affect teachers&rsquo
views towards attainments-content and assessment component of the Science and Technology Curriculum
whereas graduation fields did not affect teachers&rsquo
views towards learning-teaching process. Similarly, teaching experiences affect teachers&rsquo
views towards attainments-content and assessment component of the curriculum. As for teaching field, the results showed that teaching field affects teachers&rsquo
views towards attainments-content and assessment component of the curriculum and classroom teachers had more positive views on these components. Gender did not illustrate statistically significant results on teachers&rsquo
views on science and technology curriculum components.

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26

Burris, Elizabeth D. "Emotions in the classroom /". View online, 2008. http://hdl.handle.net/10090/5871.

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27

Norgren, Marcus. "Flipped Classroom på högstadiet". Thesis, Högskolan i Gävle, Avdelningen för elektronik, matematik och naturvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17014.

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28

Hardman, Mark. "Complexity and classroom learning". Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14466/.

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This thesis provides a theoretical basis for applying complexity theory to classroom learning. Existing accounts of complexity in social systems fail to adequately situate human understanding within those systems. Human understanding and action is embedded within the complex systems that we inhabit. As such, we cannot achieve a full and accurate representation of those systems. This challenges epistemological positions which characterise learning as a simple mechanistic process, those which see it as approaching a view of the world 'as it is' and also positions which see learning as a purely social activity. This thesis develops a materialist position which characterises understandings as emergent from, but not reducible to, the material world. The roles of embodied neural networks as well as our linguistic and symbolic systems are considered in order to develop this materialist position. Context and history are shown to be important within complex systems and allow novel understandings to emerge. Furthermore, shared understandings are seen as emergent from processes of response, replication and manipulation of patterns of behaviour and patterns of association. Thus the complexity of learning is accounted for within a coherent ontological and epistemological framework. The implications of this materialist position for considering classroom learning are expounded. Firstly, our models and descriptions of classrooms are reconciled with the view of our understandings as sophisticated yet incomplete models within complex social systems. Models are characterised as themselves material entities which emerge within social systems and may go on to influence behaviour. Secondly, contemporary accounts of learning as the conceptual representation of the world are challenged.

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29

Yaxley, Heather. "Behaviour in the classroom". Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343401.

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Eriksson, David. "Flipped Classroom i gymnasieskolan". Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-64073.

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I denna undersökning studeras verksamma lärares syn på hur undervisning kan förändras genom att använda Flipped Classroom i undervisningen. Till detta används även tidigare forskningslitteratur där lärarnas erfarenheter jämförs för att verifiera resultatet med den tidigare forskningen. Resultatet av studien har visat att undervisning bör varieras och att undervisning som blandar Flipped Classroom med traditionell undervisning är att föredra. Arbetet med texten har visat att denna metod kan leda till att eleverna blir aktivare under lektionstid. Vidare blir eleverna bättre förberedda då de inför varje lektion ska ta del av inspelad teori.

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Svensson, Jonas, e Pagliano Sabrina Larsen. "Facebook in the Classroom". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30501.

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Sociala medier används mer än någonsin förr, och har utvecklats till en viktig, integrerad del utav samhället. I samband med detta har även möjligheten att utnyttja sociala medier i kombination med undervisning blivit en realitet. Utgångspunkten för vår studie är att undersöka hur en utav de mest populära sociala medierna, Facebook, upplevs i undervisningssyfte, utifrån lärarperspektivet.Syftet med vår undersökning är att granska hur väl lärare anser Facebook vara lämpligt att integrera i sin undervisning. Ett av delmålen var även att utifrån lärarnas åsikter skapa en konkret lista över risker och möjligheter kopplat till detta. Vi har därmed intervjuat sex stycken lärare på grundskole- och gymnasienivå. Resultaten är analyserade med fenomenografisk ansats.Alla lärare är överens om att det både finns risker och möjligheter med att använda Facebook i undervisningen. Bland de mest nämnda riskerna är att Facebook lätt kan bli ett distraktionsmoment för eleverna, och att det kräver tid och kunskap ifrån lärarnas sida. De vanligaste möjligheterna som framkommit är att Facebooks verktyg för kommunikation bidrar positivt till undervisningen, både socialt och praktiskt, samt dess dragningskraft, d.v.s. att information enklare når ut till eleverna. Utöver detta är det en risk att Facebook konkurrerar med skolans lärplattform, vilket man måste acceptera, eftersom lärplattformen fortfarande bidrar med administrativa verktyg som Facebook i dagens läge inte kan ersätta.

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Watson, Todd Richard. "Topics in classroom discourse". Thesis, University of Liverpool, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288859.

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Tai, Chin Tong. "Silence in the classroom". HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/392.

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Elvey, Moya. "Implementing inclusion : classroom journeys". Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/170931.

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This study interrogates the professional experiences, attitudes and pedagogical choices of eight classroom teachers in regular schools and inquires into their impact on the development of inclusive teaching practices. Approached from the perspective of an experienced teaching practitioner, the study responds to the call for an increased focus on the role of classroom teachers in implementing inclusion in schools. The study is underpinned by a theoretical stance that promotes the value of inclusive education through a human rights, access and equity framework. It advocates for the importance of overcoming the discriminatory practices that marginalise some students. Consistent with a qualitative, ethnographic methodology, observations and interviews with practicing teachers provide insights into the factors that encourage, and sometimes discourage, the enactment of inclusive pedagogies. The literature on inclusive education provides guidance throughout the data collection and analysis process. This includes frameworks designed by other researchers that outline and define inclusive teaching strategies. The study exposes the pivotal role that ongoing teacher professional learning, along with strategic guidance and support from colleagues and school leaders, plays in enhancing teacher capacity and positive attitudes towards student diversity. It also uncovers evidence that when medical reports and pressure from ‘others’ such as health professionals, encourage teachers to focus on student ‘deficits’ and ‘problems’, they are more likely to seek out and adopt strategies that marginalise and set some students apart from their peers. A fundamental finding of this study is that when teachers and their school leaders focus on developing understanding about ‘effective’ pedagogies - on quality education for all - responsive, inclusive, student-centred teaching approaches often become embedded in their everyday classroom practice.
PhD

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Chakrvarty, Rupak, e Sukhdeep Kaur. "OpenCourseware: Learning Beyond Classroom". Twenty First Century Publications, Patiala, 2008. http://hdl.handle.net/10150/106151.

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OpenCourseWare is an innovative and bold idea. It aims to support learning and teaching programme significantly. Learning material contained in an OCW provides learners an opportunity to gain knowledge beyond their routine classroom environments. These are in the digital form which can be accessed online, thus breaking the barriers of time and distance. Indian academics can play a significant role in creating OCW materials for the students to propagate the teaching and learning process diluting the limitations of traditional educational setup and begin a new culture of "Learning Beyond Classroom". The present study aims to sensitize the teachers and learners about the potentials of the OCWs. It presents a proposal for creating an "Indian OCW Consortium" at different levels. Also discusses the challenges and issues in establishing such an OCW project.

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Dwyer, Edward J. "Bookmaking in the Classroom". Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3399.

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Wright, Andrew W. "RFID Classroom Management System". DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/558.

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Professors who manage large classes are unrealistically expected to grade each student fairly and accurately. Even with all of the technological advancements that have occurred in the past thirty years, very little progress has been made in classroom management, and as a result, professors are not equipped with enough tools to successfully manage large class sizes. Because radio frequency identification (RFID) technology is making its way into student issued identification cards, there is an opportunity to use it as a tool to aid professors in the classroom. The focus of this paper is to discover the most effective system that can be implemented as a classroom management instrument. Through multi criteria analysis, several different infrastructures are examined and compared to determine the best alternative. The result of an effective system leads to a reduction in time spent taking attendance, an increase in student performance, an increase in the fairness and accuracy of recording classroom participation, and an enhanced professor-student relationship.

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Hennefer, Mindi. "Intrinsic Classroom Teacher Motivation". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5473.

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In the public education accountability movement, politicians and corporate reformers claim that student performance on standardized tests is an appropriate and reliable measure of a teacher's ability to educate. Given the process of holding K-12 classroom teachers directly accountable for individual student achievement based on standardized testing results, the teachers at XYZ Elementary School are currently motivated to change only through externally controlled factors or extrinsic motivation. The purpose of this research was to explore processes other than extrinsic motivation that motivate teachers to engage in strategies and methods that indirectly influence students to learn over the long term. The purpose of the mixed transformative emancipatory design focused on change orientation and the social injustice inflicted upon professional educators (Creswell & Plano Clark, 2011). The study took place at a single-site elementary location with 19 volunteer teachers. The qualitative and quantitative data included 2 assessments, 1 experiment, 1 activity, and individual interviews. Data analysis of this transformative, mixed-methods, emancipatory design revealed the participants of XYZ Elementary School were ready and willing to change, felt low levels of autonomy in the workplace, experienced levels of flow (intrinsic motivation) in the classroom, and experienced low levels of support or appreciation from political leaders and the business community. The implication for local social change is the reexamining of current extrinsic motivation and management techniques to help educators become more effective. Broader social implications of this study are that teachers who experience higher degrees of autonomy and sense of purpose also feel a greater amount of intrinsic motivation to teach and learn.

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Forster, William L. "Implementation and evaluation of the use of STI classroom management systems by River Falls High School students, parents, and guardians". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005forsterw.pdf.

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Green, Vanessa Nashee. "Effects of classroom discussions on student performance and confidence in the science classroom". Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/green/GreenV0812.pdf.

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Middle school can be a tough time for students to be willing to share their ideas and thoughts aloud in class. This study challenges that unwillingness to speak aloud in class and teaches students how to participate appropriately in formal class discussions. While conducting this study, data was collected to determine if the discussions had an effect on student performance and confidence in the science classroom. Students were observed during five different class discussions. Data was collected by using tools such as rubrics, self-assessments, pre-assessments and post-assessments. After two months of post-treatment, the study concluded with the knowledge that class discussions can be used as another strategy to engage students to be active participants in their learning of science topics while also allowing students to demonstrate oral speaking skills in a respectful learning environment.

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Kostaras, Vasiliki. "Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom". Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26281.

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Technology has become an integral part in the realm of education. The flipped classroom is a recent teaching method where students can watch instructional online videos outside the classroom that actively engage them in their learning process. Although this trend has gained momentum in many disciples and there are many studies available, research behind language acquisition through the flipped classroom model is limited. Still it is implemented by many teachers in the upper secondary school in Sweden. The aim of this study is to investigate the benefits and drawbacks of the flipped classroom in the EFL context and to see if the Flipped Classroom enhances interactive skil ls in students’ language learning. Peer reviewed research articles were used and data has been collected through research behind the Flipped Classroom. The perceptions behind it were divided. Some teachers and students experienced the Flipped Classroom as something positive with regard to availability of material, the promotion of active learning for students and enhancement in language interaction. Along with these, criticism made on this teaching method is that creating material to be available online was time consuming and that perceived an increase in the homework load. As regards oral interaction, both teachers and students felt that it did enhance skills in speaking since preparation before class lead to qualitative time for interaction with the teacher during class, something that was very limited before implementing the flipped classroom model. This review suggests that there is a demand for further studies in the area of English language teaching and English language acquisition in the Swedish context of upper secondary education.

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Rusk, Robert Brian. "A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions". Thesis, Grand Canyon University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10015230.

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This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive Behavioral Interventions and Support (PBIS) classroom discipline referrals versus those who had a low number. The phenomenon studied was how the classroom management practices and culture that the teachers developed in their classroom influenced the effectiveness of management of their students. Triangulation of data involved using teacher interviews, classroom observations, and classroom artifacts. Four research questions framed this study. Two models providing the theoretical foundation included Sugai and Horner positive behavioral support (PBS) and Edgar Schein’s model of culture. Two of the themes emerged as significant in advancing knowledge of teachers’ classroom management. First, in the area of teachers’ perception of classroom management, the teachers with high level of classroom referrals and those with low level of classroom referrals perceived that they had effective classroom management practices. Second, teachers with a low number of referrals appeared to take a more holistic approach to classroom management, while teachers with a high number of referrals used a more traditional approach to classroom management. Additional qualitative and quantitative research should further explore the effectiveness of a holistic classroom management model versus a more traditional classroom management model.

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Olsson, Johan. "Classroom instruction and outdoor education-A comparison between classroom instructions and outdoor education". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33663.

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Syftet med uppsatsen är att jämföra klassrumsundervisning och utomhuspedagogik och se vilket av dessa två arbetssätt som lärare föredrar och arbetar med. I den empiriska studien intervjuades lärare som arbetar inom förskola och grundskolans tidigare år om hur de ser på klassrumsundervisning och utomhuspedagogik. Uppsatsen handlar om utomhuspedagogik och klassrumsundervisning. Den utgår från följande frågeställningar:Vilka är för – och nackdelarna med utomhuspedagogik?Varför använder lärarna en viss undervisningsmetod mer?Har omgivningen någon påverkan för att bedriva utomhuspedagogik?I resultatet och analysen framkommer det att lärarna har ungefär samma syn på klassrumsundervisning. Lärarna känner också att de skulle kunna använda sig mer av utomhuspedagogik. Fastän att det finns mycket forskning kring utomhuspedagogik och dess påverkan på elevers prestationer i skolan används det förvånansvärt lite i skolan. Lärarna upplever att det är svårt att planera och förbereda sig för undervisning ute, det är material som ska med, det finns elever som har särskilda behov, elever med rörelsehinder, diabetes eller andra sjukdomar. Även tidsbrist kan vara en av anledningar till att man väljer klassrumsundervisning. I klassrumsundervisning har du som lärare lättare tillgång till läromaterial, översikt på elevgruppen och läraren känner att han eller hon har mer ordning i klassrummet, det är tidssparande och når fram till hela klassen.Nyckelord är inlärning, klassrumsundervisning och utomhuspedagogik.

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Stevens, Anthony J. "The Benefits of Teacher-Led Classroom Discussion in a Secondary Social Studies Classroom". Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281640769.

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Sweigard, Thomas L. "The changing classroom culture : participants' perspectives of a first, second grade multilevel classroom /". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777170405708.

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Brady, John E. "Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346.

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Rawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms". Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1950.

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The classroom learning environment has increasingly been recognised as an important factor in education. However, over recent years the increasing research in this area has focussed on humanities or science classrooms. Virtually no investigations have been reported into the learning environment of the secondary mathematics classroom.The study reported in this thesis focusses on the perceptions of 490 grade 9 mathematics students in 23 classrooms in 14 schools in Adelaide, South Australia. Students' perceptions of their mathematics learning environment were measured using a new classroom environment instrument which has been developed in both a Personal Form (which focusses on students' perceptions of their personal interaction with the learning environment) and a Class Form (which focusses on students' perceptions of the class's interactions with the learning environment).This study confirmed the reliability and validity of both forms of the new instrument in its use with this sample of students, and examined the differences between the Personal and the Class Forms of the instrument. The sub-populations of male and female students were also profiled and differences between their perceptions of the classroom learning environment were examined. Differences between students' perceptions of their teacher's interpersonal behaviour in the classroom were also explored.The study identified associations between students' perceptions of their mathematics classroom learning environment, their perceptions of their teacher's interpersonal behaviour, and student outcomes. The association between students' perceptions of their mathematics classroom environment and attitudinal outcomes was stronger than the association with cognitive outcomes.Finally, the commonality and uniqueness of the two instruments measuring classroom learning environment and teacher's interpersonal behaviour in terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.

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Sarver, Tammie, Jane Tingle Broderick e Lynn Lodien. "Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4227.

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Learning to organize the diverse interests of small groups in a Reggio inspired emergent curriculum is complex. No need to move all children through a process. Several small interest groups can emerge and thrive. Teachers can be sure that all children will receive significant learning from the diverse interest groups through the thoughtful and consistent use of small group and whole group classroom meetings. Techniques and real life examples will be shared. Discussion will be encouraged.

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Broderick, Jane Tingle, e T. Sarver. "Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4234.

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Willy, John Patrick. "Student engaged time in the mathematics classroom: A comparison between coeducational and single-sex classrooms". Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280032.

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This quasi-experimental study examined student engaged time as a function of the gender composition of the classroom. Three levels of single sex and coeducational mathematics classes were compared. An analysis of variance found that class environment (single sex or coeducational), and class level (Algebra 1/2, Geometry 3/4, or Algebra 5/6) were significant factors. A significant interaction effect was also found. Algebra and Geometry students were more engaged in a coeducational environment and female Algebra 5/6 students were more engaged in a single sex environment.

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