The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

Science.gov (United States)

Mortensen, C J; Nicholson, A M

2015-07-01

Many classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. In the modern age, traditional lectures are argued by some as obsolete and do not address the learning needs of today’s students. An emerging pedagogical approach is the concept of the flipped classroom. The flipped classroom can simply be described as students viewing asynchronous video lectures on their own and then engaging in active learning during scheduled class times. In this study, we examined the flipped classroom teaching environment on student learning gains in an Introduction to Equine Science course. Students (n = 130) were asked to view 7.5 h of recorded lectures divided into 8 learning modules, take online quizzes to enforce lecture viewing, take 3 in-class exams, and prepare to participate in active learning during scheduled class times. Active learning approaches included individual activities, paired activities, informal small groups, and large group activities. When compared to students in the traditional lecture format in earlier years, students in the flipped format scored higher on all 3 exams (P flipped format students were asked to take the Cornell Critical Thinking Exam (version X). Scores improved from the pretest (50.8 ± 0.57) to the posttest (54.4 ± 0.58; P flipped course, no correlations were found with student performance and interactions with online content. Students were asked in class to evaluate their experiences based on a 5-point Likert scale: 1 (strongly disagree) to 5 (strongly agree). The flipped classroom was ranked as an enjoyable learning experience with a mean of 4.4 ± 0.10, while students responded positively to other pointed questions. In formal course evaluations, flipped format students ranked the following higher (P flipped classroom proved to be a positive learning experience for students. As the classroom continues to modernize, pedagogical approaches

Stress enhances fear by forming new synapses with greater capacity for long-term potentiation in the amygdala.

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Suvrathan, Aparna; Bennur, Sharath; Ghosh, Supriya; Tomar, Anupratap; Anilkumar, Shobha; Chattarji, Sumantra

2014-01-05

Prolonged and severe stress leads to cognitive deficits, but facilitates emotional behaviour. Little is known about the synaptic basis for this contrast. Here, we report that in rats subjected to chronic immobilization stress, long-term potentiation (LTP) and NMDA receptor (NMDAR)-mediated synaptic responses are enhanced in principal neurons of the lateral amygdala, a brain area involved in fear memory formation. This is accompanied by electrophysiological and morphological changes consistent with the formation of 'silent synapses', containing only NMDARs. In parallel, chronic stress also reduces synaptic inhibition. Together, these synaptic changes would enable amygdalar neurons to undergo further experience-dependent modifications, leading to stronger fear memories. Consistent with this prediction, stressed animals exhibit enhanced conditioned fear. Hence, stress may leave its mark in the amygdala by generating new synapses with greater capacity for plasticity, thereby creating an ideal neuronal substrate for affective disorders. These findings also highlight the unique features of stress-induced plasticity in the amygdala that are strikingly different from the stress-induced impairment of structure and function in the hippocampus.

Decreased reaction time variability is associated with greater cardiovascular responses to acute stress.

Science.gov (United States)

Wawrzyniak, Andrew J; Hamer, Mark; Steptoe, Andrew; Endrighi, Romano

2016-05-01

Cardiovascular (CV) responses to mental stress are prospectively associated with poor CV outcomes. The association between CV responses to mental stress and reaction times (RTs) in aging individuals may be important but warrants further investigation. The present study assessed RTs to examine associations with CV responses to mental stress in healthy, older individuals using robust regression techniques. Participants were 262 men and women (mean age = 63.3 ± 5.5 years) from the Whitehall II cohort who completed a RT task (Stroop) and underwent acute mental stress (mirror tracing) to elicit CV responses. Blood pressure, heart rate, and heart rate variability were measured at baseline, during acute stress, and through a 75-min recovery. RT measures were generated from an ex-Gaussian distribution that yielded three predictors: mu-RT, sigma-RT, and tau-RT, the mean, standard deviation, and mean of the exponential component of the normal distribution, respectively. Decreased intraindividual RT variability was marginally associated with greater systolic (B = -.009, SE = .005, p = .09) and diastolic (B = -.004, SE = .002, p = .08) blood pressure reactivity. Decreased intraindividual RT variability was associated with impaired systolic blood pressure recovery (B = -.007, SE = .003, p = .03) and impaired vagal tone (B = -.0047, SE = .0024, p = .045). Study findings offer tentative support for an association between RTs and CV responses. Despite small effect sizes and associations not consistent across predictors, these data may point to a link between intrinsic neuronal plasticity and CV responses. © 2016 The Authors. Psychophysiology published by Wiley Periodicals, Inc. on behalf of Society for Psychophysiological Research.

What Are Professors Doing in the Classroom That Might Attenuate Learning Issues That Challenge Students with Post Traumatic Stress Disorder?

Science.gov (United States)

Force, Marilynn

2013-01-01

Many students enter the postsecondary classroom with Post Traumatic Stress Disorder (PTSD), but do not disclose their disability for fear of stigma from the school and the instructors they must face. For the past 7 years, this author has noticed that, when instructional designs incorporate practices that meet the needs and learning processes of…

Behaviorally Challenging Students and Teacher Stress

NARCIS (Netherlands)

H.A. Everaert; J.C. van der Wolf

2005-01-01

The present study focuses on the level of stress a teacher perceives when dealing with the most behaviorally challenging student in his or her classroom. To measure stress in Dutch elementary classrooms, a sample was drawn of 582 teachers. Two questions concerning this relation between student and

Examining classroom influences on student perceptions of school climate: the role of classroom management and exclusionary discipline strategies.

Science.gov (United States)

Mitchell, Mary M; Bradshaw, Catherine P

2013-10-01

There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student-teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student-teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Harmonious Learning: Yoga in the English Language Classroom

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Morgan, Lisa

2011-01-01

This article looks at one way for teachers to make classrooms emotionally, mentally, and physically healthy places to learn--places where tensions and stresses are lessened and where teachers and students are concentrating, yet relaxed. "Harmonious language learning classroom" is the term the author coined to describe this kind of language…

Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms.

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Becker, Brandon D; Gallagher, Kathleen C; Whitaker, Robert C

2017-12-01

The quality of teachers' relationships with children is a key predictor of children's later social emotional competence and academic achievement. Interventions to increase mindfulness among teachers have focused primarily on the impacts on teachers' subjective well-being, but not on the quality of their relationships with children. Furthermore, none of these interventions have involved preschool teachers. To consider the potential of mindfulness-based interventions to improve the quality of teachers' relationships with preschool-aged children, we examined data from an online survey of 1001 classroom teachers in 37 Pennsylvania Head Start Programs. Using path analysis we investigated the association between teachers' dispositional mindfulness and the quality of their relationships with children (conflict and closeness). We further examined whether this association was mediated by teacher depressive symptoms and moderated by perceived workplace stress. Higher levels of dispositional mindfulness among teachers were associated with higher quality relationships with children (less conflict and greater closeness). The association between greater dispositional mindfulness and less conflict was partially mediated by lower depressive symptoms, and the conditional direct effect of mindfulness on conflict was stronger when perceived workplace stress was lower. These findings suggest that preschool teachers who have higher levels of dispositional mindfulness may experience higher quality relationships with children in their classrooms. Interventions to increase levels of dispositional mindfulness among early childhood educators may improve their well-being along with the quality of their relationships with children, potentially impacting children's educational outcomes. The potential impacts of such interventions may be even stronger if structural and systemic changes are also made to reduce workplace stress. Copyright © 2017 Society for the Study of School Psychology

Learning about Language in Classrooms.

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Florio-Ruane, Susan

1985-01-01

Research on communication in classrooms is reviewed to provide implications for the writing process. Studies address language, social identity, and teacher expectation. The importance of meaning as the focus of writing is stressed. (CL)

Developing a protocol for evaluating teachers' classroom management styles

OpenAIRE

Đigić, Gordana; Stojiljković, Snežana

2011-01-01

The paper first defines the concept of classroom management and highlights the key-elements and presuppositions of successful classroom management. Further follows a description of different styles based on views of Martin and Baldwin who stress three dimensions of classroom management: personality (the teacher's convictions about the student's personality and actions based on them), teaching (what the teacher does to initiate and maintain class activities) and discipline (the procedures the ...

The association of perceived stress and verbal memory is greater in HIV-infected versus HIV-uninfected women.

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Rubin, Leah H; Cook, Judith A; Weber, Kathleen M; Cohen, Mardge H; Martin, Eileen; Valcour, Victor; Milam, Joel; Anastos, Kathryn; Young, Mary A; Alden, Christine; Gustafson, Deborah R; Maki, Pauline M

2015-08-01

In contrast to findings from cohorts comprised primarily of HIV-infected men, verbal memory deficits are the largest cognitive deficit found in HIV-infected women from the Women's Interagency HIV Study (WIHS), and this deficit is not explained by depressive symptoms or substance abuse. HIV-infected women may be at greater risk for verbal memory deficits due to a higher prevalence of cognitive risk factors such as high psychosocial stress and lower socioeconomic status. Here, we investigate the association between perceived stress using the Perceived Stress Scale (PSS-10) and verbal memory performance using the Hopkins Verbal Learning Test (HVLT) in 1009 HIV-infected and 496 at-risk HIV-uninfected WIHS participants. Participants completed a comprehensive neuropsychological test battery which yielded seven cognitive domain scores, including a primary outcome of verbal memory. HIV infection was not associated with a higher prevalence of high perceived stress (i.e., PSS-10 score in the top tertile) but was associated with worse performance on verbal learning (p memory (p stress was associated with poorer performance in those cognitive domains (p's stress interaction was found only for the verbal memory domain (p = 0.02); among HIV-infected women only, high stress was associated with lower performance (p's memory measure in particular. These findings suggest that high levels of perceived stress contribute to the deficits in verbal memory observed in WIHS women.

Retention of Content Utilizing a Flipped Classroom Approach.

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Shatto, Bobbi; LʼEcuyer, Kristine; Quinn, Jerod

The flipped classroom experience promotes retention and accountability for learning. The authors report their evaluation of a flipped classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the flipped classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using flipped classroom methodology.

When classroom becomes school

DEFF Research Database (Denmark)

Noer, Vibeke Røn

(Christensen, 2013), this presentation will focus on ‘what’s happening in the classroom’ when classroom is ‘school’ among fellow students opposed to ‘real nursing practice’ among future colleagues. Focusing on student strategies in the classroom, the presentation will further elaborate on the inherent...... & Perrenoud, 2006). In Denmark alone changes have been made numerously times in the last two decades. Concurrently, a considerable amount of studies has been published focusing on the nursing education, stressing a call for transformation. Division of learning contexts into clinical and classroom settings...... is a strong marker of the nursing education and has as such also been of interest for research. There is a large number of studies (e.g. Larsen, 2000; Johnsen, 2003; Kragelund, 2006; Voigt, 2007; Henriksen, 2009; Højbjerg, 2011) that explore the learning contexts in the nursing education. However, most...

Work stress, Chinese work values, and work well-being in the Greater China.

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Lu, Luo; Kao, Shu-Fang; Siu, Oi-Ling; Lu, Chang-Qin

2011-01-01

Work values influence our attitudes and behavior at work, but they have rarely been explored in the context of work stress. The aim of this research was thus to test direct and moderating effects of Chinese work values (CWV) on relationships between work stressors and work well-being among employees in the Greater China region. A self-administered survey was conducted to collect data from three major cities in the region, namely Beijing, Hong Kong, and Taipei (N = 380). Work stressors were negatively related to work well-being, whereas CWV were positively related to work well-being. In addition, CWV also demonstrated moderating effects in some of the stressor-job satisfaction relationships.

Systemic Oxidative Stress Is Increased to a Greater Degree in Young, Obese Women Following Consumption of a High Fat Meal

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Richard J. Bloomer

2009-01-01

Full Text Available High fat meals induce oxidative stress, which is associated with the pathogenesis of disease. Obese individuals have elevated resting biomarkers of oxidative stress compared to non-obese. We compared blood oxidative stress biomarkers in obese (n = 14; 30 ± 2 years; BMI 35 ± 1 kg•m−2 and non-obese (n = 16; 24 ± 2 years; BMI 23 ± 1 kg•m−2 women, in response to a high fat meal. Blood samples were collected pre-meal (fasted, and at 1, 2, 4 and 6 hours post meal, and assayed for trolox equivalent antioxidant capacity (TEAC, xanthine oxidase activity (XO, hydrogen peroxide (H2O2, malondialdehyde (MDA, triglycerides (TAG, and glucose. An obesity status effect was noted for all variables (p 0.05, contrasts revealed greater values in obese compared to non-obese women for XO, H2O2, MDA, TAG and glucose, and lower values for TEAC at times from 1–6 hours post feeding (p ≤ 0.03. We conclude that young, obese women experience a similar pattern of increase in blood oxidative stress biomarkers in response to a high fat meal, as compared to non-obese women. However, the overall oxidative stress is greater in obese women, and values appear to remain elevated for longer periods of time post feeding. These data provide insight into another potential mechanism related to obesity-mediated morbidity.

Gender Perceptions of Challenging Student Behavior and Teacher Stress

OpenAIRE

Everaert, H.A.; Wolf, van der, J.C.

2006-01-01

The present study focuses on the level of stress male and female teachers perceive when dealing with the most behaviorally challenging student in his or her classroom. To measure stress in Dutch elementary classrooms, a sample was drawn of 582 teachers. First, they rated the most challenging student in their classroom on six different behavioral components: Against the grain, Full of activity/Easily distractible, Needs a lot of attention/Week student, Easily upset, Failuresyndrome/Excessively...

Exploring How African American Faculty Cope with Classroom Racial Stressors

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Pittman, Chavella T.

2010-01-01

This study was an examination of how African American faculty discussed their coping with racially stressful classrooms. Despite aims for racial equality in higher education, the classroom has been a significant site of racial stressors for African American facility. Analysis of interviews with 16 (8 women, 8 men) African American faculty at a…

Teaching Trauma: A Model for Introducing Traumatic Materials in the Classroom

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Jessica D. Cless

2017-09-01

Full Text Available niversity courses in disciplines such as social work, family studies, humanities, and other areas often use classroom materials that contain traumatic material (Barlow & Becker-Blease, 2012. While many recommendations based on trauma theory exist for instructors at the university level, these are often made in the context of clinical training programs, rather than at the undergraduate level across disciplines. Furthermore, no organized model exists to aid instructors in developing a trauma-informed pedagogy for teaching courses on traumatic stress, violence, and other topics that may pose a risk for secondary traumatic stress in the classroom (Kostouros, 2008. This paper seeks to bridge the gap between trauma theory and implementation of sensitive content in classrooms of higher education, and presents a model of trauma-informed teaching that was developed in the context of an undergraduate trauma studies program. Implications and future directions for research in the area of trauma-informed university classrooms are discussed.

Gender Perceptions of Challenging Student Behavior and Teacher Stress

NARCIS (Netherlands)

H.A. Everaert; J.C. van der Wolf

2006-01-01

The present study focuses on the level of stress male and female teachers perceive when dealing with the most behaviorally challenging student in his or her classroom. To measure stress in Dutch elementary classrooms, a sample was drawn of 582 teachers. First, they rated the most challenging student

Developing Students' Emotional Competency Using the Classroom-as-Organization Approach

Science.gov (United States)

Sheehan, Beth J.; McDonald, Mark A.; Spence, Kirsty K.

2009-01-01

In management education, the classroom-as-organization (CAO) approach to teaching has been a topic of much discussion and debate. Given the authors' experiences in teaching sport event management, it is known that the CAO approach helps students develop greater self-confidence, greater self- and social awareness, and a greater understanding of…

The Transformative Power of Communication: Democratizing Practices for the General Education Classroom

Science.gov (United States)

Haynal, Kaitlyn

2016-01-01

This article examines the common communication practices of deliberation, discussion, delivery, and debate, for their democratizing potential through their greater inclusion in all general education classrooms. It argues that these tools are underutilized outside of communication classrooms but offer numerous benefits to teachers and students…

THE IMPLEMENTATION OF FLIPPED CLASSROOM MODEL IN EFL WRITING

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Rida Afrilyasanti

2016-10-01

Full Text Available Flipped classroom is an approach to learning to write that allows teachers to have one-on-one assistance to help learners in the “during writing” stage in the classroom. Theories are given to the students in a video lectures to watch before class. Because problems in writing mostly occur in “during writing” stage, teacher assistance is crucial. This paper aims to share theoretical review and research findings pertaining to the implementation of flipped classroom model to EFL writing. Research findings show that flipped classroom is able to give greater opportunities for interactive sessions in class which focus on the students’ own concerns, questions, and needs. Therefore, students’ difficulties in “during writing” stage can be minimized

Advance Organizers in Secondary Special Education Resource Classrooms: Effects on Student Engagement Behaviors

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King, Lisa

2013-01-01

Student engagement and appropriate behaviors are essential for effective instruction in secondary special education classrooms. Research suggests that proactive engagement strategies and interventions can have a greater effect on overall classroom behaviors than negative consequences. A single case experiment measured the effects of…

Classrooms with Growing Room. Playing Smart: Enrichment in the Home. Lessons without Limits.

Science.gov (United States)

Kanevsky, Lannie

Three papers by the same author address: (1) educational methods for gifted children in the regular classroom; (2) principles of enriching the gifted child's development in the home; and (3) modifying lessons to optimally challenge gifted students. The first paper is titled, "Classrooms with Growing Room." It stresses the need for gifted children…

Mathematics and Science Learning Opportunities in Preschool Classrooms

Science.gov (United States)

Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine

2014-01-01

Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205

Teacher-led relaxation response curriculum in an urban high school: impact on student behavioral health and classroom environment.

Science.gov (United States)

Wilson, H Kent; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Drewel, Emily; Riklin, Eric; Saul, Southey; Fricchione, Gregory L; Benson, Herbert; Denninger, John W

2015-01-01

Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P management behaviors at that point. Using a Bonferroni correction (P management behaviors (P classroom productivity (eg, increased time spent on activities and instruction from pre- to postintervention). This study showed that teachers can lead an RR curriculum with fidelity and suggests that such a curriculum has positive benefits on student emotional and behavioral

Classroom Climate among Teacher Education Mathematics Students

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Polemer M. Cuarto

2015-11-01

Full Text Available Classroom climate has gained prominence as recent studies revealed its potentials as an effective mediator in the various motivational factors as well as an antecedent of academic performance outcome of the students. This descriptive-correlational study determined the level of classroom climate dimensions among teacher education students specializing in Mathematics at Mindoro State College of Agriculture and Technology. Employing a self-structured questionnaire adapted to the WIHIC (What Is Happening In this Class questionnaire, the surveyed data were treated statistically using Pearson’s r. Result showed that there was high level of classroom climate among the respondents in their Mathematics classes in both teacher-directed and student-directed dimensions specifically in terms of equity, teacher support, cohesiveness, involvement, responsibility and task orientation. Also, it revealed that equity and teacher support were both positively related to the students-directed classroom climate dimensions. With these results, teachers are seen to be very significant determinants of the climate in the classroom. Relevant to this, the study recommended that faculty should develop effective measures to enhance classroom climate dimensions such as equity and teacher support to address the needs of diverse studentsdespite large size classes. Moreover, faculty should provide greater opportunitiesfor the students to achieve higher level of responsibility, involvement, cohesiveness, and task orientation as these could motivate them to develop positive learning attitude, perform to the best of their ability, as well as maximize their full potential in school.

Bone stress in runners with tibial stress fracture.

Science.gov (United States)

Meardon, Stacey A; Willson, John D; Gries, Samantha R; Kernozek, Thomas W; Derrick, Timothy R

2015-11-01

Combinations of smaller bone geometry and greater applied loads may contribute to tibial stress fracture. We examined tibial bone stress, accounting for geometry and applied loads, in runners with stress fracture. 23 runners with a history of tibial stress fracture & 23 matched controls ran over a force platform while 3-D kinematic and kinetic data were collected. An elliptical model of the distal 1/3 tibia cross section was used to estimate stress at 4 locations (anterior, posterior, medial and lateral). Inner and outer radii for the model were obtained from 2 planar x-ray images. Bone stress differences were assessed using two-factor ANOVA (α=0.05). Key contributors to observed stress differences between groups were examined using stepwise regression. Runners with tibial stress fracture experienced greater anterior tension and posterior compression at the distal tibia. Location, but not group, differences in shear stress were observed. Stepwise regression revealed that anterior-posterior outer diameter of the tibia and the sagittal plane bending moment explained >80% of the variance in anterior and posterior bone stress. Runners with tibial stress fracture displayed greater stress anteriorly and posteriorly at the distal tibia. Elevated tibial stress was associated with smaller bone geometry and greater bending moments about the medial-lateral axis of the tibia. Future research needs to identify key running mechanics associated with the sagittal plane bending moment at the distal tibia as well as to identify ways to improve bone geometry in runners in order to better guide preventative and rehabilitative efforts. Copyright © 2015 Elsevier Ltd. All rights reserved.

Classroom Quality and Student Engagement: Contributions to Third-Grade Reading Skills

Science.gov (United States)

Guo, Ying; Connor, Carol McDonald; Tompkins, Virginia; Morrison, Frederick J.

2011-01-01

This study, using NICHD Study of Early Child Care and Youth Development longitudinal data, investigated the effects of classroom quality and students’ third-grade behavioral engagement on students’ third-grade reading achievement (n = 1,364) and also examined the extent to which students’ third-grade behavioral engagement mediated the association between classroom quality and children's reading skills. SEM results revealed that controlling for family socio economic risk and students’ first-grade reading achievement, classroom quality significantly, and positively predicted children's behavioral engagement, which in turn predicted greater reading achievement. Higher levels of children's behavioral engagement were associated with higher reading achievement. Implications for policy and practice are discussed. PMID:21779272

Impact of Adopt-a-Classroom Partnerships between K-12 and University Faculty

Science.gov (United States)

Smith, Elizabeth; Kindall, Heather D.; Carter, Vinson; Beachner, Maggie

2016-01-01

There is often a disconnect between K-12 schools and postsecondary institutions. While this gap has grown consistently, the need for collaboration between systems is greater than ever. The Adopt-A-Classroom program was created to address the need for greater university faculty involvement in public schools by providing opportunities for…

Use of anabolic androgenic steroids produces greater oxidative stress responses to resistance exercise in strength-trained men

Directory of Open Access Journals (Sweden)

Hamid Arazi

Full Text Available The aim of this study was to determine the effect of anabolic androgenic steroids (AAS use on oxidative stress responses to a single session of resistance exercise in strength-trained men. Twenty-three strength trained men, with 11 self-reporting regular AAS use and 12 self-reporting never taking AAS (NAAS volunteered to participate in this study. Blood draws were obtained pre and post resistance exercise in order to evaluate changes in oxidative stress biomarkers levels (i.e., 8-hydroxy-2-deoxyguanosine [8-OHdG], malondialdehyde [MDA], and nitric oxide [NO], antioxidant defense systems (i.e., glutathione peroxidase [GPx] and catalase [CAT], and glucose (GLU levels. The AAS users had higher level of 8-OHdG (77.3 ± 17 vs. 57.7 ± 18.2 ng/mg, MDA (85.6 ± 17.8 vs. 52.3 ± 15.1 ng/mL, and GPx (9.1 ± 2.3 vs. 7.1 ± 1.3 mu/mL compared to NAAS at pre exercise (p < 0.05. Both the experimental groups showed increases in 8-OHdG (p = 0.001, MDA (p = 0.001, GPx (p = 0.001, NO (p = 0.04, CAT (p = 0.02 and GLU (p = 0.001 concentrations after resistance exercise, and the AAS group indicated significant differences in 8-OHdG (p = 0.02 and MDA (p = 0.05 concentrations compared with NAAS users at post exercise. In conclusion, use of AAS is associated with alterations in immune function resulting in oxidative stress, and cell damage; however, high-intensity resistance exercise could increase greater oxidative stress biomarkers in strength-trained men. Keywords: ROS, Strength exercise, Anabolic

Copyrights and Conversations: Intellectual Property in the Classroom.

Science.gov (United States)

Walker, Janice R.

1998-01-01

Argues that, by approaching conventions of citation and prohibitions against plagiarism in the classroom from the perspective of copyright issues, students can come to a greater understanding of the nature of scholarship. Makes recommendations for teaching students about the issues involved, and suggests ways that authors, teachers, and…

An Examination of US First-Year Teachers' Risk for Occupational Stress: Associations with Professional Preparation and Occupational Health

Science.gov (United States)

Fitchett, Paul G.; McCarthy, Christopher J.; Lambert, Richard G.; Boyle, Lauren

2018-01-01

Previous research has demonstrated associations between teacher stress and occupational burnout, but few studies have attempted to operationalize a central tenet of most stress theories, namely that teachers' appraisals of their classroom demands vis-à-vis their classroom resources is a central driver of vulnerability to stress. The research is…

Improving the speech intelligibility in classrooms

Science.gov (United States)

Lam, Choi Ling Coriolanus

One of the major acoustical concerns in classrooms is the establishment of effective verbal communication between teachers and students. Non-optimal acoustical conditions, resulting in reduced verbal communication, can cause two main problems. First, they can lead to reduce learning efficiency. Second, they can also cause fatigue, stress, vocal strain and health problems, such as headaches and sore throats, among teachers who are forced to compensate for poor acoustical conditions by raising their voices. Besides, inadequate acoustical conditions can induce the usage of public address system. Improper usage of such amplifiers or loudspeakers can lead to impairment of students' hearing systems. The social costs of poor classroom acoustics will be large to impair the learning of children. This invisible problem has far reaching implications for learning, but is easily solved. Many researches have been carried out that they have accurately and concisely summarized the research findings on classrooms acoustics. Though, there is still a number of challenging questions remaining unanswered. Most objective indices for speech intelligibility are essentially based on studies of western languages. Even several studies of tonal languages as Mandarin have been conducted, there is much less on Cantonese. In this research, measurements have been done in unoccupied rooms to investigate the acoustical parameters and characteristics of the classrooms. The speech intelligibility tests, which based on English, Mandarin and Cantonese, and the survey were carried out on students aged from 5 years old to 22 years old. It aims to investigate the differences in intelligibility between English, Mandarin and Cantonese of the classrooms in Hong Kong. The significance on speech transmission index (STI) related to Phonetically Balanced (PB) word scores will further be developed. Together with developed empirical relationship between the speech intelligibility in classrooms with the variations

Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress

Science.gov (United States)

Klassen, Robert M.; Chiu, Ming Ming

2010-01-01

The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample…

Understanding Tourette Syndrome: An Educators' Guide for the Inclusive Classroom.

Science.gov (United States)

Knight, Diane

1999-01-01

This guide to Tourette Syndrome addresses prevalence and etiology, associated behaviors (such as obsessive-compulsive disorder and attention deficit hyperactivity disorder), treatment approaches and medication, and classroom management techniques (such as handling tic release/stress and managing hyperactivity/controlling attentional impulses). (DB)

Classrooms.

Science.gov (United States)

Butin, Dan

This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…

Comfort food is comforting to those most stressed: evidence of the chronic stress response network in high stress women.

Science.gov (United States)

Tomiyama, A Janet; Dallman, Mary F; Epel, Elissa S

2011-11-01

Chronically stressed rodents who are allowed to eat calorie-dense "comfort" food develop greater mesenteric fat, which in turn dampens hypothalamic-pituitary-adrenocortical (HPA) axis activity. We tested whether similar relations exist in humans, at least cross-sectionally. Fifty-nine healthy premenopausal women were exposed to a standard laboratory stressor to examine HPA response to acute stress and underwent diurnal saliva sampling for basal cortisol and response to dexamethasone administration. Based on perceived stress scores, women were divided into extreme quartiles of low versus high stress categories. We found as hypothesized that the high stress group had significantly greater BMI and sagittal diameter, and reported greater emotional eating. In response to acute lab stressor, the high stress group showed a blunted cortisol response, lower diurnal cortisol levels, and greater suppression in response to dexamethasone. These cross-sectional findings support the animal model, which suggests that long-term adaptation to chronic stress in the face of dense calories result in greater visceral fat accumulation (via ingestion of calorie-dense food), which in turn modulates HPA axis response, resulting in lower cortisol levels. Copyright © 2011 Elsevier Ltd. All rights reserved.

Children's behavioral regulation and literacy: The impact of the first grade classroom environment.

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Day, Stephanie L; Connor, Carol McDonald; McClelland, Megan M

2015-10-01

Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. Copyright © 2015. Published by Elsevier Ltd.

Development of a Short-Form Version of the Physical Education Classroom Instrument: Measuring Secondary Pupils' Disruptive Behaviours

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Krech, Paul R.; Kulinna, Pamela H.; Cothran, Donetta

2010-01-01

Background: Effective classroom management is the cornerstone of successful teaching. Behavioural issues affect the classroom climate as well as the time available for learning. Pupil misbehaviours can also contribute to teacher stress and burn out resulting in teachers leaving the profession. It is important for us to understand more about pupil…

Social Trust and Types of Classroom Activities: Predictors of Language Learning Motivation

Directory of Open Access Journals (Sweden)

Hossein Khodabakhshzadeh

2017-01-01

Full Text Available The present study examined the role of social trust and types of classroom activities as some probable significant predictors of language learning motivation on a sample of 200 Iranian EFL upper-intermediate learners who have been selected randomly. Consequently, the participants completed three questionnaires, Language Learning Motivation Inventory, Classroom and school Community Inventory, and Classroom Activities Inventory, the reliability and validity of each have been checked previously. After running Multiple Regression through SPSS Software, the results revealed that social trust and types of classroom activities accounted for 16.7% of the variance in language learning motivation. Although each of them had a unique impact on language learning motivation, "Deep Language Use" as one of the types of classroom activities had a greater contribution to English as a foreign language learning motivation (002< .05, outweighing social trust as a more important predictor, (.005 < .05. Finally, pedagogical implications along with suggestions for further studies are discussed.

Classroom-based narrative and vocabulary instruction: results of an early-stage, nonrandomized comparison study.

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Gillam, Sandra Laing; Olszewski, Abbie; Fargo, Jamison; Gillam, Ronald B

2014-07-01

This nonrandomized feasibility study was designed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech-language pathologist (SLP) in a regular classroom setting. Forty-three children attending 2 first-grade classrooms participated in the study. Children in each classroom were divided into high- and low-risk subgroups on the basis of their performance on a narrative test. Narrative and vocabulary instruction was provided by an SLP in 1 classroom for three 30-min periods per week for 6 weeks. The children in the experimental classroom made clinically significant improvements on narrative and vocabulary measures; children in the comparison classroom did not. Within the experimental classroom, children in the high-risk subgroup demonstrated greater gains in narration and fewer gains in vocabulary than children in the low-risk subgroup. There were no subgroup differences in the comparison classroom. These preliminary results provide early evidence of the feasibility of implementing a narrative instruction program in a classroom setting. Children at a high risk for language difficulties appeared to profit more from the narrative instruction than from the embedded vocabulary instruction. More extensive research on this instructional program is warranted.

Neotectonic stress field of the south-eastern East European platform as related to the Late Alpine collision deformation of the Greater Caucasus

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Kopp, Mikhail L.; Kolesnichenko, Aleksei; Vassiliev, Nikita; Mostryukov, Alexandre

2013-04-01

Greater Caucasian orogen built by an actived basement of the Scythyan plate. Signs of influence of collisional pressure onto intraplate deformations are also demonstrated by the Cenozoic stress/deformation field studied by the authors by means of mesotectonic measurements of tectonic striation, slickensides and veins in the Upper Mesozoic-Quaternary rocks. As a result, a series of maps of the Cenozoic stress field of the area studied has been first computered. The maps show an orientation and dip of general normal and tangential tectonic stresses as well as a character of a stress regime type (compression, extension, or horizontal shear) determined with the Lode-Nadai coefficient. A combination of the macrotectonic and mesotectonic data allows the following conclusions on dynamics of the platform neotectonic structures formation. (1) In the southern part of the studied platform area (the Zhigouli, Saratov and Kerensk-Chembar dislocations, and Donets coal basin in the Alpine stage), formation of the structures was greatly affected by increasing toward the Greater Caucasus compression in the thrust and strike-slip stress regimes. Horizontal projections of a compression axis in all these areas are oriented submeridionally (up to NE-SW) whereas horizontal projections of an extension axis are oriented sublatitudinally (up to WSW-ESE)). (2) The compression is also growing eastward, to the Uralian-Mougodjary recent orogen but its axis is directed there sublatitudinally, with the extension axis orienting submeridionally. (3) In the right angle between mutually perpendicular domains: the southern (adjacent to the Caucasus) and eastern ("the Uralian") ones, a domain of horizontal extension is present; its axis was oriented both sublatitudinally and submeridionally. In topography this area represents a vast depression, with its centre approximately marked by the point of a confluence of Kama with Volga, the greatest rivers of the Russian plain. There the collision (?) compression

Classroom

Indian Academy of Sciences (India)

Classroom. In this section of Resonance, we in'Vite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or in'Vite responses, or ... "Classroom" is equally a forum for raising broader issues and .... Now we can approach the question from a different viewpoint.

Perceptions of pharmacy students, faculty members, and administrators on the use of technology in the classroom.

Science.gov (United States)

DiVall, Margarita V; Hayney, Mary S; Marsh, Wallace; Neville, Michael W; O'Barr, Stephen; Sheets, Erin D; Calhoun, Larry D

2013-05-13

To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom.

impact of workload induced stress on the professional effectiveness

African Journals Online (AJOL)

PROF EKWUEME

aids, evaluation of students, learning motivation, classroom management, supervision of co-curricular activities and ... of workload. KEYWORDS; Stress, Workload, Professional effectiveness, Teachers, Cross River State .... determining the relationship between workload ..... adapted to cope with the stress that could have.

Ethnography of Communication in Praxis in the Literature Classroom

Science.gov (United States)

Hepburn, Carol

2016-01-01

In this article, I suggest that an applied communication approach using Dell Hymes' framework of "ethnography of communication" could serve as an intervention strategy in order to promote a greater sense of shared community within the college literature classroom. I explore this framework with consideration on how this communication…

Discipline without Anger: A New Style of Classroom Management

Science.gov (United States)

Campbell, Doug

2012-01-01

Ever since the first schools opened their doors, teachers have struggled to find ways to successfully deal with misbehaving students. Many have found nothing but stress and frustration in their attempts to bring order to their classrooms. Unfortunately, this problem is not going away. As times and students change, teachers are finding that old…

Classroom Listening Conditions in Indian Primary Schools: A Survey of Four Schools

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Gayathri Sundaravadhanan

2017-01-01

Full Text Available Introduction: Background noise affects the listening environment inside classrooms, especially for younger children. High background noise level adversely affects not only student speech perception but also teacher vocal hygiene. The current study aimed to give an overview of the classroom listening conditions in selected government primary schools in India. Materials and Methods: Noise measurements were taken in 23 classrooms of four government primary schools in southern India, using a type 2 sound level meter. In each classroom measurements were taken in occupied and unoccupied conditions. Teacher voice level was measured in the same classrooms. In addition, the classroom acoustical conditions were observed and the reverberation time for each classroom was calculated. Results: The mean occupied noise level was 62.1 dBA and 65.6 dBC, and the mean unoccupied level was 62.2 dBA and 65 dBC. The mean unamplified teacher speech-to-noise ratio was 10.6 dBA. Both the occupied and unoccupied noise levels exceeded national and international recommended levels and the teacher speech-to-noise ratio was also found to be inadequate in most classrooms. The estimated reverberation time in all classrooms was greater than 2.6 seconds, which is almost double the duration of accepted standards. In addition, observation of classrooms revealed insufficient acoustical treatment to effectively reduce internal and external noise and minimize reverberation. Conclusion: The results of this study point out the need to improve the listening environment for children in government primary schools in India.

Effectiveness of classroom response systems within an active learning environment.

Science.gov (United States)

Welch, Susan

2013-11-01

In nursing education, the inclusion of pedagogical tools is necessary to transform Millennial classrooms. One such pedagogical tool currently offered is classroom response systems (CRS). The purpose of this study was to evaluate the effectiveness of CRS as a pedagogical tool in improving nursing students' examination performance within an active learning environment. A pretest-posttest design was used to determine whether there was a relationship between the use of CRS (independent variable) and nursing students' examination performance in a first-year Professional Practice course (dependent variable). Paired t tests revealed no greater improvement in posttest scores. Therefore, the use of CRS technology was not effective in increasing nursing students' examination scores in the Professional Practice course. Additional research is needed to provide adequate understanding of the effectiveness of CRS within the nursing education classroom. Copyright 2013, SLACK Incorporated.

Flipped classrooms and student learning: not just surface gains.

Science.gov (United States)

McLean, Sarah; Attardi, Stefanie M; Faden, Lisa; Goldszmidt, Mark

2016-03-01

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning. Copyright © 2016 The American Physiological Society.

Encouraging Classroom Discussion

Directory of Open Access Journals (Sweden)

Robert Joseph McKee

2014-10-01

Full Text Available Classroom discussion has the potential to enhance the learning environment and encourages students to become active participants in the educational process. Student participation in classroom discussion has been shown to significantly improve the student learning experience. Research suggests that classroom discussion is an effective method for encouraging student classroom participation and for motivating student learning beyond the classroom. Participation in classroom discussion encourages students to become active collaborators in the learning process, while at the same time providing instructors with a practical method of assessing student learning. Classroom discussion is an effective tool for developing higher-level cognitive skills like critical thinking. Despite the potential discussion holds for student learning, many in academia lament the lack of participation in the classroom. The lack of student participation in classroom discussion is not a recent problem; it is one that has frustrated instructors for decades. Instructors report that some of the more current methods for encouraging classroom discussion can be exasperating and at times non-productive. This two-year study of 510 college and university students provides insight into the reasons why some students do not participate in classroom discussion. This study, which also elicited input from sixteen college and university professors and two high school teachers, offers some suggestions for creating and encouraging an environment conducive to student participation in the classroom.

Teacher practices as predictors of children's classroom social preference.

Science.gov (United States)

Mikami, Amori Yee; Griggs, Marissa Swaim; Reuland, Meg M; Gregory, Anne

2012-02-01

Students who do not get along with their peers are at elevated risk for academic disengagement and school failure. Research has predominantly focused on factors within such children that contribute to their peer problems. This study considers whether teacher practices also predict social preference for children in that classroom. Participants were 26 elementary school teachers and 490 students in their classrooms followed for one school year. Results suggested that teachers who favored the most academically talented students in the fall had classrooms where children had lower average social preference in the spring after statistical control of children's fall social preference and externalizing behavior problems. Teachers who demonstrated emotionally supportive relationships with students in the fall had classrooms where children had greater possibility of changing their social preference from fall to spring. Although children with high externalizing behaviors tended to experience declining social preference over the course of the school year, teachers' learner-centered practices attenuated this progression. However, teachers' favoring of the most academically talented accentuated the negative relation between externalizing behaviors and social preference. Implications for school psychology practitioners are discussed. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Focussing on form in the classroom | Ellis | Journal for Language ...

African Journals Online (AJOL)

Similarly, current discussions of communicative language pedagogy stress the need for classroom language learners to focus on form as well as meaning. The study reported in this article is intended to contribute to both theory and practice. It examines the different ways in which teachers and students achieve a ...

Meditation and Teacher Stress

Science.gov (United States)

Csaszar, Imre Emeric; Buchanan, Teresa

2015-01-01

Early childhood teachers can be relaxed and peaceful as they create playful and harmonious classrooms, even if they work in stressful contexts. However, the stressors faced by teachers may lead to negative consequences that can undermine their ability to sustain personal health and positive interactions. In the absence of positive coping…

A Mixed Methods Study on the Effect of Flipping the Undergraduate Medical Classroom

Directory of Open Access Journals (Sweden)

Kelly W. Burak

2017-11-01

Full Text Available The flipped classroom model is increasingly being adopted in healthcare education, despite the fact that recent systematic reviews in the nursing and medical education literature suggest that this method of instructional design is not inherently better or worse than the traditional classroom. In this study, we used a sequential, explanatory mixed methods design to assess the impact of flipping the hepatology classroom for preclinical medical students. Compared to students in the traditional classroom, students in the flipped classroom had significantly lower mean (SD ratings of their learning experiences (3.48 (1.10 vs. 4.50 (0.72, p < 0.001, d = 1.10, but better performance on the hepatology content of the end-of-course examination (78.0% (11.7% vs. 74.2 (15.1%, respectively, p < 0.01, d = 0.3. Based upon our qualitative data analyses, we propose that the flipped classroom induced a change in the learning process of students by requiring increased preparation for classroom learning and promoting greater learner autonomy, which resulted in better retention of learned material, but reduced enjoyment of the learning experience. This dissonance in outcomes is captured in the words of one flipped classroom student: “…I hated it while I was learning it, but boy did I remember it…”. Based upon our dissonant outcomes and the inconsistent findings in the literature, we feel that there is still equipoise regarding the effectiveness of the flipped classroom, and further studies are needed to describe ways of making the flipped classroom a more effective (±more enjoyable learning experience.

Improving classroom quality with the RULER Approach to Social and Emotional Learning: proximal and distal outcomes.

Science.gov (United States)

Hagelskamp, Carolin; Brackett, Marc A; Rivers, Susan E; Salovey, Peter

2013-06-01

The RULER Approach to Social and Emotional Learning ("RULER") is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching-learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER's theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER's impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.

"Knowing Your Students" in the Culturally and Linguistically Diverse Classroom

Science.gov (United States)

Moloney, Robyn; Saltmarsh, David

2016-01-01

The population movement of globalization brings greater cultural and linguistic diversity (CALD) to communities and education systems. To address the growing diversity in school classrooms, beginning teachers need an expanded set of skills and attitudes to support effective learning. It is an expectation today that teachers know their students and…

Evaluation of a flipped classroom approach to learning introductory epidemiology.

Science.gov (United States)

Shiau, Stephanie; Kahn, Linda G; Platt, Jonathan; Li, Chihua; Guzman, Jason T; Kornhauser, Zachary G; Keyes, Katherine M; Martins, Silvia S

2018-04-02

Although the flipped classroom model has been widely adopted in medical education, reports on its use in graduate-level public health programs are limited. This study describes the design, implementation, and evaluation of a flipped classroom redesign of an introductory epidemiology course and compares it to a traditional model. One hundred fifty Masters-level students enrolled in an introductory epidemiology course with a traditional format (in-person lecture and discussion section, at-home assignment; 2015, N = 72) and a flipped classroom format (at-home lecture, in-person discussion section and assignment; 2016, N = 78). Using mixed methods, we compared student characteristics, examination scores, and end-of-course evaluations of the 2016 flipped classroom format and the 2015 traditional format. Data on the flipped classroom format, including pre- and post-course surveys, open-ended questions, self-reports of section leader teaching practices, and classroom observations, were evaluated. There were no statistically significant differences in examination scores or students' assessment of the course between 2015 (traditional) and 2016 (flipped). In 2016, 57.1% (36) of respondents to the end-of-course evaluation found watching video lectures at home to have a positive impact on their time management. Open-ended survey responses indicated a number of strengths of the flipped classroom approach, including the freedom to watch pre-recorded lectures at any time and the ability of section leaders to clarify targeted concepts. Suggestions for improvement focused on ways to increase regular interaction with lecturers. There was no significant difference in students' performance on quantitative assessments comparing the traditional format to the flipped classroom format. The flipped format did allow for greater flexibility and applied learning opportunities at home and during discussion sections.

Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: A multilevel analysis.

Science.gov (United States)

Thornberg, Robert; Wänström, Linda; Hong, Jun Sung; Espelage, Dorothy L

2017-08-01

Using the social-ecological and social cognitive theories as integrated guiding frameworks, the present study examined whether moral disengagement and defender self-efficacy at the individual level, and moral disengagement, quality of teacher-student relationships and quality of student-student relationships at the classroom level were associated with passive bystanding and defending in bullying situations. Participants were 900 Swedish students from 43 classrooms, ranging in age from 9 to 13years. Multilevel regression analyses revealed that passive reactions by bystanders were associated with greater moral disengagement and less defender self-efficacy. Defending, in turn, was associated with less moral disengagement and greater defender self-efficacy and classroom student-student relationship quality. Furthermore, students who scored high in moral disengagement were even less prone to defend victims when the classroom student-student relationship quality was low, but more prone to act as defenders when the classroom student-student relationship quality was high. In addition, the negative association between defender self-efficacy and passive bystanding was stronger both in classrooms with higher student-student relationship quality and in those with lower class moral disengagement. Implications for prevention are discussed. Copyright © 2017 Society for the Study of School Psychology. All rights reserved.

Critical classroom structures for empowering students to participate in science discourse

Science.gov (United States)

Belleau, Shelly N.; Otero, Valerie K.

2013-01-01

We compared contextual characteristics that impacted the nature and substance of "summarizing discussions" in a physics and a chemistry classroom in an Hispanic-serving urban high school. Specifically, we evaluated structural components of curricula and classrooms necessary to develop a culture of critical inquiry. Using the Physics and Everyday Thinking (PET) curriculum in the physics course, we found that students demonstrated critical thinking, critical evaluation, and used laboratory evidence to support ideas in whole-class summarizing discussions. We then implemented a model similar to PET in the chemistry course. However, chemistry students' statements lacked evidence, opposition and critical evaluation, and required greater teacher facilitation. We hypothesize that the designed laboratories and the research basis of PET influenced the extent to which physics students verbalized substantive scientific thought, authentic appeals to evidence, and a sense of empowerment to participate in the classroom scientific community.

The extent and causes of stress in teachers in the George region

African Journals Online (AJOL)

Erna Kinsey

The purpose of this particular research project was to establish which aspects of the teaching profession are stress-related in the. George area. ... for teachers to manage their stress are based on these conclusions. ... Positive (good) stress (for example an opportunity, a promotion, .... school classroom (Hanks, 1990:1213).

Different Regions, Diverse Classrooms? a Study of Primary Classrooms in China

Science.gov (United States)

McNaught, Carmel; Lok, Beatrice; Yin, Hongbiao; Lee, John Chi-Kin; Song, Huan

2014-01-01

Classroom experience is shaped by a number of factors. In this paper, we report a classroom observation study in China, illustrating regional variation in students' classroom learning experiences. Through comparing and contrasting observed classroom practices in three different regions in China (Chongqing, Hong Kong and Shanghai), the paper…

Creativity in the regular classroom: perceptions of gifted and non-gifted students

Directory of Open Access Journals (Sweden)

Fernanda do Carmo Gonçalves

2013-06-01

Full Text Available This study aimed to compare the perception of gifted and non-gifted students with respect to the climate for creativity in the classroom, in the disciplines of Mathematics and Portuguese Language, and to investigate the relationship between creativity and perception of classroom climate for creativity. Twenty-one gifted and 27 non-gifted 6th grade students who attended a public school in Brazil participated in the study. The gifted students evaluated teacher’s support to the students’ expression of ideas in Mathematics in a more satisfactory way compared to non-gifted, and they also showed greater interest in learning Mathematics in comparison to Portuguese Language. A positive correlation between creativity and perception of classroom climate was found for gifted students, and negative correlation for non-gifted students.

The perceptions of inquiry held by greater Houston area science supervisors

Science.gov (United States)

Aoki, Jon Michael

The purpose of this study was to describe the perceptions of inquiry held by responding greater Houston area science supervisors. Leading science organizations proposed that students might be better served if students are mentally and physically engaged in the process of finding out about natural phenomena rather than by didactic modes of teaching and learning. During the past fifty years, inquiry-based instruction has become a significant theme of new science programs. Students are more likely to make connections between classroom exercises and their personal lives through the use of inquiry-based instruction. Learning becomes relevant to students. Conversely, traditional science instruction often has little or no connection to students' everyday lives (Papert, 1980). In short, inquiry-based instruction empowers students to become independent thinkers. The utilization of inquiry-based instruction is essential to a successful reform in science education. However, a reform's success is partly determined by the extent to which science supervisors know and understand inquiry and consequently promote its integration in the district's science curricula. Science supervisors have the role of providing curriculum and instructional support to science teachers and for implementing science programs. There is a fundamental need to assess the perceptions of inquiry held by greater Houston area science supervisors. Science supervisor refers to a class of job titles that include department chairperson, science specialist, science consultant, and science coordinator. The target population was greater Houston area science supervisors in Texas. This study suggests that there are three major implications for educational practice. First, there is the implication that responding greater Houston area science supervisors need an inclusive perception of inquiry. Second, responding greater Houston area science supervisors' perception of inquiry may affect the perceptions and understandings

Classroom Management. TESOL Classroom Practice Series

Science.gov (United States)

Farrell, Thomas S. C., Ed.

2008-01-01

This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…

Inquiry in interaction: How local adaptations of curricula shape classroom communities

Science.gov (United States)

Enyedy, Noel; Goldberg, Jennifer

2004-11-01

In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be consequential for learning. The participants in this study include two teachers who are implementing a new environmental science program, Global Learning through Observation to Benefit the Environment (GLOBE), and interacting with 54 children in an urban middle school. Both qualitative and quantitative data are analyzed and presented. To gain a better understanding of the inquiry teaching within classroom communities, we compare and contrast the discourse and interactions of the two teachers during three parallel environmental science lessons. The focus of our analysis includes (1) how the community identifies the object or goal of its activity; and (2) how the rights, rules, and roles for members are established and inhabited in interaction. Quantitative analyses of student pre- and posttests suggest greater learning for students in one classroom over the other, providing support for the influence of the classroom community and interactional choices of the teacher on student learning. Implications of the findings from this study are discussed in the context of curricular design, professional development, and educational reform. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 905-935, 2004.

Sources of Stress: Perceptions of South African TESOL Teachers

Science.gov (United States)

Bowen, Amanda

2016-01-01

This paper presents the findings of a qualitative study investigating which factors inside and outside the classroom result in feelings of stress for TESOL teachers working at private language schools in South Africa. Using in-depth semi-structured interviews, the findings reveal three main areas that cause stress for TESOL teachers: the job of…

A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students.

Science.gov (United States)

Day, Leslie J

2018-01-22

A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P flipped anatomy classroom performing at a higher level in kinesiology (P flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Teacher Stress Predicts Child Executive Function: Moderation by School Poverty

Science.gov (United States)

Neuenschwander, Regula; Friedman-Krauss, Allison; Raver, Cybele; Blair, Clancy

2017-01-01

Research Findings: Recent research has explored relations between classroom quality and child executive function (EF), but little is known about how teachers' well-being, including stress, relates to child EF--a crucial component of self-regulation. We hypothesized that teacher stress is negatively or curvilinearly related to child EF and…

Renegotiating the pedagogic contract: Teaching in digitally enhanced secondary science classrooms

Science.gov (United States)

Ajayi, Ajibola Oluneye

This qualitative case study explores the effects of emerging digital technology as a teaching and learning tool in secondary school science classrooms. The study examines three teachers' perspectives on how the use of technology affects the teacher-student pedagogic relationship. The "pedagogic contract" is used as a construct to analyze the changes that took place in these teachers' classrooms amid the use of this new technology. The overarching question for this research is: How was the pedagogic contract renegotiated in three secondary science teachers' classrooms through the use of digitally enhanced science instruction. To answer this question, data was collected via semi-structured teacher interviews, classroom observations, and analysis of classroom documents such as student assignments, tests and Study Guides. This study reveals that the everyday use of digital technologies in these classrooms resulted in a re-negotiated pedagogic contract across three major dimensions: content of learning, method and management of learning activities, and assessment of learning. The extent to which the pedagogic contract was renegotiated varied with each of the teachers studied. Yet in each case, the content of learning was extended to include new topics, and greater depth of learning within the mandated curriculum. The management of learning was reshaped around metacognitive strategies, personal goal-setting, individual pacing, and small-group learning activities. With the assessment of learning, there was increased emphasis on self-directed interactive testing as a formative assessment tool. This study highlights the aspects of science classrooms that are most directly affected by the introduction of digital technologies and demonstrates how those changes are best understood as a renegotiation of the teacher-student pedagogic contract.

The influence of classroom aggression and classroom climate on aggressive-disruptive behavior.

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Thomas, Duane E; Bierman, Karen L; Powers, C J

2011-01-01

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Perception of Life as Stressful, Not Biological Response to Stress, Is Associated with Greater Social Disability in Adults with Autism Spectrum Disorder

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Bishop-Fitzpatrick, Lauren; Minshew, Nancy J.; Mazefsky, Carla A.; Eack, Shaun M.

2017-01-01

This study examined differences between adults with autism spectrum disorder (ASD; N = 40) and typical community volunteers (N = 25) on measures of stressful life events, perceived stress, and biological stress response (cardiovascular and cortisol reactivity) during a novel social stress task. Additional analyses examined the relationship between…

Does a Teacher's Classroom Observation Rating Vary across Multiple Classrooms?

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Lei, Xiaoxuan; Li, Hongli; Leroux, Audrey J.

2018-01-01

Classroom observations have been increasingly used for teacher evaluations, and it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be…

Using Technology to Expand the Classroom in Time, Space, and Diversity.

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Drew, Joshua

2015-11-01

Diverse classrooms offer distinct advantages over homogeneous classrooms, for example by providing a greater diversity of perspectives and opportunities. However, there is substantial underrepresentation of numerous groups throughout science, technology, engineering, and mathematics (STEM) education, from secondary schools through professional ranks and academia. In this piece I offer a critical analysis of three worked examples of how technology can be used to expand traditional definitions of the classroom environment. In doing so I show how technology can be used to help make STEM classrooms more expansive, equitable, and effective learning environments. First I highlight how peer-to-peer learning was used to foster knowledge of marine conservation with high school youth across Fiji and Chicago. Second I show how social media can be used to facilitate conversations in New York City after a natural disaster. Finally, I show how integrating digital and real-world learning can help a diverse group of students from the Pacific islands gain field-based STEM techniques in an extended workshop format. Taken together these examples show how digital technology could expand the fixed walls of the academy and that technology can help show students the vivid splendor of life outside the classroom. © The Author 2015. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved. For permissions please email: journals.permissions@oup.com.

Exclusively visual analysis of classroom group interactions

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Tucker, Laura; Scherr, Rachel E.; Zickler, Todd; Mazur, Eric

2016-12-01

Large-scale audiovisual data that measure group learning are time consuming to collect and analyze. As an initial step towards scaling qualitative classroom observation, we qualitatively coded classroom video using an established coding scheme with and without its audio cues. We find that interrater reliability is as high when using visual data only—without audio—as when using both visual and audio data to code. Also, interrater reliability is high when comparing use of visual and audio data to visual-only data. We see a small bias to code interactions as group discussion when visual and audio data are used compared with video-only data. This work establishes that meaningful educational observation can be made through visual information alone. Further, it suggests that after initial work to create a coding scheme and validate it in each environment, computer-automated visual coding could drastically increase the breadth of qualitative studies and allow for meaningful educational analysis on a far greater scale.

Exclusively visual analysis of classroom group interactions

Directory of Open Access Journals (Sweden)

Laura Tucker

2016-11-01

Full Text Available Large-scale audiovisual data that measure group learning are time consuming to collect and analyze. As an initial step towards scaling qualitative classroom observation, we qualitatively coded classroom video using an established coding scheme with and without its audio cues. We find that interrater reliability is as high when using visual data only—without audio—as when using both visual and audio data to code. Also, interrater reliability is high when comparing use of visual and audio data to visual-only data. We see a small bias to code interactions as group discussion when visual and audio data are used compared with video-only data. This work establishes that meaningful educational observation can be made through visual information alone. Further, it suggests that after initial work to create a coding scheme and validate it in each environment, computer-automated visual coding could drastically increase the breadth of qualitative studies and allow for meaningful educational analysis on a far greater scale.

An Exploratory Study of the Effects of Mindfulness on Perceived Levels of Stress among school-children from lower socioeconomic backgrounds.

Directory of Open Access Journals (Sweden)

Elizabeth Costello

2014-11-01

Full Text Available Children from lower socioeconomic backgrounds are at increased risk of experiencing stress and associated social-emotional difficulties and behavioural problems, which can undermine academic performance and lead to school drop-out. Previous studies investigating the effects of mindfulness have evidenced positive outcomes among children pertaining to enhanced well-being, school-based competence and decreased levels of stress and anxiety. However, these studies have typically examined teacher’s perceptions of change or quantitative outcomes without consideration of children’s experiences. The present study employs an interpretative qualitative approach to gain a greater understanding of children’s experiences of mindfulness in dealing with stress. A 5-week school-based mindfulness program was performed with 63 primary school children at risk of social exclusion in education. Interviews were undertaken with 16 children and 2 teachers. Thematic analysis identified five key themes labelled conceptualisation of stress, awareness, self-regulation, classroom regulations and addressing future stress. Quantitative measures of children’s perceived stress levels evaluated at baseline and follow-up also revealed significant reductions post intervention. These findings offer support for the incorporation of mindfulness interventions into the school curriculum, as a means of empowering children to address stress in their lives and improving full participation in the education system.

Support teachers who experience passive aggressive behaviour in the Grade 9 classroom : the role of the educational psychologist

OpenAIRE

2013-01-01

M.Ed. (Educational Psychology) The inclusive education shift, in South Africa, has caused classroom teachers to take on many more responsibilities than was expected from them in previous years. These increased expectations, stress and anxiety becomes heavy burdens and has a negative influence on teacher well-being. Factors such as the emotionally intense working environment, lack of time, space and resources, as well as student misbehaviour has a great negative impact on the classroom envi...

Assertive classroom management strategies and students’ performance: The case of EFL classroom

OpenAIRE

Mohammad Aliakbari; Bafrin Bozorgmanesh

2015-01-01

Ample research findings support the effective role that classroom management strategies play in enhancing students’ learning. Drawing upon Iranian high school teachers’ classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies affect students’ performance. Conducting a survey including 123 female students, it was found out that Iranian teachers apply classroom management stra...

Better Classroom Relationships

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Kecskemeti, Maria; Winslade, John

2016-01-01

The usual approaches to classroom relationships are either teacher-centred or student-centred. This book breaks new ground in its exploration of relationship-centred classrooms. In relationship-centred classrooms, the teacher and the student are equally important. That shifts the focus to the quality of their interaction and whether it is…

Do school classrooms meet the visual requirements of children and recommended vision standards?

Directory of Open Access Journals (Sweden)

Kalpa Negiloni

Full Text Available Visual demands of school children tend to vary with diverse classroom environments. The study aimed to evaluate the distance and near Visual Acuity (VA demand in Indian school classrooms and their comparison with the recommended vision standards.The distance and near VA demands were assessed in 33 classrooms (grades 4 to 12 of eight schools. The VA threshold demand relied on the smallest size of distance and near visual task material and viewing distance. The logMAR equivalents of minimum VA demand at specific seating positions (desk and among different grades were evaluated. The near threshold was converted into actual near VA demand by including the acuity reserve. The existing dimensions of chalkboard and classroom, gross area in a classroom per student and class size in all the measured classrooms were compared to the government recommended standards.In 33 classrooms assessed (35±10 students per room, the average distance and near logMAR VA threshold demand was 0.31±0.17 and 0.44±0.14 respectively. The mean distance VA demand (minimum in front desk position was 0.56±0.18 logMAR. Increased distance threshold demand (logMAR range -0.06, 0.19 was noted in 7 classrooms (21%. The mean VA demand in grades 4 to 8 and grades 9 to 12 was 0.35±0.16 and 0.24±0.16 logMAR respectively and the difference was not statistically significant (p = 0.055. The distance from board to front desk was greater than the recommended standard of 2.2m in 27 classrooms (82%. The other measured parameters were noted to be different from the proposed standards in majority of the classrooms.The study suggests the inclusion of task demand assessment in school vision screening protocol to provide relevant guidance to school authorities. These findings can serve as evidence to accommodate children with mild to moderate visual impairment in the regular classrooms.

Observing Classroom Practice

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Danielson, Charlotte

2012-01-01

Classroom observation is a crucial aspect of any system of teacher evaluation. No matter how skilled a teacher is in other aspects of teaching--such as careful planning, working well with colleagues, and communicating with parents--if classroom practice is deficient, that individual cannot be considered a good teacher. Classroom observations can…

Flipped Classroom Experiences: Student Preferences and Flip Strategy in a Higher Education Context

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McNally, Brenton; Chipperfield, Janine; Dorsett, Pat; Del Fabbro, Letitia; Frommolt, Valda; Goetz, Sandra; Lewohl, Joanne; Molineux, Matthew; Pearson, Andrew; Reddan, Gregory; Roiko, Anne; Rung, Andrea

2017-01-01

Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61% female) participating in flipped teaching environments and ten convenors of the flipped courses in which…

Introducing a flipped classroom to engineering students: A case study in mechanics of materials course

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Suwapaet, Nuchida

2018-03-01

Flipped classroom is basically a reversed way of learning in classroom. Lecture is brought outside classroom and available online in many forms such as video lecture and e-books. In-class time is focused more on discussions and practices such as exercises and projects. Flipped classroom was introduced to Mechanical Engineering students in Mechanics of Materials course in 2016 academic year at Mahasarakham University, Thailand. The course was still taught in traditional way and series of video lecture were used as additional class materials outside classroom. There were 2 groups of students that enrolled in the course in 2 different semesters. Students in 1st semester were taught in traditional way (control group) and students in 2nd semester were used flipped classroom (experiment group). Students' grades between 2 groups were compared and analyzed. Satisfaction survey of using flipped classroom was carried out and evaluated. There were 3 aspects of evaluation which were content, varieties of activity, and functions. Results showed that the course's GPA of experiment group was 1.92 which was greater than the control group of 1.68. The greatly reduction of failed students in experiment group was noticeable. The percentages of failed students of control and experiment groups were 17% and 6%. Satisfaction survey evaluation results showed that the students satisfied in high level in every aspect. The comments pointed out that flipped classroom were easy to use and promoted self-study outside classroom. Those qualities would help students develop more skills in lifelong learning and learning to learn.

Attitudes towards Teachers' Motivation, and Classroom Strategy, in English Language Classrooms

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Pahlavanpoorfard, Samira; Soori, Afshin

2014-01-01

This study aimed at investigating the attitudes of Iranian EFL students towards teachers' motivation and classroom strategy in English classroom. The subjects of the study included a sample of 235 students in their classes. The findings of this study revealed that teachers' motivation and classroom strategy used by teachers have effects on the…

Attitudes towards Teachers’ Motivation, and Classroom Strategy, in English Language classrooms

Directory of Open Access Journals (Sweden)

Samira Pahlavanpoorfard

2014-02-01

Full Text Available This study aimed at investigating the attitudes of Iranian EFL students towards teachers’ motivation and classroom strategy in English classroom. The subjects of the study included a sample of 235 students in their classes. The findings of this study revealed that teachers’ motivation and classroom strategy used by teachers have effects on the students’ motivation.

The Relationships among Taiwanese Adolescents' Perceived Classroom Environment, Academic Coping, and Burnout

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Shih, Shu-Shen

2015-01-01

Although academic pressures are regarded as a primary source of stress among students in Asian countries, there has been paucity of research on the effects of classroom settings providing structure and peer support on Asian adolescents' use of coping strategies and academic burnout. The present study was intended to address this issue. Three…

Banzhuren and Classrooming: Democracy in the Chinese Classroom

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Li, Jiacheng; Chen, Jing

2013-01-01

The issue of education and democracy has become more and more important in China. This paper firstly explains the theory of democracy in Chinese classrooms, and then focuses on the Chinese banzhuren who is responsible for classrooming, an important educational area equal to instruction. We illustrate how Chinese students achieve development…

Beyond Lecture and Non-Lecture Classrooms: LA-student interactions in Active Learning Classrooms

Science.gov (United States)

Gonzalez, Dayana; Kornreich, Hagit; Rodriguez, Idaykis; Monslave, Camila; Pena-Flores, Norma

Our expanded multi-site study on active learning classrooms supported by Learning Assistants (LAs) aims to understand the connections between three classroom elements: the activity, student learning, and how LAs support the learning process in the classroom. At FIU, LAs are used in a variety of active learning settings, from large auditorium settings to studio classroom with movable tables. Our study uses the COPUS observation protocol as a way to characterize LAs behaviors in these classrooms. With a focus on LA-student interactions, our analysis of how LAs interact with students during a 'learning session' generated new observational codes for specific new categories of LA roles. Preliminary results show that LAs spend more time interacting with students in some classes, regardless of the classroom setting, while in other classrooms, LA-student interactions are mostly brief. We discuss how LA-student interactions contribute to the dynamics and mechanism of the socially shared learning activity.

The impact of single-gender classrooms on science achievement of middle school gifted girls

Science.gov (United States)

Ulkins, David S.

Studies indicate a gap in science achievement and positive attitudes towards science between gifted male and female students with females performing less than the males. This study investigated the impact of a single-gender classroom environment as opposed to a mixed-gender classroom, on motivation, locus of control, self-concept, and science achievement of middle school gifted girls. The Motivated Strategies for Learning Questionnaire (MSLQ), Review of Personal Effectiveness with Locus of Control (ROPELOC), Test of Science Related Attitudes (TOSRA), and Stanford Achievement Test 10th Edition, were used to measure the dependent variables respectively. The independent-measure t test was used to compare the differences between girls in a single-gender classroom with the ones in a mixed-gender classroom. A significant difference in the external locus of control resulted for girls in the single gender classroom. However, there were no significant differences found in science achievement, motivation, and the attitudes toward science between the two groups. The implication is that a single-gender learning environment and the use of differentiated teaching strategies can help lessen the negative effects of societal stereotypes in today's classrooms. These, along with being cognizant of the differences in learning styles of girls and their male counterparts, will result in a greater level of success for gifted females in the area of science education.

The effectiveness of flipped classroom learning model in secondary physics classroom setting

Science.gov (United States)

Prasetyo, B. D.; Suprapto, N.; Pudyastomo, R. N.

2018-03-01

The research aimed to describe the effectiveness of flipped classroom learning model on secondary physics classroom setting during Fall semester of 2017. The research object was Secondary 3 Physics group of Singapore School Kelapa Gading. This research was initiated by giving a pre-test, followed by treatment setting of the flipped classroom learning model. By the end of the learning process, the pupils were given a post-test and questionnaire to figure out pupils' response to the flipped classroom learning model. Based on the data analysis, 89% of pupils had passed the minimum criteria of standardization. The increment level in the students' mark was analysed by normalized n-gain formula, obtaining a normalized n-gain score of 0.4 which fulfil medium category range. Obtains from the questionnaire distributed to the students that 93% of students become more motivated to study physics and 89% of students were very happy to carry on hands-on activity based on the flipped classroom learning model. Those three aspects were used to generate a conclusion that applying flipped classroom learning model in Secondary Physics Classroom setting is effectively applicable.

Flipped Classroom Approach

Directory of Open Access Journals (Sweden)

Fezile Ozdamli

2016-07-01

Full Text Available 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.

Assertive Classroom Management Strategies and Students' Performance: The Case of EFL Classroom

Science.gov (United States)

Aliakbari, Mohammad; Bozorgmanesh, Bafrin

2015-01-01

Ample research findings support the effective role that classroom management strategies play in enhancing students' learning. Drawing upon Iranian high school teachers' classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies…

Measuring Engagement in Fourth to Twelfth Grade Classrooms: The Classroom Engagement Inventory

Science.gov (United States)

Wang, Ze; Bergin, Christi; Bergin, David A.

2014-01-01

Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was…

Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

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Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

2015-04-01

Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Qualitative Analysis of Animation versus Reading for Pre-Class Preparation in a "Flipped" Classroom

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Persky, Adam M.

2015-01-01

The "flipped" classroom model, including such approaches as team-based learning (TBL), stresses pre-class preparation. For three years in a pharmacokinetics course within a pharmacy curriculum, students had the choice of using reading material or a fully animated module to prepare for class. Qualitative methods were used to analyze…

Stress Reactivity in Insomnia.

Science.gov (United States)

Gehrman, Philip R; Hall, Martica; Barilla, Holly; Buysse, Daniel; Perlis, Michael; Gooneratne, Nalaka; Ross, Richard J

2016-01-01

This study examined whether individuals with primary insomnia (PI) are more reactive to stress than good sleepers (GS). PI and GS (n = 20 per group), matched on gender and age, completed three nights of polysomnography. On the stress night, participants received a mild electric shock and were told they could receive additional shocks during the night. Saliva samples were obtained for analysis of cortisol and alpha amylase along with self-report and visual analog scales (VAS). There was very little evidence of increased stress on the stress night, compared to the baseline night. There was also no evidence of greater stress reactivity in the PI group for any sleep or for salivary measures. In the GS group, stress reactivity measured by VAS scales was positively associated with an increase in sleep latency in the experimental night on exploratory analyses. Individuals with PI did not show greater stress reactivity compared to GS.

Symptom presentation and classroom functioning in a nonclinical sample of children with social phobia.

Science.gov (United States)

Bernstein, Gail A; Bernat, Debra H; Davis, Andrew A; Layne, Ann E

2008-01-01

This study investigates symptom presentation and school functioning in a nonclinical sample of children with social phobia (SP). Forty-five children with SP were identified via school-wide screenings and follow-up diagnostic interviews. Analyses examined types and intensity of fears, number of social situations avoided, interpersonal relationships, and classroom functioning. To identify characteristics unique to social phobic children, children with SP (n = 45) were compared to anxious children without SP (n = 56) on the above variables. Comorbidity in children with SP and factors associated with SP severity were also evaluated. Compared to anxious children without SP, children with SP feared and avoided a significantly greater number of social situations. In addition, they were significantly more likely to have trouble with making friends and to prefer being alone rather than with peers. All children with SP met criteria for at least one comorbid disorder. Significant factors explaining child-reported severity of SP were number of social situations avoided and intensity of fears. Greater severity of SP was significantly associated with poorer social skills, poorer leadership skills, greater attention difficulties, and greater learning problems in the classroom. It is important to understand the symptom presentation of SP so that children with SP are identified early and effective interventions are instituted. This is especially critical given the impact of SP on school functioning. Published 2007 Wiley-Liss, Inc.

[Flipped Classroom: A New Teaching Strategy for Integrating Information Technology Into Nursing Education].

Science.gov (United States)

Chiou, Shwu-Fen; Su, Hsiu-Chuan; Liu, Kuei-Fen; Hwang, Hei-Fen

2015-06-01

The traditional "teacher-centered" instruction model is still currently pervasive in nursing education. However, this model does not stimulate the critical thinking or foster the self-learning competence of students. In recent years, the rapid development of information technology and the changes in educational philosophy have encouraged the development of the "flipped classroom" concept. This concept completely subverts the traditional instruction model by allowing students to access and use related learning activities prior to class on their smartphones or tablet computers. Implementation of this concept has been demonstrated to facilitate greater classroom interaction between teachers and students, to stimulate student thinking, to guide problem solving, and to encourage cooperative learning and knowledge utilization in order to achieve the ideal of student-centered education. This student-centered model of instruction coincides with the philosophy of nursing education and may foster the professional competence of nursing students. The flipped classroom is already an international trend, and certain domestic education sectors have adopted and applied this concept as well. However, this concept has only just begun to make its mark on nursing education. This article describes the concept of the flipped classroom, the implementation myth, the current experience with implementing this concept in international healthcare education, and the challenging issues. We hope to provide a reference for future nursing education administrators who are responsible to implement flipped classroom teaching strategies in Taiwan.

The Special Educator's Toolkit: Everything You Need to Organize, Manage, and Monitor Your Classroom

Science.gov (United States)

Golden, Cindy

2012-01-01

Overwhelmed special educators: Reduce your stress and support student success with this practical toolkit for whole-classroom organization. A lifesaver for special educators in any K-12 setting, this book-and-CD set will help teachers expertly manage everything, from schedules and paperwork to student supports and behavior plans. Cindy Golden, a…

Outdoor Classrooms

Science.gov (United States)

Mayes, Valynda

2010-01-01

An outdoor classroom is the ideal vehicle for community involvement: Parents, native plant societies, 4-H, garden clubs, and master naturalists are all resources waiting to be tapped, as are local businesses offering support. If you enlist your community in the development and maintenance of your outdoor classroom, the entire community will…

An Investigation of the Use of the "Flipped Classroom" Pedagogy in Secondary English Language Classrooms

Science.gov (United States)

Yang, Chi Cheung Ruby

2017-01-01

Aim/Purpose: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers' perceptions towards the flipped classroom pedagogy?; (2) How can teachers transfer their flipped classroom experiences to teaching other…

Virtual classroom project

OpenAIRE

Gmeiner, Nicholas

2017-01-01

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learnin...

Response switching and self-efficacy in Peer Instruction classrooms

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Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

2015-06-01

Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question—once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to "switch" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or

How to Flip the Classroom--"Productive Failure or Traditional Flipped Classroom" Pedagogical Design?

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Song, Yanjie; Kapur, Manu

2017-01-01

The paper reports a quasi-experimental study comparing the "traditional flipped classroom" pedagogical design with the "productive failure" (Kapur, 2016) pedagogical design in the flipped classroom for a 2-week curricular unit on polynomials in a Hong Kong Secondary school. Different from the flipped classroom where students…

The Flipped Classroom: An active teaching and learning strategy for making the sessions more interactive and challenging.

Science.gov (United States)

Sultan, Amber Shamim

2018-04-01

Flipping the classroom is a pedagogical model that employs easy to use, readily accessible technology based resources such as video lectures, reading handouts, and practice problems outside the classroom, whereas interactive group-based, problem-solving activities conducted in the classroom. This strategy permits for an extended range of learning activities during the session. Using class time for active learning provides greater opportunity for mentoring and peer to peer collaboration. Instead of spending too much time on delivering lectures, class time can best be utilized by interacting with students, discussing their concerns related to the particular topic to be taught, providing real life examples relevant to the course content, challenging students to think in a broader aspect about complex process and encouraging different team based learning activities.

Managing Your Classroom for Success

Science.gov (United States)

Wong, Harry; Wong, Rosemary; Rogers, Karen; Brooks, Amanda

2012-01-01

Effective teachers view classroom management as a process of organizing and structuring classroom events for student learning. Creating a well-managed classroom with established procedures is the priority of a teacher the first two weeks of school. In an elementary classroom where each day may have a different array of subjects and at different…

Flipped classroom

DEFF Research Database (Denmark)

Skov, Tobias Kidde; Jørgensen, Søren

2016-01-01

Artiklen beskriver Flipped Classroom som et didaktisk princip, der kan være med til at organisere og tilrettelægge en undervisning, med fokus på forskellige læringsformer. Det handler om at forstå Flipped Classroom som en opdeling i 2 faser og 3 led, som samlet set skaber en didaktisk organisering....

Extraversion and cardiovascular responses to recurrent social stress: Effect of stress intensity.

Science.gov (United States)

Lü, Wei; Xing, Wanying; Hughes, Brian M; Wang, Zhenhong

2017-10-28

The present study sought to establish whether the effects of extraversion on cardiovascular responses to recurrent social stress are contingent on stress intensity. A 2×5×1 mixed-factorial experiment was conducted, with social stress intensity as a between-subject variable, study phase as a within-subject variable, extraversion as a continuous independent variable, and cardiovascular parameter (HR, SBP, DBP, or RSA) as a dependent variable. Extraversion (NEO-FFI), subjective stress, and physiological stress were measured in 166 undergraduate students randomly assigned to undergo moderate (n=82) or high-intensity (n=84) social stress (a public speaking task with different levels of social evaluation). All participants underwent continuous physiological monitoring while facing two consecutive stress exposures distributed across five laboratory phases: baseline, stress exposure 1, post-stress 1, stress exposure 2, post-stress 2. Results indicated that under moderate-intensity social stress, participants higher on extraversion exhibited lesser HR reactivity to stress than participants lower on extraversion, while under high-intensity social stress, they exhibited greater HR, SBP, DBP and RSA reactivity. Under both moderate- and high-intensity social stress, participants higher on extraversion exhibited pronounced SBP and DBP response adaptation to repeated stress, and showed either better degree of HR recovery or greater amount of SBP and DBP recovery after stress. These findings suggest that individuals higher on extraversion exhibit physiological flexibility to cope with social challenges and benefit from adaptive cardiovascular responses. Copyright © 2017 Elsevier B.V. All rights reserved.

A Cultural Study of a Science Classroom and Graphing Calculator-based Technology

OpenAIRE

Casey, Dennis Alan

2001-01-01

Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology...

Mathematics difficulties & classroom leadership

DEFF Research Database (Denmark)

Schmidt, Maria Christina Secher

2016-01-01

This article investigates possible links between inclusion, students, for whom mathematics is extensively difficult, and classroom leadership through a case study on teaching strategies and student participation in four classrooms at two different primary schools in Denmark. Three sets of results...... are presented: 1) descriptions of the teachers’ classroom leadership to include all their students in the learning community, 2) the learning community produced by stated and practiced rules for teaching and learning behavior, 3) the classroom behavior of students who experience difficulties with mathematics....... The findings suggest that the teachers’ pedagogical choices and actions support an active learning environment for students in diverse learning needs, and that the teachers practise dimensions of inclusive classroom leadership that are known to be successful for teaching mathematics to all students. Despite...

Perceived stress and dietary choices: The moderating role of stress management.

Science.gov (United States)

Errisuriz, Vanessa L; Pasch, Keryn E; Perry, Cheryl L

2016-08-01

Many college students exhibit unhealthy eating behaviors, consuming large quantities of high-fat foods and few fruits and vegetables. Perceived stress has been linked to daily dietary choices among college students; however, this work has been conducted among predominantly white, female populations. The role of perceived stress management in moderating this relationship is unclear. This study investigated the relationship between perceived stress and dietary choices among a diverse sample of male and female college freshmen and assessed whether perceived ability to manage stress moderated this relationship. 613 students from a large, public university completed an online survey which assessed past week consumption of various foods and beverages (e.g. soda, fast food, fruits, vegetables), as well as perceived stress and ability to manage stress. Hierarchical linear regression examined the association between perceived stress and past week dietary choices, and the moderating effect of perceived ability to manage stress, controlling for demographic variables. Perceived stress was positively associated with past week soda, coffee, energy drink, salty snack, frozen food, and fast food consumption (pmoderated the relationship between stress and sweet snack consumption. Individuals who reported low ability to manage stress consumed greater amounts. Findings indicate greater stress is associated with poor dietary choices among college freshmen. The relationship between stress and sweet snack consumption was exacerbated among those who reported low ability to manage stress. It may be important for college nutrition education programs to focus on the relationship between stress and diet and promote effective stress management techniques. Copyright © 2016 Elsevier Ltd. All rights reserved.

Validating the Early Childhood Classroom Observation Measure in First and Third Grade Classrooms

Science.gov (United States)

Tang, Xin; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Kikas, Eve; Muotka, Joona; Nurmi, Jari-Erik

2017-01-01

The present study reports on the psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM) in Finnish and Estonian first and third grade classrooms. The observation data were collected from 91 first grade teachers and 70 third grade teachers. Teachers' curriculum goals, teaching experience and the classroom size were…

A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions

Science.gov (United States)

Rusk, Robert Brian

2016-01-01

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…

Using State Space Grids to analyze the dynamics of teacher-student interactions in foreign language classrooms

NARCIS (Netherlands)

Smit, Nienke; de Bot, Cornelis; van de Grift, Wim

2016-01-01

Many scholars have stressed the importance of the role of interaction in the language learning process (Kramsch, 1986; Van Lier, 1996; Ellis, 2000; Walsh, 2011). However, studies on classroom interaction between foreign language (FL) teachers and a group of FL learners are rare, because they are

Revisiting the merits of a mandatory large group classroom learning format: an MD-MBA perspective.

Science.gov (United States)

Li, Shawn X; Pinto-Powell, Roshini

2017-01-01

The role of classroom learning in medical education is rapidly changing. To promote active learning and reduce student stress, medical schools have adopted policies such as pass/fail curriculums and recorded lectures. These policies along with the rising importance of the USMLE (United States Medical Licensing Examination) exams have made asynchronous learning popular to the detriment of classroom learning. In contrast to this model, modern day business schools employ mandatory large group classes with assigned seating and cold-calling. Despite similar student demographics, medical and business schools have adopted vastly different approaches to the classroom. When examining the classroom dynamic at business schools with mandatory classes, it is evident that there's an abundance of engaging discourse and peer learning objectives that medical schools share. Mandatory classes leverage the network effect just like social media forums such as Facebook and Twitter. That is, the value of a classroom discussion increases when more students are present to participate. At a time when students are savvy consumers of knowledge, the classroom is competing against an explosion of study aids dedicated to USMLE preparation. Certainly, the purpose of medical school is not solely about the efficient transfer of knowledge - but to train authentic, competent, and complete physicians. To accomplish this, we must promote the inimitable and deeply personal interactions amongst faculty and students. When viewed through this lens, mandatory classes might just be a way for medical schools to leverage their competitive advantage in educating the complete physician.

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Science.gov (United States)

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

ABSTRACT Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.

Science.gov (United States)

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students' perspectives on the teaching approach they experienced and to evaluate students' self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented

The Measure of Classroom Stress and Burnout among Gifted and Talented Students.

Science.gov (United States)

Fimian, Michael J.; And Others

1989-01-01

Subjected gifted student data (N=311) to factor analyses for Student Stress Inventory and Maslach Burnout Inventory to assess factorial validity; five stress and three burnout factors were evident. Found significant relationships between stress, burnout, tedium, and, to a degree, quality of school life variables. (Author/NB)

Physical therapy in preschool classrooms: successful integration of therapy into classroom routines.

Science.gov (United States)

Sekerak, Darlene Massey; Kirkpatrick, Dana B; Nelson, Kristal C; Propes, June H

2003-01-01

This exploratory investigation identifies factors that contribute to success of physical therapy services delivered in the context of the daily routines in preschool classroom settings. Ten pediatric physical therapists from rural and urban communities across North Carolina served as informants during telephone interviews. Qualitative analysis of the data led to the identification of six major themes: interactions among classroom personnel, impact of the classroom environment, individual characteristics of the child, logistical considerations, administrative policies and practices, and service delivery options. All 10 informants shared the perception that the cooperation and commitment of the teacher was essential for successful incorporation of therapy activities in classroom routines. Furthermore, the informants agreed that multiple models of service delivery were necessary to meet the individual needs of children. These results lead the authors to question the wisdom of promoting any one service delivery model as "best practice" and suggest guidelines for successful integration of physical therapy in the preschool classroom.

Laughter to Learning: How Humor Can Build Relationships and Increase Learning in the Online Classroom

Science.gov (United States)

McCabe, Crystal; Sprute, Katie; Underdown, Kimber

2017-01-01

Research has shown that students perceive their success, in even the most difficult courses, on their interactions and relationships with their instructors (Anderson, 2011; Micari & Pazos, 2012). In the online classroom, instructors run into an even greater challenge when it comes to engaging students, showing their personalities, and being…

Autonomy and Firefighting: Perceived Competence and Stress.

Science.gov (United States)

Chiang, Evelyn S; Baley, John; Ponder, Joy; Padilla, Miguel A

2016-12-01

In workplace settings, autonomy is implicated in employee motivation as well as supervisor autonomy support. As a profession of risk, firefighters may experience greater levels of stress. A self-determination paradigm was applied to the firefighter workplace. Of particular interest were perceived competence (to perform job duties) and the experience of stress. Firefighters' levels of autonomous and controlled regulation were surveyed, along with their perceptions of the autonomy support of their immediate supervisor. Autonomous regulation was positively related to perceived competence, whereas controlled regulation was negatively related. Higher levels of controlled regulation were also connected with greater stress. In contrast, greater perceived autonomy support was associated with decreased stress. Both perceived competence and stress are related to firefighter motivation and autonomy support. Recommendations are offered to increase autonomy support by chief officers.

Stress and Coping with Stress in Adolescence

Directory of Open Access Journals (Sweden)

Petra Dolenc

2015-12-01

Full Text Available Because of the many developmental changes in adolescence, young people are exposed to greater likelihood of experiencing stress. On the other hand, this period is critical for developing effective and constructive coping strategies. In the contribution, we summarize part of what is known about stress, stress responses and coping. Throughout, we focus on common stressful events among adolescents and emphasize the importance of dealing successfully with stressors in their daily lives. Finally, we highlight the most frequently used instruments to measure coping behaviour in youth and present an overview of the research findings on differences in coping among adolescents according to age and gender.

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education.

Science.gov (United States)

Breeman, L D; Wubbels, T; van Lier, P A C; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T

2015-02-01

The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both the individual and classroom levels among 414 children with emotional and behavioral disorders placed in special education. Two models were specified. In the first model, children's classroom adjustment was regressed on social relationships and teacher characteristics. In the second model, reversed links were examined by regressing teacher characteristics on social relationships and children's adjustment. Results of model 1 showed that, at the individual level, better social and emotional adjustment of children was predicted by higher levels of teacher-child closeness and better behavioral adjustment was predicted by both positive teacher-child and peer interactions. At the classroom level, positive social relationships were predicted by higher levels of teacher competence, which in turn were associated with lower classroom levels of social problems. Higher levels of teacher wellbeing were directly associated with classroom adaptive and maladaptive child outcomes. Results of model 2 showed that, at the individual and classroom levels, only the emotional and behavioral problems of children predicted social classroom relationships. At the classroom level, teacher competence was best predicted by positive teacher-child relationships and teacher wellbeing was best predicted by classroom levels of prosocial behavior. We discuss the importance of positive teacher-child and peer interactions for children placed in special education and suggest ways of improving classroom processes by targeting teacher competence. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Conducting Classroom Observations : Stallings 'Classroom Snapshot' Observation System for an Electronic Tablet

OpenAIRE

World Bank Group

2017-01-01

The “Stallings Classroom Snapshot” instrument, technically called the “Stanford Research Institute Classroom Observation System”, was developed by Professor Jane Stallings for research on the efficiency and quality of basic education teachers in the United States in the 1970s. (Stallings, 1977; Stallings and Mohlman, 1988). The Stallings instrument generates robust quantitative data on the interaction of teachers and students in the classroom, with a high degree of inter-rater rel...

Stress with Parents and Peers: How Adolescents from Six Nations Cope with Relationship Stress

Science.gov (United States)

Seiffge-Krenke, Inge; Persike, Malte; Karaman, Neslihan Guney; Cok, Figen; Herrera, Dora; Rohail, Iffat; Macek, Petr; Hyeyoun, Han

2013-01-01

This study investigated how 2000 adolescents from middle-class families in six countries perceived and coped with parent-related and peer-related stress. Adolescents from Costa Rica, Korea, and Turkey perceived parent-related stress to be greater than peer-related stress, whereas stress levels in both relationship types were similar in the Czech…

Dealing with Difference: Building Culturally Responsive Classrooms

Directory of Open Access Journals (Sweden)

Nina Burridge

2009-11-01

Full Text Available Australia continues to develop as a multicultural society with levels of immigration increasing significantly over recent years as a result of government policies. More recently, the new period of financial turmoil, continuing threats from terrorism and environmental concerns, have all exacerbated the challenges of dealing with difference in our society. In response, schools continue to face the challenges of the impact of a range of different cultures, languages and religions among their student and school communities. How effectively schools deal with difference and how well they are supported in their endeavours to build culturally response classrooms is a perennial issue for both teachers and educators. A major challenge for teachers is to at a minimum, understand cultural differences as they manifest in their particular school settings and to draw on approaches that support student learning in culturally appropriate ways so to assist them to better realise their full potential. In this paper we will consider cultural diversity in the context of recent school policies, highlight a number of frameworks for addressing cultural diversity in the classroom, in particular the approaches by Kalantzis and Cope’s (1999 and Hickling-Hudson (2003. We also draw on the findings from a recent qualitative study of representations of cultural diversity in a number of Sydney metropolitan schools to discuss the need for more greater resource and policy support for progressive teaching approaches that support the development of a more tolerant and inclusive multicultural society. Key words: cultural diversity, schools, teacher education, classroom practice, social inclusion

Reducing Disruptive Behaviours and Improving Classroom Behavioural Climate with Class-Wide Positive Behaviour Support in Middle Schools

Science.gov (United States)

Närhi, Vesa; Kiiski, Tiina; Savolainen, Hannu

2017-01-01

Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students' academic achievement and a significant source of teachers' work-related stress. Earlier research shows that clear behavioural expectations, monitoring students' adherence to them and behaviour-specific praise are effective…

Fostering Creativity in the Classroom for High Ability Students: Context Does Matter

Directory of Open Access Journals (Sweden)

Liang See Tan

2016-11-01

Full Text Available Researchers have argued for the importance of the classroom context in developing students’ creative potential. However, the emphasis on a performative learning culture in the classroom does not favour creativity. Thus, how creative potential can be realised as one of the educational goals in the classrooms remains a key question. This study measured creativity across three secondary schools using the Wallach-Kogan Creative Thinking Test (WKCT. A total of 283 students enrolled in the Express programme and 290 students enrolled in the Integrated Programme (IP volunteered in the study. The same cohort of students took the 38-item WKCT twice; once at the beginning of Secondary One and then at the end of Secondary Three. Four aspects of creativity, namely fluency, flexibility, unusualness, and uniqueness, were investigated. Our analyses showed that (i IP students showed a greater increase in scores over time when compared to Express students; (ii when Programme and PSLE (Primary School Leaving Examination were used to predict creativity scores in a multiple regression, the predictive power of Programme increased from Secondary 1 to Secondary 3 while that of PSLE decreased; and (iii flexibility scores were more resistant to change than fluency scores. These findings suggest that the classroom context matters and that the removal of high-stakes examination can provide room for the development of creative potential.

Shaping Learner Contributions in an EFL Classroom: Implications for L2 Classroom Interactional Competence

Science.gov (United States)

Can Daskin, Nilüfer

2015-01-01

This study investigated the interactional patterns for shaping learner contributions in an EFL classroom with reference to Walsh's classroom interactional competence (CIC). In doing so, an EFL class at an English preparatory school in a Turkish state university was both videotaped and audiotaped in the course of six classroom hours. Conversation…

Perceived life stress exposure modulates reward-related medial prefrontal cortex responses to acute stress in depression.

Science.gov (United States)

Kumar, Poornima; Slavich, George M; Berghorst, Lisa H; Treadway, Michael T; Brooks, Nancy H; Dutra, Sunny J; Greve, Douglas N; O'Donovan, Aoife; Bleil, Maria E; Maninger, Nicole; Pizzagalli, Diego A

2015-07-15

Major depressive disorder (MDD) is often precipitated by life stress and growing evidence suggests that stress-induced alterations in reward processing may contribute to such risk. However, no human imaging studies have examined how recent life stress exposure modulates the neural systems that underlie reward processing in depressed and healthy individuals. In this proof-of-concept study, 12 MDD and 10 psychiatrically healthy individuals were interviewed using the Life Events and Difficulties Schedule (LEDS) to assess their perceived levels of recent acute and chronic life stress exposure. Additionally, each participant performed a monetary incentive delay task under baseline (no-stress) and stress (social-evaluative) conditions during functional MRI. Across groups, medial prefrontal cortex (mPFC) activation to reward feedback was greater during acute stress versus no-stress conditions in individuals with greater perceived stressor severity. Under acute stress, depressed individuals showed a positive correlation between perceived stressor severity levels and reward-related mPFC activation (r=0.79, p=0.004), whereas no effect was found in healthy controls. Moreover, for depressed (but not healthy) individuals, the correlations between the stress (r=0.79) and no-stress (r=-0.48) conditions were significantly different. Finally, relative to controls, depressed participants showed significantly reduced mPFC gray matter, but functional findings remained robust while accounting for structural differences. Small sample size, which warrants replication. Depressed individuals experiencing greater recent life stress recruited the mPFC more under stress when processing rewards. Our results represent an initial step toward elucidating mechanisms underlying stress sensitization and recurrence in depression. Copyright © 2015 Elsevier B.V. All rights reserved.

Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy

Science.gov (United States)

Flook, Lisa; Goldberg, Simon B.; Pinger, Laura; Bonus, Katherine; Davidson, Richard J.

2013-01-01

Despite the crucial role of teachers in fostering children's academic learning and social-emotional well-being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness-Based Stress Reduction course (mMBSR) adapted…

Global Internet Video Classroom: A Technology Supported Learner-Centered Classroom

Science.gov (United States)

Lawrence, Oliver

2010-01-01

The Global Internet Video Classroom (GIVC) Project connected Chicago Civil Rights activists of the 1960s with Cape Town Anti-Apartheid activists of the 1960s in a classroom setting where learners from Cape Town and Chicago engaged activists in conversations about their motivation, principles, and strategies. The project was launched in order to…

Assertive classroom management strategies and students’ performance: The case of EFL classroom

Directory of Open Access Journals (Sweden)

Mohammad Aliakbari

2015-12-01

Full Text Available Ample research findings support the effective role that classroom management strategies play in enhancing students’ learning. Drawing upon Iranian high school teachers’ classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies affect students’ performance. Conducting a survey including 123 female students, it was found out that Iranian teachers apply classroom management strategies of organization, teaching management, teacher–student relationship, and teacher punishment–rewards (consequences with varying degrees. In the results section, Pearson correlation is applied between students’ achievement and each part of teacher management strategies. Finally, a positive relationship between teachers’ assertiveness and students’ performance was approved. The findings led to implications for in-service training programs for EFL teachers.

Meeting Special Educational Needs in Primary Classrooms: Inclusion and How to Do It. 2nd Edition

Science.gov (United States)

Briggs, Sue

2016-01-01

There are greater numbers of children with Special Educational Needs and Disabilities (SEND) now attending mainstream schools. This fully updated and revised edition of "Meeting Special Educational Needs in Primary Classrooms" is written by an experienced teacher, adviser and SEN consultant and explains the challenges that these children…

A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.

Science.gov (United States)

Kelly, P Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L; Richards, Boyd F

2005-01-01

Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

The Effectiveness of Classroom Capture Technology

Science.gov (United States)

Ford, Maire B.; Burns, Colleen E.; Mitch, Nathan; Gomez, Melissa M.

2012-01-01

The use of classroom capture systems (systems that capture audio and video footage of a lecture and attempt to replicate a classroom experience) is becoming increasingly popular at the university level. However, research on the effectiveness of classroom capture systems in the university classroom has been limited due to the recent development and…

The Classroom Animal: Crickets.

Science.gov (United States)

Kramer, David C.

1985-01-01

Suggests using crickets for classroom activities, providing background information on their anatomy and reproduction and tips on keeping individual organisms or a breeding colony in the classroom. (JN)

Managing Classroom Problems.

Science.gov (United States)

Long, James D.

Schools need to meet unique problems through the development of special classroom management techniques. Factors which contribute to classroom problems include lack of supervision at home, broken homes, economic deprivation, and a desire for peer attention. The educational atmosphere should encourage creativity for both the student and the…

Classroom -RE-SONANCE

Indian Academy of Sciences (India)

raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Proving a Result in Combinatorics using Equations.

Flipped Classroom Approach

Science.gov (United States)

Ozdamli, Fezile; Asiksoy, Gulsum

2016-01-01

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…

Classroom Behaviour and Academic Achievement: How Classroom Behaviour Categories Relate to Gender and Academic Performance

Science.gov (United States)

Borg, Elin

2015-01-01

Latent profile analysis was used to identify different categories of students having different "profiles" using self-reported classroom behaviour. Four categories of students with unique classroom behaviour profiles were identified among secondary school students in Oslo, Norway (n = 1570). Analyses examined how classroom behaviour…

The impact of professional development on classroom teaching for science educators participating in a long term community of practice

Science.gov (United States)

Jensen, Aaron C.

Efforts to modify and improve science education in the United States have seen minimal success (Crawford, 2000; Borko & Putman, 1996; Puntambekar, Stylianou & Goldstein, 2007; Lustick, 2011). One important reason for this is the professional development that teachers go through in order to learn about and apply these new ideas is generally of poor quality and structured incorrectly for long-term changes in the classroom (Little, 1993; Fullen, 1996; Porter, 2000; Jeanpierre, Oberhauser, & Freeman, 2005). This grounded theory study explores a science community of practice and how the professional development achieved through participation in that community has effected the instruction of the teachers involved, specifically the incorporation of researched based effective science teaching instructional strategies. This study uses personal reflection papers written by the participants, interviews, and classroom observations to understand the influence that the science community of practice has had on the participants. Results indicate that participation in this science community of practice has significant impact on the teachers involved. Participants gained greater understanding of science content knowledge, incorporated effective science instructional strategies into their classroom, and were able to practice both content knowledge and strategies in a non-threatening environment thus gaining a greater understanding of how to apply them in the classrooms. These findings motivate continued research in the role that communities of practice may play in teacher professional develop and the effectiveness of quality professional development in attaining long-term, sustained improvement in science education.

Web-based vs. traditional classroom instruction in gerontology: a pilot study.

Science.gov (United States)

Gallagher, Judith E; Dobrosielski-Vergona, Kathleen A; Wingard, Robin G; Williams, Theresa M

2005-01-01

Numerous studies have documented comparable outcomes from Web-based and traditional classroom instruction. However, there is a paucity of literature comparing these two delivery formats for gerontology courses in dental hygiene curricula. This study examines the effectiveness of alternative methods of course delivery by comparing student profiles and instructional outcomes from a dental hygiene gerontology course offered both on the Web and in a traditional classroom setting. Questionnaires were sent to both groups of students completing the course. The instrument was designed to establish profiles of the participating students. The data collected included familiarity with Web-based instruction, extent of prior computer training, previous interaction with the elderly, and student evaluations of course effectiveness. Traditional instructional outcomes from evaluated course work were compared, as were post-course exam outcomes that assessed retention of course information six months after course completion. The statistical significance of these data was determined using Statistical Package for Social Scientists software (SPSS, Inc., version 12.0, Chicago, IL). A comparison of student characteristics enrolled in the two course formats revealed marked differences. The Web-based group (n=12) included dental hygiene students (67%) and other health care providers (25%). All participants in the traditional classroom format (n=32) were dental hygiene students. Half of the Web-based respondents were over 25 years of age, and the majority (n=8) had previously taken an online course. The majority of traditional classroom students were 25 years of age or younger (n=21) and had never taken a Web-based course (n=20). Statistically significant differences in instructional outcomes were observed between students enrolled in these two formats. Student retention of course material six months after completion of the course was greater in the Web-based format. Students selecting a Web

Language Classroom Risk-Taking Behavior in a Performed Culture-Based Program

Directory of Open Access Journals (Sweden)

Stephen D. Luft

2013-01-01

Full Text Available While several studies have investigated the role of risk-taking in language learning, the findings of these studies may not be generalizable to language learning where the performed culture approach (PCA is used. This study describes the relationship between language learning and risk-taking in PCA, and the relationship between risk-taking and personal study habits, teaching style, daily grading, and classroom dynamics. Data were collected by means of a questionnaire. This study finds that risk-taking behavior has a moderate positive relationship with student performance in PCA. While questionnaire items related to teaching style and classroom dynamics are not found to significantly correlate with students’ risk-taking behavior, some items related to daily grading and personal study habits are found to have a moderate positive relationship with risk-taking behavior. Based on these findings, it is recommended that further research investigate the relationship between assessment and risktaking in language learning. As second language acquisition researchers have investigated the role of affective variables in language learning, risk-taking has frequently been identified as a variable linked with success (Beebe, 1983; Ely, 1986; Naiman, Frolich, Stern, & Todesco, 1978; Rubin, 1975; Samimy & Pardin, 1994; Samimy & Tabuse, 1992. However, it is difficult to apply these findings to language classrooms that use the performed culture approach (PCA, an approach to the teaching of East Asian languages, for two reasons: (a PCA’s focus on the learning of a foreign culture could mean that greater risk is involved in 106 Luft language learning than in a typical language classroom; (b PCA creates a language learning experience for which the risks involved are different than those in language classrooms where other approaches are used.

Factors Influencing Fluid Milk Waste in a Breakfast in the Classroom School Breakfast Program.

Science.gov (United States)

Blondin, Stacy A; Goldberg, Jeanne P; Cash, Sean B; Griffin, Timothy S; Economos, Christina D

2018-04-01

To determine predictors of fluid milk waste in a Breakfast in the Classroom School Breakfast Program. Cross-sectional with 3 repeated measures/classroom. Elementary schools in a medium-sized, low-income, urban school district. Twenty third- through fourth-grade classrooms across 6 schools. Dependent variables include percentage of total and served milk wasted. Independent variables included observed daily menu offerings, program factors, and teacher and student behavior. Descriptive statistics were used to characterize variables across classrooms and schools. Multilevel mixed-effects models were used to test associations between predictors and outcomes of interest. P ≤ .05 was considered statistically significant. Total milk waste increased 12% when juice was offered and 3% for each additional carton of unserved milk. Teacher encouragement to take and/or consume breakfast was associated with a 5% and 9% increase in total and served milk waste, respectively. When students were engaged in other activities in addition to eating breakfast, total milk waste decreased 10%. Beverage offerings were predictive of greater total milk waste. Teacher and student behavior also appeared to influence milk consumption. Findings suggest that specific changes to School Breakfast Program implementation policies and practices could have an important role in waste mitigation. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Classroom Writing Environments and Children's Early Writing Skills: An Observational Study in Head Start Classrooms

Science.gov (United States)

Zhang, Chenyi; Hur, Jinhee; Diamond, Karen E.; Powell, Douglas

2015-01-01

This study examined the classroom writing environment in 31 Head Start classrooms, and explored the relations between the writing environment, children's (N = 262) name-writing, and children's letter knowledge using pathway analysis. Our analyses showed that Head Start classrooms provided opportunities (i.e., writing materials and teachers'…

Effects of a Classroom-Based Yoga Intervention on Cortisol and Behavior in Second- and Third-Grade Students: A Pilot Study

Science.gov (United States)

Butzer, Bethany; Day, Danielle; Potts, Adam; Ryan, Connor; Coulombe, Sarah; Davies, Brandie; Weidknecht, Kimberly; Ebert, Marina; Flynn, Lisa; Khalsa, Sat Bir S.

2015-01-01

This uncontrolled pilot study examined the effects of a classroom-based yoga intervention on cortisol concentrations and perceived behavior in children. A 10-week Yoga 4 Classrooms® intervention was implemented in one second- and one third-grade classroom. Students’ salivary cortisol responses were assessed at three time points. Classroom teachers also documented their perceptions of the effects of the intervention on students’ cognitive, social and emotional skills. Second, but not third, graders showed a significant decrease in baseline cortisol from before to after the intervention. Second and third graders both showed significant decreases in cortisol from before to after a cognitive task, but neither grade showed additional decreases from before to after a single yoga class. The second-grade teacher perceived significant improvements in several aspects his/her students’ behavior. The third-grade teacher perceived some, but fewer, improvements in his/her students’ behavior. Results suggest that school-based yoga may be advantageous for stress management and behavior. PMID:25412616

Classroom -RE-SONANCE

Indian Academy of Sciences (India)

in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to· teaching and learning science. Logarithm and agM. In [1] we had discussed the evaluation.

Is It Incivility or Mental Illness? Understanding and Coping with Disruptive Student Behavior in the College Classroom

Science.gov (United States)

McNaughton-Cassill, Mary E.

2013-01-01

Rising rates of incivility in the college classroom can generate stress for both faculty and students. However, incivility can take multiple forms, have different causes and require different management techniques. In some cases disruptive behavior is the result of student faculty interactions, and can be ameliorated by improved communication or…

Inverting the Linear Algebra Classroom

Science.gov (United States)

Talbert, Robert

2014-01-01

The inverted classroom is a course design model in which students' initial contact with new information takes place outside of class meetings, and students spend class time on high-level sense-making activities. The inverted classroom model is so called because it inverts or "flips" the usual classroom design where typically class…

Moderate Versus Light Pressure Massage Therapy Leads to Greater Weight Gain in Preterm Infants

Science.gov (United States)

Field, Tiffany; Diego, Miguel A.; Hernandez-Reif, Maria; Deeds, Osvelia; Figuereido, Barbara

2007-01-01

Sixty-eight preterm infants (M GA=3Owks.) were randomly assigned to a moderate or to a light pressure massage therapy group to receive 15 massages 3 times per day for 5 days. Behavior state, stress behaviors and heart rate were recorded for 15 minutes before and during the first 15-minute therapy session. Weight gain was recorded over the 5 day therapy period. The moderate versus light pressure massage group gained significantly more weight per day. During the behavior observations the moderate versus light pressure massage group showed significantly lower increases from the pre-session to the session recording on: 1) active sleep; 2) fussing; 3) crying; 4) movement; and 5) stress behavior (hiccupping). They also showed a smaller decrease in deep sleep, a greater decrease in heart rate and a greater increase in vagal tone. Thus, the moderate pressure massage therapy group appeared to be more relaxed and less aroused than the light pressure massage group which may have contributed to the greater weight gain of the moderate pressure massage therapy group. PMID:17138310

Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction

Science.gov (United States)

Sadeghi, Sima; Ketabi, Saeed; Tavakoli, Mansoor; Sadeghi, Moslem

2012-01-01

As an area of classroom research, Interaction Analysis developed from the need and desire to investigate the process of classroom teaching and learning in terms of action-reaction between individuals and their socio-cultural context (Biddle, 1967). However, sole reliance on quantitative techniques could be problematic, since they conceal more than…

Teacher Competency in Classroom Testing, Measurement Preparation, and Classroom Testing Practices.

Science.gov (United States)

Newman, Dorothy C.; Stallings, William M.

An assessment instrument and a questionnaire (Appendices A and B) were developed to determine how well teachers understand classroom testing principles and to gain information on the measurement preparation and classroom practices of teachers. Two hundred ninety-four inservice teachers, grades 1 through 12, from three urban school systems in…

Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

Science.gov (United States)

Danker, Brenda

2015-01-01

This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then…

Stressful life events and depression symptoms: the effect of childhood emotional abuse on stress reactivity.

Science.gov (United States)

Shapero, Benjamin G; Black, Shimrit K; Liu, Richard T; Klugman, Joshua; Bender, Rachel E; Abramson, Lyn Y; Alloy, Lauren B

2014-03-01

Stressful life events are associated with an increase in depressive symptoms and the onset of major depression. Importantly, research has shown that the role of stress changes over the course of depression. The present study extends the current literature by examining the effects of early life stress on emotional reactivity to current stressors. In a multiwave study (N = 281, mean age = 18.76; 68% female), we investigated the proximal changes that occur in depressive symptoms when individuals are faced with life stress and whether a history of childhood emotional abuse moderates this relationship. Results support the stress sensitivity hypothesis for early emotional abuse history. Individuals with greater childhood emotional abuse severity experienced greater increases in depressive symptoms when confronted with current dependent stressors, controlling for childhood physical and sexual abuse. This study highlights the importance of emotional abuse as an indicator for reactivity to stressful life events. © 2013 Wiley Periodicals, Inc.

Flipped classroom: a review of recent literature

Directory of Open Access Journals (Sweden)

Huseyin Uzunboylu

2015-07-01

Full Text Available The use of learning technologies, especially multimedia provide varied facilities for students’ learning that are not possible with other media. Pedagogical literature has proved that individuals have different learning styles. Flipped classroom is a pedagogical approach which means that activities that have traditionally taken place inside the classroom take place outside the classroom and vice versa. Flipped classroom environment ensures that students become more active participants compared with the traditional classroom. The purpose of this paper is to fulfil the needs regarding the review of recent literature on the use of flipped classroom approach in education. The contribution of flipped classroom to education is discussed in relation to the change of students' and instructors' role. Subsequently, flipped classroom applications in various disciplines of education are illustrated. The recommendations made in the literature for design specifications that integrate flipped classrooms with technology are discussed. The paper concludes that a careful consideration of the warnings and recommendations made in the literature can help to produce effective flipped classroom environments and also this paper attempts to inform those who are thinking of using new technologies and approaches to deliver courses.

THE CONTRIBUTION OF SOCIOCULTURAL THEORY TO THE PROBLEM OF INSTRUCTIONAL INTERACTIONS IN THE SECOND LANGUAGE CLASSROOM

Directory of Open Access Journals (Sweden)

Chernova, N.A.

2018-03-01

Full Text Available The article deals with the concept of a continuum of regulation being also important to understanding Vygotsky’s view of cognitive development which clearly suggests that communicative collaboration with adults or more skilled peers contributes to the development of self-regulation, that is, the capacity for independent problem solving and self-directed activity. Attention is drawn to the fact that in the language classroom, using sociocultural theory and its tenets as a framework, we would see a highly interactive classroom, where the students’ zone of proximal development is identified through strategies such as portfolios, and dialogue journals. Necessity of compiling a textbook based on the above-mentioned principles is stressed.

The Impact and Feasibility of Introducing Height-Adjustable Desks on Adolescents’ Sitting in a Secondary School Classroom

Directory of Open Access Journals (Sweden)

Rick Baldock

2016-05-01

Full Text Available Children spend over 60% of their school day sitting; much of this occurs in the classroom. Emerging research has examined the impact of environmental interventions on classroom sitting. While this research is promising, it has predominantly focused on the primary school setting. This study examined the impact and feasibility of height-adjustable desks on time spent sitting/standing during classroom lessons in a secondary school. Traditional desks in a Melbourne secondary school classroom were replaced with 27 height-adjustable desks (intervention classroom. Forty-three adolescents (51% male; mean age 13.7 ± 1.4 years from Grades 7, 9 and 10 wore an inclinometer and accelerometer for schooldays and completed a survey after using the desks during lessons for seven weeks. Ten teachers (50% male completed a survey. Time spent sitting, standing, and the length of sitting bouts were compared between periods when adolescents were in the intervention classroom versus traditional classrooms (matched on teacher and subject. Compared to the traditional classroom, adolescents spent 25% less time sitting and 24% more time standing in the intervention classroom (effect size > 0.8, and had a greater frequency of short sitting bouts and fewer longer bouts. The majority of teachers (71% and students (70% reported wanting to continue to use the height-adjustable desks. When standing during lessons, adolescents reported working well (69%; however, a third reported difficulties paying attention (28% and becoming distracted (36%. Few teachers reported negative influences on adolescents’ ability to work (14% and concentrate (14%. Half the adolescents reported leg, or back pain with standing. Introducing height-adjustable desks resulted in lower levels of sitting compared with traditional classrooms, was acceptable and had some adverse effects on concentration and discomfort. The study provides preliminary evidence that height-adjustable desks may help reduce

Classroom Action Research: Penelitian Tindakan Kelas

OpenAIRE

Juliandi, Azuar

2014-01-01

The main purpose of this article is to provide a basic knowledge of classroom action research, systematic proposal and classroom action reporting. The Knowledge is so important because a professional lecturer must be able to understand the problems themselves and their learning environment through classroom action research activities. Various issues in classroom action research, including: planning, process, use of methods, media, resources and learning evaluations and other relevant issues. ...

Reducing Listening-Related Stress in School-Aged Children with Autism Spectrum Disorder.

Science.gov (United States)

Rance, Gary; Chisari, Donella; Saunders, Kerryn; Rault, Jean-Loup

2017-07-01

High levels of stress and anxiety are common in children with Autism Spectrum Disorder (ASD). Within this study of school-aged children (20 male, 6 female) we hypothesised that functional hearing deficits (also pervasive in ASD) could be ameliorated by auditory interventions and that, as a consequence, stress levels would be reduced. The use of Ear-Level Remote Microphone devices and Classroom Amplification systems resulted in significantly improved listening, communication and social interaction and a reduction in physiologic stress levels (salivary cortisol) in both one-on-one and group listening situations.

Classroom Texting in College Students

Science.gov (United States)

Pettijohn, Terry F.; Frazier, Erik; Rieser, Elizabeth; Vaughn, Nicholas; Hupp-Wilds, Bobbi

2015-01-01

A 21-item survey on texting in the classroom was given to 235 college students. Overall, 99.6% of students owned a cellphone and 98% texted daily. Of the 138 students who texted in the classroom, most texted friends or significant others, and indicate the reason for classroom texting is boredom or work. Students who texted sent a mean of 12.21…

Effects of Stress Inoculation Training on Anxiety, Stress, and Academic Performance among Adolescents.

Science.gov (United States)

Kiselica, Mark S.; And Others

1994-01-01

Examined effectiveness of preventive stress inoculation program for adolescents (n=48) that consisted of progressive muscle relaxation, cognitive restructuring, and assertiveness training. Compared with control subjects, trainees showed significantly greater improvements on self-report measures of trait anxiety and stress-related symptoms at…

Guidance for Technology Decisions from Classroom Observation

Science.gov (United States)

Bielefeldt, Talbot

2012-01-01

Correlational analysis of two years of classroom observation indicates relationships between technology use and various classroom characteristics, including teacher roles and instructional strategies. Three observers used the ISTE Classroom Observation Tool (ICOT) to record 144 observations of classrooms participating in a variety of educational…

EFFECTIVENESS OF FLIPPED CLASSROOM IN MATHEMATICS TEACHING

OpenAIRE

Dr. N. Ramakrishnan; Mrs. J. Johnsi Priya

2016-01-01

Flipped Classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance o...

The socializing effect of classroom aggression on the development of aggression and social rejection: A two-wave multilevel analysis.

Science.gov (United States)

Rohlf, Helena; Krahé, Barbara; Busching, Robert

2016-10-01

The current study examined the moderating effect of classroom aggression on the development of individual aggression and on the path from individual aggression to social rejection over time. The study included 1,284 elementary school children and consisted of two data waves 10months apart. At both time points, teachers assessed the children's physical and relational aggression and their social rejection status. Multi-level analyses revealed that the classroom level of relational aggression moderated the link between individual relational aggression at T1 and T2 (b=-0.18, 95% CI [-0.32, -0.05], psocial rejection (b=-0.12, 95% CI [-0.23, -0.003], psocial rejection in classrooms with a low level of relational aggression. Children were mainly influenced by their same-gender peers. Boys as a group had a greater influence than girls on their peers of either gender in the domain of relational aggression, whereas girls as a group had a greater influence in the domain of physical aggression. The contributions of analyzing cross-level interaction to understanding the developmental patterns of aggression and social rejection in middle childhood are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Long-term classroom functioning and its association with neuropsychological and academic performance following traumatic brain injury during early childhood.

Science.gov (United States)

Treble-Barna, Amery; Schultz, Hanna; Minich, Nori; Taylor, H Gerry; Yeates, Keith Owen; Stancin, Terry; Wade, Shari L

2017-07-01

The present study utilized ecobehavioral assessment to examine classroom functioning several years following early childhood traumatic brain injury (TBI) or orthopedic injury (OI) and its association with injury factors, neuropsychological abilities, and academic performance. Participants included 39 children with moderate to severe TBI and 51 children with OI sustained between ages 3 and 7 years. At 7.2 (± 1.3) years post injury, ecobehavioral assessment was used to examine classroom functioning. Additional outcomes included neuropsychological tests, parent and teacher ratings of dysexecutive behavior, and teacher ratings of academic performance. Groups were compared on measures controlling for demographic characteristics, and associations among outcomes were examined using linear regression. Children with TBI showed lower academic engagement relative to children with OI, as well as more frequent individual teacher attention for children with more severe injuries. For children with TBI, difficulties in classroom functioning were associated with lower cognitive flexibility and higher parent and teacher ratings of dysexecutive behavior. Lower scores on a test of fluid reasoning and a greater frequency of individual teacher attention were also associated with lower academic performance in children with TBI. Difficulties in classroom functioning are evident several years after early childhood TBI and were associated with greater injury severity, neuropsychological weaknesses, and poorer academic performance. Children with impaired cognitive flexibility and fluid reasoning skills were at greatest risk for these difficulties and associated weaknesses in academic performance. Instructional interactions may be a potential target for intervention to promote academic progress in at-risk children. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Examining the Flipped Classroom through Action Research

Science.gov (United States)

Lo, Chung Kwan

2017-01-01

There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some…

Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom

OpenAIRE

Kostaras, Vasiliki

2017-01-01

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 i...

Single-sex middle school science classrooms: Separate and equal?

Science.gov (United States)

Glasser, Howard M.

The U.S. Department of Education's amended regulations to Title IX have attempted to expand the circumstances in which single-sex classes are permissible in public schools. This ethnographic study uses grounded theory to investigate aspects of one single-sex offering at a public, coeducational middle school. Applying elements of postmodern, queer, and sociocultural lenses, it examines the perspectives for this offering, shedding insight into the cultures of two single-sex classrooms and what it meant to be a boy or girl in this setting. Additionally, it focuses attention on the all-boy and all-girl science classes that were taught by the same teacher and examines what it meant to learn science as boys and girls in this program. Although participants supplied financial, socio-emotional, and academic reasons for these classes, the initial motivation for these classes stemmed from the teachers' desire to curb the amount of sex talk and related behaviors that were exhibited in their classrooms. Through these conversations and classroom events, the girls were constructed as idealized students, academically and behaviorally, who needed to be protected from boys' behaviors---both boys' dominating classroom behaviors and aggressive (hetero)sexual behaviors. Conversely, boys were constructed as needing help both academically and behaviorally, but in the specific discipline of science boys were identified as the sex that was more interested in the content and gained greater exposure to skills that could assist them in future science courses and careers. Overall, boys and girls, and the culture of their two classrooms, were regularly defined relative to each other and efforts were made to maintain these constructed differences. As a result, the classes and students were hierarchically ranked in ways that often pitted one sex of students, or the entire class, as better or worse than the other. The theory emerging from this study is that single-sex policies arise and survive

Flow stress asymmetry and cyclic stress--strain response in a BCC Ti--V alloy

International Nuclear Information System (INIS)

Koss, D.A.; Wojcik, C.C.

1976-01-01

The cyclic stress-strain response of relatively stable bcc β-phase Ti--40 percent V alloy single crystals was studied. Flow stress asymmetry found in the alloy is attributed to the fact that screw dislocations, when gliding on a (211) plane, are more mobile in the twinning direction than in the antitwinning direction. Thus the flow stress of the crystal is greater when it is sheared in the antitwinning direction than in the twinning direction (the latter case results when crystals of the 100 orientation are stressed in tension and those of the 110 orientation are stressed in compression). Such behavior can be a result of the core of a screw dislocation being asymmetric under stress which causes the flow stress asymmetry observed. It should be noted that screw dislocations dominate the low temperature deformation structure of Ti-40V, which strongly suggests deformation is controlled by screw dislocation motion. The observation in Mo that the microyield stress is independent of crystal orientation could be a result of edge dislocation motion controlling microyield in that instance and this observation would not be inconsistent with screw dislocation motion controlling the macroscopic (epsilon/sub p/ greater than 0.05 percent) deformation measured here

Transforming classroom questioning using emerging technology.

Science.gov (United States)

Mahon, Paul; Lyng, Colette; Crotty, Yvonne; Farren, Margaret

2018-04-12

Classroom questioning is a common teaching and learning strategy in postgraduate nurse education. Technologies such as audience response systems (ARS) may offer advantage over traditional approaches to classroom questioning. However, despite being available since the 1960s, ARSs are still considered novel in many postgraduate nurse education classroom settings. This article aims to explicate the attitudes of postgraduate nursing students in an Irish academic teaching hospital towards classroom questioning (CQ) and the use of ARSs as an alternative to traditional CQ techniques. The results of this small-scale study demonstrate that ARSs have a role to play in CQ in the postgraduate setting, being regarded by students as beneficial to learning, psychological safety and classroom interaction.

Using personal response systems to assess speech perception within the classroom: an approach to determine the efficacy of sound field amplification in primary school classrooms.

Science.gov (United States)

Vickers, Deborah A; Backus, Bradford C; Macdonald, Nora K; Rostamzadeh, Niloofar K; Mason, Nisha K; Pandya, Roshni; Marriage, Josephine E; Mahon, Merle H

2013-01-01

individually and each child's home language and any special educational needs were recorded. All children were able to use the PRS handsets, and the CAPT speech perception test was sufficiently sensitive to highlight differences in perception in the different listening conditions. Scores were higher in quiet than in any noise condition. Results showed that group performance was significantly better with SFA than without it. The main demographic predictor of performance was expressive vocabulary age. SFA gave more benefit to the poorer performers in the group. There were no significant effects on performance relating to middle ear status or home language; however, the size of the population was too small to be able to fully explore these aspects in greater detail. PRS together with the CAPT provides a sensitive measure for in situ speech perception testing within the classroom. Vocabulary age has a large effect on a child's ability to perceive the speech signal. SFA leads to improved speech perception, when the speech signal has been degraded because of poor acoustics or background noise and has a particularly large effect for children with lower vocabulary ages.

Curriculum Connection: Create a Classroom Community.

Science.gov (United States)

Donlan, Leni

1991-01-01

One elementary teacher runs her classroom as a technology-based token economy. Students hold classroom jobs and use software to track money earned, manage checking accounts, and disburse classroom cash. The strategy boosts math and technology skills. A list of software programs is included. (SM)

Validation of the Classroom Behavior Inventory

Science.gov (United States)

Blunden, Dale; And Others

1974-01-01

Factor-analytic methods were used toassess contruct validity of the Classroom Behavior Inventory, a scale for rating behaviors associated with hyperactivity. The Classroom Behavior Inventory measures three dimensions of behavior: Hyperactivity, Hostility, and Sociability. Significant concurrent validity was obtained for only one Classroom Behavior…

Foundational Aspects of Classroom Relations: Associations between Teachers' Immediacy Behaviours, Classroom Democracy, Class Identification and Learning

Science.gov (United States)

Kwitonda, Jean Claude

2017-01-01

This study focused on foundational aspects of classroom relations. Specifically, relationships between teachers' immediacy (interpersonal) behaviours, classroom democracy, identification and learning were considered. Previous work suggests that these variables can be used as a foundation to shape classroom climate, culture and learning outcomes…

Flexible Grouping as a Means for Classroom Management in a Heterogeneous Classroom

Science.gov (United States)

Rytivaara, Anna

2011-01-01

This article concerns issues of classroom management in heterogeneous classrooms. Although research in the field of learning styles has yielded mixed results, there is a call for information about how they could be used to individualize instruction, especially in primary schools. This article is part of an ethnographic study aiming to examine…

46 CFR 154.440 - Allowable stress.

Science.gov (United States)

2010-10-01

... 46 Shipping 5 2010-10-01 2010-10-01 false Allowable stress. 154.440 Section 154.440 Shipping COAST... Tank Type A § 154.440 Allowable stress. (a) The allowable stresses for an independent tank type A must... Commandant (CG-522). (b) A greater allowable stress than required in paragraph (a)(1) of this section may be...

The Flipped Classroom in Counselor Education

Science.gov (United States)

Moran, Kristen; Milsom, Amy

2015-01-01

The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped…

Classroom Management: What Does Research Tell Us?

Science.gov (United States)

Postholm, May Britt

2013-01-01

The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral…

Flipped Classroom, active Learning?

DEFF Research Database (Denmark)

Andersen, Thomas Dyreborg; Levinsen, Henrik; Philipps, Morten

2015-01-01

Action research is conducted in three physics classes over a period of eighteen weeks with the aim of studying the effect of flipped classroom on the pupils agency and learning processes. The hypothesis is that flipped classroom teaching will potentially allocate more time to work actively...

Pre-Service Teachers and Classroom Authority

Science.gov (United States)

Pellegrino, Anthony M.

2010-01-01

This study examined the classroom practices of five pre-service teachers from three secondary schools in a large southeastern state. Through classroom observations, survey responses, reviews of refection logs, and focus-group interview responses, we centered on the issue of developing classroom authority as a means to effective classroom…

Teacher coaching supported by formative assessment for improving classroom practices.

Science.gov (United States)

Fabiano, Gregory A; Reddy, Linda A; Dudek, Christopher M

2018-06-01

The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Professional Vision of Classroom Management and Learning Support in Science Classrooms--Does Professional Vision Differ across General and Content-Specific Classroom Interactions?

Science.gov (United States)

Steffensky, Mirjam; Gold, Bernadette; Holdynski, Manfred; Möller, Kornelia

2015-01-01

The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation…

STEM Teacher Efficacy in Flipped Classrooms

Science.gov (United States)

Kelly, Daniel; Denson, Cameron

2017-01-01

The flipped classroom instructional model continues to grow in adoption and use in K-12 classrooms. Although there are an increasing number of studies into the implementation of the flipped classroom, there is limited empirical research into its effectiveness and even fewer into the educational, psychological, and theoretical constructs underlying…

Inclusion of Students with an Intellectual Disability in the General Education Classroom with the Use of Response Cards

Science.gov (United States)

Clarke, Laura S.; Haydon, Todd; Bauer, Anne; Epperly, Anna C.

2016-01-01

The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act has highlighted the importance of all students having access to the general education curriculum. Because students with disabilities are being included in the general education classroom in greater numbers, teachers need to implement…

Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives

Science.gov (United States)

Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

2014-07-01

Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more 'context-based' teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to

The Dirt on Outdoor Classrooms.

Science.gov (United States)

Rich, Steve

2000-01-01

Explains the planning procedure for outdoor classrooms and introduces an integrated unit on monarch butterflies called the Monarch Watch program. Makes recommendations to solve financial problems of outdoor classrooms. (YDS)

Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills

Science.gov (United States)

Jackson, Cliff; Simoncini, Kym; Davidson, Mark

2013-01-01

Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…

Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices

Science.gov (United States)

Mmasa, Mussa; Anney, Vicent Naano

2016-01-01

The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the…

A Lesson in Classroom Size Reduction.

Science.gov (United States)

Hymon, Steve

1997-01-01

The goal of California's classroom size reduction (CSR) program is to have 20 or fewer students in kindergarten through grade 3 classrooms. Districts receive $650 for each student in a reduced classroom. Describes how districts implemented the plan and offers five lessons from struggles and successes with CSR. A table displays average elementary…

Knowledge construction in the classroom: a meaningful pedagogical dialogue

Directory of Open Access Journals (Sweden)

Jesuína Lopes de Almeida Pacca

2015-12-01

Full Text Available Teacher’s performance at their real classroom was analyzed in regard to the applied pedagogical interaction. These teachers were participating in a long range continuous formation course that uses the strategy of analyzing pedagogical planning while it was being elaborated , applied and continuously evaluated by the teacher; the course aimed to the construction of professional competence with an adequate sight of the classroom interaction, within constructivist parameters. The teacher pedagogical planning was the study object: it was discussed continuously by the peers group and the coordinator who intended to point out to the explicit pedagogical content and to the content objectives that were declared for every class plan. The learning objectives and the procedures contained within it were confronted with the real evidence of learning. In these discussions learning concepts that were coherent with constructivism were invoked in addition to science contents and their nature. Dialogue was important in these discussions and stressed as a means for teaching and continuous evaluation. In this dynamical process, the teacher planning was being constantly redrafted, changing the adjustment of that classroom students to the planned knowledge acquisition. This course dynamics, led by the coordinator, intended to be reproduced by participants with their students, at least in part. We noticed surprising results in these teachers professional development besides those that were concretely planned: the transference of the course procedures to the classroom seems to happen in regard to the presence of dialogue but the most meaningful part was individual and particular progress that was included in the development of their classes and led to an improvement of abilities. We concluded that unexpected results can be converted into poles of professional performance growth and performance evolution . These results have led us to give special importance to the

Sherlock Holmes in the Classroom.

Science.gov (United States)

Faia, Jean E.

1988-01-01

Describes a three-day classroom activity combining criminal investigations and scientific skills, especially observation skills. Provides detailed classroom procedures with an illustration of eight basic fingerprint patterns and a classification chart. (YP)

Classroom Management and Teachers' Coping Strategies: Inside Classrooms in Australia, China and Israel

Science.gov (United States)

Romi, Shlomo; Lewis, Ramon; Roache, Joel

2013-01-01

This paper discusses the degree to which recently reported relationships between the classroom management techniques and coping styles of Australian teachers apply in two other national settings: China and Israel. Little is known about which teacher characteristics relate to their approach to classroom management, although researchers in Australia…

The sign language skills classroom observation: a process for describing sign language proficiency in classroom settings.

Science.gov (United States)

Reeves, J B; Newell, W; Holcomb, B R; Stinson, M

2000-10-01

In collaboration with teachers and students at the National Technical Institute for the Deaf (NTID), the Sign Language Skills Classroom Observation (SLSCO) was designed to provide feedback to teachers on their sign language communication skills in the classroom. In the present article, the impetus and rationale for development of the SLSCO is discussed. Previous studies related to classroom signing and observation methodology are reviewed. The procedure for developing the SLSCO is then described. This procedure included (a) interviews with faculty and students at NTID, (b) identification of linguistic features of sign language important for conveying content to deaf students, (c) development of forms for recording observations of classroom signing, (d) analysis of use of the forms, (e) development of a protocol for conducting the SLSCO, and (f) piloting of the SLSCO in classrooms. The results of use of the SLSCO with NTID faculty during a trial year are summarized.

Psychological stress-relieving effects of chewing - Relationship between masticatory function-related factors and stress-relieving effects.

Science.gov (United States)

Tasaka, Akinori; Kikuchi, Manaki; Nakanishi, Kousuke; Ueda, Takayuki; Yamashita, Shuichiro; Sakurai, Kaoru

2018-01-01

The objective of the present study was to investigate the relationship between masticatory function-related factors (masticatory performance, occlusal contact area, maximum bite force, number of chewing strokes, and muscle activity) and the stress-relieving effects of chewing. A total of 28 healthy male subjects were instructed to rest or chew for 10min after 30min of stress loading with arithmetic calculations. Their stress state was assessed by measuring salivary cortisol levels. Saliva was collected at three time points: before stress loading, immediately after stress loading, and 10min after stress loading. Compared to resting, chewing produced a significantly greater reduction in the rate of change in salivary cortisol levels 10min after stress loading. A negative correlation was observed between the rate of decrease in salivary cortisol levels and the number of chewing strokes. No significant correlation was observed between the rate of decrease in salivary cortisol levels and other measurement items. In healthy dentulous people, the number of chewing strokes has been shown to be a masticatory function-related factor that affects stress relief from chewing, suggesting the possibility that more appropriate chewing would produce a greater effect psychological stress relief. Copyright © 2017 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment

Science.gov (United States)

Dimitriadis, Christos

2016-01-01

This article presents findings from a case study of an in-classroom program based on ability grouping for Year 2 (ages 6-7) primary (elementary) children identified as high ability in mathematics. The study examined the role of classroom setting, classroom environment, and teacher's approach in realizing and developing mathematical promise. The…

Relationships in Inclusive Classrooms

Science.gov (United States)

Santos, Graça Duarte; Sardinha, Susana; Reis, Silvia

2016-01-01

Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors…

The Role of Cartilage Stress in Patellofemoral Pain

Science.gov (United States)

Besier, Thor F.; Pal, Saikat; Draper, Christine E.; Fredericson, Michael; Gold, Garry E.; Delp, Scott L.; Beaupré, Gary S.

2015-01-01

Purpose Elevated cartilage stress has been identified as a potential mechanism for retropatellar pain; however, there are limited data in the literature to support this mechanism. Females are more likely to develop patellofemoral pain than males, yet the causes of this dimorphism are unclear. We used experimental data and computational modeling to determine whether patients with patellofemoral pain had elevated cartilage stress compared to pain-free controls and test the hypothesis that females exhibit greater cartilage stress than males. Methods We created finite element models of 24 patients with patellofemoral pain (11 males; 13 females) and 16 pain-free controls (8 males; 8 females) to estimate peak patellar cartilage stress (strain energy density) during a stair climb activity. Simulations took into account cartilage morphology from MRI, joint posture from weight-bearing MRI, and muscle forces from an EMG-driven model. Results We found no difference in peak patellar strain energy density between patellofemoral pain (1.9 ± 1.23 J/m3) and control subjects (1.66 ± 0.75 J/m3, p=0.52). Females exhibited greater cartilage stress compared to males (2.2 vs 1.3 J/m3, respectively, p=0.0075), with large quadriceps muscle forces (3.7BW females vs 3.3BW males) and 23% smaller joint contact area (females: 467 ± 59 mm2 vs males: 608 ± 95mm2). Conclusion Patellofemoral pain patients did not display significantly greater patellar cartilage stress compared to pain-free controls; however, there was a great deal of subject variation. Females exhibited greater peak cartilage stress compared to males, which might explain the greater prevalence of patellofemoral pain in females compared to males but other mechanical and biological factors are clearly involved in this complex pathway to pain. PMID:25899103

Families with children with diabetes: implications of parent stress for parent and child health.

Science.gov (United States)

Helgeson, Vicki S; Becker, Dorothy; Escobar, Oscar; Siminerio, Linda

2012-05-01

To examine the relation of parent stress to parent mental health and child mental and physical health. We interviewed children with type 1 diabetes (n = 132; mean age 12 years) annually for 5 years and had one parent complete a questionnaire at each assessment. Parents completed measures of general life stress, stress related to caring for a child with diabetes, benefit finding, and mental health. Child outcomes were depressive symptoms, self-care behavior, and glycemic control. Multilevel modeling was used to examine concurrent and longitudinal relations. Greater parent general stress and greater parent diabetes-specific stress were associated with poorer parent mental health. Overall, greater parent general stress was associated with poorer child outcomes, whereas greater parent diabetes-specific stress was associated with better child outcomes. Families with high levels of general life stress should be identified as they are at risk for both poor parent and child health outcomes.

Classroom

Indian Academy of Sciences (India)

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom ... sharing personal experiences and viewpoints on matters related to teaching and learning ... Is there any well charaderised example of.

Classroom

Indian Academy of Sciences (India)

"Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Quantum Theory of the Doppler Effed. Generally text books give only the wave ...

Classroom

Indian Academy of Sciences (India)

responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ... I shall give the solution to the problem, along with relevant.

Flipped Classroom Approach

OpenAIRE

Fezile Ozdamli; Gulsum Asiksoy

2016-01-01

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 pr...

Turning the Classroom Upside Down: Experimenting with the Flipped Classroom in American Government

Science.gov (United States)

Whitman Cobb, Wendy N.

2016-01-01

With the concept of the flipped classroom taking the teaching world by storm, research into its effectiveness, particularly in higher education, has been lacking. This research aims to rectify this by detailing the results of an experiment comparing student success in American Federal Government in a flipped classroom, a traditional, lecture-based…

Classroom

Indian Academy of Sciences (India)

responses, or both. "Classroom" is equally a forum for raising broader issues and .... Research Institute, Bangalore ... From Bohr's theory we can calculate v = (En - En -1) / h the ... important reason for the failure of the qualitative arguments. An.

Parenting stress among caregivers of children with chronic illness: a systematic review.

Science.gov (United States)

Cousino, Melissa K; Hazen, Rebecca A

2013-09-01

To critically review, analyze, and synthesize the literature on parenting stress among caregivers of children with asthma, cancer, cystic fibrosis, diabetes, epilepsy, juvenile rheumatoid arthritis, and/or sickle cell disease. Method PsychInfo, MEDLINE, and Cumulative Index to Nursing and Allied Health Literature were searched according to inclusion criteria. Meta-analysis of 13 studies and qualitative analysis of 96 studies was conducted. Results Caregivers of children with chronic illness reported significantly greater general parenting stress than caregivers of healthy children (d = .40; p = ≤.0001). Qualitative analysis revealed that greater general parenting stress was associated with greater parental responsibility for treatment management and was unrelated to illness duration and severity across illness populations. Greater parenting stress was associated with poorer psychological adjustment in caregivers and children with chronic illness. Conclusion Parenting stress is an important target for future intervention. General and illness-specific measures of parenting stress should be used in future studies.

Motivational Strategies in Medical English Classroom

Institute of Scientific and Technical Information of China (English)

TIAN Jun-ying

2014-01-01

Objective:To explore strategies to motivate students in the classroom of Medical English. Methods:The motivational strategies applied in medical English classroom including defining course goals early in the semester, appropriate teacher behavior, creating real context and giving helpful and frequent Feedback were recommended. Results & Conclusion: The motivational strategies make a positive impact on students’motivation in medical English classroom.

Classroom Resources | Argonne National Laboratory

Science.gov (United States)

Center Community Outreach Learning Experiences School Competitions Teacher Programs Classroom Resources Learning Center Community Outreach Learning Experiences School Competitions Teacher Programs Classroom every student and that is free from harassment and discrimination based upon race, color, religion

Negative life events and symptoms of depression and anxiety: stress causation and/or stress generation

OpenAIRE

Phillips, Anna C.; Carroll, Douglas; Der, Geoffrey

2015-01-01

Background and Objectives: Stressful life events are known to contribute to development of depression, however, it is possible this link is bi-directional. The present study examined whether such stress generation effects are greater than the effects of stressful life events on depression, and whether stress generation is also evident with anxiety. Design: Participants were two large age cohorts (N = 732 aged 44 years; N = 705 aged 63 years) from the West of Scotland Twenty-07 study. Methods:...

Classroom

Indian Academy of Sciences (India)

"Classroom" is equally a foru11J. for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Point Set Topological ... a new way of looking at this problem and we will prove.

CLASSROOM MANAGEMENT STRATEGIES IN AN EFL CLASS

OpenAIRE

Eva Fitriani Syarifah; Raynesa Noor Emiliasari

2017-01-01

In a foreign language context, classroom management is very important to be considered by the teachers since the target language is taught mostly in classroom. However, managing classroom is not an easy task to do. Most of teachers think it is difficult because they need to organize the class, deal with students‘ behavior and manage the time. Taking the issues above into account, this research was conducted to find out strategies in managing EFL classrooms applied by a teacher ...

Representin' and Disrespectin': African-American Wind Band Students' Meanings of a Composition-Based Secondary Music Curriculum and Classroom Power Structures

Science.gov (United States)

Hoffman, Adria Rachel; Carter, Bruce Allen

2013-01-01

Although cultural diversity is important to the social context of classrooms, few researchers have explored school music experiences from the perspective of students of colour. Possibly of greater concern is the absence of research examining African-American students' educational experiences in early secondary education, during which time the…

Are children with low vision adapted to the visual environment in classrooms of mainstream schools?

Science.gov (United States)

Negiloni, Kalpa; Ramani, Krishna Kumar; Jeevitha, R; Kalva, Jayashree; Sudhir, Rachapalle Reddi

2018-02-01

The study aimed to evaluate the classroom environment of children with low vision and provide recommendations to reduce visual stress, with focus on mainstream schooling. The medical records of 110 children (5-17 years) seen in low vision clinic during 1 year period (2015) at a tertiary care center in south India were extracted. The visual function levels of children were compared to the details of their classroom environment. The study evaluated and recommended the chalkboard visual task size and viewing distance required for children with mild, moderate, and severe visual impairment (VI). The major causes of low vision based on the site of abnormality and etiology were retinal (80%) and hereditary (67%) conditions, respectively, in children with mild (n = 18), moderate (n = 72), and severe (n = 20) VI. Many of the children (72%) had difficulty in viewing chalkboard and common strategies used for better visibility included copying from friends (47%) and going closer to chalkboard (42%). To view the chalkboard with reduced visual stress, a child with mild VI can be seated at a maximum distance of 4.3 m from the chalkboard, with the minimum size of visual task (height of lowercase letter writing on chalkboard) recommended to be 3 cm. For 3/60-6/60 range, the maximum viewing distance with the visual task size of 4 cm is recommended to be 85 cm to 1.7 m. Simple modifications of the visual task size and seating arrangements can aid children with low vision with better visibility of chalkboard and reduced visual stress to manage in mainstream schools.

Expanding the Horizons for Critical Literacy in a Bilingual Preschool Classroom: Children's Responses in Discussions with Gender-Themed Picture Books

Science.gov (United States)

Kim, So Jung

2016-01-01

The current study explores how picture books can be used in bilingual classrooms to support more critical understandings of gender stereotypes by preschool children. The research uses a reader-response perspective that stresses the importance of the reader's role in interpreting texts as well as sociocultural theory to analyze the social dynamics…

Exploring a Flipped Classroom Approach in a Japanese Language Classroom: A Mixed Methods Study

Science.gov (United States)

Prefume, Yuko Enomoto

2015-01-01

A flipped classroom approach promotes active learning and increases teacher-student interactions by maximizing face-to-face class time (Hamdan, McKnight, Mcknight, Arfstrom, & Arfstrom, 2013). In this study, "flipped classroom" is combined with the use of technology and is described as an instructional approach that provides lectures…

Construction of mathematical knowledge using graphic calculators (CAS) in the mathematics classroom

Science.gov (United States)

Hitt, Fernando

2011-09-01

Mathematics education researchers are asking themselves about why technology has impacted heavily on the social environment and not in the mathematics classroom. The use of technology in the mathematics classroom has not had the expected impact, as it has been its use in everyday life (i.e. cell phone). What about teachers' opinions? Mathematics teachers can be divided into three categories: those with a boundless overflow (enthusiasm) who want to use the technology without worrying much about the construction of mathematical concepts, those who reject outright the use of technology because they think that their use inhibits the development of mathematical skills and others that reflect on the balance that must exist between paper-pencil activities and use of technology. The mathematics teacher, by not having clear examples that support this last option about the balance of paper-pencil activities and technology, opt for one of the extreme positions outlined above. In this article, we show the results of research on a methodology based on collaborative learning (ACODESA) in the training of mathematics teachers in secondary schools and implementation of activities in an environment of paper-pencil and CAS in the mathematics classroom. We also note that with the development of technology on the use of electronic tablets and interactive whiteboards, these activities will take on greater momentum in the near future.

Chinese Teachers' Perceptions of Students' Classroom Misbehaviour

Science.gov (United States)

Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald

2008-01-01

This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total…

The Flipped Classroom: A Twist on Teaching

Science.gov (United States)

Schmidt, Stacy M. P.; Ralph, David L.

2016-01-01

The traditional classroom has utilized the "I Do", "We Do", "You Do" as a strategy for teaching for years. The flipped classroom truly flips that strategy. The teacher uses "You Do", "We Do", "I Do" instead. Homework, inquiry, and investigation happen in the classroom. At home students…

Concussion Management in the Classroom.

Science.gov (United States)

Graff, Danielle M; Caperell, Kerry S

2016-12-01

There is a new emphasis on the team approach to pediatric concussion management, particularly in the classroom. However, it is expected that educators are unfamiliar with the "Returning to Learning" recommendations. The authors' primary objective was to assess and improve high school educators' knowledge regarding concussions and management interventions using an online education tool. A total of 247 high school educators completed a 12 question pretest to assess core knowledge of concussions and classroom management followed by a 20-minute online literature-based education module. Participants then completed an identical posttest. The improvement in core knowledge was statistically significant (P weakness were the description and identification of concussions. Questions regarding concussion classroom management also showed a statistically significant increase in scores (P knowledge of educators regarding concussions and classroom management as well as the significant improvement after an online educational module. © The Author(s) 2016.

Collaboration systems for classroom instruction

Science.gov (United States)

Chen, C. Y. Roger; Meliksetian, Dikran S.; Chang, Martin C.

1996-01-01

In this paper we discuss how classroom instruction can benefit from state-of-the-art technologies in networks, worldwide web access through Internet, multimedia, databases, and computing. Functional requirements for establishing such a high-tech classroom are identified, followed by descriptions of our current experimental implementations. The focus of the paper is on the capabilities of distributed collaboration, which supports both synchronous multimedia information sharing as well as a shared work environment for distributed teamwork and group decision making. Our ultimate goal is to achieve the concept of 'living world in a classroom' such that live and dynamic up-to-date information and material from all over the world can be integrated into classroom instruction on a real-time basis. We describe how we incorporate application developments in a geography study tool, worldwide web information retrievals, databases, and programming environments into the collaborative system.

Scientists in the Classroom Mentor Model Program - Bringing real time science into the K - 12 classroom

Science.gov (United States)

Worssam, J. B.

2017-12-01

Field research finally within classroom walls, data driven, hands on with students using a series of electronic projects to show evidence of scientific mentor collaboration. You do not want to miss this session in which I will be sharing the steps to develop an interactive mentor program between scientists in the field and students in the classroom. Using next generation science standards and common core language skills you will be able to blend scientific exploration with scientific writing and communication skills. Learn how to make connections in your own community with STEM businesses, agencies and organizations. Learn how to connect with scientists across the globe to make your classroom instruction interactive and live for all students. Scientists, you too will want to participate, see how you can reach out and be a part of the K-12 educational system with students learning about YOUR science, a great component for NSF grants! "Scientists in the Classroom," a model program for all, bringing real time science, data and knowledge into the classroom.

Radiology of musculoskeletal stress injuries

International Nuclear Information System (INIS)

Keats, T.E.

1989-01-01

With the new emphasis on physical fitness, musculoskeletal stress injuries are being seen with greater frequency in children and adults, and in locations that are not widely associated with stress injury. Some of the injuries continue to be mistaken for signs of more serious illnesses, such as infection and neoplasm, and this may lead to unnecessary investigative effort. This book covers both the classic stress injuries and the new manifestations

Classroom Research by Classroom Teachers, 1992.

Science.gov (United States)

Tanner, Michael, Ed.

1992-01-01

This volume celebrates teachers as life-long learners of the art of teaching, by presenting 21 action research studies designed and implemented by classroom teachers. A "How To Get Started" section outlines action research steps and offers worksheets. Descriptions of the research studies begin with ethnographic studies, which include "Adopt a…

Stressful life events, perceived stress, and 12-month course of geriatric depression: direct effects and moderation by the 5-HTTLPR and COMT Val158Met polymorphisms.

Science.gov (United States)

Zannas, Anthony S; McQuoid, Douglas R; Steffens, David C; Chrousos, George P; Taylor, Warren D

2012-07-01

Although the relation between stressful life events (SLEs) and risk of major depressive disorder is well established, important questions remain about the effects of stress on the course of geriatric depression. Our objectives were (1) to examine how baseline stress and change in stress is associated with course of geriatric depression and (2) to test whether polymorphisms of serotonin transporter (5-HTTLPR) and catechol-O-methyltransferase (COMT Val158Met) genes moderate this relation. Two-hundred and sixteen depressed subjects aged 60 years or older were categorized by remission status (Montgomery-Asberg depression rating scale≤6) at 6 and 12 months. At 6 months, greater baseline numbers of self-reported negative and total SLEs and greater baseline perceived stress severity were associated with lower odds of remission. At 12 months, only baseline perceived stress predicted remission. When we examined change in stress, 12-month decrease in negative SLEs and level of perceived stress were associated with improved odds of 12-month remission. When genotype data were included, COMT Val158Met genotype did not influence these relations. However, when compared with 5-HTTLPR L/L homozygotes, S allele carriers with greater baseline numbers of negative SLEs and with greater decrease in negative SLEs were more likely to remit at 12 months. This study demonstrates that baseline SLEs and perceived stress severity may influence the 12-month course of geriatric depression. Moreover, changes in these stress measures over time correlate with depression outcomes. 5-HTTLPR S carriers appear to be more susceptible to both the effects of enduring stress and the benefit of interval stress reduction.

Discussion in Postsecondary Classrooms

Directory of Open Access Journals (Sweden)

Curt Dudley-Marling

2013-11-01

Full Text Available Spoken language is, arguably, the primary means by which teachers teach and students learn. Much of the literature on language in classrooms has focused on discussion that is seen as both a method of instruction and a curricular outcome. While much of the research on discussion has focused on K-12 classrooms, there is also a body of research examining the efficacy of discussion in postsecondary settings. This article provides a review of this literature in order to consider the effect of discussion on student learning in college and university classrooms, the prevalence of discussion in postsecondary settings, and the quality of discussion in these settings. In general, the results of research on the efficacy of discussion in postsecondary settings are mixed. More seriously, researchers have not been explicit about the meaning of discussion and much of what is called discussion in this body of research is merely recitation with minimal levels of student participation. Although the research on discussion in college and university classrooms is inconclusive, some implications can be drawn from this review of the research including the need for future researchers to clearly define what they mean by “discussion.”

Using Informal Classroom Observations to Improve Instruction

Science.gov (United States)

Ing, Marsha

2010-01-01

Purpose: The purpose of this study is to describe the variability of principals' classroom observations across schools and to relate classroom observations to the schools' instructional climate. This helps identify the conditions under which classroom observations effectively improve instruction in some schools and not in other schools.…

The Classroom Environment Study: Teaching for Learning.

Science.gov (United States)

Anderson, Lorin W.

1987-01-01

The IEA's Classroom Environment Study, implemented in grades 5-9 in 9 countries, examined effects on student outcomes of home, community, school, teacher, and student characteristics and classroom practices. Across countries, course content varied widely, but teachers relied on relatively few classroom behaviors. Student learning was affected by…

Racially diverse classrooms: effects of classroom racial composition on interracial peer relationships.

Science.gov (United States)

Barth, Joan M; McDonald, Kristina L; Lochman, John E; Boxmeyer, Carolyn; Powell, Nicole; Dillon, Casey; Sallee, Meghann

2013-01-01

The purpose of this study was to examine the interactive effects that a child's race and the racial composition of a classroom have on a variety of sociometric measures. Sociometric nominations were collected from 872 fifth-grade students (48% male, 48% Black) who were in classrooms that ranged from nearly all Black to nearly all White students. Hierarchical Linear Modeling analyses indicated that the race of the child, the race of the rater, and the classroom race composition each impacted sociometric nominations. Results suggest that schools that are more balanced in the distribution of Black and White students might promote more positive interracial peer relationships. However, opportunities to be highly liked and to be perceived as a leader might be greatest in a school in which the child is in the clear racial majority. © 2013 American Orthopsychiatric Association.

The Micro- and Macro-Politics of the Classroom and of Classroom Research

DEFF Research Database (Denmark)

Buchardt, Mette

2018-01-01

understanding of classroom research is at stake in such discussions. The essay takes its point of departure in a reading of this situation, and it suggests a broader curriculum- and sociologically based concept for how to understand the classroom on a societal macro-level and on a daily life practice micro......-level among teachers and pupils. Based on this concept, inspired by the curriculum historian and sociologist Ulf P. Lundgren, the state of the art of Danish RE research with education practice at the center is discussed, as well as possible future directions.......The political and public demand for classroom research as evidence for policy plays an increasing role in debates about Danish educational politics and policy implementation with regard to general school reform as well as with regard to the politics of religious education. The question is what...

Child Autism Spectrum Disorder Traits and Parenting Stress: The Utility of Using a Physiological Measure of Parental Stress

Science.gov (United States)

Factor, Reina S.; Swain, Deanna M.; Scarpa, Angela

2018-01-01

Caregivers of children with autism spectrum disorder (ASD) report greater stress due to unique parenting demands (e.g.; Estes et al. in "Brain Dev" 35(2):133-138, 2013). Stress is often studied through self-report and has not been extensively studied using physiological measures. This study compared parenting stress in mothers of…

Multiple Modes in Corporate Learning: Propelling Business IQ with Formal, Informal and Social Learning

Science.gov (United States)

Ambrose, John; Ogilvie, Julie

2010-01-01

Recognizing that the shifting corporate environment is placing ever greater stresses on learning organizations, this paper reports how companies are increasingly offering employees a wide choice of learning options beyond conventional classroom training, including online, social learning, and other modalities in "blended" programs. Identifying a…

Classroom disciplinary climate of schools and gender

DEFF Research Database (Denmark)

Sortkær, Bent; Reimer, David

2018-01-01

Classroom disciplinary climate has emerged as a crucial factor with regard to student achievement. However, most previous studies have not explored potential gender differences in both students’ perceptions of the classroom disciplinary climate and the association between classroom disciplinary...... and students’ mathematics performance across countries. On the basis of an analysis of a pooled sample consisting of all 5 Nordic countries, we found that the correlation between classroom disciplinary climate of schools and maths achievement is significantly stronger for boys than for girls. Further analyses...... showed that this finding may partly be attributable to gender differences in the perception of the disciplinary climate of schools, whereby boys seemed to perceive the classroom disciplinary climate of schools more positively than girls....

Sharing Power in the Classroom.

Science.gov (United States)

Richard-Amato, Patricia

2002-01-01

Suggests that be sharing power in the classroom teachers allow the development of participatory classrooms in which all students can thrive. Examines participatory teaching and critical pedagogy, components of the participatory learning experience, manifestations of participatory teaching, an application of the language experience approach,…

Classroom observation and feedback

Directory of Open Access Journals (Sweden)

Ana GOREA

2016-12-01

Full Text Available Classroom observation is a didactic activity from which both the observer and the observed teacher are to win. The present article comments on and discusses the aims of observation, the stages of observation, the methodological recommendations of offering feedback and the need to introduce a system of classroom observation at institutional or even national level, which would contribute to improving the teaching/learning process.

Implementing Organizational Skills in the Classroom

OpenAIRE

Debora, Marisi

2015-01-01

This article presents the writer's experience in the classroom in implementing the organizational skills. The article also discuss the reason for teaching organizational skills in the classroom, materials needed for the teaching and the implementation of the organizational skills in the classroom. The materials can be adjusted to the availability in the class and the students' own stationery. The two stages of implementation later build the students' independence which is the goal of teaching...

Self-complexity as a cognitive buffer against stress-related illness and depression.

Science.gov (United States)

Linville, P W

1987-04-01

This prospective study tested the self-complexity buffering hypothesis that greater self-complexity moderates the adverse impact of stress on depression and illness. This hypothesis follows from a model that assumes self-knowledge is represented in terms of multiple self-aspects. As defined in this model, greater self-complexity involves representing the self in terms of a greater number of cognitive self-aspects and maintaining greater distinctions among self-aspects. Subjects completed measures of stressful events, self-complexity, depression, and illness in two sessions separated by 2 weeks. A multiple regression analysis used depression and illness at Time 2 as outcomes, stressful life events and self-complexity at Time 1 as predictors, and depression and illness at Time 1 as control variables. The Stress X Self-Complexity interaction provided strong support for the buffering hypothesis. Subjects higher in self-complexity were less prone to depression, perceived stress, physical symptoms, and occurrence of the flu and other illnesses following high levels of stressful events. These results suggest that vulnerability to stress-related depression and illness is due, in part, to differences in cognitive representations of the self.

Teaching and Learning Science in Authoritative Classrooms: Teachers' Power and Students' Approval in Korean Elementary Classrooms

Science.gov (United States)

Lee, Jeong-A.; Kim, Chan-Jong

2017-09-01

This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the power and approval in science classroom discourse, we have adopted Critical Discourse Analysis (CDA). Based on CDA, form and function analysis was adopted. After the form and function analysis, all episodes were analyzed in terms of social distance. The results showed that both teachers exercised their power while teaching. However, their classes were quite different in terms of getting approval by students. When a teacher got students' approval, he could conduct the science lesson more effectively. This study highlights the importance of getting approval by students in Korean science classrooms.

Studenters erfaringer med Flipped Classroom i en helsefagutdanning

Directory of Open Access Journals (Sweden)

Christine Tørris

2015-12-01

Full Text Available Background: The flipped classroom approach has gained increased attention in educational research literature. The purpose of this study was to investigate how students experience a flipped classroom approach in health education, compared to ordinary lectures. Method: Bachelor students (n=25 who watched the video-based material in the flipped classrooms pre-session, answered a questionnaire to evaluate their flipped classroom experience. The questionnaire consisted of both closed and open questions. Results: Ninety six per cent (24/25 of respondents found the video-based material in the pre-session useful. Seventy six per cent (19/25 of respondents found that the flipped classroom approach resulted in the highest learning outcome, over the traditional approach (16%, 4/25. Barriers to the flipped classroom approach was technical problems with the video-based material, such as screen view. Conclusion: The flipped classroom approach is promising as an acceptable approach for teaching in health science curricular in higher education.

The Effects of "Live Virtual Classroom" on Students' Achievement and Students' Opinions about "Live Virtual Classroom" at Distance Education

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Yilmaz, Ozgur

2015-01-01

This study was performed to investigate the effects of live virtual classroom on students' achievement and to determine students' opinions about the live virtual physics classroom at distance learning. 63 second-year Distance Computer Education & Instructional Technology students enrolled in this study. At the live virtual physics classroom,…

Work Overload and Turnover Intention of Junior Auditors in Greater Jakarta, Indonesia

OpenAIRE

Andika Pradana; Imam Salehudin

2015-01-01

This paper aims to analyze how work overload influences turnover intentions of newly hired junior auditors in public accounting offices. Job satisfaction, work related stress and work life conflicts are used as mediating variables between work overload and turnover intention. This study employed 141 auditors from several accounting firms operating in the Greater Jakarta region. The sample was selected using purposive sampling. Three mediation hypotheses were tested using Structural Equation M...

Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality

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Floman, James L.; Hagelskamp, Carolin; Brackett, Marc A.; Rivers, Susan E.

2017-01-01

Classroom observations increasingly inform high-stakes decisions and research in education, including the allocation of school funding and the evaluation of school-based interventions. However, trends in rater scoring tendencies over time may undermine the reliability of classroom observations. Accordingly, the present investigations, grounded in…

A cultural study of a science classroom and graphing calculator-based technology

Science.gov (United States)

Casey, Dennis Alan

Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology, has found its way from commercial and domestic applications into the pedagogy of science and math education. The purpose of this study was to investigate the culture of an "alternative" science classroom and how it functions with graphing calculator-based technology. Using ethnographic methods, a case study of one secondary, team-taught, Environmental/Physical Science (EPS) classroom was conducted. Nearly half of the 23 students were identified as students with special education needs. Over a four-month period, field data was gathered from written observations, videotaped interactions, audio taped interviews, and document analyses to determine how technology was used and what meaning it had for the participants. Analysis indicated that the technology helped to keep students from getting frustrated with handling data and graphs. In a relatively short period of time, students were able to gather data, produce graphs, and to use inscriptions in meaningful classroom discussions. In addition, teachers used the technology as a means to involve and motivate students to want to learn science. By employing pedagogical skills and by utilizing a technology that might not otherwise be readily available to these students, an environment of appreciation, trust, and respect was fostered. Further, the use of technology by these teachers served to expand students' social capital---the benefits that come from an individual's social contacts, social skills, and social resources.

Social stress response in adolescents with bipolar disorder.

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Casement, Melynda D; Goldstein, Tina R; Gratzmiller, Sarah M; Franzen, Peter L

2018-05-01

Theoretical models posit that stressors contribute to the onset and maintenance of bipolar disorder in adolescence through disruptions in stress physiology, but physiological response to stressors has not been evaluated in adolescents with bipolar illness. The present study tests the hypothesis that adolescents with bipolar disorder will have greater reactivity to a laboratory social stress task than healthy adolescents. Adolescents with bipolar illness (n = 27) and healthy adolescents (n = 28) completed a modified version of the Trier Social Stress Task. Stress response was assessed using high frequency heart rate variability (HF-HRV), heart rate (HR), mean arterial blood pressure (MAP), salivary cortisol, and subjective stress. Multilevel models were used to test for group differences in resting-state physiology, and stress reactivity and recovery. Adolescents with bipolar disorder had greater reactivity in HF-HRV (z = 3.32), but blunted reactivity in MAP (z = -3.08) and cortisol (z = -2.60), during the stressor compared to healthy adolescents. They also had lower resting HF-HRV (z = -3.49) and cortisol (z = -2.86), and higher resting HR (z = 3.56), than healthy adolescents. These results indicate that bipolar disorder is associated with disruptions in autonomic and endocrine response to stress during adolescence, including greater HF-HRV reactivity. Further research should evaluate whether these individual differences in stress physiology precede and predict the onset of mood episodes. Copyright © 2018 Elsevier Ltd. All rights reserved.

Reading and Quality Discipline in the Classroom.

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Ediger, Marlow

Time spent on disciplining children in the classroom is time taken away from achieving the objectives of instruction. The classroom teacher needs to have appropriate guidelines to use in teaching as well as specific workable procedures which help students to achieve. This paper discusses various methods of classroom discipline. The paper first…

The Dance of Elementary School Classroom Management

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Powell, Pamela

2014-01-01

At times, classroom management and guidance elude even the most seasoned teachers. Yet, students need guidance and practice in self-regulatory skills to assist in the learning that occurs in classrooms. Teachers need both practical and research-based classroom management strategies that benefit the environment and help create a space conducive to…

En didaktisk model for Flipped Classroom

DEFF Research Database (Denmark)

Levinsen, Henrik; Foss, Kristian Kildemoes; Andersen, Thomas Dyreborg

2016-01-01

I artiklen præsenterer vi en model over flipped classroom som didaktisk metode udviklet med henblik på at stilladsere både de lærere, som gerne vil prøve kræfter med en flipped classroom-baseret praksis, og dem som allerede har erfaring, men kan have glæde af at bruge modellen til at kvalificere...... deres flipped classroom-undervisning. Modellen kan bidrage til erkendelsen af, at flipped classroom er noget nær et paradigmeskifte i forståelsen af god undervisning. Her tænkes på det skift i fokus metoden indebærer fra, at læreren er mest aktiv, til at eleverne er de mest aktive. Særligt for den...

Improving Technology in Agriscience Classrooms

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Morris, Krista

2014-01-01

Teachers must make persistent efforts in integrating technology in the classroom. In Georgia agriscience curriculum, no data are available regarding the type and amount of technology integration used in the classrooms. Some teachers integrate actively while others incorporate very little technology in their teaching. The purpose of this…

Learning Road Safety Skills in the Classroom

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Brown, Freddy Jackson; Gillard, Duncan

2009-01-01

This case study demonstrates the effectiveness of a classroom based learning programme in the acquisition of road safety skills. The participant, a child with severe learning disabilities, was taught road safety behaviours in the classroom with the aid of photograph cards. When he had mastered these skills in the classroom, he returned to the…

Diverse Perspectives on a Flipped Biostatistics Classroom

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Schwartz, Todd A.; Andridge, Rebecca R.; Sainani, Kirstin L.; Stangle, Dalene K.; Neely, Megan L.

2016-01-01

"Flipping" the classroom refers to a pedagogical approach in which students are first exposed to didactic content outside the classroom and then actively use class time to apply their newly attained knowledge. The idea of the flipped classroom is not new, but has grown in popularity in recent years as the necessary technology has…

Innovative Use of a Classroom Response System During Physics Lab

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Walgren, Jay

2011-01-01

More and more physics instructors are making use of personal/classroom response systems or "clickers." The use of clickers to engage students with multiple-choice questions during lecture and available instructor resources for clickers have been well documented in this journal.1-4 Newer-generation clickers, which I refer to as classroom response systems (CRS), have evolved to accept numeric answers (such as 9.81) instead of just single "multiple-choice" entries (Fig. 1). This advancement is available from most major clicker companies and allows for a greater variety of engaging questions during lecture. In addition, these new "numeric ready" clickers are marketed to be used for student assessments. During a test or quiz, students' answers are entered into their clicker instead of on paper or Scantron® and immediately absorbed by wireless connection into a computer for grading and analysis. I recognize the usefulness and benefit these new-generation CRSs provide for many instructors. However, I do not use my CRS in either of the aforementioned activities. Instead, I use it in an unconventional way. I use the CRS to electronically capture students' lab data as they are performing a physics lab (Fig. 2). I set up the clickers as if I were going to use them for a test, but instead of entering answers to a test, my students enter lab data as they collect it. In this paper I discuss my use of a classroom response system during physics laboratory and three benefits that result: 1) Students are encouraged to "take ownership of" and "have integrity with" their physics lab data. 2) Students' measuring and unit conversion deficiencies are identified immediately during the lab. 3) The process of grading students' labs is simplified because the results of each student's lab calculations can be pre-calculated for the instructor using a spreadsheet. My use of clickers during lab can be implemented with most clicker systems available to instructors today. The CRS I use is the e

Investigating EFL Classroom Interaction Process in Iraqi Intermediate Schools

Directory of Open Access Journals (Sweden)

Muna Mohammed Abbas Alkhateeb

2017-09-01

Full Text Available In recent times, the traditional interaction structures of English both language classrooms and roles of teachers and students are gradually changing. This marks the shift from the teacher-centered classrooms to student-centered classrooms; moving towards ‘student-centered learning’ and‘collaborative working modes’. The contemporary educational world views teachers and students as communicators. In such situations students get more opportunity to ‘participate’, ‘observe’, ‘reflect on’ and ‘practice social ways’. These opportunities expose the students to a more ‘meaning-making’ and ‘knowledge construction processes’. The shift from traditional teaching and learning process to the contemporary one has posed great challenges for teachers, who are always working under pressure to complete the syllabus designed for the academic year. In such a situation it is very important to ascertain if this idea of student-centered classroom is present in the recent classroom. Educationally oriented research into classroom interaction makes it essential for further studies into the classroom interaction in the modern classroom. Hence, this study aims to observe the interaction process that takes place in English classrooms of four government schools in Hilla (Centre of Babylon Governorate. This paper also suggests measures to improve classroom interaction and language learning in the English classes. The main findings from the study are as follows: (a the classroom interaction is teacher-centered, (b teachers partially facilitate learning, the classrooms are controlled by teachers (c the ratio of the teacher-talk is more than student-talk."

The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes

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Jennings, Patricia A.; Greenberg, Mark T.

2009-01-01

The authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. This model…

Curriculum Integration in the General Music Classroom

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Munroe, Angela

2015-01-01

Arts integration is a topic that has been researched and discussed by music educators and general educators alike. Some feel this is a worthwhile endeavor in both the arts classroom and the general classroom, while others feel that we should be spending what little time we have in the music classroom focusing on music goals. This article will…

Just-in-Time Teaching in Statistics Classrooms

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McGee, Monnie; Stokes, Lynne; Nadolsky, Pavel

2016-01-01

Much has been made of the flipped classroom as an approach to teaching, and its effect on student learning. The volume of material showing that the flipped classroom technique helps students better learn and better retain material is increasing at a rapid pace. Coupled with this technique is active learning in the classroom. There are many ways of…

Routines Are the Foundation of Classroom Management

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Lester, Robin Rawlings; Allanson, Patricia Bolton; Notar, Charles E.

2017-01-01

Classroom management is the key to learning. Routines are the foundation of classroom management. Students require structure in their lives. Routines provide that in all of their life from the time they awake until the time they go to bed. Routines in a school and in the classroom provide the environment for learning to take place. The paper is…

Mapping Science in Discourse-based Inquiry Classrooms

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Yeneayhu, Demeke Gesesse

Abstract The purpose of this study was to investigate how discourse-based inquiry science lessons provided opportunities for students to develop a network of semantic relations among core ideas and concepts in science. It was a naturalistic inquiry classroom lessons observation study on three science teachers--- a middle school science teacher and two high school physics teachers in an urban school district located in the Western New York region. Discourse and thematic analysis drawn from the theory of Systemic Functional Linguistics were utilized as guiding framework and analysis tools. Analysis of the pre-observation and post-observation interviews of the participant teachers revealed that all of the three teachers participated in at least one inquiry-based science teaching teacher professional development program and they all thought their classroom teaching practice was inquiry-based. Analysis of their classroom lesson videos that each participant teacher taught on a specific science topic revealed that the middle school teacher was found to be a traditional teacher-dominated classroom whereas the two high school physics teachers' classroom teaching approach was found to be discourse-based inquiry. One of the physics teachers who taught on a topic of Magnetic Interaction used relatively structured and guided-inquiry classroom investigations. The other physics teacher who taught on a topic of Color Mixing utilized open-ended classroom investigations where the students planned and executed the series of classroom science investigations with minimal guidance from the teacher. The traditional teacher-based classroom communicative pattern was found to be dominated by Triadic Dialogue and most of the science thematics were jointly developed by the teacher and the students, but the students' role was limited to providing responses to the teacher's series questions. In the guided-inquiry classroom, the common communicative pattern was found to be True Dialogue and most

Capturing the Magic of Classroom Training in Blended Learning

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Laiken, Marilyn E.; Milland, Russ; Wagner, Jon

2014-01-01

Organizations today are faced with the challenges of expanding their traditional classroom-based approaches into blended learning experiences which integrate regular classrooms, virtual classrooms, social learning, independent reading, on the job learning and other methodologies. Our team converted a two-day classroom-based program, taught from…

Trends in Classroom Observation Scores

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Casabianca, Jodi M.; Lockwood, J. R.; McCaffrey, Daniel F.

2015-01-01

Observations and ratings of classroom teaching and interactions collected over time are susceptible to trends in both the quality of instruction and rater behavior. These trends have potential implications for inferences about teaching and for study design. We use scores on the Classroom Assessment Scoring System-Secondary (CLASS-S) protocol from…

Fight Obesity in the Classroom

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Bratsis, Michael E.

2012-01-01

U.S. health experts declared obesity an epidemic over a decade ago. Schools have tried to implement prevention programs for students, but as budgets shrink, educating students about obesity is increasingly falling to classroom instructors, including science teachers. The good news is that obesity-related classroom activities can be engaging, and…

Nurturing Creativity in the Classroom

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Beghetto, Ronald A., Ed.; Kaufman, James C., Ed.

2010-01-01

"Nurturing Creativity in the Classroom" is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative…

Classroom Furniture: The Mod Squad

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Raths, David

2012-01-01

This is the first article in a six-part series on the elements of a collaborative classroom: furniture, social media, video/web conferencing tools, collaborative software, interactive devices, and mobile devices. With most universities facing tight budgets, convincing administrators to invest in expensive new classrooms is a challenge. Many higher…

Inverting an Introductory Statistics Classroom

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Kraut, Gertrud L.

2015-01-01

The inverted classroom allows more in-class time for inquiry-based learning and for working through more advanced problem-solving activities than does the traditional lecture class. The skills acquired in this learning environment offer benefits far beyond the statistics classroom. This paper discusses four ways that can make the inverted…

Incivility in the Accounting Classroom

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Swinney, Laurie; Elder, Bruce; Seaton, Lloyd

2010-01-01

Classroom incivility is any action that interferes with a harmonious and cooperative learning atmosphere in the classroom (Feldman, 2001). We compared the perceptions of accounting faculty to the perceptions of cross-disciplinary faculty relating to both the definition of student actions as incivility and the occurrence of incivility. We also…

Reading Comprehension Instruction in Irish Primary Classrooms: Key Insights into Teachers' Perspectives on Classroom Practices

Science.gov (United States)

Concannon-Gibney, Tara; Murphy, Brian

2012-01-01

Despite a wealth of international research indicating the importance but also the dearth of explicit reading comprehension instruction in classrooms, current classroom reading pedagogy does not appear to have acknowledged and addressed this shortcoming to any significant degree. This is cause for some considerable concern, as today's students…

Sustaining inquiry-based teaching methods in the middle school science classroom

Science.gov (United States)

Murphy, Amy Fowler

This dissertation used a combination of case study and phenomenological research methods to investigate how individual teachers of middle school science in the Alabama Math, Science, and Technology Initiative (AMSTI) program sustain their use of inquiry-based methods of teaching and learning. While the overall context for the cases was the AMSTI program, each of the four teacher participants in this study had a unique, individual context as well. The researcher collected data through a series of interviews, multiple-day observations, and curricular materials. The interview data was analyzed to develop a textural, structural, and composite description of the phenomenon. The Reformed Teaching Observation Protocol (RTOP) was used along with the Assesing Inquiry Potential (AIP) questionnaire to determine the level of inquiry-based instruction occuring in the participants classrooms. Analysis of the RTOP data and AIP data indicated all of the participants utilized inquiry-based methods in their classrooms during their observed lessons. The AIP data also indicated the level of inquiry in the AMSTI curricular materials utilized by the participants during the observations was structured inquiry. The findings from the interview data suggested the ability of the participants to sustain their use of structured inquiry was influenced by their experiences with, beliefs about, and understandings of inquiry. This study contributed to the literature by supporting existing studies regarding the influence of teachers' experiences, beliefs, and understandings of inquiry on their classroom practices. The inquiry approach stressed in current reforms in science education targets content knowledge, skills, and processes needed in a future scientifically literate citizenry.

Classroom Live: a software-assisted gamification tool

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de Freitas, Adrian A.; de Freitas, Michelle M.

2013-06-01

Teachers have come to rely on a variety of approaches in order to elicit and sustain student interest in the classroom. One particular approach, known as gamification, seeks to improve student engagement by transforming the traditional classroom experience into a competitive multiplayer game. Initial attempts at classroom gamification relied on the teacher manually tracking student progress. At the US Air Force Academy, we wanted to experiment with a software gamification tool. Our client/server suite, dubbed Classroom Live, streamlines the gamification process for the teacher by simplifying common tasks. Simultaneously, the tool provides students with an esthetically pleasing user interface that offers in game rewards in exchange for their participation. Classroom Live is still in development, but our initial experience using the tool has been extremely positive and confirms our belief that students respond positively to gamification, even at the undergraduate level.

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education

NARCIS (Netherlands)

Breeman, L.D.; Wubbels, T.; van Lier, P.A.C.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, N.T.

2015-01-01

The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education

NARCIS (Netherlands)

Breeman, L.D.|info:eu-repo/dai/nl/390776114; Wubbels, T.|info:eu-repo/dai/nl/070651361; van Lier, P.A.C.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, Nouchka|info:eu-repo/dai/nl/298678012

The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher–child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both

Bringing Classroom-Based Assessment into the EFL classroom

Directory of Open Access Journals (Sweden)

Andrew Finch

2012-01-01

Full Text Available   This paper describes how English as a Foreign Language (EFL teachers can bring reliable, valid, user-friendly assessment into their classrooms, and thus improve the quality of learning that occurs there. Based on the experience of the author as a an EFL teacher and teacher-trainer, it is suggested that the promotion and development of autonomy, intrinsic motivation, and self-esteem that takes place in a Classroom-Based Assessment (CBA environment facilitates an holistic approach to language learning and prepares the students for the high-stakes tests that often determine their motivation for learning English. Rather than relying on the memorization of language code, form, lexis, and prepared answers, students who have learned in a CBA environment are able to self-assess, peer-assess, build portfolios, and edit their own work. Not only does this reduce the assessment burden on the teacher, but it also develops the skills of problem-solving, critical thinking, and summarization in the students, in addition to a heightened awareness of the language-learning process. By learning how to set goals, assess their achievements, and reflect on their future learning needs, students become more efficient language learners. While acknowledging the place of standardized, summative tests in contemporary society, it is suggested that CBA in the EFL classroom can enhance long-term learning and consequently enable and empower students to prepare for their future learning needs.

Individual classroom experiences: a sociocultural comparison for understanding efl classroom language learning Individual classroom experiences: a sociocultural comparison for understanding efl classroom language learning

Directory of Open Access Journals (Sweden)

Laura Miccoli

2008-04-01

Full Text Available Este trabalho compara as experiências de sala de aula (ESA de duas universitárias na aprendizagem de língua inglesa. As ESA emergiram de entrevistas individuais, onde vídeos das aulas promoveram a reflexão. A análise revelou que experiências de natureza cognitiva, social ou afetiva influem diretamente no processo de aprendizagem e as que se referem ao contexto, à história, crenças e metas dos alunos influem indiretamente no mesmo. A singularidade de algumas experiências levou à sua categorização como ESA individuais (ESAI. Ao comparar as ESAI de duas informantes, a importância da análise sociocultural do processo de aprendizagem de sala de aula fica evidente. Concluiremos com uma defesa do valor da teoria sociocultural no estudo da aprendizagem de língua estrangeira em sala de aula e com a apresentação das implicações deste estudo para pesquisadores e professores. This paper compares the classroom experiences (CEs of two university students in their process of learning English as a foreign language (EFL. The CEs emerged from individual interviews, where classroom videos promoted reflection. The analysis revealed that cognitive, social and affective experiences directly influence the learning process and that those which refer to setting, learner’s personal background, beliefs and goal influence the learning process indirectly. The analysis also revealed the singularity of some of these CEs that led to their categorization as individual CEs (ICEs. When comparing the ICEs of the two participants, the importance of a sociocultural analysis of the classroom learning process becomes evident. We conclude with an analysis of the value of sociocultural theory in the study of classroom EFL learning and with the implications of this study for teachers and researchers.

SMART Teaching in New and Old Classrooms

Directory of Open Access Journals (Sweden)

Gunter Saunders

2017-03-01

Full Text Available The University of Westminster is undertaking a major classroom refurbishment program that is linked to a new approach to staff development in mobile learning. Feedback obtained from academic staff and students previously highlighted how classrooms should be changed so as to promote more active forms of curriculum delivery. Both technology and classroom furniture were considered significant enablers for effective in-class delivery, with the simplicity of the former and flexibility of the latter identified as key. To date nearly 70 classrooms have been re-designed and the impact of the changes on both staff and students has been assessed. Generally, the feedback has been positive with high praise for the easy to use technology solutions provided and the adaptability of the furniture. In addition, the significance of "getting right" basic features in new classrooms (lighting, acoustics for example was frequently cited by staff and students. This paper will highlight the features of new classrooms that students and staff have indicated they feel are most significant for their learning and teaching experiences. The paper will also assess the extent to which the new classrooms have been successful through analyzing the impact of both new technology and furniture arrangements on approaches to curriculum delivery. In addition, staff views on the utility of the new staff development approach will be discussed.

How we flipped the medical classroom.

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Sharma, Neel; Lau, C S; Doherty, Iain; Harbutt, Darren

2015-04-01

Flipping the classroom centres on the delivery of print, audio or video based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy. Our three step approach is based on actual experience of delivering a flipped classroom at the University of Hong Kong. This initiative was evaluated with positive results. We hope our experience will be transferable to other medical institutions.

Post-stress recovery of pituitary-adrenal hormones and glucose, but not the response during exposure to the stressor, is a marker of stress intensity in highly stressful situations.

Science.gov (United States)

Márquez, Cristina; Belda, Xavier; Armario, Antonio

2002-02-01

Acute immobilization in male rats elicited the same ACTH, corticosterone and glucose response as foot shock when measured immediately after stress. However, post-stress recovery of plasma ACTH, corticosterone and glucose levels were delayed in immobilized versus shocked rats. Similarly, stress-induced anorexia was much greater in the former animals. All these data suggest that post-stress speed of recovery of some physiological variables is positively related to stressor intensity and could be used to evaluate it.

Interindividual differences in stress sensitivity: basal and stress-induced cortisol levels differentially predict neural vigilance processing under stress.

Science.gov (United States)

Henckens, Marloes J A G; Klumpers, Floris; Everaerd, Daphne; Kooijman, Sabine C; van Wingen, Guido A; Fernández, Guillén

2016-04-01

Stress exposure is known to precipitate psychological disorders. However, large differences exist in how individuals respond to stressful situations. A major marker for stress sensitivity is hypothalamus-pituitary-adrenal (HPA)-axis function. Here, we studied how interindividual variance in both basal cortisol levels and stress-induced cortisol responses predicts differences in neural vigilance processing during stress exposure. Implementing a randomized, counterbalanced, crossover design, 120 healthy male participants were exposed to a stress-induction and control procedure, followed by an emotional perception task (viewing fearful and happy faces) during fMRI scanning. Stress sensitivity was assessed using physiological (salivary cortisol levels) and psychological measures (trait questionnaires). High stress-induced cortisol responses were associated with increased stress sensitivity as assessed by psychological questionnaires, a stronger stress-induced increase in medial temporal activity and greater differential amygdala responses to fearful as opposed to happy faces under control conditions. In contrast, high basal cortisol levels were related to relative stress resilience as reflected by higher extraversion scores, a lower stress-induced increase in amygdala activity and enhanced differential processing of fearful compared with happy faces under stress. These findings seem to reflect a critical role for HPA-axis signaling in stress coping; higher basal levels indicate stress resilience, whereas higher cortisol responsivity to stress might facilitate recovery in those individuals prone to react sensitively to stress. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Use of Flipped Classroom Technology in Language Learning

OpenAIRE

Evseeva, Arina Mikhailovna; Solozhenko, Anton

2015-01-01

The flipped classroom as a key component of blended learning arouses great interest among researchers and educators nowadays. The technology of flipped classroom implies such organization of the educational process in which classroom activities and homework assignments are reversed. The present paper gives the overview of the flipped classroom technology and explores its potential for both teachers and students. The authors present the results obtained from the experience of the flipped class...

Classroom Games: Making Money

OpenAIRE

Susan K. Laury; Charles A. Holt

2000-01-01

Economics is often taught at a level of abstraction that can hinder some students from gaining basic intuition. However, lecture and textbook presentations can be complemented with classroom exercises in which students make decisions and interact. The approach can increase interest in and decrease skepticism about economic theory. This feature offers short descriptions of classroom exercises for a variety of economics courses, with something of an emphasis on the more popular undergraduate co...

Working Alliances in College Classrooms

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Meyers, Steven A.

2008-01-01

I explain how professors can establish working alliances with students to cultivate a climate conducive to learning. This process involves (a) attending to the emotional bonds that exist in the college classroom, (b) developing shared educational goals and tasks to promote a common sense of purpose, and (c) addressing classroom conflict to repair…

Classroom Implementation. Issues in Assessment.

Science.gov (United States)

Malinowski, Patricia A., Ed.

This booklet, second in a series on issues in assessment, seeks to describe an initiative supported by Finger Lakes Community College (New York) to use classroom assessment techniques (CATs) in different academic areas and to present an overview of some assessment approaches that have been used in the classroom. Papers include: (1) "Enhancing…

Review of Social Interaction and L2 Classroom Discourse

DEFF Research Database (Denmark)

aus der Wieschen, Maria Vanessa

2015-01-01

Social Interaction and L2 Classroom Discourse investigates interactional practices in L2 classrooms. Using Conversation Analysis, the book unveils the processes underlying the co-construction of mutual understanding in potential interactional troubles in L2 classrooms – such as claims...... taster sessions over foreign language classrooms in monolingual contexts to English as an Additional Language settings in a multilingual context. This variety of settings allows him to examine a range of verbal and non-verbal features of classroom interaction, for example how code-switching is used......-6), and application (Chapters 7 and 8). A central focus throughout the entire book is classroom interactional competence and its influence on language learning....

Have You Considered Gamifying Your Classroom?

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Glass, Graham

2018-01-01

New classroom practices can be brought into the classroom that engage students through their enjoyment of games, while building their confidence and bolstering their understanding that mistakes are valuable stops along the journey to understanding.

Impacts of Flipped Classroom in High School Health Education

Science.gov (United States)

Chen, Li-Ling

2016-01-01

As advanced technology increasingly infiltrated into classroom, the flipped classroom has come to light in secondary educational settings. The flipped classroom is a new instructional approach that intends to flip the traditional teacher-centered classroom into student centered. The purpose of this research is to investigate the impact of the…

Workplace Stress, Organizational Factors and EAP Utilization.

Science.gov (United States)

Azzone, Vanessa; McCann, Bernard; Merrick, Elizabeth Levy; Hiatt, Deirdre; Hodgkin, Dominic; Horgan, Constance

2009-01-01

This study examined relationships between workplace stress, organizational factors and use of EAP counseling services delivered by network providers in a large, privately-insured population. Claims data were linked to measures of workplace stress, focus on wellness/prevention, EAP promotion, and EAP activities for health care plan enrollees from 26 employers. The association of external environment and work organization variables with use of EAP counseling services was examined. Higher levels of EAP promotion and worksite activities were associated with greater likelihood of service use. Greater focus on wellness/prevention and unusual and significant stress were associated with lower likelihood of service use. Results provide stakeholders with insights on approaches to increasing utilization of EAP services.

Are children with low vision adapted to the visual environment in classrooms of mainstream schools?

Directory of Open Access Journals (Sweden)

Kalpa Negiloni

2018-01-01

Full Text Available Purpose: The study aimed to evaluate the classroom environment of children with low vision and provide recommendations to reduce visual stress, with focus on mainstream schooling. Methods: The medical records of 110 children (5–17 years seen in low vision clinic during 1 year period (2015 at a tertiary care center in south India were extracted. The visual function levels of children were compared to the details of their classroom environment. The study evaluated and recommended the chalkboard visual task size and viewing distance required for children with mild, moderate, and severe visual impairment (VI. Results: The major causes of low vision based on the site of abnormality and etiology were retinal (80% and hereditary (67% conditions, respectively, in children with mild (n = 18, moderate (n = 72, and severe (n = 20 VI. Many of the children (72% had difficulty in viewing chalkboard and common strategies used for better visibility included copying from friends (47% and going closer to chalkboard (42%. To view the chalkboard with reduced visual stress, a child with mild VI can be seated at a maximum distance of 4.3 m from the chalkboard, with the minimum size of visual task (height of lowercase letter writing on chalkboard recommended to be 3 cm. For 3/60–6/60 range, the maximum viewing distance with the visual task size of 4 cm is recommended to be 85 cm to 1.7 m. Conclusion: Simple modifications of the visual task size and seating arrangements can aid children with low vision with better visibility of chalkboard and reduced visual stress to manage in mainstream schools.

Twelve tips for "flipping" the classroom.

Science.gov (United States)

Moffett, Jennifer

2015-04-01

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. The following tips outline the steps involved in making a successful transition to a flipped classroom approach. The tips are based on the available literature alongside the author's experience of using the approach in a medical education setting. Flipping a classroom has a number of potential benefits, for example increased educator-student interaction, but must be planned and implemented carefully to support effective learning.

The Effect of Personality on Occupational Stress in Veterinary Surgeons.

Science.gov (United States)

Dawson, Briony F Y; Thompson, Neill J

Statistics show that veterinary surgeons are in one of the professions with the highest suicide rates. This indicates the sector has significant well-being issues, with high levels of occupational stress and burnout. Previous research has focused on environmental factors in isolation, overlooking the influence of personality. This study aimed to establish that personality is a better predictor of occupational stress than environment. UK veterinary surgeons (n=311) completed an online survey composed of three questionnaires; the NEO Five-Factor Inventory, the Maslach Burnout Inventory, and the Job Stress Survey. Multiple regression analysis revealed that personality is a better predictor of occupational stress than environment (poccupational stress (pstress are depression (p=.002) and anger hostility (p=.005). Demographic factors such as the number of years the veterinarian has been qualified acted as a mediator between depression and occupational stress (poccupational stress (p=.028). Overall findings suggest that newly qualified veterinarians are at greater risk of suffering from high levels of occupational stress than those well established in the profession, and that veterinarians with higher levels of depression and anger hostility are likely to experience greater levels of occupational stress. Implications highlight the need for greater awareness of potentially susceptible personality traits in the veterinary admissions process. This would allow for the identification of those at risk and the implementation of interventions.

Out of Classroom Instruction in the Flipped Classroom

DEFF Research Database (Denmark)

Triantafyllou, Evangelia; Timcenko, Olga

2015-01-01

This article presents experiences and student perceptions on the introduction of the flipped classroom model in two consecutive semesters at Media Technology department of Aalborg University, Copenhagen, Denmark. We introduced the flipped instruction model to a statistics course and a mathematics...

Student Civility in the College Classroom: Exploring Student Use and Effects of Classroom Citizenship Behavior

Science.gov (United States)

Myers, Scott A.; Goldman, Zachary W.; Atkinson, Jordan; Ball, Hannah; Carton, Shannon T.; Tindage, Melissa F.; Anderson, Amena O.

2016-01-01

The purpose of this investigation was to identify the types of citizenship behavior students use in the college classroom, and to examine the link between their use of citizenship behavior and their perceptions of classroom climate, interest, and self-reports of learning outcomes. Participants were 416 undergraduate students enrolled at a large…

Classroom Organizational Structure in Fifth Grade Math Classrooms and the Effect on Standardized Test Scores

Science.gov (United States)

Lane, Dallas Marie

2017-01-01

The purpose of this study was to determine if there is a relationship between the classroom organizational structure and MCT2 test scores of fifth-grade math students. The researcher gained insight regarding which structure teachers believe is most beneficial to them and students, and whether or not their belief of classroom organizational…

Ethnographic analysis: a study of classroom environments.

Science.gov (United States)

Griswold, L A

1994-05-01

Occupational therapists assess and adapt an environment to enhance clients' abilities to function. Therapists working in schools may assess several classroom environments in a week. Identifying relevant information in an efficient manner is essential yet presents a challenge for school therapists. In this study, ethnographic research methodology was used to analyze the plethora of data gained from observations in eight classrooms. Three major categories were identified to structure observations: activities, people, and communication. These categories were used to compile a Classroom Observation Guide that gives therapists relevant questions to ask in each category. Using the Classroom Observation Guide, occupational therapists can recommend classroom activities that suit a particular teacher's style. For example, working with a teacher who prefers structural activities with clear time and space boundaries for one specific purpose, a therapist might suggest organized sensorimotor games with a distinct purpose to be carried out for a given time period.

Exploring alternative assessment strategies in science classrooms

Directory of Open Access Journals (Sweden)

Michèle Stears

2010-01-01

Full Text Available The knowledge children bring to the classroom or construct in the classroom may find expression in a variety of activities and is often not measurable with the traditional assessment instruments used in science classrooms. Different approaches to assessment are required to accommodate the various ways in which learners construct knowledge in social settings. In our research we attempted to determine the types of outcomes achieved in a Grade 6 classroom where alternative strategies such as interactive assessments were implemented. Analyses of these outcomes show that the learners learned much more than the tests indicate, although what they learnt was not necessarily science. The implications for assessment are clear: strategies that assess knowledge of science concepts, as well as assessment of outcomes other than science outcomes, are required if we wish to gain a holistic understanding of the learning that occurs in science classrooms.

Work and Family: Satisfaction, Stress, and Spousal Support.

Science.gov (United States)

Phillips-Miller, Dianne L.; Campbell, N. Jo; Morrison, Charles R.

2000-01-01

Married veterinarians were surveyed about work satisfaction, work-related stress, marital-family stress, and spousal support for their career. Female veterinarians reported greater effect of martial/family stress on career and less perceived support than did their male counterparts. Areas of greatest work dissatisfaction for both genders were…

Secondary science teachers' view toward and classroom translation of sustained professional development

Science.gov (United States)

Lewis, Elizabeth Blake

This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

Work Overload and Turnover Intention of Junior Auditors in Greater Jakarta, Indonesia

Directory of Open Access Journals (Sweden)

Andika Pradana

2015-11-01

Full Text Available This paper aims to analyze how work overload influences turnover intentions of newly hired junior auditors in public accounting offices. Job satisfaction, work related stress and work life conflicts are used as mediating variables between work overload and turnover intention. This study employed 141 auditors from several accounting firms operating in the Greater Jakarta region. The sample was selected using purposive sampling. Three mediation hypotheses were tested using Structural Equation Modeling (SEM. The results show that work overload has a significant effect on increasing turnover intention through both job satisfaction and work related stress. In comparison, work overload does not influence turnover intention through work life balance. This may be due to the nature of the respondents, in which a majority of the newly hired accountants employed in this study are unmarried.

Classroom-based Interventions and Teachers' Perceived Job Stressors and Confidence: Evidence from a Randomized Trial in Head Start Settings.

Science.gov (United States)

Zhai, Fuhua; Raver, C Cybele; Li-Grining, Christine

2011-09-01

Preschool teachers' job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers' perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers' perceived job control and work-related resources. We also found that the CSRP decreased teachers' confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed.

Conflict Resolution, Can It Really Make a Difference in the Classroom: Conflict Resolution Strategies for Classroom Teachers

Science.gov (United States)

Pollan, Savannah; Wilson-Younger, Dylinda

2012-01-01

This article discusses conflict and provides five resolutions for teachers on managing negative behaviors within the classroom. Acknowledging and implementing conflict resolution strategies in the classroom enables every student to fully participate in the learning process.

Gender Equity: Still Knocking at the Classroom Door.

Science.gov (United States)

Sadker, David

1999-01-01

Subtlety and complacency mask ongoing gender bias in today's classrooms. Updates are presented concerning career segregation; single-sex classrooms; safety and health problems; dropout rates; gifted programs; male/female stereotypes; classroom interactions; SAT scores; math, science and technology gender gaps; political reversals; and female…

Science beyond the Classroom Boundaries

Science.gov (United States)

Feasey, Rosemary; Bianchi, Lynne

2011-01-01

There have been many years of innovation in primary science education. Surprisingly, however, most of this has taken place within the confines of the classroom. What primary science has not yet done with universal success is step outside the classroom boundaries to use the school grounds for teaching and learning across all aspects of the science…

Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students.

Science.gov (United States)

Song, Yeoungsuk; Lindquist, Ruth

2015-01-01

Nursing students often experience depression, anxiety, stress and decreased mindfulness which may decrease their patient care effectiveness. Mindfulness-based stress reduction (MBSR) effectively reduced depression, anxiety and stress, and increased mindfulness in previous research with other populations, but there is sparse evidence regarding its effectiveness for nursing students in Korea. To examine the effects of MBSR on depression, anxiety, stress and mindfulness in Korean nursing students. A randomized controlled trial. Fifty (50) nursing students at KN University College of Nursing in South Korea were randomly assigned to two groups. Data from 44 students, MBSR (n=21) and a wait list (WL) control (n=23) were analyzed. The MBSR group practiced mindfulness meditation for 2 h every week for 8 weeks. The WL group did not receive MBSR intervention. Standardized self-administered questionnaires of depression, anxiety, stress and mindfulness were administered at the baseline prior to the MBSR program and at completion (at 8 weeks). Compared with WL participants, MBSR participants reported significantly greater decreases in depression, anxiety and stress, and greater increase in mindfulness. A program of MBSR was effective when it was used with nursing students in reducing measures of depression, anxiety and stress, and increasing their mindful awareness. MBSR shows promise for use with nursing students to address their experience of mild depression, anxiety and stress, and to increase mindfulness in academic and clinical work, warranting further study. Copyright © 2014 Elsevier Ltd. All rights reserved.

Cognitive reserve and self-efficacy as moderators of the relationship between stress exposure and executive functioning among spousal dementia caregivers.

Science.gov (United States)

Pertl, M M; Hannigan, C; Brennan, S; Robertson, I H; Lawlor, B A

2017-04-01

A substantial literature has reported that stress negatively impacts on cognitive processes. As dementia caregiving can be stressful, it has been hypothesized that the challenges of dementia care may increase caregivers' own vulnerability to cognitive decline. Prefrontal processes are thought to be most vulnerable to stress; however, few studies have examined whether greater caregiver stress predicts poorer executive dysfunction, and no previous research has considered potential moderators of this relationship. We examined (1) whether greater psychological stress mediated a relationship between caregiver stress exposure and executive functioning and (2) whether greater self-efficacy and cognitive reserve (CR) moderated this relationship. Spousal dementia caregivers (n = 253) completed the Neuropsychiatric Inventory Questionnaire (stress exposure), the Perceived Stress Scale, the National Adult Reading Test (CR), the Fortinsky dementia-specific caregiver self-efficacy scale, and the Color Trails Test (executive functioning). Moderated mediation was tested using the PROCESS macro. Age, gender, and dementia risk factors were included as covariates. Greater stress exposure indirectly predicted executive functioning through psychological stress. Stronger relationships between greater psychological stress and poorer executive functioning were observed among caregivers with lower CR; there was no evidence that self-efficacy moderated the relationship between stress exposure and psychological stress. Our findings are in line with the idea that greater psychological stress in response to challenges associated with dementia care predicts poorer caregiver executive functioning, particularly among caregivers with low CR. However, these findings are cross sectional; it is also possible that poorer executive functioning contributes to greater caregiver stress.

Classroom interventions for children with ADHD

NARCIS (Netherlands)

Groen, Yvonne; Gaastra, Geraldina F.; Tucha, Lara I.; Tucha, Oliver

2016-01-01

In a typical classroom, children are instructed to remain seated, perform independent seatwork and follow teachers’ instructions. Children with attention deficit hyperactivity disorder (ADHD) may find these classroom demands particularly difficult to adhere to because, by definition, children with

Posttraumatic stress disorder in critical illness survivors: a metaanalysis.

Science.gov (United States)

Parker, Ann M; Sricharoenchai, Thiti; Raparla, Sandeep; Schneck, Kyle W; Bienvenu, O Joseph; Needham, Dale M

2015-05-01

To conduct a systematic review and metaanalysis of the prevalence, risk factors, and prevention/treatment strategies for posttraumatic stress disorder symptoms in critical illness survivors. PubMed, Embase, CINAHL, PsycINFO, and Cochrane Library from inception through March 5, 2014. Eligible studies met the following criteria: 1) adult general/nonspecialty ICU, 2) validated posttraumatic stress disorder instrument greater than or equal to 1 month post-ICU, and 3) sample size greater than or equal to 10 patients. Duplicate independent review and data abstraction from all eligible titles/abstracts/full-text articles. The search identified 2,817 titles/abstracts, with 40 eligible articles on 36 unique cohorts (n = 4,260 patients). The Impact of Event Scale was the most common posttraumatic stress disorder instrument. Between 1 and 6 months post-ICU (six studies; n = 456), the pooled mean (95% CI) Impact of Event Scale score was 20 (17-24), and the pooled prevalences of clinically important posttraumatic stress disorder symptoms (95% CI) were 25% (18-34%) and 44% (36-52%) using Impact of Event Scale thresholds greater than or equal to 35 and greater than or equal to 20, respectively. Between 7 and 12 months post-ICU (five studies; n = 698), the pooled mean Impact of Event Scale score was 17 (9-24), and pooled prevalences of posttraumatic stress disorder symptoms were 17% (10-26%) and 34% (22-50%), respectively. ICU risk factors for posttraumatic stress disorder symptoms included benzodiazepine administration and post-ICU memories of frightening ICU experiences. Posttraumatic stress disorder symptoms were associated with worse quality of life. In European-based studies: 1) an ICU diary was associated with a significant reduction in posttraumatic stress disorder symptoms, 2) a self-help rehabilitation manual was associated with significant posttraumatic stress disorder symptom reduction at 2 months, but not 6 months; and 3) a nurse-led ICU follow-up clinic did not reduce

The effects of electrostatic particle filtration and supply-air filter condition in classrooms on the performance of schoolwork by children (RP-1257)

DEFF Research Database (Denmark)

Wargocki, Pawel; Wyon, David Peter; Jensen, Kasper Lynge

2008-01-01

the lower the outdoor air supply rate. There were no consistent effects of this reduction on the performance of schoolwork, on the children's perception of the classroom environment, on symptom intensiiy, or on air quality as perceived by the sensory panel. This suggests there are no short-term (acute...... the filters in use in other schools were not changed. The conditions were established for one week at a time in a blind crossover design with repeated measures on ten-to-twelve-year-old children. Pupils performed six exercises exemplifying different aspects of schoolwork as part of normal lessons...... and indicated their environmental perceptions and the intensity of any symptoms. A sensory panel of adults judged the air quality in the classrooms soon after the pupils left. Operating the electrostatic air cleaners considerably reduced the concentration of particles in the classrooms. The effect was greater...

Formation of stress students in the process of notions of martial arts in high school

Directory of Open Access Journals (Sweden)

S.V. Uskov

2013-10-01

Full Text Available Various aspects of the development of resistance to psychophysiological stress among students in the classroom arts. In the experiment involved 40 students (20 - boys, 20 girls. In the experiment, teaching methods and means of special psychological training in the martial arts. Disclosed the specifics of individual psycho-oriented methodology in the modern system of martial arts. The possibility of its use in physical education classes. It is noted that not all stress are barriers health, and only excessive. The most destructive are excessive psychogenic stresses caused by adverse of psychological factors. Psychogenic stress has a great destructive impact on health. It is a major cause of morbidity students. Recommended didactically well-designed prevention techniques.

Students' Communication and Positive Outcomes in College Classrooms

Science.gov (United States)

AlKandari, Nabila

2012-01-01

The purpose of this study was to determine students' communication in the college classroom through faculty-led methods of enhancing classroom participation. The students in this study perceived that faculty members work to engage them in various classroom activities and enhance their participation through discussions, debates, dialogue, group…

Social-Emotional Learning Is Essential to Classroom Management

Science.gov (United States)

Jones, Stephanie M.; Bailey, Rebecca; Jacob, Robin

2014-01-01

Research tells us that children's social-emotional development can propel learning. A new program, SECURe, embeds that research into classroom management strategies that improve teaching and learning. Across all classrooms and grade levels, four principles of effective management are constant: Effective classroom management is based in…

Effective Factors in Interactions within Japanese EFL Classrooms

Science.gov (United States)

Maftoon, Parviz; Ziafar, Meisam

2013-01-01

Classroom interactional patterns depend on some contextual, cultural and local factors in addition to the methodologies employed in the classroom. In order to delineate such factors, the focus of classroom interaction research needs to shift from the observables to the unobservables like teachers' and learners' psychological states and cultural…

Authoritative parenting, parenting stress, and self-care in pre-adolescents with type 1 diabetes.

Science.gov (United States)

Monaghan, Maureen; Horn, Ivor B; Alvarez, Vanessa; Cogen, Fran R; Streisand, Randi

2012-09-01

Parent involvement in type 1 diabetes (T1DM) care leads to improved adherence; however, the manner in which parents approach illness management interactions with children must also be considered. It was hypothesized that greater use of an authoritative parenting style and less parenting stress would be associated with greater behavioral adherence and better metabolic control. Ninety-five primary caregivers of preadolescents (ages 8-11) with T1DM completed questionnaires assessing parenting style, pediatric parenting stress, and child behavioral adherence. Caregivers primarily self-identified as using an authoritative parenting style. Greater authoritative parenting was associated with greater behavioral adherence and less difficulty with pediatric parenting stress; no differences in metabolic control were observed. Greater engagement in authoritative parenting behaviors may contribute to increased age-appropriate child behavioral adherence and less pediatric parenting stress. Interventions highlighting diabetes-specific authoritative parenting techniques may enhance health outcomes and improve overall family functioning.

The flipped classroom

DEFF Research Database (Denmark)

Triantafyllou, Evangelia

2015-01-01

One of the novel ideas in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class, while...... class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper presents design considerations for flipped classrooms, and discusses how Moodle can facilitate...... with a discussion of the opportunities and challenges when implementing the flipped model in a virtual learning environment (VLE) like Moodle....

Teachers' development and reflection in the flipped classroom

DEFF Research Database (Denmark)

Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

2017-01-01

The flipped classroom is an instruction method that has gained momentum during the last years due to technological advances allowing the online sharing of teaching material and learning activities. Bishop and Verleger defined the flipped classroom as “...an educational technique that consists...... of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom” (Bishop & Verleger, 2013). So far, research on flipped classroom has mostly concentrated on student perceptions, engagement and achievement level, e...... course in order to adjust it to the flipped classroom model. We have also seen that these considerations have forced teachers to also reconsider the learning objectives of specific activities. Another aspect that promoted reflection was the production of video lectures. Finally, teachers reflected...

Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing.

Science.gov (United States)

Park, Esther O; Park, Ji Hyun

2018-04-01

The effectiveness of flipped learning as one of the teaching methods of active learning has been left unexamined in nursing majors, compared to the frequent attempts to uncover the effectiveness of it in other disciplines. The purpose of this study was to reveal the effectiveness of flipped learning pedagogy in an adult health nursing course, controlling for other variables. The study applied a quasi-experimental approach, comparing pre- and post-test results in learning outcomes. Included in this analysis were the records of 81 junior nursing major students. The convenience sampling method was used to select the participants. Those in the experimental group were exposed to a flipped classroom experience that was given after the completion of their traditional class. The students' learning outcomes and the level of critical thinking skills were evaluated before and after the intervention of the flipped classroom. After the flipped classroom experience, the scores of the students' achievement in subject topics and critical thinking skills, specifically intellectual integrity and creativity, showed a greater level of increase than those of their controlled counterparts. This remained true even after controlling for previous academic performance and the level of creativity. This study confirmed the effectiveness of the flipped classroom as a measure of active learning by applying a quantitative approach. But, regarding the significance of the initial contribution of flipped learning in the discipline of nursing science, carrying out a more authentic experimental study could justify the impact of flipped learning pedagogy. © 2017 Japan Academy of Nursing Science.

Cannibalism and Chaos in the Classroom

Science.gov (United States)

Abernethy, Gavin M.; McCartney, Mark

2017-01-01

Two simple discrete-time models of mutation-induced cannibalism are introduced and investigated, one linear and one nonlinear. Both form the basis for possible classroom activities and independent investigative study. A range of classroom exercises are provided, along with suggestions for further investigations.

Chronic stress, catecholamines, and sleep disturbance at Three Mile Island

International Nuclear Information System (INIS)

Davidson, L.M.; Fleming, R.; Baum, A.

1987-01-01

The present study was concerned with the relationship between chronic stress and sleep disturbance. Previous research has provided evidence of chronic stress responding among people living near the Three Mile Island nuclear generating facility. Compared to control subjects, the TMI group has exhibited greater symptom reporting, poorer performance on behavioral measures of concentration, and elevated levels of urinary norepinephrine and epinephrine. Other research has suggested a relationship between arousal and insomnia. The extent to which stress and sleep disturbances were experienced by residents at TMI was examined and compared to levels of stress and sleep disturbance among a group of control subjects. The relationship between stress and sleep disturbances was also examined. Results indicated that TMI area residents exhibited more stress than the controls and reported greater disturbance of sleep. Modest relationships among stress and sleep measures suggested that the symptoms of stress measured in this study were not primary determinants of sleep problems

Chronic stress, catecholamines, and sleep disturbance at Three Mile Island.

Science.gov (United States)

Davidson, L M; Fleming, R; Baum, A

1987-01-01

The present study was concerned with the relationship between chronic stress and sleep disturbance. Previous research has provided evidence of chronic stress responding among people living near the Three Mile Island nuclear generating facility. Compared to control subjects, the TMI group has exhibited greater symptom reporting, poorer performance on behavioral measures of concentration, and elevated levels of urinary norepinephrine and epinephrine. Other research has suggested a relationship between arousal and insomnia. The extent to which stress and sleep disturbances were experienced by residents at TMI was examined and compared to levels of stress and sleep disturbance among a group of control subjects. The relationship between stress and sleep disturbances was also examined. Results indicated that TMI area residents exhibited more stress than the controls and reported greater disturbance of sleep. Modest relationships among stress and sleep measures suggested that the symptoms of stress measured in this study were not primary determinants of sleep problems.

Mendel in the Modern Classroom

Science.gov (United States)

Smith, Mike U.; Gericke, Niklas M.

2015-01-01

Mendel is an icon in the history of genetics and part of our common culture and modern biology instruction. The aim of this paper is to summarize the place of Mendel in the modern biology classroom. In the present article we will identify key issues that make Mendel relevant in the classroom today. First, we recount some of the historical…

Complementary Theoretical Perspectives on Task-Based Classroom Realities

Science.gov (United States)

Jackson, Daniel O.; Burch, Alfred Rue

2017-01-01

Tasks are viewed as a principled foundation for classroom teaching, social interaction, and language development. This special issue sheds new light on how task-based classroom practices are supported by a diverse range of principles. This introduction describes current trends in classroom practice and pedagogic research in relation to task-based…

Envisioning the Classroom as a Social Movement Organization

Science.gov (United States)

VanWynsberghe, Rob; Moore, Janet

2008-01-01

This article describes the impact of an innovative higher education initiative called the Learning City Classroom, a project based on the presupposition that the classroom can raise awareness, foster solidarity and construct a collective identity consistent with being part of the sustainability movement. The Learning City Classroom is portrayed as…

Classroom

Indian Academy of Sciences (India)

CLASSROOM. Figure 1. An antibubble photographed with a white backdrop. contrast to the case of soap bubbles,. Soap bubbles float in air and descend due to gravity on account of higher density of the soap solution, while antibubbles rise due to buoyancy of the air film and float just below the surface of the soap solution.

The Interactional Architecture of the Language Classroom

Directory of Open Access Journals (Sweden)

Paul Seedhouse

2009-11-01

Full Text Available This article provides a summary of some of the key ideas of Seedhouse (2004. The study applies Conversation Analysis (CA methodology to an extensive and varied database of language lessons from around the world and attempts to answer the question ‘How is L2 classroom interaction organised?’ The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom. This means that there is a two-way, mutually dependent relationship. Furthermore, this relationship is the foundation of the organisation of interaction in L2 classrooms. The omnipresent and unique feature of the L2 classroom is this reflexive relationship between pedagogy and interaction. So whoever is taking part in L2 classroom interaction and whatever the particular activity during which the interactants are speaking the L2, they are always displaying to one another their analyses of the current state of the evolving relationship between pedagogy and interaction and acting on the basis of these analyses. So interaction in the L2 classroom is based on the relationship between pedagogy and interaction. Interactants are constantly analysing this relationship and displaying their analyses in their talk. An example of data analysis is provided, including discussion of socially distributed cognition and learning.

Effect of stress management interventions on job stress among nurses working in critical care units.

Science.gov (United States)

Light Irin, C; Bincy, R

2012-01-01

Stress in nurses affects their health and increases absenteeism, attrition rate, injury claims, infection rates and errors in treating patients. This in turn significantly increases the cost of employment in healthcare units. Proper management of stress ensures greater efficiency at work place and improved wellbeing of the employee. Therefore, a pre-experimental study was conducted among 30 Critical Care Unit nurses working inMedical College Hospital, Thiruvananthapuram, (Kerala) to assess the effect of stress management interventions such as Job Stress Awareness, Assertiveness Training, Time Management, andProgressive Muscle Relaxation on job stress. The results showed that caring for patients, general job requirements and workload were the major sources of stress for the nurses. The level of severe stress was reduced from 60 percent to 20 percent during post-test. The Stress Management Interventions were statistically effective in reducing the stress of nurses at p<0.001 level.

Science Students' Classroom Discourse: Tasha's Umwelt

Science.gov (United States)

Arnold, Jenny

2012-04-01

Over the past twenty-five years researchers have been concerned with understanding the science student. The need for such research is still grounded in contemporary issues including providing opportunities for all students to develop scientific literacy and the failure of school science to connect with student's lives, interests and personal identities. The research reported here is unusual in its use of discourse analysis in social psychology to contribute to an understanding of the way students make meaning in secondary school science. Data constructed for the study was drawn from videotapes of nine consecutive lessons in a year-seven science classroom in Melbourne, post-lesson video-stimulated interviews with students and the teacher, classroom observation and the students' written work. The classroom videotapes were recorded using four cameras and seven audio tracks by the International Centre for Classroom Research at the University of Melbourne. Student talk within and about their science lessons was analysed from a discursive perspective. Classroom episodes in which students expressed their sense of personal identity and agency, knowledge, attitude or emotion in relation to science were identified for detailed analysis of the function of the discourse used by students, and in particular the way students were positioned by others or positioned themselves. This article presents the discursive Umwelt or life-space of one middle years science student, Tasha. Her case is used here to highlight the complex social process of meaning making in science classrooms and the need to attend to local moral orders of rights and duties in research on student language use, identity and learning in science.

Flipped Classroom as an Alternative Strategy for Teaching Stoichiometry

OpenAIRE

Norrie E. Gayeta

2017-01-01

This study aimed to compare the effectiveness of flipped classroom and traditional classroom instruction in measuring conceptual change and to determine if flipped classroom instruction would be an alternative method of teaching to traditional lecture method. This study covered the level of conceptual understanding of students on stoichiometry and the type of conceptual change before and after exposure to flipped and traditional classroom environment. Qualitative and quantitative ...

An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement. Classroom Insights from Educational Psychology

Science.gov (United States)

Davis, Heather A.; Summers, Jessica J.; Miller, Lauren M.

2012-01-01

Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student…

Student use of flipped classroom videos in a therapeutics course.

Science.gov (United States)

Patanwala, Asad E; Erstad, Brian L; Murphy, John E

To evaluate the extent of student use of flipped classroom videos. This was a cross-sectional study conducted in a college of pharmacy therapeutics course in the Unites States. In one section of the course (four sessions) all content was provided in the form of lecture videos that students had to watch prior to class. Class time was spent discussing patient cases. For half of the sessions, there was an electronic quiz due prior to class. The outcome measure was video view time in minutes. Adequate video view time was defined as viewing ≥75% of total video duration. Video view time was compared with or without quizzes using the Wilcoxon signed-rank test. There were 100 students in the class and all were included in the study. Overall, 74 students had adequate video view time prior to session 1, which decreased to 53 students for session 2, 53 students for session 3, and 36 students for session 4. Median video view time was greater when a quiz was required [80 minutes (IQR: 38-114) versus 69 minutes (IQR: 3-105), p flipped classroom is low and decreases with time. Preparation is higher when there is a quiz required. Copyright © 2016 Elsevier Inc. All rights reserved.

Classroom acoustics in public schools: A case study

Science.gov (United States)

Loro, Carmen P.; Zannin, Paulo T.

2004-05-01

The acoustic quality of a standard classroom (Standard 23) of the public school system in the city of Curitiba has been evaluated. This standard has a central circulation aisle with two classrooms in each side. Each room has windows to the outside and to the internal aisle. Additionally, the aisle has a 6-m-high zenithal skylight, together composing the building's main lighting and ventilation system. But, Standard 23 lacks acoustic quality of the classrooms. In order to assay this, measurements have been performed under several conditions, using the Building Acoustics System of Bruel & Kjaer. The measured reverberation time (RT) of the four classrooms for a frequency of 500 Hz was: 1.65 s (empty classroom), 1.15 s (20 students in the room), and 0.76 s (40 students). According to WHO recommendations, the ideal RT in classrooms should be around 0.6 s. DIN 18041 establishes an RT between 0.8 and 1.0 s, to allow for adequate intelligibility. Background noise in an empty room was 63.3 dB (A), above the limit established by the Brazilian standard of acoustic comfort: 40 dB (A). The reaction of students and teachers has indicated that the main source of acoustic discomfort is the noise generated by the neighboring classrooms.

Lowering stress while teaching research: a creative arts intervention in the classroom.

Science.gov (United States)

Walsh, Sandra M; Chang, Catharina Y; Schmidt, Lee A; Yoepp, Jan H

2005-07-01

Undergraduate students often request "hands-on" research experience but seldom have the time and opportunity during a one-semester introductory course to participate in such a project. The purposes of this educational approach, implemented during a beginning research class for baccalaureate nursing students, were to provide an opportunity for students to participate in an experimental research study, and test the effect of a creative arts intervention on students' stress, anxiety, and emotions. Students designed, participated in, and analyzed the results of the project. The intervention significantly reduced stress and anxiety and increased positive emotions in this student population, while providing a creative research experience. For future use, the intervention may be helpful with a variety of vulnerable groups.

No psychophysiological interactions between caffeine and stress?

Science.gov (United States)

Hasenfratz, M; Bättig, K

1992-01-01

In earlier studies, the predominantly beta-adrenergic effects of mental tasks and the alpha-adrenergic effects of caffeine on cardiovascular functions were observed to be simply additive without interaction. In the present study, annoying electrical shocks were superimposed on a mental task affording either active coping, which specifically raises beta-adrenergic activation, or passive coping, and the 40 female subjects were preselected so as to differ in subjective stress susceptibility. Caffeine as well as the type of coping and the considered personality dimension produced significant effects, but almost no interactions were obtained. The stress resistant subjects, who tended toward more extraversion, emotional stability and more masculinity, had lower anxiety scores, rated their performance higher and had a greater cardiac output than the stress non-resistant subjects, who represented a rather normal population according to the FPI personality dimensions. Caffeine increased EEG alpha and beta frequency and delta power and decreased beta power, raised blood pressure and enhanced stress reactions in respiration amplitude and pre-ejection period. Active stress coping induced greater stress reactions in heart rate (increase), left ventricular ejection time (decrease) and ear pulse arrival time (decrease) than passive coping.

Classroom Organization and Teacher Stress Predict Learning Motivation in Kindergarten Children

Science.gov (United States)

Pakarinen, Eija; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik

2010-01-01

This study examined the extent to which observed teaching practices and self-reported teacher stress predict children's learning motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning of their kindergarten year. Their learning motivation and phonological awareness were…

CLASSROOM OBSERVATION- A POWERFUL TOOL FOR CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD

Directory of Open Access Journals (Sweden)

Shanjida Halim

2018-05-01

Full Text Available For making teaching and learning more visible, classroom observation plays a central role. It provides teachers with constructive critical feedback in order to improve their classroom management and instructional techniques. For teachers it is important to observe the interaction between teacher-learner within the classroom because it can determine the learning opportunities that students get. Not only that, classroom observation encourages colleagues to collaborate to improve teacher practice and student learning. Feedback from classroom observations is an effective way for providing teachers with the information they need about their classroom behavior, and it can help them in their continuous professional development (CPD. This paper is based upon a practical approach to professional development among teachers through classroom observation. Since we, as teachers, are not born with innate teaching abilities, in fact, we learn and develop gradually with the help of some practical approaches, and classroom observation is a well-known powerful practical approach in primary and higher education to help teachers improve their teaching quality. This article mainly highlights the importance of classroom observation and its guidelines adapted from Observing Classes-CETaL. Further, it emphasizes the limitations of classroom observation, and suggests the ways to carry it out effectively based upon Observing Classes CETaL Model.

Literacy and linguistic diversity in the multilingual classroom

DEFF Research Database (Denmark)

Laursen, Helle Pia

and educational failure. Our study takes place in classrooms where teachers are engaged in developing a literacy pe dagogy which allows space for multilingualism and multimodality. Through intervention studies in these linguistically diverse classrooms, we are also investigating how teachers and students navigate....... The longitudinal study ‘Signs of language’ involves five multilingual classrooms. We are exploring how multilingual children interpret and create signs in order to communicate and perform their social identity in different multilingual and multimodal classroom settings. We are aiming at getting a better...... understanding of the children’s complex uses of the linguistic and semiotic resources available to them by paying close attention to the perspective of the children - as users and nterpreters of literacy (Blackledge & Creeese 2010). In classrooms some identity options are more available to the students than...

Greater happiness for a greater number: Is that possible in Austria?

NARCIS (Netherlands)

R. Veenhoven (Ruut)

2011-01-01

textabstractWhat is the final goal of public policy? Jeremy Bentham (1789) would say: greater happiness for a greater number. He thought of happiness as subjective enjoyment of life; in his words as “the sum of pleasures and pains”. In his time the happiness of the great number could not be measured

Greater happiness for a greater number: Is that possible in Germany?

NARCIS (Netherlands)

R. Veenhoven (Ruut)

2009-01-01

textabstractWhat is the final goal of public policy? Jeremy Bentham (1789) would say: greater happiness for a greater number. He thought of happiness as subjective enjoyment of life; in his words as “the sum of pleasures and pains”. In his time the Happiness of the great number could not be measured

WORK OVERLOAD AND TURNOVER INTENTION OF JUNIOR AUDITORS IN GREATER JAKARTA, INDONESIA

Directory of Open Access Journals (Sweden)

Andika Pradana

2015-11-01

Full Text Available This paper aims to analyze how work overload influences turnover intentions of newly hired junior auditors in public accounting offices. Job satisfaction, work related stress and work life conflicts are used as mediating variables between work overload and turnover intention. This study employed 141 auditors from several accounting firms operating in the Greater Jakarta region. The sample was selected using purposive sampling. Three mediation hypotheses were tested using Structural Equation Modeling (SEM. The results show that work overload has a significant effect on increas- ing turnover intention through both job satisfaction and work related stress. In comparison, work overload does not influence turnover intention through work life balance. This may be due to the nature of the respondents, in which a majority of the newly hired accountants employed in this study are unmarried.

Bringing Reality to Classroom Management in Teacher Education

Science.gov (United States)

Eisenman, Gordon; Edwards, Susan; Cushman, Carey Anne

2015-01-01

Learning how to manage a classroom effectively is a difficult task for preservice teachers. This is compounded by the lack of attention that classroom management receives in many teacher preparation programs and in the field of education in general. This article offers a rationale for the lack of attention to classroom management in teacher…

Integrating animals in the classroom: The attitudes and experiences of Australian school teachers toward animal-assisted interventions for children with Autism Spectrum Disorder

Directory of Open Access Journals (Sweden)

Bradley P Smith

2016-02-01

Full Text Available The introduction of animals into school classrooms has been posited as a beneficial intervention for individuals with Autism Spectrum Disorder (ASD. Whilst evidence that animal-assisted interventions or activities can positively influence classroom behaviour and learning outcomes is emerging, little is known about the experiences and attitudes of those who implement it. We presented a series of open and close-ended questions via an online survey to Australian school teachers working with students on the autistic spectrum. Whether teachers had experienced companion animals in the classroom or not, companion animals were believed to provide a means for improving social skills and engagement within the classroom, as well as decreasing stress, anxiety, and the occurrence of problematic behaviours. Yet, despite an overall positive attitude, and 68% having had animals or pets in their classroom, only 16% of respondents had experience with ‘formal’ animal-assisted interventions. Explanations for why both formal and informal animal-assisted interventions were either not being adopted, or was not currently being considered, included a lack of knowledge, lack of support and resources, reactions of the student in relation to allergies and behaviour, and issues relating to animal welfare. It was also acknowledged that the evidence-base for animal-assisted interventions for students with ASD is currently lacking, and that such interventions were not suitable for all students, or all classroom situations. Moving forward, it is important that the inclusion of companion animals and more formal based animal intervention programs in classrooms be adequately designed and evaluated, because implementing or promoting time consuming and financially costly strategies without the evidence is problematic.

Psychological Problems and Challenge In EFL Speaking Classroom

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Win Listyaningrum Arifin

2017-07-01

Full Text Available Psychological aspect regarding to learning attitudes plays in determining learning achievement. Psychological problems also involve not only to the students but also teacher. Less-confidence, speech anxiety, and low self-esteem are almost common problem in classroom, and occur on both teachers and students. Students who have low of self-confidence are often hardly able to control themselves for public speaking in the classroom, like, Governing his/ her behavior on that his/her peers think, lose belief on self, thinking that his/her friends dis-appraising, afraid of getting mistakes, etc. However, teachers which are low self-esteem and confidence also lose their performance and ability to manage their classroom optimally. Low self-esteem may caused by teacher’s poor understanding on subject matter. Both of psychological problems impact on dis-effectiveness of classroom activities. This paper takes accounts of some psychological problems of students and teachers in English speaking classroom, and some guidelines to overcome. At the last discus, this paper also provides some keys of how to make good classroom atmosphere.

Classroom Assessment Techniques: A Literature Review

Science.gov (United States)

DiCarlo, Kristen; Cooper, Lori

2014-01-01

Effective classroom assessment techniques are directly linked to course objectives and proposed outcomes. Results within formative and summative assessments have been studied in the online learning environment as educators seek to meet objectives with respect to student success in the non-traditional setting. Online classroom assessment techniques…

Authoritative Parenting, Parenting Stress, and Self-Care in Pre-Adolescents with Type 1 Diabetes

Science.gov (United States)

Monaghan, Maureen; Horn, Ivor B.; Alvarez, Vanessa; Cogen, Fran R.; Streisand, Randi

2012-01-01

Parent involvement in type 1 diabetes (T1DM) care leads to improved adherence; however, the manner in which parents approach illness management interactions with children must also be considered. It was hypothesized that greater use of an authoritative parenting style and less parenting stress would be associated with greater behavioral adherence and better metabolic control. Ninety-five primary caregivers of preadolescents (ages 8-11) with T1DM completed questionnaires assessing parenting style, pediatric parenting stress, and child behavioral adherence. Caregivers primarily self-identified as using an authoritative parenting style. Greater authoritative parenting was associated with greater behavioral adherence and less difficulty with pediatric parenting stress; no differences in metabolic control were observed. Greater engagement in authoritative parenting behaviors may contribute to increased age-appropriate child behavioral adherence and less pediatric parenting stress. Interventions highlighting diabetes-specific authoritative parenting techniques may enhance health outcomes and improve overall family functioning. PMID:22350495

Effective Classroom Management Techniques for Secondary Schools

African Journals Online (AJOL)

Effective Classroom Management Techniques for Secondary Schools. ... engagement of students in activities, use of innovative instructional strategies by teachers, ... and teachers in their perception regarding the effects of teachers classroom ...

The Implementation of A Flipped Classroom in Foreign Language Teaching

Directory of Open Access Journals (Sweden)

Ahmet BASAL

2015-10-01

Full Text Available Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching.

Food Insecurity During Pregnancy Leads to Stress, Disordered Eating, and Greater Postpartum Weight Among Overweight Women

Science.gov (United States)

This study examines food insecurity during and after pregnancy and how that affects postpartum weight retention. The results show that food insecurity was associated with higher levels of stress, eating behaviors, dietary fat intake, and higher postpartum weight status.

Work stress among university teachers: gender and position differences.

Science.gov (United States)

Slišković, Ana; Maslić Seršić, Darja

2011-12-01

The aim of this study was to investigate exposure to stress at work in university teachers and see if there were differences between men and women as well as between positions. The study was carried out online and included a representative sample of 1,168 teachers employed at universities in Croatia. This included all teaching positions: assistants (50%), assistant professors (18%), associate professors (17%), and full professors (15%). Fifty-seven percent of the sample were women. The participants answered a questionnaire of our own design that measured six groups of stressors: workload, material and technical conditions at work, relationships with colleagues at work, work with students, work organisation, and social recognition and status. Women reported greater stress than men. Assistant professors, associate professors, and full professors reported greater stress related to material and technical conditions of work and work organisation than assistants, who, in turn, found relationships with colleagues a greater stressor. Full professors, reported lower exposure to stress at work than associate professors, assistant professors, and assistants.

Differences in the heat stress associated with white sportswear and being semi-nude in exercising humans under conditions of radiant heat and wind at a wet bulb globe temperature of greater than 28 °C.

Science.gov (United States)

Tsuji, Michio; Kume, Masashi; Tuneoka, Hideyuki; Yoshida, Tetsuya

2014-08-01

This study investigated whether wearing common white sportswear can reduce heat stress more than being semi-nude during exercise of different intensities performed under radiant heat and wind conditions, such as a hot summer day. After a 20-min rest period, eight male subjects performed three 20 min sessions of cycling exercise at a load intensity of 20 % or 50 % of their peak oxygen uptake (VO2peak) in a room maintained at a wet bulb globe temperature (WBGT) of 28.7 ± 0.1 °C using two spot lights and a fan (0.8 m/s airflow). Subjects wore common white sportswear (WS) consisting of a long-sleeved shirt (45 % cotton and 55 % polyester) and short pants (100 % polyester), or only swimming pants (SP) under the semi-nude condition. The mean skin temperature (Tsk) was greater when subjects wore SP than WS under both the 20 % and 50 % exercise conditions. During the 50 % exercise, the rating of perceived exertion (RPE) and thermal sensation (TS), and the increases in esophageal temperature (ΔTes) and heart rate were significantly higher (Pheat storage (S), calculated from the changes in the mean body temperature (0.9Tes + 0.1 Tsk), was significantly lower in the WS trials than in the SP trials during the 20 min resting period before exercise session. However, S was similar between conditions during the 20 % exercise, but was greater in the WS than in the SP trials during 50 % exercise. These results suggest that, under conditions of radiant heat and wind at a WBGT greater than 28 °C, the heat stress associated with wearing common WS is similar to that of being semi-nude during light exercise, but was greater during moderate exercise, and the storage of body heat can be reduced by wearing WS during rest periods.

Flipped Classroom Instruction for Inclusive Learning

Science.gov (United States)

Altemueller, Lisa; Lindquist, Cynthia

2017-01-01

The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and…

NPE - close-in stress and motion measurements

Energy Technology Data Exchange (ETDEWEB)

Smith, C.W. [Sandia National Labs., Albuquerque, NM (United States)

1994-12-31

On the Non-Proliferation Experiment we measured stresses and accelerations in the nonlinear regime. Measurements were made in the host rock and in the grout stemming of the access drift. The thrust of the measurements was to provide data for a comparison with waveforms from nuclear events and with calculations of the process. Measured stress waveforms show greater amplitudes than yield-scaled waveforms from nearby nuclear events. Specifically, the five stress peaks suggest an equivalent nuclear yield of more than two kilotons. Material velocity data from NPE also show amplitudes greater than nuclear data. The risetimes of the NPE data are slower than risetimes of scaled nuclear data. The ratio of risetimes is about two; this difference may prove useful in discriminating between nuclear and chemical explosions. Non-radical accelerations show some departure from symmetric wave propagation. Tuff strengths-inferred from differences between radial and hoop stresses-show values that are about twice laboratory determined values.

Classroom listening assessment: strategies for speech-language pathologists.

Science.gov (United States)

Johnson, Cheryl DeConde

2012-11-01

Emphasis on classroom listening has gained importance for all children and especially for those with hearing loss and special listening needs. The rationale can be supported from trends in educational placements, the Response to Intervention initiative, student performance and accountability, the role of audition in reading, and improvement in hearing technologies. Speech-language pathologists have an instrumental role advocating for the accommodations that are necessary for effective listening for these children in school. To identify individual listening needs and make relevant recommendations for accommodations, a classroom listening assessment is suggested. Components of the classroom listening assessment include observation, behavioral assessment, self-assessment, and classroom acoustics measurements. Together, with a strong rationale, the results can be used to implement a plan that results in effective classroom listening for these children. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Revolving Classroom Door: Management Strategies To Eliminate the Quick Spin.

Science.gov (United States)

Rancifer, Jesse L.

This paper presents classroom management practices that can be used to avoid the "revolving classroom door." In the revolving classroom door, misbehaving students are sent to the principal, and eventually returned to the classroom with no gains in student behavior or opportunity for learning. The paper begins by discussing the meaning of classroom…

According to Candidate Teachers Views Classroom Management Problems of Teachers in Traditional and Technology-Supported Classrooms

Science.gov (United States)

Tas, Said

2017-01-01

In this research, it is aimed to investigate classroom management problems of middle school 6th and 7th grade teachers in traditional and technology-supported classrooms and differences between them. For this purpose the opinions of the students in the 4th grade of Primary Education Department in Faculty of Education of Süleyman Demirel University…

Multilingual classrooms as sites of negotiations of language and literacy

DEFF Research Database (Denmark)

Laursen, Helle Pia; Daugaard, Line Møller

2012-01-01

Chapter 4, by Daugaard and Laursen, examines a multilingual classroom in Denmark as a site of negotiations of language and literacy. Classrooms have never been homogeneous, in many senses, but in the present era of global fl ows and new forms of mobility the heterogeneous nature of classrooms...... is more prominent than ever. In this chapter, the classroom is characterized as a messy marketplace, in which language ideologies and identity options are maintained, contested and negotiated. The close examination of literacy practices in the classroom in focus in this chapter shows what transitional...... processes take place when people move across spaces and how the sociolinguistic reality of the classroom clashes with the educational conceptualization of ‘the bilingual student’. The analysis also shows how multilingual children actively claim – and transform – linguistic space in the classroom....

Changes in science classrooms resulting from collaborative action research initiatives

Science.gov (United States)

Oh, Phil Seok

variety of pedagogical functions. Students perceived Group-Investigations and Peer Assessments as positive in that they contributed to realizing constructivist features in their classrooms. The students also reported that they gained several learning outcomes through Group-Investigations, including more positive attitudes, new knowledge, greater learning capabilities, and improved self-esteem. However, the Group-Investigation and Peer Assessment methods were perceived as negative and problematic by those who had rarely been exposed to such inquiry-based, student-centered approaches.

The Printout: Desktop Pulishing in the Classroom.

Science.gov (United States)

Balajthy, Ernest; Link, Gordon

1988-01-01

Reviews software available to the classroom teacher for desktop publishing and describes specific classroom activities. Suggests using desktop publishing to produce large print texts for students with limited sight or for primary students.(NH)

Growing Social Capital in the Classroom

Science.gov (United States)

Arriaza, Gilberto; Rocha, Christie

2016-01-01

Sharing school supplies appears, indeed, a simple, even an irrelevant routine activity, but upon closer examination one realizes that deeper and complex issues are at stake. This article aims at explaining how seemingly uneventful classroom activities contain the potential to building social capital in the classroom, which occurs when and if…

The Three Fs of Classroom Management

Science.gov (United States)

Daniels, Mark L.

2009-01-01

This article describes a cohesive theory of classroom management, developed by the author. This "three Fs" theory, predicated upon extant empiricism and scholarship vis-a-vis classroom management, was devised and implemented over several semesters within a field-based course at the University of Texas at Austin for preservice mathematics majors…

Augmenting Classroom Practices with QR Codes

Science.gov (United States)

Thorne, Tristan

2016-01-01

The use of mobile devices in the language classroom can help accomplish innumerable learning objectives, yet many teachers regard smartphones and tablets as obstacles to lesson goals. However, as portable technology continues to infiltrate classroom boundaries, it is becoming increasingly clear that educators should find ways to take advantage of…

Occurrence of Bacteria and Viruses on Elementary Classroom Surfaces and the Potential Role of Classroom Hygiene in the Spread of Infectious Diseases

Science.gov (United States)

Bright, Kelly R.; Boone, Stephanie A.; Gerba, Charles P.

2010-01-01

The presence of microorganisms on common classroom contact surfaces (fomites) was determined to identify the areas most likely to become contaminated. Six elementary classrooms were divided into control and intervention groups (cleaned daily with a quaternary ammonium wipe) and tested for heterotrophic bacteria. Three classrooms were also tested…

Two Heads Are Better than One: Influencing Preservice Classroom Teachers' Understanding and Practice of Classroom-Library Collaboration

Science.gov (United States)

Moreillon, Judi

2008-01-01

Two Heads Are Better than One: The Factors Influencing the Understanding and Practice of Classroom-Library Collaboration proposed to identify the factors involved in educating future K-8 classroom teachers about collaboration for instruction with school library media specialists (SLMSs). This longitudinal study monitored the growth of teacher…

Just in Time to Flip Your Classroom

Science.gov (United States)

Lasry, Nathaniel; Dugdale, Michael; Charles, Elizabeth

2014-01-01

With advocates like Sal Khan and Bill Gates, flipped classrooms are attracting an increasing amount of media and research attention.2 We had heard Khan's TED talk and were aware of the concept of inverted pedagogies in general. Yet it really hit home when we accidentally flipped our classroom. Our objective was to better prepare our students for class. We set out to effectively move some of our course content outside of class and decided to tweak the Just-in-Time Teaching approach (JiTT).3 To our surprise, this tweak—which we like to call the flip-JiTT—ended up completely flipping our classroom. What follows is narrative of our experience and a procedure that any teacher can use to extend JiTT to a flipped classroom.

Classroom Behavior Patterns of EMH, LD, and EH Students.

Science.gov (United States)

McKinney, James D.; Forman, Susan G.

1982-01-01

Investigated whether classroom teachers could differentiate among educable mentally handicapped (EMH), learning disabled (LD), and emotionally handicapped (EH) students based on perceptions of classroom behavior patterns. Ratings from classroom behavior inventory scales revealed that EMH students were distinguished by low intelligence, creativity,…

Classroom Management in Foreign Language Education: An Exploratory Review

Directory of Open Access Journals (Sweden)

Diego Fernando Macías

2018-01-01

Full Text Available This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods.

Current stress and poor oral health.

Science.gov (United States)

Vasiliou, A; Shankardass, K; Nisenbaum, R; Quiñonez, C

2016-09-02

Psychological stress appears to contribute to poor oral health systemically in combination with other chronic diseases. Few studies directly examine this relationship. Data from a cross-sectional study of 2,412 participants between the ages of 25-64 years old living in the City of Toronto between 2009 and 2012 were used to examine the relationship between current stress and two self-rated oral health outcomes (general oral health and oral pain). Dental care utilization and access to dental insurance were examined as effect modifiers. A positive relationship between current stress and poor oral health was observed for both outcomes (oral pain coefficient 0.32, 95 % CI 0.26-0.38; general oral health coefficient 0.28, 95 % CI 0.19-0.36). Effects on oral pain were stronger for the uninsured, while effects on general oral health were stronger with decreasing socioeconomic position. Our findings suggest that individuals with greater perceived stress also report poorer oral health, and that this relationship is modified by dental insurance and socioeconomic position. These findings warrant a greater focus on the role of psychological stress in the development of oral disease, including how perceived stress contributes to health inequities in self-reported oral health status. Patients experiencing stressful lives may differentially require closer monitoring and more vigilant maintenance of their oral health, above and beyond that which is needed to achieve a state of health in the oral environment of less stressed individuals. There may be health promoting effects of addressing psychosocial concerns related to dental care - particularly for the poor and uninsured.

Controlling Setting Events in the Classroom

Science.gov (United States)

Chan, Paula E.

2016-01-01

Teachers face the challenging job of differentiating instruction for the diverse needs of their students. This task is difficult enough with happy students who are eager to learn; unfortunately students often enter the classroom in a bad mood because of events that happened outside the classroom walls. These events--called setting events--can…

Discipline in the Classroom. Revised Edition.

Science.gov (United States)

National Education Association, Washington, DC.

The articles in this booklet reflect a broad spectrum in their approach to discipline and the teaching process. Even though discipline is now called classroom control, these articles indicate that some educators question the desirability of precise prescription in the classroom. Running through the articles is a common thread: discipline is less…

Personalities in the Classroom: Making the Most of Them

Science.gov (United States)

Richardson, Rita Coombs; Arker, Emily

2010-01-01

Teachers' personality traits are reflected in their classroom instruction--especially in their selection of various instructional strategies, the materials they choose, and their classroom management techniques. Moreover, personality styles are positively interrelated with learning styles as well as teaching styles. In many classrooms, however,…

Japanese Classroom Behavior: A Micro-Analysis of Self-Reports versus Classroom Observations--With Implications for Language Teachers

Science.gov (United States)

Bohn, Mariko T.

2004-01-01

This article examines the influence of Japanese cultural values, beliefs, and educational style on Japanese students learning English as a second language in an American classroom. In contrast to the Japanese students' high motivation to learn English, their classroom behavior and roles reflect their own cultural perspectives rather than the…

Coping, Stress, and Job Satisfaction as Predictors of Advanced Placement Statistics Teachers' Intention to Leave the Field

Science.gov (United States)

McCarthy, Christopher J.; Lambert, Richard G.; Crowe, Elizabeth W.; McCarthy, Colleen J.

2010-01-01

This study examined the relationship of teachers' perceptions of coping resources and demands to job satisfaction factors. Participants were 158 Advanced Placement Statistics high school teachers who completed measures of personal resources for stress prevention, classroom demands and resources, job satisfaction, and intention to leave the field…

Oxidative stress and the effect of parasites on a carotenoid-based ornament.

Science.gov (United States)

Mougeot, F; Martínez-Padilla, J; Blount, J D; Pérez-Rodríguez, L; Webster, L M I; Piertney, S B

2010-02-01

Oxidative stress, the physiological condition whereby the production of reactive oxygen and nitrogen species overwhelms the capacity of antioxidant defences, causes damage to key bio-molecules. It has been implicated in many diseases, and is proposed as a reliable currency in the trade-off between individual health and ornamentation. Whether oxidative stress mediates the expression of carotenoid-based signals, which are among the commonest signals of many birds, fish and reptiles, remains controversial. In the present study, we explored interactions between parasites, oxidative stress and the carotenoid-based ornamentation of red grouse Lagopus lagopus scoticus. We tested whether removing nematode parasites influenced both oxidative balance (levels of oxidative damage and circulating antioxidant defences) and carotenoid-based ornamentation. At the treatment group level, parasite purging enhanced the size and colouration of ornaments but did not significantly affect circulating carotenoids, antioxidant defences or oxidative damage. However, relative changes in these traits among individuals indicated that males with a greater number of parasites prior to treatment (parasite purging) showed a greater increase in the levels of circulating carotenoids and antioxidants, and a greater decrease in oxidative damage, than those with initially fewer parasites. At the individual level, a greater increase in carotenoid pigmentation was associated with a greater reduction in oxidative damage. Therefore, an individual's ability to express a carotenoid-based ornament appeared to be linked to its current oxidative balance and susceptibility to oxidative stress. Our experimental results suggest that oxidative stress can mediate the impact of parasites on carotenoid-based signals, and we discuss possible mechanisms linking carotenoid-based ornaments to oxidative stress.

Flipped Classroom as an Alternative Strategy for Teaching Stoichiometry

Directory of Open Access Journals (Sweden)

Norrie E. Gayeta

2017-11-01

Full Text Available This study aimed to compare the effectiveness of flipped classroom and traditional classroom instruction in measuring conceptual change and to determine if flipped classroom instruction would be an alternative method of teaching to traditional lecture method. This study covered the level of conceptual understanding of students on stoichiometry and the type of conceptual change before and after exposure to flipped and traditional classroom environment. Qualitative and quantitative research methods were used in the study. Respondents were two sections of third year Bachelor of Secondary Education, Biological Science. Frequency, percentage, ranking, mean, standard deviation, Hake factor test, and t-test were the statistical tools applied to answer specific questions. Results showed profound increase towards conceptual change representing a shift from intuitive understanding to correct incomplete understanding level. Thus, change for the better, in theoretical type was determined from pretest to posttest of students exposed to flipped and traditional classroom. Results also indicated that there is no significant difference on students’ conceptual change on stoichiometry exposed to flipped and traditional classroom environment thus, flipped classroom instruction can be used as an alternative teaching method to traditional lecture method in teaching stoichiometry

[Compassion as a mediator between stressful events and perceived stress in Greek students].

Science.gov (United States)

Tholouli, E; Maridaki-Kassotaki, A; Varvogli, L; Chrousos, G P

2016-01-01

Compassion is closely related with human's survival as a mammal and has been developed through evolution for pain reduction, for forming affiliative bonds and alliances with non kin in order to increase protection and cope with external threats. Compassion seems to influence people's ability to deal with life's adverse situations such as stress and it is linked with lower psychopathology and greater wellbeing. Compassion is closely related to empathy and altruism and it is defined as the recognition of the pain of the self or others' that is accompanied with the will to take action in order to relieve the person from pain. Its main features are kindness instead of self-judgment and indifference, the recognition of common humanity instead of the feeling of separation and mindfulness when facing adverse conditions instead of over-identification with one's pain or disengagement with the pain of others. According to the biopsychosocial approach, stress can be defined by three dimensions such as the cause or stressful factors that can be major life events or daily hassles, the perception of stress that is manifested through cognitive, emotional and behavioural reactions and the physiological response for achieving homeostasis. The purpose of the present study was to investigate the role of compassion for self and others in the occurrence of stressful events and levels of perceived stress in students. Participants were 280 undergraduate students from two Greek universities. Results indicated that students who had experienced a greater amount of stressful events during the past year reported having higher levels of perceived stress and that higher self-compassion was correlated with less perceived stress. Moreover, the adverse effect of stressful events on perceived stress was partially explained by the mediating role of self-compassion. Students who reported more stressful events showed higher compassion for others in opposition to compassion towards themselves but

Sex differences in cognitive regulation of psychosocial achievement stress: brain and behavior.

Science.gov (United States)

Kogler, Lydia; Gur, Ruben C; Derntl, Birgit

2015-03-01

Although cognitive regulation of emotion has been extensively examined, there is a lack of studies assessing cognitive regulation in stressful achievement situations. This study used functional magnetic resonance imaging in 23 females and 20 males to investigate cognitive downregulation of negative, stressful sensations during a frequently used psychosocial stress task. Additionally, subjective responses, cognitive regulation strategies, salivary cortisol, and skin conductance response were assessed. Subjective response supported the experimental manipulation by showing higher anger and negative affect ratings after stress regulation than after the mere exposure to stress. On a neural level, right middle frontal gyrus (MFG) and right superior temporal gyrus (STG) were more strongly activated during regulation than nonregulation, whereas the hippocampus was less activated during regulation. Sex differences were evident: after regulation females expressed higher subjective stress ratings than males, and these ratings were associated with right hippocampal activation. In the nonregulation block, females showed greater activation of the left amygdala and the right STG during stress than males while males recruited the putamen more robustly in this condition. Thus, cognitive regulation of stressful achievement situations seems to induce additional stress, to recruit regions implicated in attention integration and working memory and to deactivate memory retrieval. Stress itself is associated with greater activation of limbic as well as attention areas in females than males. Additionally, activation of the memory system during cognitive regulation of stress is associated with greater perceived stress in females. Sex differences in cognitive regulation strategies merit further investigation that can guide sex sensitive interventions for stress-associated disorders. © 2014 Wiley Periodicals, Inc.

Coping Styles as Mediators of Teachers' Classroom Management Techniques

Science.gov (United States)

Lewis, Ramon; Roache, Joel; Romi, Shlomo

2011-01-01

This study reports the relationships between coping styles of Australian teachers and the classroom based classroom management techniques they use to cope with student misbehaviour. There is great interest internationally in improving educational systems by upgrading the quality of teachers' classroom management. However, the relationship between…

The Internet and the Inverted Classroom.

Science.gov (United States)

Lage, Maureen J.; Platt, Glenn

2000-01-01

Describes a Web site that is for an undergraduate principles of microeconomics course and a main component of "The Inverted Classroom" in which lectures take place outside of class. Explains that the Web site is divided into four sections: (1) the classroom; (2) the desk; (3) the coffee shop; and (4) the library. (CMK)

Emotion in the Classroom: An Update

Science.gov (United States)

Bowen, Janine

2014-01-01

Fourteen years ago, POD member Edward Vela drew attention to the role of emotion in learning. In particular he emphasized the need for faculty to express positive emotions in the classroom. Since then researchers continue to measure the effectiveness of positive emotion in student learning but the field of emotion in the classroom has expanded…

The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review.

Directory of Open Access Journals (Sweden)

Geraldina F Gaastra

Full Text Available Children with attention-deficit/hyperactivity disorder (ADHD often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students' age, gender, intelligence, and medication use. Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs for 24 within-subjects design (WSD and 76 single-subject design (SSD studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08, with largest effects for consequence-based (WSDs: MSMD = 1.82 and self-regulation interventions (SSDs: MSMD = 3.61. Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students' age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates' behavioral and academic outcomes.

Exploring paraprofessional and classroom factors affecting teacher supervision.

Science.gov (United States)

Irvin, Dwight W; Ingram, Paul; Huffman, Jonathan; Mason, Rose; Wills, Howard

2018-02-01

Paraprofessionals serve a primary role in supporting students with disabilities in the classroom, which necessitates teachers' supervision as a means to improve their practice. Yet, little is known regarding what factors affect teacher supervision. We sought to identify how paraprofessional competence and classroom type affected the levels of teacher direction. We administered an adapted version of the Paraprofessional Needs, Knowledge & Tasks Survey and the Survey for Teachers Supervising Paraprofessionals to teachers supervising paraprofessionals in elementary schools. Structural Equation Modeling was used to examine the link between paraprofessional competence and classroom factors affecting the level of teacher supervision. Our results indicated that when teachers perceived paraprofessionals as being more skilled, they provided more supervision, and when more supervision was provided the less they thought paraprofessionals should be doing their assigned tasks. Additionally, paraprofessionals working in classrooms with more students with mild disabilities received less supervision than paraprofessionals working in classrooms with more students with moderate-to-severe disabilities. Those paraprofessionals in classrooms serving mostly children with mild disabilities were also perceived as having lower levels of skill competence than those serving in classrooms with students with more moderate-to-severe disabilities. By understanding the factors that affect teacher supervision, policy and professional development opportunities can be refined/developed to better support both supervising teachers and paraprofessionals and, in turn, improve the outcomes of children with disabilities. Copyright © 2017 Elsevier Ltd. All rights reserved.

Motivation, Classroom Environment, and Learning in Introductory Geology: A Hierarchical Linear Model

Science.gov (United States)

Gilbert, L. A.; Hilpert, J. C.; Van Der Hoeven Kraft, K.; Budd, D.; Jones, M. H.; Matheney, R.; Mcconnell, D. A.; Perkins, D.; Stempien, J. A.; Wirth, K. R.

2013-12-01

expectancy and grade. As such, students with low motivation show higher grades and greater learning gains in high RTOP (student-centered) classrooms than in low RTOP ones. These results support the recommendation of student-centered practices in the classroom and consideration of student motivation in our approach to the future of geoscience education.

Measuring Medical Student Preference: A Comparison of Classroom Versus Online Instruction for Teaching Pubmed*EC

Science.gov (United States)

Schimming, Laura M.

2008-01-01

Objective: The research analyzed evaluation data to assess medical student satisfaction with the learning experience when required PubMed training is offered entirely online. Methods: A retrospective study analyzed skills assessment scores and student feedback forms from 455 first-year medical students who completed PubMed training either through classroom sessions or an online tutorial. The class of 2006 (n = 99) attended traditional librarian-led sessions in a computer classroom. The classes of 2007 (n = 120), 2008 (n = 121), and 2009 (n = 115) completed the training entirely online through a self-paced tutorial. PubMed skills assessment scores and student feedback about the training were compared for all groups. Results: As evidenced by open-ended comments about the training, students who took the online tutorial were equally or more satisfied with the learning experience than students who attended classroom sessions, with the classes of 2008 and 2009 reporting greater satisfaction (PPubMed skills assessment (91%) was the same for all groups of students. Conclusions: Student satisfaction improved and PubMed assessment scores did not change when instruction was offered online to first-year medical students. Comments from the students who received online training suggest that the increased control and individual engagement with the web-based content led to their satisfaction with the online tutorial. PMID:18654658

Teacher-student interaction in contemporary science classrooms: is participation still a question of gender?†

Science.gov (United States)

Eliasson, Nina; Sørensen, Helene; Göran Karlsson, Karl

2016-07-01

We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher-student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher-student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls' attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher-student interaction is more clearly understood. Research conducted at Mid Sweden University, Department of Science Education and Mathematics.

Teacher classroom practices and Mathematics performance in ...

African Journals Online (AJOL)

The Mathematics teacher questionnaire, administered as part of the Trends in International Mathematics and Science Study (TIMSS) 2011, comprised questions pertaining to the classroom practices of Teacher Clarity, Classroom Discussion, Feedback, Formative Assessment, Problem Solving and Metacognitive Strategies, ...

ORIGINAL ARTICLE An Assessment of Mathematics Classroom ...

African Journals Online (AJOL)

Bdu

ORIGINAL ARTICLE. An Assessment of Mathematics Classroom Teaching- ... the study was to assess whether the learning classroom environment was compliant with constructivism. ... of our education system. Applefield ... share control of the design, management, and evaluation ..... development of formative assessment.

Classroom Activity and Intrinsic Motivationin EFL Teaching and Learning

Institute of Scientific and Technical Information of China (English)

郑玉全

2015-01-01

The question of how to motivate language learners has been a neglected area in L2 motivation research, and even thefew available analyses lack an adequate research base. This article presents the results of an empirical survey aimed at initiatinginterviews and conducting follow-up questionnaire to obtain classroom data on motivational classroom teaching activities and theactual effect of these strategies. This current study provides new insights into English classroom teaching with further researchinvestigation and teaching implication to promote students＇ integrative motivation through classroom teaching activities.

A Methodological Approach for Researching National Classroom Practices

Directory of Open Access Journals (Sweden)

Meng Yew Tee

2016-04-01

Full Text Available Little continues to be known about what actually happens in classrooms, particularly from a national perspective. Descriptions of classroom practices from a national vantage point can provide a bird's eye view of salient patterns and variations within an education system, especially one as centralised as that of Malaysia. With these descriptions, especially if the primary data consists of video recordings, one can also begin to compare movements in classroom practices across time and space; theorise about the nature of practice within the system as well as inform policy deliberations. This paper examines key methodological decisions of conducting a national study to research classroom educational practice within Malaysia's public school system. The case is made for the use of such studies to gain a bird's eye perspective of classroom practices in a national system as well as to lay the foundations for inter-system comparisons. Potential implications and opportunities of these types of studies are also discussed.

Understanding teachers’ routines to inform classroom technology design

OpenAIRE

An, P.; Bakker, S.; Eggen, J.H.

2017-01-01

Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers’ daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction to take place both in the center and periphery of users’ attention and naturally shift between the two. We believe that classroom technologies emplo...

Classroom Experiment to Verify the Lorentz Force

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 8; Issue 3. Classroom Experiment to Verify the Lorentz Force. Somnath Basu Anindita Bose Sumit Kumar Sinha Pankaj Vishe S Chatterjee. Classroom Volume 8 Issue 3 March 2003 pp 81-86 ...

Click it: assessment of classroom response systems in physician assistant education.

Science.gov (United States)

Graeff, Evelyn C; Vail, Marianne; Maldonado, Ana; Lund, Maha; Galante, Steve; Tataronis, Gary

2011-01-01

The effect that classroom response systems, or clickers, have on knowledge retention and student satisfaction was studied in a physician assistant program. A clicker, a device similar to a remote control, was used by students to answer questions during lectures. This new technology has been marketed to educators as beneficial in keeping students actively involved and increasing their attentiveness in the classroom. To date, the results of studies on knowledge retention with the use of clickers have been mixed. For this pilot study, the students were divided into two groups with a pre- and post-test given in order to evaluate knowledge retention. One group received lectures in a traditional format, while the other group received the lectures incorporating clicker response questions. After the test scores from four lectures were analyzed, the incorporation of clickers did not alter knowledge retention. Retention of knowledge from both groups was similar and no statistical difference was found. However, student satisfaction regarding the use of clickers was positive. Students reported that clickers kept them more actively involved, increased attentiveness, and made lectures more enjoyable. Although the pilot study did not show a greater improvement in knowledge retention with the use of clickers, further research is needed to assess their effectiveness.

Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

Directory of Open Access Journals (Sweden)

E.G. Balcik

2011-12-01

Full Text Available The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measurement tool was applied to a total of 54 teachers at 5 schools in Gölcük district of the Kocaeli province. The data collection tool is composed of three sections. The first section is for establishing teachers’ personal information. In this study, as a data collection tool, a questionnaire was used. When preparing questions for the questionnaire, following the examination of resources available, the questionnaire prepared by Aksoy (1999 and used in the thesis study entitled “Classroom Management and Student Discipline in Elementary Schools of Ankara” and also used in the thesis study by Boyraz (2007 entitled “Discipline Problems that Candidate Teachers Servicing at Elementary Schools Encounter in the Classroom” was employed. Although the validity and reliability of the questionnaire was tested by Aksoy (1999 and Boyraz (2007, the reliability study for the questionnaire was retested and found to be 0,9. The questionnaire include 42 items. 19 of them are related to the reasons of undesirable behaviors observed in the classroom and 23 of them are related to undesirable behaviors observed in the classroom.

Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach.

Science.gov (United States)

Wanless, Shannon B; Rimm-Kaufman, Sara E; Abry, Tashia; Larsen, Ross A; Patton, Christine L

2015-11-01

Fidelity of implementation of classroom interventions varies greatly, a reality that is concerning because higher fidelity of implementation relates to greater effectiveness of the intervention. We analyzed 126 fourth and fifth grade teachers from the treatment group of a randomized controlled trial of the Responsive Classroom® (RC) approach. Prior to training in the intervention, we assessed factors that had the potential to represent a teacher's readiness to implement with fidelity. These included teachers' observed emotional support, teacher-rated use of intervention practices, teacher-rated self-efficacy, teacher-rated collective responsibility, education level, and years of experience, and they were not directly related to observed fidelity of implementation 2 years later. Further analyses indicated, however, that RC trainers' ratings of teachers' engagement in the initial weeklong RC training mediated the relation between initial observed emotional support and later observed fidelity of implementation. We discuss these findings as a way to advance understanding of teachers' readiness to implement new interventions with fidelity.

Procedures for Classroom Observations: 1973-1974. Technical Report #19.

Science.gov (United States)

Miley, Alan

This report describes classroom observation techniques used to record the behavior of educational specialists (teachers) and students in a kindergarten and a first grade classroom of the Kamehameha Early Education Program (KEEP). Classroom behavior was observed and recorded daily during the 1973-1974 school year. Each student was observed three…

A Practical Rationale for Classroom Assessment: The SWOT Approach

Science.gov (United States)

McLaurin, Sidney E.; Bell, Beulah; Smith, Curtis

2009-01-01

The classroom assessment process can have encouraging results when it begins with "early assessment" that addresses student learning, as well as the social and emotional needs of student(s) in the classroom. This paper presents a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis for classroom assessment. It will review literature…

Student and Parent Perspectives on Fipping the Mathematics Classroom

Science.gov (United States)

Muir, Tracey

2015-01-01

Traditionally, the domain of higher education, the 'flipped classroom' is gaining in popularity in secondary school settings. In the flipped classroom, digital technologies are used to shift direct instruction from the classroom to the home, providing students with increased autonomy over their learning. While advocates of the approach believe it…

Teacher-Student Interactions as Predicted by Teaching Stress and the Perceived Quality of the Student-Teacher Relationship.

Science.gov (United States)

Abidin, Richard R.; Kmetz, Christal A.

This paper reports on a study that examined teachers' perceptions of their relationships with specific students, their experience of stress in relation to those students, and whether those perceptions and experiences translate into observable differences in actual teacher behavior toward those students in the classroom. Specifically, the project…

Nurturing creativity in the classroom

CERN Document Server

Kaufman, James C

2010-01-01

Nurturing Creativity in the Classroom is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative development and expression without drifting into curricular chaos? Do curricular constraints necessarily lead to choosing conformity over creativity? This book combines the perspectives of top educators and psychologists to generate practical advice for considering and addressing the challenges of supporting creativity within the classroom. It is unique in its balance of practical recommendations for nurturing creativity and thoughtful appreciation of curricular constraints. This approach helps ensure that the insights and advice found in this collection will take root in educators’ practice, rather than being construed as yet another demand placed on their overflowing plate of ...

Objective and subjective evaluation of the acoustic comfort in classrooms.

Science.gov (United States)

Zannin, Paulo Henrique Trombetta; Marcon, Carolina Reich

2007-09-01

The acoustic comfort of classrooms in a Brazilian public school has been evaluated through interviews with 62 teachers and 464 pupils, measurements of background noise, reverberation time, and sound insulation. Acoustic measurements have revealed the poor acoustic quality of the classrooms. Results have shown that teachers and pupils consider the noise generated and the voice of the teacher in neighboring classrooms as the main sources of annoyance inside the classroom. Acoustic simulations resulted in the suggestion of placement of perforated plywood on the ceiling, for reduction in reverberation time and increase in the acoustic comfort of the classrooms.

Pedagogical Approaches to Student Racial Conflict in the Classroom

Science.gov (United States)

Pasque, Penny A.; Chesler, Mark A.; Charbeneau, Jessica; Carlson, Corissa

2013-01-01

The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students' learning…

Dialogic classroom talk in early childhood education

NARCIS (Netherlands)

van der Veen, Chiel

2017-01-01

In the majority of classrooms, the interaction among teachers and children can still be characterized as being predominantly monologic in nature. Classroom conversations are overly teacher-steered, and mainly focused on the recitation of factual knowledge. This gives children only few opportunities

Study on a Quality Evaluation Method for College English Classroom Teaching

Directory of Open Access Journals (Sweden)

Mao-hua Sun

2017-07-01

Full Text Available A quality evaluation method is an important means and the main basis on which to evaluate the college English classroom teaching quality of teachers. To overcome the one-sided subjectivity and resulting imprecision of the traditional classroom teaching quality evaluation method, a scientific and reasonable quality evaluation index system for college English classroom teaching is constructed. The fuzzy comprehensive evaluation method and the analytic hierarchy process method are combined to propose an improved multi-level fuzzy comprehensive evaluation model for obtaining a new college English classroom teaching quality evaluation method. In the proposed method, according to the fuzzy characteristics of a college English classroom teaching quality evaluation, the fuzzy comprehensive evaluation method is used to transform the qualitative evaluation indexes into limited quantitative evaluation indexes, then a judgment matrix is constructed to determine the weights among different levels by using the analytic hierarchy process method. Additionally, the college English classroom teaching quality is evaluated in detail. Finally, an actual case of college English classroom teaching is used to verify the effectiveness of the college English classroom teaching quality evaluation method. The results show that the proposed college English classroom teaching method can overcome the subjectivity and randomness shortcomings of the traditional classroom teaching quality evaluation methods, and improve the reliability, accuracy, and objectivity of fuzzy comprehensive evaluation. It is an effective method to evaluate college English classroom teaching quality.

Work stress prevention needs of employees and supervisors.

Science.gov (United States)

Havermans, Bo M; Brouwers, Evelien P M; Hoek, Rianne J A; Anema, Johannes R; van der Beek, Allard J; Boot, Cécile R L

2018-05-21

Work stress prevention can reduce health risks for individuals, as well as organisational and societal costs. The success of work stress interventions depends on proper implementation. Failure to take into account the needs of employees and supervisors can hinder intervention implementation. This study aimed to explore employee and supervisor needs regarding organisational work stress prevention. Semi-structured telephone interviews were conducted with employees (n = 7) and supervisors (n = 8) from different sectors, such as the finance, health care, and services industry. The interviews focused on respondents' needs regarding the prevention of work stress within an organisational setting. Performing thematic analysis, topics and themes were extracted from the verbatim transcribed interviews using Atlas.ti. Both employees and supervisors reported a need for: 1) communication about work stress, 2) attention for determinants of work stress, 3) supportive circumstances (prerequisites) for work stress prevention, 4) involvement of various stakeholders in work stress prevention, and 5) availability of work stress prevention measures. Both employees and supervisors expressed the need for supervisors to communicate about work stress. Employees and supervisors reported similar psychosocial work factors that should be targeted for prevention (e.g., social support and autonomy). There was greater variety in the sub-themes within communication about work stress and supportive circumstances for work stress prevention in supervisor responses, and greater variety in the sub-themes within availability of work stress prevention measures in employee responses. Both employees and supervisors were explicit about who should take part in communication about work stress, what prerequisites for work stress prevention should exist, and which stakeholders should be involved. These results can inform work stress prevention practice, supporting selection and implementation of

Gender Differences in Animal Models of Posttraumatic Stress Disorder

Directory of Open Access Journals (Sweden)

Hagit Cohen

2011-01-01

Full Text Available Epidemiological studies report higher prevalence rates of stress-related disorders such as acute stress disorder and post-traumatic stress disorder (PTSD in women than in men following exposure to trauma. It is still not clear whether this greater prevalence in woman reflects a greater vulnerability to stress-related psychopathology. A number of individual and trauma-related characteristics have been hypothesized to contribute to these gender differences in physiological and psychological responses to trauma, differences in appraisal, interpretation or experience of threat, coping style or social support. In this context, the use of an animal model for PTSD to analyze some of these gender-related differences may be of particular utility. Animal models of PTSD offer the opportunity to distinguish between biological and socio-cultural factors, which so often enter the discussion about gender differences in PTSD prevalence.

Triglyceride glucose index and common carotid wall shear stress.

Science.gov (United States)

Tripolino, Cesare; Irace, Concetta; Scavelli, Faustina B; de Franceschi, Maria S; Esposito, Teresa; Carallo, Claudio; Gnasso, Agostino

2014-02-01

Alterations in wall shear stress contribute to both clinical and subclinical atherosclerosis. Several conditions such as hypertension, diabetes, and obesity can impair shear stress, but the role of insulin resistance has never been investigated. The present study was designed to investigate whether insulin resistance assessed by TyG Index associates with wall shear stress in the common carotid artery. One hundred six individuals were enrolled. Blood pressure, lipids, glucose, and cigarette smoking were evaluated. TyG Index was calculated as log[fasting triglycerides × fasting glucose / 2]. Subjects underwent blood viscosity measurement and echo-Doppler evaluation of carotid arteries to calculate wall shear stress. The association between TyG Index and carotid wall shear stress was assessed by simple and multiple regression analyses. TyG Index was significantly and inversely associated with carotid wall shear stress both in simple (r = -0.44, P glucose greater than 100 mg/dL, and triglycerides greater than 150 mg/dL. The present findings suggest that increasing insulin resistance, as assessed by TyG Index, associates with atherosclerosis-prone shear stress reduction in the common carotid artery.

Co-Rumination Exacerbates Stress Generation among Adolescents with Depressive Symptoms.

Science.gov (United States)

Rose, Amanda J; Glick, Gary C; Smith, Rhiannon L; Schwartz-Mette, Rebecca A; Borowski, Sarah K

2017-07-01

Through stress generation, individuals' own thoughts and behaviors can actually lead to increases in their experience of stress. Unfortunately, stress generation is especially common among individuals who are already suffering from elevated depressive symptoms. However, despite the acknowledgement that some individuals with depressive symptoms generate greater stress than others, few studies have identified specific factors that could exacerbate stress generation among individuals with depressive symptoms. The present study examines co-rumination as a factor that might exacerbate stress generation among adolescents with depressive symptoms using a short-term longitudinal design. Considering these processes among adolescents was critical given that many youth experience increases in depressive symptoms at this developmental stage and that co-rumination also becomes more common at adolescence. Participants were 628 adolescents (326 girls; 302 boys) who reported on their depressive symptoms, experiences of stress, and co-rumination with a best friend. Interpersonal stressors (peer and family stress) and non-interpersonal stressors (school and sports stress) were assessed. Consistent with past research, adolescents with depressive symptoms experienced greater interpersonal and non-interpersonal stress over time. Importantly, co-rumination interacted with both depressive symptoms and gender in predicting increases in peer stress. Depressive symptoms predicted the generation of peer stress only for girls who reported high levels of co-rumination with friends. Implications for protecting youth with depressive symptoms against stress generation are discussed.

Classroom Antarctica

Science.gov (United States)

Gozzard, David

2017-01-01

Australian company Antarctica Flights runs summer sightseeing trips out of Australian capital cities to tour the Antarctic coast. The Laby Foundation of the University of Melbourne, through its "Classroom Antarctica" program, sponsored Kent Street High School science teacher, Ms Suzy Urbaniak and 18 of her students to take the trip, to…

Social exclusion, personal control, self-regulation, and stress among substance abuse treatment clients.

Science.gov (United States)

Cole, Jennifer; Logan, T K; Walker, Robert

2011-01-01

The purpose of this study was to examine the relationship of social exclusion, personal control, and self-regulation to perceived stress among individuals who participated in publicly funded substance abuse treatment. Participants entered treatment between June 2006 and July 2007 and completed a 12-month follow-up survey by telephone (n=787). The results of the OLS regression analysis indicate that individuals with greater social exclusion factors (e.g. greater economic hardship, lower subjective social standing, greater perceived discrimination), lower perceived control of one's life, and lower self-regulation had higher perceived stress. Furthermore, a significant interaction was found suggesting a stress-buffering effect of personal control between subjective social standing and perceived stress. Interestingly, income status was not significantly related to perceived stress, while economic hardship, which assesses participants' inability to meet basic expenses, was significantly associated with perceived stress. Future research should examine how to integrate the AA/NA teaching about powerlessness and its role in recovery with the importance of increased personal control and self-control in decreasing perceived stress. Implications for future research and substance abuse treatment are discussed. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Flipping the Continuing Medical Education Classroom: Validating a Measure of Attendees' Perceptions.

Science.gov (United States)

Stephenson, Christopher R; Wang, Amy T; Szostek, Jason H; Bonnes, Sara L; Ratelle, John T; Mahapatra, Saswati; Mandrekar, Jayawant N; Beckman, Thomas J; Wittich, Christopher M

2016-01-01

New teaching approaches for CME are needed. In flipped classrooms, coursework is completed beforehand and applied during class time. Studies of flipped classrooms and their potential benefits in CME have not been published. We sought to develop and validate an instrument measuring flipped classroom perceptions, identify whether participation changed perceptions, and determine which flipped classroom components were perceived as most effective. In this cross-sectional validation study, 167 participants in the Mayo Clinic's 2015 Internal Medicine Board Review course received surveys. Online modules were developed to deliver content before flipped classroom courses on acid-base disorders and electrolyte disorders. A flipped classroom perception instrument (FCPI) was developed and validated. The FCPI, with eight items structured on 5-point Likert scales, was given to participants before and after their flipped classroom experiences. Of the 167 participants, 111 returned surveys. Flipped classroom perceptions improved, with mean (SD) FCPI scores increasing from 3.74 (0.75) to 3.94 (0.76) (P flipped classrooms increased from 38% before the course to 53% after (P = .002). Positive changes in FCPI scores were unrelated to module completion. Most participants thought knowledge was enhanced by in-class sessions and online modules equally. The FCPI, the first validated measure of participants' perceptions of a CME flipped classroom, has strong validity evidence. Participants' perceptions of and preference for the flipped classroom improved after experiencing the flipped CME classroom. These findings support the need to further explore flipped classroom models in CME.

Classroom Management and Students' Self-Esteem: Creating Positive Classrooms

Science.gov (United States)

Demirdag, Seyithan

2015-01-01

Middle school students experience substantial changes in their emotion and cognition while they grow. They have mixed feelings, which may negatively affect their motivation, self-esteem, and academic success due to different classroom management strategies of their teachers. There is available research about motivation of middle school students…

Multicultural Literature as a Classroom Tool

Science.gov (United States)

Osorio, Sandra L.

2018-01-01

Multicultural literature can be found all across classrooms in the United States. I argue it is more important what you do with the literature than just having it in the classroom. Multicultural literature should be seen as a tool. In this article, I will share how I used multicultural literature as a tool to (a) promote or develop an appreciation…

Promoting Health Literacy in the Classroom

DEFF Research Database (Denmark)

Bruselius-Jensen, Maria; Bonde, Ane Høstgaard; Christensen, Julie Hellesøe

2017-01-01

counts and associated reflections positively influencing learning. However, in this study, classroom teaching was limited to a focus on cognitive skills and only partially supported the development of more critical health literacy skills. Our findings call for further research into approaches to support...... and teachers could change their daily practices. Only a limited number of discussions supported the development of critical health literacy. Conclusion: Our findings suggest that educators can successfully integrate health literacy development into classroom-based curriculum teaching, with pupils’ own step......Objective: Research has shown that developing health literacy in early life is critical to reducing lifestyle-related diseases, with schools being identified as central settings for this purpose. This paper examines how one classroom-based health educational programme, IMOVE, helped Danish primary...

An International Perspective on Classroom Management: What Should Prospective Teachers Learn?

Science.gov (United States)

Wubbels, Theo

2011-01-01

Drawing upon a review of relevant literature, this paper provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology,…

Goodbye Classrooms (Redux).

Science.gov (United States)

Geber, Beverly

1990-01-01

Discusses the location of corporate training in view of modern technology. Indicates that training will be brought out of the classroom and to the work station. Describes training programs offered at several large corporations. (JOW)

Study and practice of flipped classroom in optoelectronic technology curriculum

Science.gov (United States)

Shi, Jianhua; Lei, Bing; Liu, Wei; Yao, Tianfu; Jiang, Wenjie

2017-08-01

"Flipped Classroom" is one of the most popular teaching models, and has been applied in more and more curriculums. It is totally different from the traditional teaching model. In the "Flipped Classroom" model, the students should watch the teaching video afterschool, and in the classroom only the discussion is proceeded to improve the students' comprehension. In this presentation, "Flipped Classroom" was studied and practiced in opto-electronic technology curriculum; its effect was analyzed by comparing it with the traditional teaching model. Based on extensive and deep investigation, the phylogeny, the characters and the important processes of "Flipped Classroom" are studied. The differences between the "Flipped Classroom" and the traditional teaching model are demonstrated. Then "Flipped Classroom" was practiced in opto-electronic technology curriculum. In order to obtain high effectiveness, a lot of teaching resources were prepared, such as the high-quality teaching video, the animations and the virtual experiments, the questions that the students should finish before and discussed in the class, etc. At last, the teaching effect was evaluated through analyzing the result of the examination and the students' surveys.

Child involvement and stress in Greek mothers of deaf children.

Science.gov (United States)

Lampropoulou, V; Konstantareas, M M

1998-10-01

Forty-two mothers of Greek deaf children reported their level of stress, availability of support, duration and frequency of involvement with their children, and affective tone of involvement, using an adaptation of Hill's ABCX model of stress and support (1949). Data on the interaction among six caregiving categories were collected over a 2-day period. Mothers of younger children and of boys, as well as mothers reporting greater stress, had longer and more frequent involvement. Mothers with greater stress were also more likely to rate the affective tone of their involvement as more neutral or as chorelike. Support availability was unrelated to involvement, with the exception of supporting neighbors. Compared to Canadian mothers of children both with and without disabilities, exposed to the same study protocol, the mothers in the present study were not more stressed. However, they were more likely to report a negative affective tone in their caregiving.

Comparison of indoor air pollutants concentration in two Romanian classrooms

Science.gov (United States)

Vasile, Vasilica; Dima, Alina; Zorila, Elena; Istrate, Andrei; Catalina, Tiberiu

2018-02-01

This paper investigates the air pollutions in space ventilated in two High School classrooms. The analysis consists of comparison of one classroom with hybrid ventilation system and another one stander-by classroom with natural ventilation. Several studies regarding indoor air quality during the experimental campaign have been done for VOC, CO2, CO, other pollutants, keeping monitored for humidity and temperature. The experimental demonstrated that the highest value for CO2 in stander-by classroom is 2691 ppm and in classroom with hybrid ventilation is 1897 ppm, while values for CO are 1.1 / 1.1 ppm and VOC 0.14 / 0.06 ppm, better use hybrid ventilation.

Does enhanced heat resistance of irradiated insects represent greater ability to adapt

International Nuclear Information System (INIS)

Ducoff, H.S.; MacDuff, R.A.

1985-01-01

Previous work from this lab demonstrated that irradiated flour beetles (Tribolium) develop resistance to oxygen with similar kinetics: greater sensitivity for about 1 week, increasing resistance over the next week, and resistance persisting for 3-6 months. This is in contrast to the rapid development of heat resistance in yeast exposed to UV or ionizing radiation and to rapid induction of heat-stress proteins in E. coli exposed to UV or nalidixic acid. The authors' early work did not distinguish between intrinsic heat resistance and enhanced ability to adapt. They tried to resolve this problem by comparing response of irradiated and of control beetles to challenge at 45 0 C with or without brief exposure to 41 0 C just prior to challenge. Mean lethal exposure time at 45 0 C was increased to about the same extent in both populations after 15 min at 41 0 C, suggesting that irradiation increases insectors' intrinsic resistance to stress rather than their ability to adapt

Enhancing student success: Taking the classroom success seriously

Directory of Open Access Journals (Sweden)

Vincent Tinto

2012-03-01

Full Text Available Professor Vincent Tinto opens this issue of the International Journal of the First Year in Higher Education by highlighting the importance of paying attention to students' experiences in the classroom.  With the classroom experience of students in the United States college system firmly in mind, Tinto draws attention to what he calls the "attributes of effective classrooms".  The classroom attributes he describes, such as clear expectations, timely support, feedback on assessment, engaging pedagogies and enhancing teaching skills, though drawn from the United States experience, are universal and as such are transferrable across national boundaries and applicable to higher education educators, leaders and policy makers globally. You can assess this universality by relating Tinto's criteria to your teaching environment.

Guerrilla Video: A New Protocol for Producing Classroom Video

Science.gov (United States)

Fadde, Peter; Rich, Peter

2010-01-01

Contemporary changes in pedagogy point to the need for a higher level of video production value in most classroom video, replacing the default video protocol of an unattended camera in the back of the classroom. The rich and complex environment of today's classroom can be captured more fully using the higher level, but still easily manageable,…

Effectiveness and specificity of a classroom-based group intervention in children and adolescents exposed to war in Lebanon.

Science.gov (United States)

Karam, Elie G; Fayyad, John; Nasser Karam, Aimee; Cordahi Tabet, Caroline; Melhem, Nadine; Mneimneh, Zeina; Dimassi, Hani

2008-01-01

The purpose of this study was to examine the effectiveness and specificity of a classroom-based psychosocial intervention after war. All students (n=2500) of six villages in Southern Lebanon designated as most heavily exposed to war received a classroom-based intervention delivered by teachers, consisting of cognitive-behavioural and stress inoculation training strategies. A random sample of treated students (n=101) and a matched control group (n=93) were assessed one month post-war and one year later. Mental disorders and psychosocial stressors were assessed using the Diagnostic Interview for Children and Adolescents - Revised with children and parents. War exposure was measured using the War Events Questionnaire. The prevalence of major depressive disorder (MDD), separation anxiety disorder (SAD) and post-traumatic stress disorder (PTSD) was examined pre-war, one month post-war (pre-intervention), and one year post-war. Specificity of treatment was determined by rating teachers' therapy diaries. The rates of disorders peaked one month post-war and decreased over one year. There was no significant effect of the intervention on the rates of MDD, SAD or PTSD. Post-war MDD, SAD and PTSD were associated with pre-war SAD and PTSD, family violence parameters, financial problems and witnessing war events. These findings have significant policy and public health implications, given current practices of delivering universal interventions immediately post-war.

Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

Directory of Open Access Journals (Sweden)

Brenda Danker

2015-01-01

Full Text Available This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then completed their assignments and practical work in class; or utilized a guided inquiry approach at the beginning of class using this same process. During the class the lecturers were present to help the students, and in addition, the students were advantaged by being able to help one another. The in-class learning activities also included inquiry-based learning, active learning, and peer-learning. This project used an action research approach to improve the in-class instructional design progressively to achieve its impact of deep learning among the students. The in-class learning activities that was included in the later flipped classes merged aspects of blended learning with an inquiry-based learning cycle which focused on the exploration of concepts. Data was gathered from questionnaires filled out by the students and from short interviews with the students, as well as from the teacher’s reflective journals. The findings verified that the flipped classrooms were able to remodel large lecture classes into active-learning classes. The results also support the possibility of individualised learning for the students as being high as a result of the teacher’s ability to provide one-on-one tutoring through technology-infused lessons. It is imperative that the in-class learning activities are purposefully designed as the inclusion of the exploratory learning through guided inquiry-based activities in the flipped classes was a successful way to engage students on a deeper level and increased the students’ curiosity and engaged them to develop higher-order thinking skills. This project also concluded that

The Implementation of A Flipped Classroom in Foreign Language Teaching

OpenAIRE

Ahmet BASAL

2015-01-01

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and ...

ADRA2B deletion variant selectively predicts stress-induced enhancement of long-term memory in females.

Science.gov (United States)

Zoladz, Phillip R; Kalchik, Andrea E; Hoffman, Mackenzie M; Aufdenkampe, Rachael L; Lyle, Sarah M; Peters, David M; Brown, Callie M; Cadle, Chelsea E; Scharf, Amanda R; Dailey, Alison M; Wolters, Nicholas E; Talbot, Jeffery N; Rorabaugh, Boyd R

2014-10-01

Clarifying the mechanisms that underlie stress-induced alterations of learning and memory may lend important insight into susceptibility factors governing the development of stress-related psychological disorders, such as post-traumatic stress disorder (PTSD). Previous work has shown that carriers of the ADRA2B Glu(301)-Glu(303) deletion variant exhibit enhanced emotional memory, greater amygdala responses to emotional stimuli and greater intrusiveness of traumatic memories. We speculated that carriers of this deletion variant might also be more vulnerable to stress-induced enhancements of long-term memory, which would implicate the variant as a possible susceptibility factor for traumatic memory formation. One hundred and twenty participants (72 males, 48 females) submerged their hand in ice cold (stress) or warm (no stress) water for 3min. Immediately afterwards, they studied a list of 42 words varying in emotional valence and arousal and then completed an immediate free recall test. Twenty-four hours later, participants' memory for the word list was examined via free recall and recognition assessments. Stressed participants exhibiting greater heart rate responses to the stressor had enhanced recall on the 24-h assessment. Importantly, this enhancement was independent of the emotional nature of the learned information. In contrast to previous work, we did not observe a general enhancement of memory for emotional information in ADRA2B deletion carriers. However, stressed female ADRA2B deletion carriers, particularly those exhibiting greater heart rate responses to the stressor, did demonstrate greater recognition memory than all other groups. Collectively, these findings implicate autonomic mechanisms in the pre-learning stress-induced enhancement of long-term memory and suggest that the ADRA2B deletion variant may selectively predict stress effects on memory in females. Such findings lend important insight into the physiological mechanisms underlying stress

Everyday classroom assessment practices in science classrooms in Sweden

Science.gov (United States)

Gómez, María del Carmen; Jakobsson, Anders

2014-12-01

The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss

Classroom as a social community and its management

OpenAIRE

Kovač, Nina

2016-01-01

The aim of this master′s thesis is to present classroom as a social community, focusing on teacher’s work. In the theoretical part, the thesis describes the history of schooling in Slovenian geographical area and defines concepts such as group, teacher, student and classroom. The most typical and commonly used classroom management styles are also presented. Data for the qualitative research are obtained from three class teachers who voluntarily participate in the research. Each teacher...

Google Tools in the Classroom

Science.gov (United States)

Albee, E. M.; Koons, P. O.; Schauffler, M.; Zhu, Y.; Segee, B. E.

2009-12-01

The Maine Learning Technology Initiative provides every seventh and eighth grade student in the state with MacBook laptop computers. Limitless education possibilities exist with the inclusion of Google Tools and laptops as learning tools in our modern classrooms. Google Applications allow students to create documents, spreadsheets, charts, graphs, forms, and presentations and easily allows the sharing of information with their fellow classmates and teachers. These applications invite the use of inquiry and critical thinking skills, collaboration among peers, and subject integration to teach students crucial concepts. The benefits for teachers extend into the realm of using Google sites to easily create a teacher website and blog to upload classroom information and create a communication connection for parents and students as well as collaborations between the teachers and University researchers and educators. Google Applications further enhances the possibilities for learning, sharing a wealth of information, and enhancing communication inside and outside of the classroom.

Ventilation system type, classroom environmental quality and pupils' perceptions and symptoms

DEFF Research Database (Denmark)

Gao, Jie; Wargocki, Pawel; Wang, Yi

2014-01-01

The present study investigated indoor climate and window opening behaviour by pupils, as well as their perceptions and symptoms in classrooms with different types of ventilation systems. Four classrooms were selected in the same school in suburban Denmark. Classroom ventilation was achieved either......-heating and heating seasons; CO2 concentration was used to estimate average classroom ventilation rates. At the end of each measuring period, the pupils were asked to report their perceptions of the indoor environment and their acute health-related symptoms. The classroom in which ventilation was achieved by manually...... operable windows had the highest air temperatures and CO2 concentrations during both non-heating and heating season; the estimated average air-change rate was lowest in this classroom. The classroom with mechanical ventilation had the highest estimated average air-change rate. Windows were frequently...

21st CENTURY LEARNING: IS ICT REALLY INTEGRATED IN EFL CLASSROOM OR MERELY SEGREGATED OUTSIDE THE CLASSROOM?

Directory of Open Access Journals (Sweden)

Ririn Ovilia

2017-06-01

Full Text Available In 21st century, along with the rapid development of technology, the teachers begin to involve Information and Communication Technology (ICT in EFL learning. However, the case arises whether the use of ICT is really integrated or merely segregated outside the classroom. This study was a case study which attempted to see the practice of integrating ICT in EFL classroom, particularly in Charis School?a private Junior High School in Malang, and to investigate the students� and teacher�s perceptions toward the learning process. The instruments were interview guide, observation sheet, and questionnaire. The results of this study showed that the teacher was aware to integrate ICT in EFL classroom and the students showed positive attitudes in the learning process.

Digital Storytelling in the Language Arts Classroom

Science.gov (United States)

Bull, Glen; Kajder, Sara

2005-01-01

Technology offers a number of opportunities for connecting classrooms with the world. The advent of the Internet has offered unprecedented prospects for classroom connections, but the recent diffusion of digital cameras throughout society offers instructional possibilities as well. This document provides a detailed examination of digital…

Guinea Pigs: Versatile Animals for the Classroom

Science.gov (United States)

Barman, Charles R.

1977-01-01

Guinea pigs are presented as versatile classroom animals. Suggestions for animal behavior and genetics studies are given. Also included is information concerning sex determination and the breeding of guinea pigs, and hints on keeping these animals in the classroom. References and illustrations complete the article. (MA)

Psychosocial stress is associated with obesity and diet quality in Hispanic/Latino adults

Science.gov (United States)

Isasi, Carmen R; Parrinello, Christina M; Jung, Molly M; Carnethon, Mercedes R; Birnbaum-Weitzman, Orit; Espinoza, Rebeca A; Penedo, Frank J; Perreira, Krista M; Schneiderman, Neil; Sotres-Alvarez, Daniela; Van Horn, Linda; Gallo, Linda C

2014-01-01

Purpose To examine the association of psychosocial stress with obesity, adiposity, and dietary intake in a diverse sample of Hispanic/Latino adults. Methods Participants were 5077 men and women, 18–74 years old, from diverse Hispanic/Latino ethnic backgrounds. Linear regression models were used to assess the association of ongoing chronic stressors and recent perceived stress with measures of adiposity (waist circumference and percentage body fat) and dietary intake (total energy, saturated fat, alternative healthy eating index [AHEI-2010]). Multinomial logistic models were used to describe the odds of obesity or overweight relative to normal weight. Results Greater number of chronic stressors and greater perceived stress were associated with higher total energy intake. Greater recent perceived stress was associated with lower diet quality as indicated by AHEI-2010 scores. Compared to no stressors, reporting ≥ 3 chronic stressors was associated with higher odds of being obese (OR = 1.5, 95%CI 1.01–2.1), greater waist circumference (β = 3.3, 95%CI 1.0–5.5) and percentage body fat (β = 1.5, 95%CI 0.4, 2.6). Conclusions The study found an association between stress and obesity and adiposity measures, suggesting that stress management techniques may be useful in obesity prevention and treatment programs that target Hispanic/Latino populations. PMID:25487969

Psychosocial stress is associated with obesity and diet quality in Hispanic/Latino adults.

Science.gov (United States)

Isasi, Carmen R; Parrinello, Christina M; Jung, Molly M; Carnethon, Mercedes R; Birnbaum-Weitzman, Orit; Espinoza, Rebeca A; Penedo, Frank J; Perreira, Krista M; Schneiderman, Neil; Sotres-Alvarez, Daniela; Van Horn, Linda; Gallo, Linda C

2015-02-01

To examine the association of psychosocial stress with obesity, adiposity, and dietary intake in a diverse sample of Hispanic/Latino adults. Participants were 5077 men and women, aged 18 to 74 years, from diverse Hispanic/Latino ethnic backgrounds. Linear regression models were used to assess the association of ongoing chronic stressors and recent perceived stress with measures of adiposity (waist circumference and percentage body fat) and dietary intake (total energy, saturated fat, alternative healthy eating index-2010). Multinomial logistic models were used to describe the odds of obesity or overweight relative to normal weight. Greater number of chronic stressors and greater perceived stress were associated with higher total energy intake. Greater recent perceived stress was associated with lower diet quality as indicated by alternative healthy eating index-2010 scores. Compared with no stressors, reporting three or more chronic stressors was associated with higher odds of being obese (odds ratio = 1.5, 95% confidence interval [CI] 1.01-2.1), greater waist circumference (β = 3.3, 95% CI 1.0-5.5), and percentage body fat (β = 1.5, 95% CI 0.4-2.6). The study found an association between stress and obesity and adiposity measures, suggesting that stress management techniques may be useful in obesity prevention and treatment programs that target Hispanic/Latino populations. Copyright © 2015 Elsevier Inc. All rights reserved.

Understanding children's science identity through classroom interactions

Science.gov (United States)

Kim, Mijung

2018-01-01

Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity. It asks how children conceive of doing science like scientists and how they develop views of science beyond the stereotypes. This study employs positioning theory to examine how children and their teacher position themselves in science learning contexts and develop science identity through classroom interactions. Fifteen students in grades 4-6 science classrooms in Western Canada participated in this study. Classroom activities and interactions were videotaped, transcribed, and analysed to examine how the teacher and students position each other as scientists in the classroom. A descriptive explanatory case analysis showed how the teacher's positioning acted to develop students' science identity with responsibilities of knowledge seeking, perseverance, and excitement about science.

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

Directory of Open Access Journals (Sweden)

Ying Lin

Full Text Available Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

Science.gov (United States)

Lin, Ying; Zhu, Yi; Chen, Chuan; Wang, Wei; Chen, Tingting; Li, Tao; Li, Yonghao; Liu, Bingqian; Lian, Yu; Lu, Lin; Zou, Yuxian; Liu, Yizhi

2017-01-01

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom

The Sea Urchin Embryo: A Remarkable Classroom Tool.

Science.gov (United States)

Oppenheimer, Steven B.

1989-01-01

Discussed are the uses of sea urchins in research and their usefulness and advantages in the classroom investigation of embryology. Ideas for classroom activities and student research are presented. Lists 25 references. (CW)

Hot carrier injection degradation under dynamic stress

International Nuclear Information System (INIS)

Ma Xiao-Hua; Cao Yan-Rong; Hao Yue; Zhang Yue

2011-01-01

In this paper, we have studied hot carrier injection (HCI) under alternant stress. Under different stress modes, different degradations are obtained from the experiment results. The different alternate stresses can reduce or enhance the HC effect, which mainly depends on the latter condition of the stress cycle. In the stress mode A (DC stress with electron injection), the degradation keeps increasing. In the stress modes B (DC stress and then stress with the smallest gate injection) and C (DC stress and then stress with hole injection under V g = 0 V and V d = 1.8 V), recovery appears in the second stress period. And in the stress mode D (DC stress and then stress with hole injection under V g = −1.8 V and V d = 1.8 V), as the traps filled in by holes can be smaller or greater than the generated interface states, the continued degradation or recovery in different stress periods can be obtained. (condensed matter: electronic structure, electrical, magnetic, and optical properties)

Teaching Strategies for the Multicultural Journalism Classroom.

Science.gov (United States)

Arnold, Mary

1992-01-01

Points out that journalism teachers must address issues of diversity in the multicultural classroom. Considers strategies for the multicultural classroom, including (1) using cross-cultural materials and explaining why such materials are being used; (2) making assignments that allow students to pursue culture-specific knowledge; and (3) permitting…

Comprehending Elementary School Teachers' Classroom Management Approaches

Science.gov (United States)

Sahin, Ali E.

2015-01-01

This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)? The…

Guided Reading in Inclusive Middle Years Classrooms

Science.gov (United States)

Lyons, Wanda; Thompson, Scott Anthony

2012-01-01

Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…

Optimizing Classroom Acoustics Using Computer Model Studies.

Science.gov (United States)

Reich, Rebecca; Bradley, John

1998-01-01

Investigates conditions relating to the maximum useful-to-detrimental sound ratios present in classrooms and determining the optimum conditions for speech intelligibility. Reveals that speech intelligibility is more strongly influenced by ambient noise levels and that the optimal location for sound absorbing material is on a classroom's upper…

Best Practices for Launching a Flipped Classroom

Science.gov (United States)

Hall, Ashley A.; DuFrene, Debbie D.

2016-01-01

Popularity is growing for flipped classroom instruction, which replaces lectures with out-of-class delivery of streaming video, reading materials, online chats, and other modalities. Face-to-face class time is spent on instructor-student and student-student interaction, including small group problem solving and discussion. Classroom flipping has…

Hospitable Classrooms: Biblical Hospitality and Inclusive Education

Science.gov (United States)

Anderson, David W.

2011-01-01

This paper contributes to a Christian hermeneutic of special education by suggesting the biblical concept of hospitality as a necessary characteristic of classroom and school environments in which students with disabilities and other marginalized students can be effectively incorporated into the body of the classroom. Christian hospitality, seen…

Facilitating cultural border crossing in urban secondary science classrooms: A study of inservice teachers

Science.gov (United States)

Monteiro, Anna Karina

science practices and skills increases student cultural capital. With a greater cultural capital, the students experience cultural congruency between their cultures and the culture of science, enabling them to cross such borders in the science classroom. The implications such findings have on teacher training programs and professional development are discussed.

Negative life events and symptoms of depression and anxiety: stress causation and/or stress generation.

Science.gov (United States)

Phillips, Anna C; Carroll, Douglas; Der, Geoff

2015-01-01

Stressful life events are known to contribute to development of depression; however, it is possible this link is bidirectional. The present study examined whether such stress generation effects are greater than the effects of stressful life events on depression, and whether stress generation is also evident with anxiety. Participants were two large age cohorts (N = 732 aged 44 years; N = 705 aged 63 years) from the West of Scotland Twenty-07 study. Stressful life events, depression, and anxiety symptoms were measured twice five years apart. Cross-lagged panel analysis examined the mutual influences of stressful life events on depression and on anxiety over time. Life events predicted later depressive symptomatology (p = .01), but the depression predicting life events relationship was less strong (p = .06), whereas earlier anxiety predicted life events five years later (p = .001). There was evidence of sex differences in the extent to which life events predicted later anxiety. This study provides evidence of stress causation for depression and weaker evidence for stress generation. In contrast, there was strong evidence of stress generation for anxiety but weaker evidence for stress causation, and that differed for men and women.

Virtual Classroom

DEFF Research Database (Denmark)

Christensen, Ove

2013-01-01

In the Scandinavian countries: Sweden, Norway and Denmark, the project GNU (Grænseoverskridende Nordisk Undervisning, i.e. Transnational Nordic Teaching) is experimenting with ways of conducting teaching across the borders in the elementary schools. The cloud classes are organised with one class...... and benefits in regard to learning and pedagogy with virtual classroom....

Effortful control and school adjustment: The moderating role of classroom chaos.

Science.gov (United States)

Berger, Rebecca H; Valiente, Carlos; Eisenberg, Nancy; Hernandez, Maciel M; Thompson, Marilyn; Spinrad, Tracy; VanSchyndel, Sarah; Silva, Kassondra; Southworth, Jody

2017-11-01

Guided by the person by environment framework, the primary goal of this study was to determine whether classroom chaos moderated the relation between effortful control and kindergarteners' school adjustment. Classroom observers reported on children's ( N = 301) effortful control in the fall. In the spring, teachers reported on classroom chaos and school adjustment outcomes (teacher-student relationship closeness and conflict, and school liking and avoidance). Cross-level interactions between effortful control and classroom chaos predicting school adjustment outcomes were assessed. A consistent pattern of interactions between effortful control and classroom chaos indicated that the relations between effortful control and the school adjustment outcomes were strongest in high chaos classrooms. Post-hoc analyses indicated that classroom chaos was associated with poor school adjustment when effortful control was low, suggesting that the combination of high chaos and low effortful control was associated with the poorest school outcomes.

Classroom -RE-SONANCE

Indian Academy of Sciences (India)

"Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Energy transfer in an elastic collision. One may intuitively feel that in an elastic ...

Pilot study of a novel classroom designed to prevent myopia by increasing children's exposure to outdoor light.

Science.gov (United States)

Zhou, Zhongqiang; Chen, Tingting; Wang, Mengrui; Jin, Ling; Zhao, Yongyi; Chen, Shangji; Wang, Congyao; Zhang, Guoshan; Wang, Qilin; Deng, Qiaoming; Liu, Yubo; Morgan, Ian G; He, Mingguang; Liu, Yizhi; Congdon, Nathan

2017-01-01

We sought to assess light characteristics and user acceptability of a prototype Bright Classroom (BC), designed to prevent children's myopia by exposing them to light conditions resembling the outdoors. Conditions were measured throughout the school year in the glass-constructed BC, a traditional classroom (TC) and outdoors. Teachers and children completed user questionnaires, and children rated reading comfort at different light intensities. A total of 230 children (mean age 10.2 years, 57.4% boys) and 13 teachers (36.8 years, 15.4% men) completed questionnaires. The median (Inter Quartile Range) light intensity in the BC (2,540 [1,330-4,060] lux) was greater than the TC (477 [245-738] lux, P 500 [8,960-36,000] lux, P summer and on sunny days (>5,000 lux) was at the upper limit of children's comfort for reading. In summary, light intensity in the BC exceeds TC, and is at the practical upper limit for routine use. Children and teachers prefer the BC.

A Tale of Two Settings: The Lab and the Classroom

Science.gov (United States)

1991-08-08

employed in this study were intensive and extensive classroom observation and repeated extended interviews with students and teachers. Classroom observers...instruction were observed during both years of the study, resulting in a very large data base gathered during almost 500 hours of classroom observation . With

Designing effective questions for classroom response system teaching

Science.gov (United States)

Beatty, Ian D.; Gerace, William J.; Leonard, William J.; Dufresne, Robert J.

2006-01-01

Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom response system question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be designed to fulfill their purpose through four complementary mechanisms: directing students' attention, stimulating specific cognitive processes, communicating information to the instructor and students via classroom response system-tabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that are useful for designing potent questions and present four "makeovers" to show how these tactics can be used to convert traditional physics questions into more powerful questions for a classroom response system.

Acute social stress increases biochemical and self report markers of stress without altering spatial learning in humans.

Science.gov (United States)

Klopp, Christine; Garcia, Carlos; Schulman, Allan H; Ward, Christopher P; Tartar, Jaime L

2012-01-01

Spatial learning is shown to be influenced by acute stress in both human and other animals. However, the intricacies of this relationship are unclear. Based on prior findings we hypothesized that compared to a control condition, a social stress condition would not affect spatial learning performance despite elevated biochemical markers of stress. The present study tested the effects of social stress in human males and females on a subsequent spatial learning task. Social stress induction consisted of evaluative stress (the Trier Social Stress Test, TSST) compared to a placebo social stress. Compared to the placebo condition, the TSST resulted in significantly elevated cortisol and alpha amylase levels at multiple time points following stress induction. In accord, cognitive appraisal measures also showed that participants in the TSST group experienced greater perceived stress compared to the placebo group. However, there were no group differences in performance on a spatial learning task. Our findings suggest that unlike physiological stress, social stress does not result in alterations in spatial learning in humans. It is possible that moderate social evaluative stress in humans works to prevent acute stress-mediated alterations in hippocampal learning processes..

Routines, roles, and responsibilities for aligning scientific and classroom practices

Science.gov (United States)

Ford, Michael J.; Wargo, Brian M.

2007-01-01

Reform efforts in science education have focused on engaging students in authentic scientific practices. For these efforts to succeed, detailed articulations of scientific practice need to be linked to understandings of classroom practice. Here we characterize engagement in practice generally in terms of 3Rs: routines, roles, and responsibilities. We argue that there is a misalignment between the 3Rs of scientific practice and the practices common in classrooms, and that this misalignment poses a considerable obstacle for beginning teachers who attempt to implement reform pedagogy. As part of a secondary methods course, 16 preservice teachers (PSTs) participated in two exemplar activities designed to engage them in scientific practices. The PST performances suggest that at least initially, they did not consider authentic scientific practices appropriate for classroom activities, implying a pedagogical repertoire dominated by the 3Rs of traditional classrooms. PST performances, however, evidenced a shift in the 3Rs from those common in classrooms to those required by these activities, suggesting that their visions for classrooms are malleable and underlining the importance of aligning the 3Rs of scientific and classroom practices during teacher preparation.

Scholar Dollars: Their Use in Classroom Management.