Classroom Management for Early Childhood Music Settings

Science.gov (United States)

Koops, Lisa Huisman

2018-01-01

Classroom management is a common concern for preservice teachers and can be a key to success for in-service teachers. In this article, I discuss six strategies for classroom management: design and lead engaging music activities, employ music-rich transitions, balance familiarity and novelty, plan for success, communicate clear expectations, and…

Reliability issues and solutions for coding social communication performance in classroom settings.

Science.gov (United States)

Olswang, Lesley B; Svensson, Liselotte; Coggins, Truman E; Beilinson, Jill S; Donaldson, Amy L

2006-10-01

To explore the utility of time-interval analysis for documenting the reliability of coding social communication performance of children in classroom settings. Of particular interest was finding a method for determining whether independent observers could reliably judge both occurrence and duration of ongoing behavioral dimensions for describing social communication performance. Four coders participated in this study. They observed and independently coded 6 social communication behavioral dimensions using handheld computers. The dimensions were mutually exclusive and accounted for all verbal and nonverbal productions during a specified time frame. The technology allowed for coding frequency and duration for each entered code. Data were collected from 20 different 2-min video segments of children in kindergarten through 3rd-grade classrooms. Data were analyzed for interobserver and intraobserver agreements using time-interval sorting and Cohen's kappa. Further, interval size and total observation length were manipulated to determine their influence on reliability. The data revealed interval sorting and kappa to be a suitable method for examining reliability of occurrence and duration of ongoing social communication behavioral dimensions. Nearly all comparisons yielded medium to large kappa values; interval size and length of observation minimally affected results. Implications The analysis procedure described in this research solves a challenge in reliability: comparing coding by independent observers of both occurrence and duration of behaviors. Results indicate the utility of a new coding taxonomy and technology for application in online observations of social communication in a classroom setting.

Setting-level influences on implementation of the responsive classroom approach.

Science.gov (United States)

Wanless, Shannon B; Patton, Christine L; Rimm-Kaufman, Sara E; Deutsch, Nancy L

2013-02-01

We used mixed methods to examine the association between setting-level factors and observed implementation of a social and emotional learning intervention (Responsive Classroom® approach; RC). In study 1 (N = 33 3rd grade teachers after the first year of RC implementation), we identified relevant setting-level factors and uncovered the mechanisms through which they related to implementation. In study 2 (N = 50 4th grade teachers after the second year of RC implementation), we validated our most salient Study 1 finding across multiple informants. Findings suggested that teachers perceived setting-level factors, particularly principal buy-in to the intervention and individualized coaching, as influential to their degree of implementation. Further, we found that intervention coaches' perspectives of principal buy-in were more related to implementation than principals' or teachers' perspectives. Findings extend the application of setting theory to the field of implementation science and suggest that interventionists may want to consider particular accounts of school setting factors before determining the likelihood of schools achieving high levels of implementation.

A Pilot Classroom-Based Study of Attention and Working Memory Strategies for Primary-Aged Students

Science.gov (United States)

Colmar, Susan; Davis, Nash; Sheldon, Linda

2016-01-01

An exploratory applied study, using a set of attention and working memory strategies specifically developed for students and named Memory Mates, was completed with normally developing students attending a primary school. Students in one classroom received the intervention, while the other classroom functioned as a control group. The study was…

Individualizing in Traditional Classroom Settings.

Science.gov (United States)

Thornell, John G.

1980-01-01

Effective individualized instruction depends primarily on the teacher possessing the skills to implement it. Individualization is therefore quite compatible with the traditional self-contained elementary classroom model, but not with its alternative, departmentalization, which allows teachers neither the time flexibility nor the familiarity with…

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

Clarifying Normalization

Science.gov (United States)

Carpenter, Donald A.

2008-01-01

Confusion exists among database textbooks as to the goal of normalization as well as to which normal form a designer should aspire. This article discusses such discrepancies with the intention of simplifying normalization for both teacher and student. This author's industry and classroom experiences indicate such simplification yields quicker…

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 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.

Increasing the Writing Performance of Urban Seniors Placed At-Risk through Goal-Setting in a Culturally Responsive and Creativity-Centered Classroom

Science.gov (United States)

Estrada, Brittany; Warren, Susan

2014-01-01

Efforts to support marginalized students require not only identifying systemic inequities, but providing a classroom infrastructure that supports the academic achievement of all students. This action research study examined the effects of implementing goal-setting strategies and emphasizing creativity in a culturally responsive classroom (CRC) on…

Efficacy of formative evaluation using a focus group for a large classroom setting in an accelerated pharmacy program.

Science.gov (United States)

Nolette, Shaun; Nguyen, Alyssa; Kogan, David; Oswald, Catherine; Whittaker, Alana; Chakraborty, Arup

2017-07-01

Formative evaluation is a process utilized to improve communication between students and faculty. This evaluation method allows the ability to address pertinent issues in a timely manner; however, implementation of formative evaluation can be a challenge, especially in a large classroom setting. Using mediated formative evaluation, the purpose of this study is to determine if a student based focus group is a viable option to improve efficacy of communication between an instructor and students as well as time management in a large classroom setting. Out of 140 total students, six students were selected to form a focus group - one from each of six total sections of the classroom. Each focus group representative was responsible for collecting all the questions from students of their corresponding sections and submitting them to the instructor two to three times a day. Responses from the instructor were either passed back to pertinent students by the focus group representatives or addressed directly with students by the instructor. This study was conducted using a fifteen-question survey after the focus group model was utilized for one month. A printed copy of the survey was distributed in the class by student investigators. Questions were of varying types, including Likert scale, yes/no, and open-ended response. One hundred forty surveys were administered, and 90 complete responses were collected. Surveys showed that 93.3% of students found that use of the focus group made them more likely to ask questions for understanding. The surveys also showed 95.5% of students found utilizing the focus group for questions allowed for better understanding of difficult concepts. General open-ended answer portions of the survey showed that most students found the focus group allowed them to ask questions more easily since they did not feel intimidated by asking in front of the whole class. No correlation was found between demographic characteristics and survey responses. This may

An Integrative Review of In-Class Activities That Enable Active Learning in College Science Classroom Settings

Science.gov (United States)

Arthurs, Leilani A.; Kreager, Bailey Zo

2017-01-01

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about "active learning" in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are…

Photovoice as a Pedagogical Tool: Exploring Personal and Professional Values with Female Muslim Social Work Students in an Intercultural Classroom Setting

Science.gov (United States)

Bromfield, Nicole F.; Capous-Desyllas, Moshoula

2017-01-01

This article explores a classroom project in which we used photovoice as a pedagogical tool to enhance personal and professional self-awareness among female, Muslim, social work students in an intercultural classroom setting located in the Arabian Gulf. We begin with an overview and discussion of arts-based approaches to education and then provide…

Effects of noise and reverberation on speech perception and listening comprehension of children and adults in a classroom-like setting.

Science.gov (United States)

Klatte, Maria; Lachmann, Thomas; Meis, Markus

2010-01-01

The effects of classroom noise and background speech on speech perception, measured by word-to-picture matching, and listening comprehension, measured by execution of oral instructions, were assessed in first- and third-grade children and adults in a classroom-like setting. For speech perception, in addition to noise, reverberation time (RT) was varied by conducting the experiment in two virtual classrooms with mean RT = 0.47 versus RT = 1.1 s. Children were more impaired than adults by background sounds in both speech perception and listening comprehension. Classroom noise evoked a reliable disruption in children's speech perception even under conditions of short reverberation. RT had no effect on speech perception in silence, but evoked a severe increase in the impairments due to background sounds in all age groups. For listening comprehension, impairments due to background sounds were found in the children, stronger for first- than for third-graders, whereas adults were unaffected. Compared to classroom noise, background speech had a smaller effect on speech perception, but a stronger effect on listening comprehension, remaining significant when speech perception was controlled. This indicates that background speech affects higher-order cognitive processes involved in children's comprehension. Children's ratings of the sound-induced disturbance were low overall and uncorrelated to the actual disruption, indicating that the children did not consciously realize the detrimental effects. The present results confirm earlier findings on the substantial impact of noise and reverberation on children's speech perception, and extend these to classroom-like environmental settings and listening demands closely resembling those faced by children at school.

Exploration of Pre-Service Teachers' Beliefs in Relation to Mathematics Teaching Activities in Classroom-Based Setting

Science.gov (United States)

Kul, Umit; Celik, Sedef

2017-01-01

This paper has been conducted to determine future teachers' mathematical beliefs and to explore the relationship between their mathematical beliefs and initial teaching practice in a classroom setting, in terms of how they design the content of teaching activities, they employed the style of teaching in mathematics, and they engaged with pupils. A…

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

Science.gov (United States)

Savasci, Funda; Berlin, Donna F.

2012-01-01

Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and…

Managing Drug Use in Danish Club Settings: A normalized enterprise?

DEFF Research Database (Denmark)

Ravn, Signe

2012-01-01

The article analyzes Danish clubbers’ strategies for taking drugs in night clubs. This exploration is framed within the discussion of a possible normalization of youth drug use. Thus, the article investigates how young drug-users experience the level of acceptability of drug use in clubs and how ...... are indicative of the level of acceptability of drugs in club settings. Through this focus on the micro-level, the article adds to the limited amount of literature on this dimension of the normalization thesis. Empirically, the article is based on a Danish mixed methods club study....

Impact of Prolonged Periods Classroom Settings in Intra-abdominal fat area and its Consequence on Posture/Balance Control among Algerian Childhood College Preparatory School.

Directory of Open Access Journals (Sweden)

Zerf Mohammed

2017-08-01

Full Text Available The play has been shown to help children adjust to the school setting and to enhance children's learning [1]. Since this theory, the current study was designed to examine the significance of mechanical effects of intra-abdominal on posture/balance control among the Algerian Childhood Primary Schools. Since our teachers emphasise the good classroom settings as a discipline pedagogical aspect of success learning. While High-quality educational programs for children in preschool and kindergarten have play at the centre of the curriculum [2]. Our interventions in this study aimed to examine Impact of Prolonged Periods Classroom Settings in Intra-abdominal fat area and its Consequence on Posture/Balance Control among Algerian Childhood Preparatory Schools. for the purpose, a total of 61 schoolboys of Slimane provinces Naama, Municipality Mecheria, Algeria male gender their average age 5±1.52 years distributed into two homogeneous groups, according to them, school attendance (kindergarten School (29 boys - preschool (32 boys. Tested by saving tests (Body Fat Percentage-Abdominal circumference - Modified Bass Test of Dynamic Balance and standing balance. Based on the analysis statistics, we confirm: • Prolonged periods classroom settings increase Intra-Abdominal Fat which represents big risk posture/balance control. • Primary schools posture needs an interactive play method Learning classroom to improve body imbalance as health benefits physical activities. Based on the differences acquired by the research team, we emphasise that prolonged periods classroom settings Primary Schools increase the intra-abdominal which owing to the weakness of skeletal muscle fatigue and abnormal pathological alignment. While as a recommendation pedagogy practised, we suggested to our teachers, who work with these children to know that the balanced posture requires more energy in the class, Considering that our student seat more than 6 hours a day, 30 per week, and

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....

The Single and Combined Effects of Multiple Intensities of Behavior Modification and Methylphenidate for Children with Attention Deficit Hyperactivity Disorder in a Classroom Setting

Science.gov (United States)

Fabiano, Gregory A.; Pelham, William E., Jr.; Gnagy, Elizabeth M.; Burrows-MacLean, Lisa; Coles, Erika K.; Chacko, Anil; Wymbs, Brian T.; Walker, Kathryn S.; Arnold, Fran; Garefino, Allison; Keenan, Jenna K.; Onyango, Adia N.; Hoffman, Martin T.; Massetti, Greta M.; Robb, Jessica A.

2007-01-01

Currently behavior modification, stimulant medication, and combined treatments are supported as evidence-based interventions for attention deficit hyperactivity disorder in classroom settings. However, there has been little study of the relative effects of these two modalities and their combination in classrooms. Using a within-subject design, the…

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

Science.gov (United States)

Savasci, Funda; Berlin, Donna F.

2012-02-01

Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.

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.”

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.

Social Skills, Problem Behaviors and Classroom Management in Inclusive Preschool Settings

Science.gov (United States)

Karakaya, Esra G.; Tufan, Mumin

2018-01-01

This study aimed to determine preschool teachers' classroom management skills and investigate the relationships between teachers' classroom management skills and inclusion students' social skills and problem behaviors. Relational screening model was used as the research method. Study group consisted of 42 pre-school teachers working in Kocaeli…

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…

Incorporating Remote Robotic Telescopes into an Elementary Classroom Setting

Science.gov (United States)

Sharp, Zoe; Hock, Emily

2016-03-01

As Next Generation Science Standards (NGSS) are implemented across the nation, engaging and content-specific lessons are becoming an important addition to elementary classrooms. This paper demonstrate how effective hands-on teaching tactics, authentic learning, scientifically significant data, and research in the elementary realm can aid students in selfdiscovery about astronomy and uncover what it is to be a researcher and scientist. It also outlines an effective, engaging, and integrated classroom unit that is usable in both the scientific community and elementary schools. The lesson unit consists of NGSS science and engineering practices and performance expectations as well as California Common Core Standards (CCSS).

Mode of communication and classroom placement impact on speech intelligibility.

Science.gov (United States)

Tobey, Emily A; Rekart, Deborah; Buckley, Kristi; Geers, Ann E

2004-05-01

To examine the impact of classroom placement and mode of communication on speech intelligibility scores in children aged 8 to 9 years using multichannel cochlear implants. Classroom placement (special education, partial mainstream, and full mainstream) and mode of communication (total communication and auditory-oral) reported via parental rating scales before and 4 times after implantation were the independent variables. Speech intelligibility scores obtained at 8 to 9 years of age were the dependent variables. The study included 131 congenitally deafened children between the ages of 8 and 9 years who received a multichannel cochlear implant before the age of 5 years. Higher speech intelligibility scores at 8 to 9 years of age were significantly associated with enrollment in auditory-oral programs rather than enrollment in total communication programs, regardless of when the mode of communication was used (before or after implantation). Speech intelligibility at 8 to 9 years of age was not significantly influenced by classroom placement before implantation, regardless of mode of communication. After implantation, however, there were significant associations between classroom placement and speech intelligibility scores at 8 to 9 years of age. Higher speech intelligibility scores at 8 to 9 years of age were associated with classroom exposure to normal-hearing peers in full or partial mainstream placements than in self-contained, special education placements. Higher speech intelligibility scores in 8- to 9-year-old congenitally deafened cochlear implant recipients were associated with educational settings that emphasize oral communication development. Educational environments that incorporate exposure to normal-hearing peers were also associated with higher speech intelligibility scores at 8 to 9 years of age.

Improving small RNA-seq by using a synthetic spike-in set for size-range quality control together with a set for data normalization.

Science.gov (United States)

Locati, Mauro D; Terpstra, Inez; de Leeuw, Wim C; Kuzak, Mateusz; Rauwerda, Han; Ensink, Wim A; van Leeuwen, Selina; Nehrdich, Ulrike; Spaink, Herman P; Jonker, Martijs J; Breit, Timo M; Dekker, Rob J

2015-08-18

There is an increasing interest in complementing RNA-seq experiments with small-RNA (sRNA) expression data to obtain a comprehensive view of a transcriptome. Currently, two main experimental challenges concerning sRNA-seq exist: how to check the size distribution of isolated sRNAs, given the sensitive size-selection steps in the protocol; and how to normalize data between samples, given the low complexity of sRNA types. We here present two separate sets of synthetic RNA spike-ins for monitoring size-selection and for performing data normalization in sRNA-seq. The size-range quality control (SRQC) spike-in set, consisting of 11 oligoribonucleotides (10-70 nucleotides), was tested by intentionally altering the size-selection protocol and verified via several comparative experiments. We demonstrate that the SRQC set is useful to reproducibly track down biases in the size-selection in sRNA-seq. The external reference for data-normalization (ERDN) spike-in set, consisting of 19 oligoribonucleotides, was developed for sample-to-sample normalization in differential-expression analysis of sRNA-seq data. Testing and applying the ERDN set showed that it can reproducibly detect differential expression over a dynamic range of 2(18). Hence, biological variation in sRNA composition and content between samples is preserved while technical variation is effectively minimized. Together, both spike-in sets can significantly improve the technical reproducibility of sRNA-seq. © The Author(s) 2015. Published by Oxford University Press on behalf of Nucleic Acids Research.

Thinking Routines: Replicating Classroom Practices within Museum Settings

Science.gov (United States)

Wolberg, Rochelle Ibanez; Goff, Allison

2012-01-01

This article describes thinking routines as tools to guide and support young children's thinking. These learning strategies, developed by Harvard University's Project Zero Classroom, actively engage students in constructing meaning while also understanding their own thinking process. The authors discuss how thinking routines can be used in both…

Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills.

Science.gov (United States)

Klegeris, Andis; Hurren, Heather

2011-12-01

Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better problem-solving skills and an increase in overall motivation. However, very little research has been done on the educational benefits of PBL in a large classroom setting. Here, we describe a PBL approach (using tutorless groups) that was introduced as a supplement to standard didactic lectures in University of British Columbia Okanagan undergraduate biochemistry classes consisting of 45-85 students. PBL was chosen as an effective method to assist students in learning biochemical and physiological processes. By monitoring student attendance and using informal and formal surveys, we demonstrated that PBL has a significant positive impact on student motivation to attend and participate in the course work. Student responses indicated that PBL is superior to traditional lecture format with regard to the understanding of course content and retention of information. We also demonstrated that student problem-solving skills are significantly improved, but additional controlled studies are needed to determine how much PBL exercises contribute to this improvement. These preliminary data indicated several positive outcomes of using PBL in a large classroom setting, although further studies aimed at assessing student learning are needed to further justify implementation of this technique in courses delivered to large undergraduate classes.

Pancreatitis with normal lipase and amylase in setting of end-stage renal disease.

Science.gov (United States)

Sharma, Anuj; Masood, Umair; Khan, Babar; Chawla, Kunal; Manocha, Divey

2017-09-01

Pancreatitis with normal lipase and amylase level is a rare phenomenon. This is especially true in patient with end-stage renal disease as lipase and amylase are renally excreted. Literature review reveals previous case report of pancreatitis with normal lipase and amylase level, however, none of them occurred in the setting of end-stage renal disease. Our case is the first such reported case of pancreatitis in such setting. Here we report a 30year old male with past medical history of end-stage renal disease who presented in emergency department with acute abdominal pain. Laboratory work up revealed normal lipase and amylase level. However, radiological work up was consistent with pancreatitis. This case report highlight the importance of taking the overall clinical picture rather than laboratory work up to rule in or rule out the diagnosis of pancreatitis. Furthermore, this should also serve an important reminder for clinicians to further investigate where clinical suspicion for pancreatitis is high. Copyright © 2017 Elsevier Inc. All rights reserved.

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…

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....

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.

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…

Classroom Audio Distribution in the Postsecondary Setting: A Story of Universal Design for Learning

Science.gov (United States)

Flagg-Williams, Joan B.; Bokhorst-Heng, Wendy D.

2016-01-01

Classroom Audio Distribution Systems (CADS) consist of amplification technology that enhances the teacher's, or sometimes the student's, vocal signal above the background noise in a classroom. Much research has supported the benefits of CADS for student learning, but most of it has focused on elementary school classrooms. This study investigated…

Initial validation of the prekindergarten Classroom Observation Tool and goal setting system for data-based coaching.

Science.gov (United States)

Crawford, April D; Zucker, Tricia A; Williams, Jeffrey M; Bhavsar, Vibhuti; Landry, Susan H

2013-12-01

Although coaching is a popular approach for enhancing the quality of Tier 1 instruction, limited research has addressed observational measures specifically designed to focus coaching on evidence-based practices. This study explains the development of the prekindergarten (pre-k) Classroom Observation Tool (COT) designed for use in a data-based coaching model. We examined psychometric characteristics of the COT and explored how coaches and teachers used the COT goal-setting system. The study included 193 coaches working with 3,909 pre-k teachers in a statewide professional development program. Classrooms served 3 and 4 year olds (n = 56,390) enrolled mostly in Title I, Head Start, and other need-based pre-k programs. Coaches used the COT during a 2-hr observation at the beginning of the academic year. Teachers collected progress-monitoring data on children's language, literacy, and math outcomes three times during the year. Results indicated a theoretically supported eight-factor structure of the COT across language, literacy, and math instructional domains. Overall interrater reliability among coaches was good (.75). Although correlations with an established teacher observation measure were small, significant positive relations between COT scores and children's literacy outcomes indicate promising predictive validity. Patterns of goal-setting behaviors indicate teachers and coaches set an average of 43.17 goals during the academic year, and coaches reported that 80.62% of goals were met. Both coaches and teachers reported the COT was a helpful measure for enhancing quality of Tier 1 instruction. Limitations of the current study and implications for research and data-based coaching efforts are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

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...

Persuasive Mobile Device Sound Sensing in a Classroom Setting

Directory of Open Access Journals (Sweden)

Arttu Perttula

2013-01-01

Full Text Available This paper presents an idea on how to utilize mobile phones to support learning in the classroom. The paper also tries to initiate discussion on whether we can create new kinds of learning applications using mobile devices and whether this could be the way we should proceed in developing 21st century learning applications. In this study, a mobile phone is programmed to function as a collective sound sensor. To achieve an appropriate learning atmosphere, the designed system attempts to maintain the noise level at a comfortable tolerance level in the classroom. The main aim of the mobile application is to change student behaviour through persuasive visualizations. The prototype application was piloted during spring 2012 with a total of 72 students and two teachers. The results, based on observations and interviews, are promising and several subjects for future work arose during the pilot study.

Subdural haematoma complicating shunting for normal pressure hydrocephalus in the setting of concomitant antiplatelet medication

DEFF Research Database (Denmark)

Birkeland, Peter; Lauritsen, Jens; Poulsen, Frantz Rom

2016-01-01

OBJECTIVE: To report on the occurrence and management of subdural haematoma after shunt implantation for normal pressure hydrocephalus and to determine the risk of recurrence in the setting of antiplatelet medication. METHODS: From a consecutive series of 80 patients implanted with a cerebrospinal...... fluid shunt for normal pressure hydrocephalus, records from 11 patients taking antiplatelet drugs, who subsequently had surgery for subdural haematoma were extracted and retrospectively reviewed. RESULTS: Patients were followed up for a mean of 1819 days after shunt implantation. Subdural haematomas...... reoperations done before the subdural collection disappeared. Only one patient had a late recurrence almost 11 years after shunt implantation. CONCLUSIONS: Subdural haematoma in the setting of a ventriculoperitoneal implantation for normal pressure hydrocephalus and concomitant antiplatelet medication can...

Treatment of Encopresis in a Classroom Setting: A Case Study

Science.gov (United States)

Scott, E.

1977-01-01

This study describes the procedure and results of a behavior modification program carried out in the classroom and aimed at eliminating encopresis (involuntary defecation) in an 8-year-old boy. (Editor/RK)

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.

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…

Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings

Science.gov (United States)

Guckert, Mary

2013-01-01

Cyberbullying is a pervasive problem that puts students at risk of successful academic outcomes and the ability to feel safe in school. As most students with disabilities are served in inclusive classrooms, there is a growing concern that students with special needs are at an increased risk of online bullying harassment. Enhancing responsible…

Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

Science.gov (United States)

Curby, Timothy W; Rimm-Kaufman, Sara E; Abry, Tashia

2013-10-01

Many teachers believe that providing greater emotional and organizational supports in the beginning of the year strengthens their ability to teach effectively as the year progresses. Some interventions, such as the Responsive Classroom (RC) approach, explicitly embed this sequence into professional development efforts. We tested the hypothesis that earlier emotional and organizational supports set the stage for improved instruction later in the year in a sample of third- and fourth-grade teachers enrolled in a randomized controlled trial of the RC approach. Further, we examined the extent to which the model generalized for teachers using varying levels of RC practices as well as whether or not teachers were in the intervention or control groups. Teachers' emotional, organizational, and instructional interactions were observed using the Classroom Assessment Scoring System (Pianta, La Paro, & Hamre, 2008) on five occasions throughout the year. Results indicated a reciprocal relation between emotional and instructional supports. Specifically, higher levels of emotional support earlier in the year predicted higher instructional support later in the year. Also, higher levels of instructional support earlier in the year predicted higher emotional support later in the year. Classroom organization was not found to have longitudinal associations with the other domains across a year. This pattern was robust when controlling for the use of RC practices as well as across intervention and control groups. Further, teachers' use of RC practices predicted higher emotional support and classroom organization throughout the year, suggesting the malleability of this teacher characteristic. Discussion highlights the connection between teachers' emotional and instructional supports and how the use of RC practices improves teachers' emotionally supportive interactions with students. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights

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…

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…

Stochastic analysis in discrete and continuous settings with normal martingales

CERN Document Server

Privault, Nicolas

2009-01-01

This volume gives a unified presentation of stochastic analysis for continuous and discontinuous stochastic processes, in both discrete and continuous time. It is mostly self-contained and accessible to graduate students and researchers having already received a basic training in probability. The simultaneous treatment of continuous and jump processes is done in the framework of normal martingales; that includes the Brownian motion and compensated Poisson processes as specific cases. In particular, the basic tools of stochastic analysis (chaos representation, gradient, divergence, integration by parts) are presented in this general setting. Applications are given to functional and deviation inequalities and mathematical finance.

Integrating Pedagogy into Intercultural Teaching in a Vietnamese Setting: From Policy to the Classroom

Science.gov (United States)

Nguyen, Long

2014-01-01

Language education policy needs to be realised in the language classroom. For example, when a specific policy advocates the development of learners' competence in interacting with people from other cultures, classroom teaching practices and assessment have to address learners' intercultural competence. Teachers need to fully understand the…

Using Self-Monitoring with Guided Goal Setting to Increase Academic Engagement for a Student with Autism in an Inclusive Classroom in China

Science.gov (United States)

Xu, Sheng; Wang, Jie; Lee, Gabrielle T.; Luke, Nicole

2017-01-01

The purpose of this study was to investigate whether using self-monitoring with guided goal setting was effective in increasing academic engagement for a student with autism who frequently displayed disruptive behaviors in an inclusive classroom in China. A 9-year-old male student with autism participated in this study. A changing criterion…

Goal-Setting Learning Principles: A Lesson From Practitioner

Directory of Open Access Journals (Sweden)

Zainudin bin Abu Bakar

2014-02-01

Full Text Available One of the prominent theory was the goal-setting theory which was widely been used in educational setting. It is an approach than can enhance the teaching and learning activities in the classroom. This is a report paper about a simple study of the implementation of the goal-setting principle in the classroom. A clinical data of the teaching and learning session was then analysed to address several issues highlighted. It is found that the goal-setting principles if understood clearly by the teachers can enhance the teaching and learning activities. Failed to see the needs of the session will revoke the students learning interest. It is suggested that goal-setting learning principles could become a powerful aid for the teachers in the classroom.

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…

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.

Data Normalization of (1)H NMR Metabolite Fingerprinting Data Sets in the Presence of Unbalanced Metabolite Regulation.

Science.gov (United States)

Hochrein, Jochen; Zacharias, Helena U; Taruttis, Franziska; Samol, Claudia; Engelmann, Julia C; Spang, Rainer; Oefner, Peter J; Gronwald, Wolfram

2015-08-07

Data normalization is an essential step in NMR-based metabolomics. Conducted properly, it improves data quality and removes unwanted biases. The choice of the appropriate normalization method is critical and depends on the inherent properties of the data set in question. In particular, the presence of unbalanced metabolic regulation, where the different specimens and cohorts under investigation do not contain approximately equal shares of up- and down-regulated features, may strongly influence data normalization. Here, we demonstrate the suitability of the Shapiro-Wilk test to detect such unbalanced regulation. Next, employing a Latin-square design consisting of eight metabolites spiked into a urine specimen at eight different known concentrations, we show that commonly used normalization and scaling methods fail to retrieve true metabolite concentrations in the presence of increasing amounts of glucose added to simulate unbalanced regulation. However, by learning the normalization parameters on a subset of nonregulated features only, Linear Baseline Normalization, Probabilistic Quotient Normalization, and Variance Stabilization Normalization were found to account well for different dilutions of the samples without distorting the true spike-in levels even in the presence of marked unbalanced metabolic regulation. Finally, the methods described were applied successfully to a real world example of unbalanced regulation, namely, a set of plasma specimens collected from patients with and without acute kidney injury after cardiac surgery with cardiopulmonary bypass use.

Examining Play among Young Children in Single-Age and Multi-Age Preschool Classroom Settings

Science.gov (United States)

Youhne, Mia Song

2009-01-01

Advocates for multi-age classrooms claim multi-age groupings benefit children (Brynes, Shuster, & Jones, 1994). Currently, there is a lack of research examining play among students in multi-age classrooms. If indeed there is a positive benefit of play among children, research is needed to examine these behaviors among and between young children in…

Potential Lessons for Teaching in Multilingual Mathematics Classrooms in Australia and Southeast Asia

Science.gov (United States)

Clarkson, Philip C.

2009-01-01

Multilingual classrooms are the normal learning contexts for most children throughout the world. However not all such contexts are identical. This distinction is not always made in the literature. In this paper the multilingual context for classrooms in many urban classrooms in Australia is described before exploring a possible model that might be…

Working with Corpora in the Translation Classroom

Science.gov (United States)

Krüger, Ralph

2012-01-01

This article sets out to illustrate possible applications of electronic corpora in the translation classroom. Starting with a survey of corpus use within corpus-based translation studies, the didactic value of corpora in the translation classroom and their epistemic value in translation teaching and practice will be elaborated. A typology of…

Using Mobile Phones to Increase Classroom Interaction

Science.gov (United States)

Cobb, Stephanie; Heaney, Rose; Corcoran, Olivia; Henderson-Begg, Stephanie

2010-01-01

This study examines the possible benefits of using mobile phones to increase interaction and promote active learning in large classroom settings. First year undergraduate students studying Cellular Processes at the University of East London took part in a trial of a new text-based classroom interaction system and evaluated their experience by…

The Incredible Years Teacher Classroom Management Program: Using Coaching to Support Generalization to Real-World Classroom Settings

Science.gov (United States)

Reinke, Wendy M.; Stormont, Melissa; Webster-Stratton, Carolyn; Newcomer, Lori L.; Herman, Keith C.

2012-01-01

This article focuses on the Incredible Years Teacher Classroom Management Training (IY TCM) intervention as an example of an evidence-based program that embeds coaching within its design. First, the core features of the IY TCM program are described. Second, the IY TCM coaching model and processes utilized to facilitate high fidelity of…

Naturalistic acquisition in an early language classroom.

Science.gov (United States)

Dahl, Anne; Vulchanova, Mila D

2014-01-01

This study investigated whether it is possible to provide naturalistic second language acquisition (SLA) of vocabulary for young learners in a classroom situation without resorting to a classical immersion approach. Participants were 60 first-grade pupils in two Norwegian elementary schools in their first year. The control group followed regular instruction as prescribed by the school curriculum, while the experimental group received increased naturalistic target language input. This entailed extensive use of English by the teacher during English classes, and also during morning meetings and for simple instructions and classroom management throughout the day. Our hypothesis was that it is possible to facilitate naturalistic acquisition through better quality target language exposure within a normal curriculum. The students' English vocabulary knowledge was measured using the Peabody Picture Vocabulary Test, version 4 (PPVT-IV, Dunn and Dunn, 2007a), at the beginning and the end of the first year of school. Findings are that (1) early-start second-language (L2) programs in school do not in themselves guarantee vocabulary development in the first year, (2) a focus on increased exposure to the L2 can lead to a significant increase in receptive vocabulary comprehension in the course of only 8 months, and (3) even with relatively modest input, learners in such an early-start L2 program can display vocabulary acquisition comparable in some respects to that of younger native children matched on vocabulary size. The overall conclusion is that naturalistic vocabulary acquisition is in fact possible in a classroom setting.

Using Children's Picture Books about Autism as Resources in Inclusive Classrooms

Science.gov (United States)

Sigmon, Miranda L.; Tackett, Mary E.; Azano, Amy Price

2016-01-01

This article focuses on developing teacher understanding of how to carefully select and use children's picture books about autism as a tool for teaching awareness, empathy, and acceptance in an elementary classroom setting. We describe how the increased rate of autism and growing practice of inclusive educational settings affect classroom practice…

Hidden Dimensions in the So-Called Reality of a Mathematics Classroom.

Science.gov (United States)

Bauersfeld, Heinrich

1980-01-01

Teaching and learning mathematics in classrooms is interpreted as human interaction in an institutionalized setting. Using theories and categories from different disciplines, a classroom episode is reanalyzed. Four hidden dimensions in the classroom process and thus deficient areas of research are identified. Consequences for teacher training are…

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.

Student Perceptions of Classroom Achievement Goals as Predictors of Belonging and Content Instrumentality

Science.gov (United States)

Walker, Christopher O.

2012-01-01

The goal of the current study was to examine the predictive relationships among a set of cognitive-motivational variables that have been found in previous studies to support academic achievement. Student perception of a classroom's achievement goal structure (classroom mastery, classroom performance-approach, classroom performance-avoidance) was…

Goal-Setting Learning Principles: A Lesson From Practitioner

OpenAIRE

Zainudin bin Abu Bakar; Lee Mei Yun; NG Siew Keow; Tan Hui Li

2014-01-01

One of the prominent theory was the goal-setting theory which was widely been used in educational setting. It is an approach than can enhance the teaching and learning activities in the classroom. This is a report paper about a simple study of the implementation of the goal-setting principle in the classroom. A clinical data of the teaching and learning session was then analysed to address several issues highlighted. It is found that the goal-setting principles if understood clearly by the te...

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...

Classroom Application of a Trial-Based Functional Analysis

Science.gov (United States)

Bloom, Sarah E.; Iwata, Brian A.; Fritz, Jennifer N.; Roscoe, Eileen M.; Carreau, Abbey B.

2011-01-01

We evaluated a trial-based approach to conducting functional analyses in classroom settings. Ten students referred for problem behavior were exposed to a series of assessment trials, which were interspersed among classroom activities throughout the day. Results of these trial-based functional analyses were compared to those of more traditional…

"Ready, Set, FLOW!"

Science.gov (United States)

Stroud, Wesley

2018-01-01

All educators want their classrooms to be inviting areas that support investigations. However, a common mistake is to fill learning spaces with items or objects that are set up by the teacher or are simply "for show." This type of setting, although it may create a comfortable space for students, fails to stimulate investigations and…

The Compositional Rule of Inference and Zadeh’s Extension Principle for Non-normal Fuzzy Sets

NARCIS (Netherlands)

van den Broek, P.M.; Noppen, J.A.R.; Castillo, Oscar

2007-01-01

Defining the standard Boolean operations on fuzzy Booleans with the compositional rule of inference (CRI) or Zadeh's extension principle gives counter-intuitive results. We introduce and motivate a slight adaptation of the CRI, which only effects the results for non-normal fuzzy sets. It is shown

The Classroom Observation Schedule to Measure Intentional Communication (COSMIC): an observational measure of the intentional communication of children with autism in an unstructured classroom setting.

Science.gov (United States)

Pasco, Greg; Gordon, Rosanna K; Howlin, Patricia; Charman, Tony

2008-11-01

The Classroom Observation Schedule to Measure Intentional Communication (COSMIC) was devised to provide ecologically valid outcome measures for a communication-focused intervention trial. Ninety-one children with autism spectrum disorder aged 6 years 10 months (SD 16 months) were videoed during their everyday snack, teaching and free play activities. Inter-rater reliability was high and relevant items showed significant associations with comparable items from concurrent Autism Diagnostic Observation Schedule-Generic (Lord et al. 2000, J Autism Dev Disord 30(3):205-223) assessments. In a subsample of 28 children initial differences in rates of initiations, initiated speech/vocalisation and commenting were predictive of language and communication competence 15 months later. Results suggest that the use of observational measures of intentional communication in natural settings is a valuable assessment strategy for research and clinical practice.

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.

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...

Learning in Tomorrow's Classrooms

Science.gov (United States)

Bowman, Richard F.

2015-01-01

Teaching today remains the most individualistic of all the professions, with educators characteristically operating in a highly fragmented world of "their" courses, "their" skills, and "their" students. Learning will occur in the classrooms of the future through a sustainable set of complementary capabilities:…

Creating Discussions with Classroom Voting in Linear Algebra

Science.gov (United States)

Cline, Kelly; Zullo, Holly; Duncan, Jonathan; Stewart, Ann; Snipes, Marie

2013-01-01

We present a study of classroom voting in linear algebra, in which the instructors posed multiple-choice questions to the class and then allowed a few minutes for consideration and small-group discussion. After each student in the class voted on the correct answer using a classroom response system, a set of clickers, the instructor then guided a…

A Preliminary Analysis of a Behavioral Classrooms Needs Assessment

Science.gov (United States)

Leaf, Justin B.; Leaf, Ronald; McCray, Cynthia; Lamkins, Carol; Taubman, Mitchell; McEachin, John; Cihon, Joseph H.

2016-01-01

Today many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA) to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various components of ABA and general classroom set up. In…

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.

Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students.

Science.gov (United States)

Oberle, Eva; Schonert-Reichl, Kimberly A

2016-06-01

The purpose of this study was to explore the link between classroom teachers' burnout levels and students' physiological stress response. Drawing from a stress-contagion framework, we expected higher levels of teacher burnout to be related to elevated cortisol levels in elementary school students (N = 406, 50% female, Mean age = 11.26, SD = .89). Classroom teacher burnout was assessed with the Maslach Burnout Inventory modified for teachers. Salivary cortisol was collected as an indicator of students' hypothalamic-pituitary-adrenal (HPA) functioning. We collected salivary cortisol in children at 9 a.m., 11:30 a.m., and 2 p.m. in the classroom setting. Using Multilevel Modeling, we found that children's morning cortisol levels significantly varied between classrooms (10% variability). Higher levels of classroom teacher burnout significantly predicted the variability in morning cortisol. Teacher burnout reduced the unexplained variability in cortisol at the classroom level to 4.6%. This is the first study to show that teachers' occupational stress is linked to students' physiological stress regulation. We discuss the present findings in the context of potential stress contagion in the classroom, considering empirical and practical relevance. Copyright © 2016 Elsevier Ltd. All rights reserved.

Constructing Informal Experiences in the Elementary General Music Classroom

Science.gov (United States)

Hewitt, Donna

2018-01-01

Children often spontaneously yet purposefully sing songs or create rhythms outside the formal classroom setting to reflect the ways in which they naturally engage with music. Researchers have studied these informal music learning practices to incorporate these experiences into the classroom to offer lessons that are engaging and better reflective…

Instructional Style Meets Classroom Design.

Science.gov (United States)

Novelli, Joan

1991-01-01

Nine elementary teachers explain how they design their classrooms to match and support their instructional styles. The teachers focus on whole language programs, student portfolios, science activity set-ups, technology transformation, learning center strategies, and space utilization. (SM)

Rewards, Intrinsic Motivation, and Achievement in Intact Classrooms

Science.gov (United States)

Luis, Melissa Ann

2011-01-01

The purpose of this study was to examine the effects of performance-contingent rewards in a real-world setting, namely the sixth grade math classroom. This study is significant in that it represents a field study on the effects of rewards in the classroom. The purpose of this study was to investigate what effect, if any, the choice of a reward had…

Explaining Helping Behavior in a Cooperative Learning Classroom Setting Using Attribution Theory

Science.gov (United States)

Ahles, Paula M.; Contento, Jann M.

2006-01-01

This recently completed study examined whether attribution theory can explain helping behavior in an interdependent classroom environment that utilized a cooperative-learning model. The study focused on student participants enrolled in 6 community college communication classes taught by the same instructor. Three levels of cooperative-learning…

Shared-Reading Volume in Early Childhood Special Education Classrooms

Science.gov (United States)

Dynia, Jaclyn M.; Justice, Laura M.

2015-01-01

This study describes book reading practices occurring in early childhood special education (ECSE) classrooms in comparison to early childhood education (ECE) classrooms. Reading logs submitted by 19 ECSE teachers and 13 ECE teachers over one academic year included all books read in whole class settings; these logs were analyzed to assess the…

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...

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

Science.gov (United States)

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.

The construction of different classroom norms during Peer Instruction: Students perceive differences

Directory of Open Access Journals (Sweden)

Chandra Turpen

2010-11-01

Full Text Available This paper summarizes variations in instructors’ implementation practices during Peer Instruction (PI and shows how these differences in practices shape different norms of classroom interaction. We describe variations in classroom norms along three dimensions of classroom culture that are integral to Peer Instruction, emphasis on: (1 faculty-student collaboration, (2 student-student collaboration, and (3 sense-making vs answer-making. Based on interpretations by an observing researcher, we place three different PI classrooms along a continuum representing a set of possible norms. We then check these interpretations against students’ perceptions of these environments from surveys collected at the end of the term. We find significant correspondence between the researchers’ interpretations and students’ perceptions of Peer Instruction in these environments. We find that variation in faculty practices can set up what students perceive as discernibly different norms. For interested instructors, concrete classroom practices are described that appear to encourage or discourage these norms.

Pupils' Activities in a Multimaterial Learning Environment in Craft subject A Pilot Study using an Experience Sampling Method based on a Mobile Application in Classroom Settings

Directory of Open Access Journals (Sweden)

Juha Jaatinen

2017-12-01

Full Text Available This study investigates holistic craft processes in craft education with an instrument for data-collection and self-assessment. Teaching in a study context is based on co-teaching and a design process, highlighted by the Finnish Basic Education Core Curriculum 2014. The school architecture and web-based learning environment is combined. Division for textiles and technical work is no longer supported in this multimaterial learning environment. The aim of the study is to 1 make pupils’ holistic craft processes visible in everyday classroom practices with information collected by a mobile-application and 2 point out the curriculum topics that are covered during everyday classroom practices as defined by the teachers. The data is collected using an Experience Sampling Method with a gamified learning analytics instrument. Teachers’ classroom activities were used as the backbone for the thematic mapping of the craft curriculum. Preliminary measurements were carried out in a Finnish primary school in grades 5–6 (age 10–12, n = 125 during a four-week period in October-November 2016. The list of classroom activities was updated after the four weeks’ experiment and was tested in March-May 2017 with all the pupils of the pilot school (N = 353. The key findings were that a for pupils the self-assessment was easy as a technical process but there were several factors in the everyday classroom settings that made the process challenging and b it was relatively difficult for teachers to describe the classroom activities in terms of the new curriculum; however, after four weeks they could not only described the activities in more details but had also developed new activities that supported the ideas of the new curriculum better.Keywords: multi-material craft, learning environment, holistic craft process, experience sampling method

Digital Devices in Classroom--Hesitations of Teachers-to-Be

Science.gov (United States)

Lam, Paul; Tong, Aiden

2012-01-01

More and more teachers are facing the decision whether they should allow or promote students the use of technology in the classroom. The decision is difficult as there are apparently both advantages and disadvantages in doing either way. In terms of positive impacts, research revealed that the use of digital devices in the classroom setting was…

Performance of Underprepared Students in Traditional versus Animation-Based Flipped-Classroom Settings

Science.gov (United States)

Gregorius, R. Ma.

2017-01-01

Student performance in a flipped classroom with an animation-based content knowledge development system for the bottom third of the incoming first year college students was compared to that in a traditional lecture-based teaching method. 52% of these students withdrew from the traditionally taught General Chemistry course, compared to 22% in a…

Energy efficient window opening for air quality control in classrooms

DEFF Research Database (Denmark)

Faria Da Silva, Nuno Alexandre

2012-01-01

of naturally and mechanically ventilated classrooms during normal school hours with and without CO2 sensors that provided a green/yellow/red visual indication. At the end of each week children reported their perceptions and symptoms using a questionnaire. The classroom temperature, humidity and CO2 levels were......The aim of the present work was to study how to maximize indoor environmental quality and energy performance in classrooms, when having different ventilation alternatives combined with a visual CO2 feedback. In this effort, in heating and cooling seasons, field experiments were carried out in pairs...... continuously measured together with the outdoor conditions. Magnetic sensors recorded opening of windows and classrooms energy usage was recorded by the meters installed on water-based radiators. An energy simulation model was created in IDA-ICE-4 to reproduce and compare energy demands...

Evaluation of the flipped classroom approach in a veterinary professional skills course.

Science.gov (United States)

Moffett, Jenny; Mill, Aileen C

2014-01-01

The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal-Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; Pflipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of

Proportional and functional analogical reasoning in normal and language-impaired children.

Science.gov (United States)

Nippold, M A; Erskine, B J; Freed, D B

1988-11-01

Teachers often use analogies in classroom settings to clarify new concepts for their students. However, analogies may inadvertently confuse the youngster who has difficulty identifying the one-to-one comparisons underlying them. Although analogical reasoning has been studied extensively in normal children, no information was available concerning this construct in children having a specific language impairment. Thus, it was unknown to what extent they might be deficient in analogical reasoning. Therefore, in the present study, 20 children ages 6-8 years (mean age = 7:6) having normal nonverbal intelligence but deficits in language comprehension were administered tasks of verbal and perceptual proportional analogical reasoning and a problem-solving task of functional analogical reasoning. Compared to a normal-language control group matched on the basis of chronological age and sex, the language-impaired group was deficient in all three tasks of analogical reasoning. However, when the factor of nonverbal intelligence was controlled statistically, the differences between the groups on each of the tasks were removed. Additional findings were that verbal proportional analogical reasoning was significantly correlated to perceptual proportional analogical reasoning and to functional analogical reasoning. Implications for assessment and intervention with young school-age language-impaired children are discussed.

Work-Plan Heroes: Student Strategies in Lower-Secondary Norwegian Classrooms

Science.gov (United States)

Dalland, Cecilie P.; Klette, Kirsti

2014-01-01

This article explores how individualized teaching methods, such as the use of work plans, create new student strategies in Norwegian lower secondary classrooms. Work plans, which are frequently set up as instructional tools in Norwegian classrooms, outline different types of tasks and requirements that the students are supposed to do during a…

Design Principles for Online Instruction: A New Kind of Classroom

Directory of Open Access Journals (Sweden)

Neil TOPORSKI

2004-01-01

Full Text Available In the 1900’s, distance education attempted to mimic the traditional classroom lecture via the transmission of live or “canned” broadcasts, regardless of the technologies used: satellite, television, film, or radio. These kinds of media predisposed DE to closely adhere to the lecture (sit and absorb model, where content was disseminated in about the same time constraints as a traditional class: taught at scheduled times throughout the week–almost anywhere but not always anytime. Moreover, the modes of presentation in classic DE seemed to hinder the kinds of human interactions normally experienced in the traditional classroom, fostering individualized and isolated learning experiences.Online learning is a hybrid between the traditional classroom and the DE experience. Like the traditional classroom, instruction is teacher-facilitated. The student is enrolled in a conventional course with topic (lecture presentations, reading and homework assignments, classroom discussions, and class projects. Unlike the traditional classroom, courses are web-based and distributed from a distance, using an assortment of synchronous and asynchronous computer technologies and offered anywhere and anytime. In this way, online learning is different from the classic DE model by encouraging decentralized and collaborative learning environments. So that in this presentation will be discuss design principles for online instruction as being a new kind of classroom.

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.

Representing Young Children with Disabilities in Classroom Environments.

Science.gov (United States)

Favazza, Paddy C.; LaRoe, Joyce; Phillipsen, Leslie; Kumar, Poonam

2000-01-01

The "Inventory of Disability Representation" was administered to 92 teachers representing kindergarten, community child care, or preschool settings. Low scores across settings indicated that classrooms typically do not have materials that represent or depict children with diverse abilities. Reasons cited by teachers are noted as are benefits…

A controlled clinical comparison of attention performance in children with ADHD in a virtual reality classroom compared to standard neuropsychological methods.

Science.gov (United States)

Parsons, Thomas D; Bowerly, Todd; Buckwalter, J Galen; Rizzo, Albert A

2007-07-01

In this initial pilot study, a controlled clinical comparison was made of attention perforance in children with attention deficit-hyperactivity disorder (ADHD) in a virtual reality (VR) classroom. Ten boys diagnosed with ADHD and ten normal control boys participated in the study. Groups did not significantly differ in mean age, grade level, ethnicity, or handedness. No participants reported simulator sickness following VR exposure. Children with ADHD exhibited more omission errors, commission errors, and overall body movement than normal control children in the VR classroom. Children with ADHD were more impacted by distraction in the VR classroom. VR classroom measures were correlated with traditional ADHD assessment tools and the flatscreen CPT. Of note, the small sample size incorporated in each group and higher WISC-III scores of normal controls might have some bearing on the overall interpretation of results. These data suggested that the Virtual Classroom had good potential for controlled performance assessment within an ecologically valid environment and appeared to parse out significant effects due to the presence of distraction stimuli.

Price Discrimination: A Classroom Experiment

Science.gov (United States)

Aguiló, Paula; Sard, Maria; Tugores, Maria

2016-01-01

In this article, the authors describe a classroom experiment aimed at familiarizing students with different types of price discrimination (first-, second-, and third-degree price discrimination). During the experiment, the students were asked to decide what tariffs to set as monopolists for each of the price discrimination scenarios under…

Acoustics and sociolinguistics: Patterns of communication in hearing impairing classrooms

Science.gov (United States)

McKellin, William; Shahin, Kimary; Jamieson, Janet; Hodgson, Murray; Pichora-Fuller, Kathleen

2005-04-01

In elementary school classes, noise during student led activities is often taken as evidence of successful interaction and learning. In this complex social environment of elementary school classrooms, acquisition of complex language and social skills-the focus of activities in early education-is expected to take place in hearing-hostile environments. Communication and language processing in these contexts requires interactive strategies, discourse forms, and syntactic structures different from the educationally desired forms used in acoustically advantageous environments. Recordings were made of the interaction of groups of students in grades 1-3, 5, and 7 during collaborative group work in their regular classrooms. Each student wore microphones at the ear level and head-mounted video cameras. Each group as a whole was also audio- and videotaped and noise level readings were recorded. Analysis of the acoustical and phonological properties of language heard by each student has demonstrated that the language variety used in these noisy and reverberant settings is similar to that of individuals with hearing impairments. This paper reports similarities between the syntactic structures and pragmatic strategies used by hearing impaired children and normally hearing children in noisy contexts. [Work supported by Peter Wall Institute for Advanced Studies, University of British Columbia.

Classification of Normal and Apoptotic Cells from Fluorescence Microscopy Images Using Generalized Polynomial Chaos and Level Set Function.

Science.gov (United States)

Du, Yuncheng; Budman, Hector M; Duever, Thomas A

2016-06-01

Accurate automated quantitative analysis of living cells based on fluorescence microscopy images can be very useful for fast evaluation of experimental outcomes and cell culture protocols. In this work, an algorithm is developed for fast differentiation of normal and apoptotic viable Chinese hamster ovary (CHO) cells. For effective segmentation of cell images, a stochastic segmentation algorithm is developed by combining a generalized polynomial chaos expansion with a level set function-based segmentation algorithm. This approach provides a probabilistic description of the segmented cellular regions along the boundary, from which it is possible to calculate morphological changes related to apoptosis, i.e., the curvature and length of a cell's boundary. These features are then used as inputs to a support vector machine (SVM) classifier that is trained to distinguish between normal and apoptotic viable states of CHO cell images. The use of morphological features obtained from the stochastic level set segmentation of cell images in combination with the trained SVM classifier is more efficient in terms of differentiation accuracy as compared with the original deterministic level set method.

Just in Time to Flip Your Classroom

OpenAIRE

Lasry, Nathaniel; Dugdale, Michael; Charles, Elizabeth

2013-01-01

With advocates like Sal Khan and Bill Gates, flipped classrooms are attracting an increasing amount of media and research attention. 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). To ...

Breaking Classroom Silences: A View from Linguistic Ethnography

Science.gov (United States)

Rampton, Ben; Charalambous, Constadina

2016-01-01

This paper addresses potentially problematic classroom episodes in which someone foregrounds a social division that is normally taken for granted. It illustrates the way in which linguistic ethnography can unpack the layered processes that collide in the breaking of silence, showing how linguistic form and practice, individual positioning, local…

A case study of epistemic order in mathematics classroom dialogue

Directory of Open Access Journals (Sweden)

Kenneth Ruthven

2016-09-01

Full Text Available We define epistemic order as the way in which the exchange and development of knowledge takes place in the classroom, breaking this down into a system of three components: epistemic initiative relating to who sets the agenda in classroom dialogue, and how; epistemic appraisal relating to who judges contributions to classroom dialogue, and how; and epistemic framing relating to the terms in which development and exchange of knowledge are represented, particularly in reflexive talk. These components are operationalised in terms of various types of structural and semantic analysis of dialogue. It is shown that a lesson segment displays a multi-layered epistemic order differing from that of conventional classroom recitation.

A Comparison of Self-Monitoring with and without Reinforcement to Improve On-Task Classroom Behavior

Science.gov (United States)

Davis, Tonya N.; Dacus, Sharon; Bankhead, Jenna; Haupert, Megan; Fuentes, Lisa; Zoch, Tamara; Kang, Soyeon; Attai, Shanna; Lang, Russell

2014-01-01

In this study we analyzed the effects of a self-monitoring and self-monitoring plus reinforcement intervention on classroom behavior. A typically-developing high school student demonstrating difficulty staying on-task during classroom instruction was observed in three classroom settings associated with high levels of off-task behavior. During…

Social distance and behavioral attributes of developmentally handicapped and normal children.

Science.gov (United States)

Sherman, L W; Burgess, D E

1985-12-01

20 behavioral attributes predicting social distance were examined among 101 junior high school students in six classrooms. The sample included 8 developmentally handicapped students, of whom at least one of each was mainstreamed into each classroom. Subjects were predominantly white, middle-class, suburban midwesterners. A sociometric nomination measure was used to obtain behavioral attribute profiles of the students which were then used to predict a psychometric measure of social distance. Handicapped students were not more socially distant than their normal peers. Factor analysis of the 20 behavioral attributes yielded four factors, three of which were significant predictors of classroom social distance, accounting for better than half the variance in social distance. These were described as Incompetent/Unassertive, Positive/Active/Assertive, and Passive/Unassertive. Social rejection in mainstreamed classrooms is more a function of perceived behavioral attributes than the label developmentally handicapped.

The physical placement of classroom technology and its influences on educational practices

NARCIS (Netherlands)

Tondeur, J.; de Bruyne, E.; van den Driessche, M.; McKenney, Susan; Zandvliet, D.

2015-01-01

The purpose of this study was to gain deeper insights into how technology restructures the classroom as a spatial setting and how the positioning of these technologies can be associated with educational practices. The research includes a photographic and schematic representation of 115 classrooms in

The physical placement of classroom technology and its influences on educational practices

NARCIS (Netherlands)

Tondeur, Jo; De Bruyne, Ellen; Van den Driessche, Maarten; McKenney, Susan; Zandvliet, David

2016-01-01

The purpose of this study was to gain deeper insights into how technology restructures the classroom as a spatial setting and how the positioning of these technologies can be associated with educational practices. The research includes a photographic and schematic representation of 115 classrooms

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…

Supporting students' strategic competence: a case of a sixth-grade mathematics classroom

Science.gov (United States)

Özdemir, İ. Elif Yetkin; Pape, Stephen J.

2012-06-01

Mathematics education research has documented several classroom practices that might influence student self-regulation. We know little, however, about the ways these classroom practices could be structured in real classroom settings. In this exploratory case study, we purposefully selected a sixth-grade mathematics teacher who had participated in a professional development program focussed on NCTM standards and SRL in the mathematics classroom for extensive classroom observation. The purpose was to explore how and to what extend she structured classroom practices to support strategic competence in her students. Four features of classroom practices were found as evidence for how strategic competence was potentially supported in this classroom: (a) allowing autonomy and shared responsibility during the early stages of learning, (b) focusing on student understanding, (c) creating contexts for students to learn about strategic learning and to exercise strategic behaviour, and (d) helping students to personalise strategies by recognising their ideas and strategic behaviours.

A Systematic Replication Comparing Interteaching and Lecture in the Community College Classroom

Science.gov (United States)

Felderman, Theresa A.

2016-01-01

Researchers demonstrated the effectiveness of interteaching relative to lecture in 4-year university classrooms, but exploration in other settings is deficient. This systematic replication examines the extent to which interteaching leads to increased exam scores compared to traditional lecture in the community college classroom. Participants in…

Use of visual CO2 feedback as a retrofit solution for improving classroom air quality.

Science.gov (United States)

Wargocki, P; Da Silva, N A F

2015-02-01

Carbon dioxide (CO2 ) sensors that provide a visual indication were installed in classrooms during normal school operation. During 2-week periods, teachers and students were instructed to open the windows in response to the visual CO2 feedback in 1 week and open them, as they would normally do, without visual feedback, in the other week. In the heating season, two pairs of classrooms were monitored, one pair naturally and the other pair mechanically ventilated. In the cooling season, two pairs of naturally ventilated classrooms were monitored, one pair with split cooling in operation and the other pair with no cooling. Classrooms were matched by grade. Providing visual CO2 feedback reduced CO2 levels, as more windows were opened in this condition. This increased energy use for heating and reduced the cooling requirement in summertime. Split cooling reduced the frequency of window opening only when no visual CO2 feedback was present. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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.

Enhancing Social Behavior of Children with Autism in an Inclusive Classroom

Science.gov (United States)

Rovira, Alexandra

2014-01-01

Though laws relating to including children on the autism spectrum and general education in public school settings are in place, inclusion of students is still not a widespread practice in all elementary classrooms. This study examines the social needs of children with autism and in an inclusive classroom. Children with autism are often placed in…

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.

An Effective Approach to Developing Function-Based Interventions in Early Childhood Classrooms

Science.gov (United States)

Wood, Brenna K.; Ferro, Jolenea B.

2014-01-01

Due to the unique features of early childhood classrooms, teachers routinely modify the social and physical environment to support children with mild to moderate challenges. Yet despite their access to behavioral consultants, school-based prekindergarten programs are more likely to expel young children from their classroom settings compared with…

Flipped Classrooms: A Review of Key Ideas and Recommendations for Practice

Science.gov (United States)

DeLozier, Sarah J.; Rhodes, Matthew G.

2017-01-01

Flipped classrooms refer to the practice of assigning lectures outside of class and devoting class time to a variety of learning activities. In this review, we discuss the range of approaches to the flipped classroom and focus on activities frequently used in these settings. Amongst these, we examine both out-of-class activities (e.g., video…

Evaluation of the flipped classroom approach in a veterinary professional skills course

Directory of Open Access Journals (Sweden)

Moffett J

2014-11-01

Full Text Available Jenny Moffett,1 Aileen C Mill2 1Ross University School of Veterinary Medicine, West Farm, St Kitts, West Indies; 2Modelling Suite, School of Biology, Newcastle University, Newcastle upon Tyne, UK Background: The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. Methods: This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM] and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]. The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24 nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal–Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. Results: A total of 133 IVM students and 64 VPF I students (n=197 agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0

Transcriptional differences between normal and glioma-derived glial progenitor cells identify a core set of dysregulated genes.

Science.gov (United States)

Auvergne, Romane M; Sim, Fraser J; Wang, Su; Chandler-Militello, Devin; Burch, Jaclyn; Al Fanek, Yazan; Davis, Danielle; Benraiss, Abdellatif; Walter, Kevin; Achanta, Pragathi; Johnson, Mahlon; Quinones-Hinojosa, Alfredo; Natesan, Sridaran; Ford, Heide L; Goldman, Steven A

2013-06-27

Glial progenitor cells (GPCs) are a potential source of malignant gliomas. We used A2B5-based sorting to extract tumorigenic GPCs from human gliomas spanning World Health Organization grades II-IV. Messenger RNA profiling identified a cohort of genes that distinguished A2B5+ glioma tumor progenitor cells (TPCs) from A2B5+ GPCs isolated from normal white matter. A core set of genes and pathways was substantially dysregulated in A2B5+ TPCs, which included the transcription factor SIX1 and its principal cofactors, EYA1 and DACH2. Small hairpin RNAi silencing of SIX1 inhibited the expansion of glioma TPCs in vitro and in vivo, suggesting a critical and unrecognized role of the SIX1-EYA1-DACH2 system in glioma genesis or progression. By comparing the expression patterns of glioma TPCs with those of normal GPCs, we have identified a discrete set of pathways by which glial tumorigenesis may be better understood and more specifically targeted. Copyright © 2013 The Authors. Published by Elsevier Inc. All rights reserved.

When Social Identities Collide: Commentary on "Gender in the Management Education Classroom"

Science.gov (United States)

Patton, Eric

2010-01-01

This commentary to "Gender in the Management Education Classroom" (Bilimoria, O'Neil, Hopkins, & Murphy, 2010) employs social identity and self-categorization theory to analyze the incident described in the article. In any MBA classroom, students are dealing with multiple group memberships. Similar to workplace settings, when the focus is on…

Relations of Classroom Structures and Teacher Behaviors to Social Orientation, Self-Esteem, and Classroom Climate Among Anglo American and Mexican American Children.

Science.gov (United States)

Gumbiner, Jann; And Others

Two social trends are affecting the way in which children--particularly those of different ethnic groups--become socialized: children are spending less time with parents and more in day care centers and schools, and desegregation alters normal patterns of peer relationships. Since classroom behavior is affected by antecedent social behaviors, a…

Classroom performance of children with cochlear implants in mainstream education.

NARCIS (Netherlands)

Damen, G.W.J.A.; Oever-Goltstein, M.H. van den; Langereis, M.C.; Chute, P.M.; Mylanus, E.A.M.

2006-01-01

OBJECTIVES: We compared classroom performance of children with a cochlear implant (CI) with that of their normal-hearing peers in mainstream education. METHODS: Thirty-two CI children in mainstream education, congenitally or prelingually deaf, participated in this study, as did 37 hearing

The Physical Placement of Classroom Technology and Its Influences on Educational Practices

Science.gov (United States)

Tondeur, J.; De Bruyne, E.; Van Den Driessche, M.; McKenney, S.; Zandvliet, D.

2015-01-01

The purpose of this study was to gain deeper insights into how technology restructures the classroom as a spatial setting and how the positioning of these technologies can be associated with educational practices. The research includes a photographic and schematic representation of 115 classrooms in 12 primary schools in Belgium, resulting in a…

Sociology of the Prison Classroom: Marginalized Identities and Sociological Imaginations behind Bars

Science.gov (United States)

Parrotta, Kylie L.; Thompson, Gretchen H.

2011-01-01

The authors use sociology of the college classroom to analyze their experiences as feminists teaching sociology courses in the "unconventional setting" of prison. Reflective writing was used to chronicle experiences in the classes. They apply the concepts of doing gender, interaction order, and emotion work to the prison classroom. Based on their…

Toward the virtual classroom

Energy Technology Data Exchange (ETDEWEB)

Pihlman, M.; Dirks, D.H.

1990-01-03

The Lawrence Livermore National Laboratory (LLNL) encourages its employees to remotely attend classes given by Stanford University, University of California at Davis, and the National Technological University (NTU). To improve the quality of education for LLNL employees, we are cooperating with Stanford University in upgrading the Stanford Instructional Television Network (SITN). A dedicated high-speed communication link (Tl) between Stanford and LLNL will be used for enhanced services such as videoconferencing, real time classnotes distribution, and electronic distribution of homework assignments. The new network will also allow students to take classes from their offices with the ability to ask the professor questions via an automatically dialed telephone call. As part of this upgrade, we have also proposed a new videoconferencing based classroom environment where students taking remote classes would feel as though they are attending the live class. All paperwork would be available in near real time and students may converse normally with, and see, other remote students as though they were all in the same physical location. We call this the Virtual Classroom.'' 1 ref., 6 figs.

Flipped Classroom versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity

Science.gov (United States)

Mattis, Kristina V.

2015-01-01

Flipped classrooms are an instructional technology trend mostly incorporated in higher education settings, with growing prominence in high school and middle school (Tucker in Leveraging the power of technology to create student-centered classrooms. Corwin, Thousand Oaks, 2012). Flipped classrooms are meant to effectively combine traditional and…

Teaching Astronomy Classes and Labs in a Smart Classroom

Science.gov (United States)

Gugliucci, Nicole E.

2017-01-01

Saint Anselm College is a small liberal arts college in New Hampshire with an enrollment of approximately 1900 students. All students are required to take one science course with a laboratory component. Introduction to Astronomy is now being offered in regular rotation in the Department of Physics, taking advantage of the new "smart" classrooms with the technology and set up to encourage active learning. These classrooms seat 25 students and feature 5 "pods," each with their own screen that can be hooked up to a student computer or one of the iPads available to the professor. I will present how these classrooms are used for Introduction to Astronomy and related courses under development for active learning. Since the class requires a laboratory component and New Hampshire weather is notably unpredictable, the smart classroom offers an alternative using freely available computer simulations to allow for an alternative indoor laboratory experience.

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.

Evaluation of the Utility of a Discrete-Trial Functional Analysis in Early Intervention Classrooms

Science.gov (United States)

Kodak, Tiffany; Fisher, Wayne W.; Paden, Amber; Dickes, Nitasha

2013-01-01

We evaluated a discrete-trial functional analysis implemented by regular classroom staff in a classroom setting. The results suggest that the discrete-trial functional analysis identified a social function for each participant and may require fewer staff than standard functional analysis procedures.

Nature works best when allowed to run its course. The experience of midwives promoting normal births in a home birth setting.

Science.gov (United States)

Aune, Ingvild; Hoston, Mari A; Kolshus, Nora J; Larsen, Christel E G

2017-07-01

to gain a deeper understanding of how midwives promote a normal birth in a home birth setting in Norway. a qualitative approach was chosen for data collection. In-depth interviews were conducted with nine midwives working in a home birth setting in different areas in Norway. The transcribed interviews were analysed with the help of systematic text condensation. the analysis generated two main themes: «The midwife's fundamental beliefs» and «Working in line with one's ideology». The midwives had a fundamental belief that childbirth is a normal event that women are able to manage. It is important that this attitude is transferred to the woman in order for her to believe in her own ability to give birth. The midwives in the study were able to work according to their ideology when promoting a normal birth at home. To avoid disturbing the natural birth process was described as an important factor. Also crucial was to approach the work in a patient manner. Staying at home in a safe environment and establishing a close relationship with the midwife also contributed positively to a normal birth. the midwife's attitude is important when trying to promote a normal birth. Patience was seen as essential to avoid interventions. Being in a safe environment with a familiar midwife provides a good foundation for a normal birth. The attitude of the midwives towards normal childbirth ought to be more emphasised, also in the context of maternity wards. Copyright © 2017 Elsevier Ltd. All rights reserved.

Flipped Higher Education Classroom: An Application in Environmental Education Course in Primary Education

Science.gov (United States)

Yilmaz, Özkan

2017-01-01

Usage of technology in educational settings is becoming a standard for 21st century's learners. Flipped classroom presents an entirely new learning environment based on technology for students, thus requiring different research for establishing effective learning and teaching. This paper aimed to explore usability of flipped classroom in higher…

The implementation of flipped classroom model in CIE in the environment of non-target language

Science.gov (United States)

Xiao, Renfei; Mustofa, Ali; Zhang, Fang; Su, Xiaoxue

2018-01-01

This paper sets a theoretical framework that it’s both feasible and indispensable of flipping classroom in Chinese International Education (CIE) in the non-target language environments. There are mainly three sections included: 1) what is flipped classroom and why it becomes inevitable existence; 2) why should we flip the classroom in CIE environments, especially in non-target language environments; 3) take Pusat Bahasa Mandarin Universitas Negeri Surabaya as an instance to discuss the application of flipped classroom in non-target language environments.

Action methods in the classroom: creative strategies for nursing education.

Science.gov (United States)

McLaughlin, Dorcas E; Freed, Patricia E; Tadych, Rita A

2006-01-01

Nursing education recognizes the need for a framework of experiential learning that supports the development of professional roles. Action methods, originated by Jacob L. Moreno (1953), can be readily adapted to any nursing classroom to create the conditions under which students learn and practice professional nursing roles. While nurse faculty can learn to use action methods, they may not fully comprehend their theoretical underpinnings or may believe they are only used in therapy. This article explores Moreno's ideas related to psychodrama and sociodrama applied in classroom settings, and presents many examples and tips for classroom teachers who wish to incorporate action methods into their classes.

An investigation into participation in classroom dialogue in mainland China

Directory of Open Access Journals (Sweden)

Yu Song

2015-12-01

Full Text Available Classroom dialogue is commonly used in teaching and learning, and viewed as in terms of helping students to think critically and understand knowledge better. Thus, educators and scholars call on active participation in classroom dialogue. However, students in mainland China are traditionally viewed as less talkative in class. In this study, I aimed to investigate how Chinese students in secondary school normally participate in classroom dialogue. I designed an instrument for measuring students’ participation, and my research yielded initial evidence for its reliability and validity. The findings indicated that most students generally talked less and the teachers took the lead in initiating dialogue. Accuracy was used as the main criterion for evaluating whether students made a good contribution in class. A positive change was that students developed their reasoning through participating in dialogue.

Preparation of student teachers for multicultural classrooms

DEFF Research Database (Denmark)

Petersen, Karen Bjerg

2017-01-01

indicate that teachers are in need of professional training to better prepare them for working in multicultural and multilingual classroom settings. The aim of this article is to briefly investigate how curriculum in the 2013 reform of Danish teacher education suggests that student teachers address...

The role of assessment infrastructures in crafting project-based science classrooms

Science.gov (United States)

D'Amico, Laura Marie

In project-based science teaching, teachers engage students in the practice of conducting meaningful investigations and explanations of natural phenomena, often in collaboration with fellow students or adults. Reformers suggest that this approach can provide students with more profitable learning experiences; but for many teachers, a shift to such instruction can be difficult to manage. As some reform-minded teachers have discovered, classroom assessment can serve as a vital tool for meeting the challenges associated with project science activity. In this research, classroom assessment was viewed as an infrastructure that both students and teachers rely upon as a mediational tool for classroom activity and communications. The study explored the classroom assessment infrastructures created by three teachers involved in the Learning through Collaborative Visualization (CoVis) Project from 1993--94 to 1995--96. Each of the three teachers under study either created a new course or radically reformulated an old one in an effort to incorporate project-based science pedagogy and supporting technologies. Data in the form of interviews, classroom observations, surveys, student work, and teacher records was collected. From these data, an interpretive case study was developed for each course and its accompanying assessment infrastructure. A set of cross-case analyses was also constructed, based upon common themes that emerged from all three cases. These themes included: the assessment challenges based on the nature of project activity, the role of technology in the teachers' assessment infrastructure designs, and the influence of the wider assessment infrastructure on their course and assessment designs. In combination, the case studies and cross-case analyses describe the synergistic relationship between the design of pedagogical reforms and classroom assessment infrastructures, as well as the effectiveness of all three assessment designs. This work contributes to research

A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting

Directory of Open Access Journals (Sweden)

Jenna Mendelson

2016-01-01

Full Text Available Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD. This study was a pilot investigation of a classroom-based music-based intervention, Voices Together®, for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: “long-term” (15 weeks beginning in January 2015 (Time 1, n=14 or “short-term” (7 weeks beginning 7 weeks later in February (Time 2, n=17. Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program. Both groups demonstrated increases in verbal responses over time; however, only the long-term group demonstrated significant within-group increases. Preliminary findings suggest that music therapy delivered in a classroom in 45-minute weekly sessions for 15 weeks can promote improvements in verbal responsiveness among individuals with autism and other developmental disabilities. Findings warrant further investigation into the efficacy of classroom-based music therapy programs.

A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting.

Science.gov (United States)

Mendelson, Jenna; White, Yasmine; Hans, Laura; Adebari, Richard; Schmid, Lorrie; Riggsbee, Jan; Goldsmith, Ali; Ozler, Burcu; Buehne, Kristen; Jones, Sarah; Shapleton, Jennifer; Dawson, Geraldine

2016-01-01

Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together® , for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: "long-term" (15 weeks beginning in January 2015 (Time 1), n = 14) or "short-term" (7 weeks beginning 7 weeks later in February (Time 2), n = 17). Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program. Both groups demonstrated increases in verbal responses over time; however, only the long-term group demonstrated significant within-group increases. Preliminary findings suggest that music therapy delivered in a classroom in 45-minute weekly sessions for 15 weeks can promote improvements in verbal responsiveness among individuals with autism and other developmental disabilities. Findings warrant further investigation into the efficacy of classroom-based music therapy programs.

The Attributes of an Effective Teacher Differ between the Classroom and the Clinical Setting

Science.gov (United States)

Haws, Jolene; Rannelli, Luke; Schaefer, Jeffrey P.; Zarnke, Kelly; Coderre, Sylvain; Ravani, Pietro; McLaughlin, Kevin

2016-01-01

Most training programs use learners' subjective ratings of their teachers as the primary measure of teaching effectiveness. In a recent study we found that preclinical medical students' ratings of classroom teachers were associated with perceived charisma and physical attractiveness of the teacher, but not intellect. Here we explored whether the…

Ingroup/Outgroup Attitudes and Group Evaluations: The Role of Competition in British Classroom Settings

Directory of Open Access Journals (Sweden)

Virginia L. Lam

2016-01-01

Full Text Available Children’s intergroup bias is one of the consequences of their readiness to categorise people into ingroups and outgroups, even when groups are assigned arbitrarily. The present study examined the influence of intergroup competition on children’s ingroup and outgroup attitudes developed within the minimal-group setting in British classrooms. One hundred and twelve children in two age groups (6-7- and 9-10-year-olds were assessed on classification skills and self-esteem before being allocated to one of two colour “teams.” In the experimental condition, children were told that the teams would have a competition after two weeks and teachers made regular use of these teams to organise activities. In the control condition, where no competition ensued, teachers did not refer to “teams.” Then children completed trait attributions to their own-team (ingroup and other-team (outgroup members and group evaluations. It was found that children developed positive ingroup bias across conditions, but outgroup negative bias was shown only by 6-7-year-olds in the experimental condition, particularly if they lost the competition, where they evaluated their team more critically. Better classification skills were associated with less negativity towards the outgroup in the experimental condition. Findings are discussed in relation to relevant theoretical premises and particulars of the intergroup context.

Optimizing acoustical conditions for speech intelligibility in classrooms

Science.gov (United States)

Yang, Wonyoung

High speech intelligibility is imperative in classrooms where verbal communication is critical. However, the optimal acoustical conditions to achieve a high degree of speech intelligibility have previously been investigated with inconsistent results, and practical room-acoustical solutions to optimize the acoustical conditions for speech intelligibility have not been developed. This experimental study validated auralization for speech-intelligibility testing, investigated the optimal reverberation for speech intelligibility for both normal and hearing-impaired listeners using more realistic room-acoustical models, and proposed an optimal sound-control design for speech intelligibility based on the findings. The auralization technique was used to perform subjective speech-intelligibility tests. The validation study, comparing auralization results with those of real classroom speech-intelligibility tests, found that if the room to be auralized is not very absorptive or noisy, speech-intelligibility tests using auralization are valid. The speech-intelligibility tests were done in two different auralized sound fields---approximately diffuse and non-diffuse---using the Modified Rhyme Test and both normal and hearing-impaired listeners. A hybrid room-acoustical prediction program was used throughout the work, and it and a 1/8 scale-model classroom were used to evaluate the effects of ceiling barriers and reflectors. For both subject groups, in approximately diffuse sound fields, when the speech source was closer to the listener than the noise source, the optimal reverberation time was zero. When the noise source was closer to the listener than the speech source, the optimal reverberation time was 0.4 s (with another peak at 0.0 s) with relative output power levels of the speech and noise sources SNS = 5 dB, and 0.8 s with SNS = 0 dB. In non-diffuse sound fields, when the noise source was between the speaker and the listener, the optimal reverberation time was 0.6 s with

Pervasive technology in the classroom

DEFF Research Database (Denmark)

Larsen, Lasse Juel; Majgaard, Gunver

2010-01-01

This paper discusses learning potentials of pervasive technology when used in the classroom setting. Explicitly this paper uses the research and development project “Octopus” as its point of departure and as the foundation for reflections on how learning takes place in intelligent contexts. We...... propose that pervasive and tangible media like the Octopus reshapes learning not only by utilizing the body as the epicenter for experiences, but also by changing the traditional temporal and vertical learning design (vertical refers to temporal gab between learned knowledge and applied knowledge......) normally associated with the traditional school system. Initial analyses on the research project “Octopus” indicate that the temporal and vertical learning patterns are replaced by spatial and simultaneous learning design. We suggest that this change signals a fundamental approach and at the same time...

Teachers' Sensemaking about Implementation of an Innovative Science Curriculum Across the Settings of Professional Development and Classroom Enactment

Science.gov (United States)

de los Santos, Xeng

Designing professional development that effectively supports teachers in learning new and often challenging practices remains a dilemma for teacher educators. Within the context of current reform efforts in science education, such as the Next Generation Science Standards, teacher educators are faced with managing the dilemma of how to support a large number of teachers in learning new practices while also considering factors such as time, cost, and effectiveness. Implementation of educative, reform-aligned curricula is one way to reach many teachers at once. However, one question is whether large-scale curriculum implementation can effectively support teachers in learning and sustaining new teaching practices. To address this dilemma, this study used a comparative, multiple case study design to investigate how secondary science teachers engaged in sensemaking about implementation of an innovative science curriculum across the settings of professional development and classroom enactment. In using the concept of sensemaking from organizational theory, I focused specifically on how teachers' roles in social organizations influenced their decisions to implement the curriculum in particular ways, with differing outcomes for their own learning and students' engagement in three-dimensional learning. My research questions explored: (1) patterns in teachers' occasions of sensemaking, including critical noticing of interactions among themselves, the curriculum, and their students; (2) how teachers' social commitments to different communities influenced their sensemaking; and, (3) how sustained sensemaking over time could facilitate teacher learning of rigorous and responsive science teaching practices. In privileging teachers' experiences in the classroom using the curriculum with their students, I used data generated primarily from teacher interviews with their case study coaches about implementation over the course of one school year. Secondary sources of data included

The use of bicycle workstations to increase physical activity in secondary classrooms

Directory of Open Access Journals (Sweden)

Alicia Fedewa

2017-11-01

Full Text Available Background To date, the majority of interventions have implemented classroom-based physical activity (PA at the elementary level; however, there is both the potential and need to explore student outcomes at high-school level as well, given that very few studies have incorporated classroom-based PA interventions for adolescents. One exception has been the use of bicycle workstations within secondary classrooms. Using bicycle workstations in lieu of traditional chairs in a high school setting shows promise for enhancing adolescents’ physical activity during the school day. Participants and procedure The present study explored the effects of integrating bicycle workstations into a secondary classroom setting for four months in a sample of 115 adolescents using an A-B-A-B withdrawal design. The study took place in one Advanced Placement English classroom across five groups of students. Physical activity outcomes included average heart rate, and caloric expenditure. Behavioural outcomes included percentage of on-task/off-task behaviour and number of teacher prompts in redirecting off-task behaviour. Feasibility and acceptability data of using the bicycle workstations were also collected. Results Findings showed significant improvements in physical activity as measured by heart rate and caloric expenditure, although heart rate percentage remained in the low intensity range when students were on the bicycle workstations. No effects were found on students’ on-task behaviour when using the bicycle workstations. Overall, students found the bikes acceptable to use but noted disadvantages of them as well. Conclusions Using bicycle workstations in high-school settings appears promising for enhancing low-intensity physical activity among adolescents. The limitations of the present study and implications for physical activity interventions in secondary schools are discussed.

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…

A Survey of the Music Integration Practices of North Dakota Elementary Classroom Teachers

Science.gov (United States)

O'Keefe, KariJo; Dearden, Katherine Norman; West, Robert

2016-01-01

The purpose of this study was to identify and describe the nature of North Dakota elementary classroom teachers' (NDECT) music integration in the general classroom. The majority of NDECTs integrated music with: the subjects of Language Arts (62.01%), Mathematics (55.00%), and Physical Education (50.89%); the settings of Group Work Time (64.29%),…

Bilingual Identity Negotiation in Practice: Teacher Pedagogy and Classroom Interaction in a Bilingual Programme

Science.gov (United States)

Fielding, Ruth

2016-01-01

This paper discusses how teachers in a bilingual education programme see their pedagogies and interactions influencing student connection to the languages of the bilingual programme. The teacher perception of the classroom is explored because the classroom is one of the principal settings in which the students negotiate their bilingual identities.…

Teacher-Student Development in Mathematics Classrooms: Interrelated Zones of Free Movement and Promoted Actions

Science.gov (United States)

Hussain, Mohammed Abdul; Monaghan, John; Threlfall, John

2013-01-01

This paper applies and extends Valsiner's "zone theory" (zones of free movement and promoted actions) through an examination of an intervention to establish inquiry communities in primary mathematics classrooms. Valsiner's zone theory, in a classroom setting, views students' freedom of choice of action and thought as mediated by the teacher. The…

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…

Classroom processes and positive youth development: conceptualizing, measuring, and improving the capacity of interactions between teachers and students.

Science.gov (United States)

Pianta, Robert C; Hamre, Bridget K

2009-01-01

The National Research Council's (NRC) statement and description of features of settings that have value for positive youth development have been of great importance in shifting discourse toward creating programs that capitalize on youth motivations toward competence and connections with others. This assets-based approach to promote development is consistent with the Classroom Assessment Scoring System (CLASS) framework for measuring and improving the quality of teacher-student interactions in classroom settings. This chapter highlights the similarities between the CLASS and NRC systems and describes the CLASS as a tool for standardized measurement and improvement of classrooms and their effects on children. It argues that the next important steps to be taken in extending the CLASS and NRC frameworks involve reengineering assessments of teacher and classroom quality and professional development around observations of teachers' performance. This might include using observations in policies regarding teacher quality or a "highly effective teacher" that may emanate from the reauthorization of No Child Left Behind and moving away from a course or workshop mode of professional development to one that ties supports directly to teachers' practices in classroom settings.

Increasing On-Task Behavior in Students in a Regular Classroom: Effectiveness of a Self-Management Procedure Using a Tactile Prompt

Science.gov (United States)

Moore, Dennis W.; Anderson, Angelika; Glassenbury, Michele; Lang, Russell; Didden, Robert

2013-01-01

Self-management strategies have been shown to be widely effective. However, limited classroom-based research exists involving low performing but developmentally normal high school-aged participants. This study examined the effectiveness of a self-management strategy aimed at increasing on-task behavior in general education classrooms with students…

Assessment in the Private Studio Setting: Supporting Student Learning, Providing Effective Instruction, and Building Faculty-Student Interaction

Science.gov (United States)

Laubenthal, Jennifer

2018-01-01

A significant amount of literature exists about how to design and implement an effective assessment process for students in a music program, specifically in the classroom setting. This article suggests a framework for incorporating individualized assessment in the private-lesson setting based on effective classroom assessment practices. Many…

The Potential of General Classroom Observation: Turkish EFL Teachers' Perceptions, Sentiments, and Readiness for Action

Science.gov (United States)

Merç, Ali

2015-01-01

The purpose of this study was to determine Turkish EFL teachers' attitudes towards classroom observation. 204 teachers from different school settings responded to an online questionnaire. Data were analyzed according to three types of attitudes towards classroom observation: perceptions, sentiments, and readiness for action. The findings revealed…

The attitudes of classroom teacher candidates towards physical education lesson

Directory of Open Access Journals (Sweden)

Gönül Tekkurşun Demir

2017-12-01

Full Text Available Aim: It is aimed to determine the attitudes of the 2nd, 3rd, and 4th grade classroom teacher candidates towards the physical education lesson according to various variables. Material and Methods: For the current study, the screening method, one of the quantitative research models, was used. The research consists of 2nd, 3rd, and 4th grade, totally164 university students, 106 (%64,6 females, 58 (%35,4 males, attending Uşak University, Classroom Teaching Program in 2016-2017 academic year. The first-grade students were not included in this research, because the physical education and play teaching lessons are given to classroom student candidates in the second-grade at Uşak University, Classroom Teaching Program. “Personal information form" and “Physical Education Lesson Attitude Scale for Classroom Teacher Candidates" were used as data collection tools. Before analysis, the data were evaluated using the values of Skewness and Skewness (normal distribution of the data and Levene (equality of variance tests. In the analysis of the data; frequency, arithmetic mean, standard deviation; t-test, ANOVA and Pearson Correlation test were used. Results: When examined the total score of the teacher candidates obtained from Physical Education Lesson Attitude Scale for Classroom Teacher Candidates and age variable by the Pearson Moment Correlation analysis, it was found that there was a statistically significant negative relationship between the received scores at low level. It was determined that the attitudes of the classroom teacher candidates towards the physical education lessons did not show any significant difference according to the gender variable, but there was a significant difference when examined their class levels. While no significant difference was found in the attitudes of the classroom teacher candidates, who played and did not play sports in their past life, towards physical education lessons, no significant difference was found

Effective Classroom Management and Instruction: An Exploration of Models. Executive Summary of Final Report.

Science.gov (United States)

Evertson, Carolyn M.; And Others

A summary is presented of the final report, "Effective Classroom Management and Instruction: An Exploration of Models." The final report presents a set of linked investigations of the effects of training teachers in effective classroom management practices in a series of school-based workshops. Four purposes were addressed by the study: (1) to…

Peer Popularity and Peer Communication Patterns: Hyperactive versus Active but Normal Boys.

Science.gov (United States)

King, Cheryl A.; Young, Richard David

1981-01-01

Classroom peer perceptions of 18 teacher-nominated hyperactive and 18 teacher-nominated active but normal elementary school-age boys were compared. Results indicated that hyperactives were significantly different from actives on all sociometric measures in that they were perceived more negatively. (Author/SB)

The Place of "Culture" in the College English Classroom

Science.gov (United States)

Xu, Qing

2009-01-01

In response to the contrast between the instructional focus of the classroom practice and the actual communicative requirements of campus setting, this paper points out the constructive suggestions for the cultivation of culture awareness in college English education.

The Reliability and Structure of the Classroom Assessment Scoring System in German Pre-Schools

Science.gov (United States)

Stuck, Andrea; Kammermeyer, Gisela; Roux, Susanna

2016-01-01

This study examined the reliability and structure of the Classroom Assessment Scoring System (CLASS; Pianta, R. C., K. M. La Paro, and B. K. Hamre. 2008. "Classroom Assessment Scoring System. Manual Pre-K." Baltimore, MD: Brookes) and the quality of interactional processes in a German pre-school setting, drawing on a sample of 390…

Reduction of Classroom Noise Levels Using Group Contingencies

Science.gov (United States)

Ring, Brandon M.; Sigurdsson, Sigurdur O.; Eubanks, Sean L.; Silverman, Kenneth

2014-01-01

The therapeutic workplace is an employment-based abstinence reinforcement intervention for unemployed drug users where trainees receive on-the-job employment skills training in a classroom setting. The study is an extension of prior therapeutic workplace research, which suggested that trainees frequently violated noise standards. Participants…

Assessing students in community settings: the role of peer evaluation

NARCIS (Netherlands)

H.G. Schmidt (Henk); D.H.J.M. Dolmans (Diana); A.A. Abdel-Hameed (Ahmed); M.E.M. Mohi Eldin (Magzoub)

1998-01-01

textabstractThe assessment of students in community settings faces unique difficulties. Since students are usually posted in small groups in different community settings and since the learning (largely) takes place outside the classroom, assessing student performance becomes an intrinsically complex

Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

Science.gov (United States)

Jeong, Jin Su; González-Gómez, David; Cañada-Cañada, Florentina

2016-10-01

Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students' perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students' perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80 % of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students' emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students' perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.

The use of computer simulations in whole-class versus small-group settings

Science.gov (United States)

Smetana, Lara Kathleen

This study explored the use of computer simulations in a whole-class as compared to small-group setting. Specific consideration was given to the nature and impact of classroom conversations and interactions when computer simulations were incorporated into a high school chemistry course. This investigation fills a need for qualitative research that focuses on the social dimensions of actual classrooms. Participants included a novice chemistry teacher experienced in the use of educational technologies and two honors chemistry classes. The study was conducted in a rural school in the south-Atlantic United States at the end of the fall 2007 semester. The study took place during one instructional unit on atomic structure. Data collection allowed for triangulation of evidence from a variety of sources approximately 24 hours of video- and audio-taped classroom observations, supplemented with the researcher's field notes and analytic journal; miscellaneous classroom artifacts such as class notes, worksheets, and assignments; open-ended pre- and post-assessments; student exit interviews; teacher entrance, exit and informal interviews. Four web-based simulations were used, three of which were from the ExploreLearning collection. Assessments were analyzed using descriptive statistics and classroom observations, artifacts and interviews were analyzed using Erickson's (1986) guidelines for analytic induction. Conversational analysis was guided by methods outlined by Erickson (1982). Findings indicated (a) the teacher effectively incorporated simulations in both settings (b) students in both groups significantly improved their understanding of the chemistry concepts (c) there was no statistically significant difference between groups' achievement (d) there was more frequent exploratory talk in the whole-class group (e) there were more frequent and meaningful teacher-student interactions in the whole-class group (f) additional learning experiences not measured on the assessment

Flipped Classroom with Problem Based Activities: Exploring Self-Regulated Learning in a Programming Language Course

Science.gov (United States)

Çakiroglu, Ünal; Öztürk, Mücahit

2017-01-01

This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students'…

A Case Study of the Flipped Classroom in a Korean University General English Course

Science.gov (United States)

Choe, Erika; Seong, Myeong-Hee

2016-01-01

Research has proven the effectiveness of Flipped Classrooms (FC) for a variety of settings. However, more exploration needs to be done in regards to how FC can be used effectively in foreign language classrooms. The purpose of this study was to 1) explore student perceptions of FC in a Korean university general English course and 2) provide…

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

Science.gov (United States)

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.

RADIOMETRIC NORMALIZATION OF LARGE AIRBORNE IMAGE DATA SETS ACQUIRED BY DIFFERENT SENSOR TYPES

Directory of Open Access Journals (Sweden)

S. Gehrke

2016-06-01

Full Text Available Generating seamless mosaics of aerial images is a particularly challenging task when the mosaic comprises a large number of im-ages, collected over longer periods of time and with different sensors under varying imaging conditions. Such large mosaics typically consist of very heterogeneous image data, both spatially (different terrain types and atmosphere and temporally (unstable atmo-spheric properties and even changes in land coverage. We present a new radiometric normalization or, respectively, radiometric aerial triangulation approach that takes advantage of our knowledge about each sensor’s properties. The current implementation supports medium and large format airborne imaging sensors of the Leica Geosystems family, namely the ADS line-scanner as well as DMC and RCD frame sensors. A hierarchical modelling – with parameters for the overall mosaic, the sensor type, different flight sessions, strips and individual images – allows for adaptation to each sensor’s geometric and radiometric properties. Additional parameters at different hierarchy levels can compensate radiome-tric differences of various origins to compensate for shortcomings of the preceding radiometric sensor calibration as well as BRDF and atmospheric corrections. The final, relative normalization is based on radiometric tie points in overlapping images, absolute radiometric control points and image statistics. It is computed in a global least squares adjustment for the entire mosaic by altering each image’s histogram using a location-dependent mathematical model. This model involves contrast and brightness corrections at radiometric fix points with bilinear interpolation for corrections in-between. The distribution of the radiometry fixes is adaptive to each image and generally increases with image size, hence enabling optimal local adaptation even for very long image strips as typi-cally captured by a line-scanner sensor. The normalization approach is implemented in

Strategies for Teachers to Manage Stuttering in the Classroom: A Call for Research.

Science.gov (United States)

Davidow, Jason H; Zaroogian, Lisa; Garcia-Barrera, Mauricio A

2016-10-01

This clinical focus article highlights the need for future research involving ways to assist children who stutter in the classroom. The 4 most commonly recommended strategies for teachers were found via searches of electronic databases and personal libraries of the authors. The peer-reviewed evidence for each recommendation was subsequently located and detailed. There are varying amounts of evidence for the 4 recommended teacher strategies outside of the classroom, but there are no data for 2 of the strategies, and minimal data for the others, in a classroom setting. That is, there is virtually no evidence regarding whether or not the actions put forth influence, for example, stuttering frequency, stuttering severity, participation, or the social, emotional, and cognitive components of stuttering in the classroom. There is a need for researchers and speech-language pathologists in the schools to study the outcomes of teacher strategies in the classroom for children who stutter.

Flipped classroom improves student learning in health professions education: a meta-analysis.

Science.gov (United States)

Hew, Khe Foon; Lo, Chung Kwan

2018-03-15

The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the COMPREHENSIVE META-ANALYSIS software. A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.

Promoting Active Learning in Technology-Infused TILE Classrooms at the University of Iowa

Directory of Open Access Journals (Sweden)

Sam Van Horne

2012-06-01

Full Text Available In this case study, the authors describe the successful implementation of technology-infused TILE classrooms at the University of Iowa. A successful collaboration among campus units devoted to instructional technologies and teacher development, the TILE Initiative has provided instructors with a new set of tools to support active learning. The authors detail the implementation of the TILE classrooms, the process of training instructors to design effective instruction for these classrooms, and an assessment project that helps improve the process of ensuring faculty can successfully facilitate learning activities in a technology-infused learning environment.

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

Science.gov (United States)

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…

The role of the teacher in classroom peer relations

NARCIS (Netherlands)

Hendrickx, M.M.H.G.

2017-01-01

The classroom is a fundamentally social setting, which can foster students’ learning but can also seriously hamper students’ functioning in school. Positive relationships with the teacher and peers are essential for students’ social and academic adjustment. To connect these two social agents, this

Design of Seat Search System in the Classroom Based on Wireless Sensor Networks

Directory of Open Access Journals (Sweden)

Jia Yu chen

2018-01-01

Full Text Available The purpose of this design is intended to statistics and publishes free seats information in classroom timely to students, and then save students’ time to looking for classroom. The system uses wireless sensor networks to monitor classroom vacancies. It consists of classroom monitoring system and information transmission system. The classroom monitoring system consists of a coordinator node for remote wireless communication and two collection nodes for local communications in the classroom, and that three nodes are star-connected. The tasks of the coordinator node are to collect information from the collection nodes and display and transmission. Set up two collection nodes for collecting information of the number who inter the classroom. The devices for counting include two units, signal acquisition unit is constituted with pyroelectric infrared sensor which contains RE200B probe and conditioning circuit, and the control unit is constituted with CC2530 for signal processing. LCD screen is used to real-time display in coordinator node for counting the number of coming in or out the classroom. Users who enter the teaching building check which classroom have seats available. The manner of local communication is using ZIGBEE. The entire system uses sensor technology and mobile network communication technology to achieve real-time acquisition and release of information. The ability to identify and stability of the experimental system currently implemented are strong.

Use of visual CO₂ feedback as a retrofit solution for improving classroom air quality

DEFF Research Database (Denmark)

Wargocki, Pawel; Da Silva, Nuno Alexandre Faria

2015-01-01

Carbon dioxide (CO2) sensors that provide a visual indication were installed in classrooms during normal school operation. During 2-week periods, teachers and students were instructed to open the windows in response to the visual CO2 feedback in 1week and open them, as they would normally do, wit...

An integrative review of in-class activities that enable active learning in college science classroom settings

Science.gov (United States)

Arthurs, Leilani A.; Kreager, Bailey Zo

2017-10-01

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about 'active learning' in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified in-class activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept 'active learning' and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses.

Children's perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach.

Science.gov (United States)

Brock, Laura L; Nishida, Tracy K; Chiong, Cynthia; Grimm, Kevin J; Rimm-Kaufman, Sara E

2008-04-01

This study examines the contribution of the Responsive Classroom (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between children's perceptions of the classroom and social and academic outcomes over time? (b) What is the contribution of teacher's use of RC practices to children's perceptions and social and academic outcomes? (c) Do children's perceptions of the classroom mediate the relation between RC teacher practices and child outcomes? Cross-lagged autoregressive structural equation models were used to analyze teacher and child-report questionnaire data, along with standardized test scores collected over 3 years from a sample of 520 children in grades 3-5. Results indicate a significant positive relation between RC teacher practices and child perceptions and outcomes over time. Further, children's perceptions partially mediated the relation between RC teacher practices and social competence. However, the models did not demonstrate that child perceptions mediated the relation between RC practices and achievement outcomes. Results are explained in terms of the contribution of teacher practices to children's perceptions and student performance.

Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors

Science.gov (United States)

Hodgson, Theodore R.; Cunningham, Abby; McGee, Daniel; Kinne, Lenore J.; Murphy, Teri J.

2017-01-01

There is a growing evidence that flipped classrooms are associated with increased levels of student engagement, as compared to engagement in "traditional" settings. Much of this research, however, occurs in post-secondary classrooms and is based upon self-reported engagement data. This study seeks to extend existing flipped classroom…

Kissing Brides and Loving Hot Vampires: Children's Construction and Perpetuation of Heteronormativity in Elementary School Classrooms

Science.gov (United States)

Ryan, Caitlin L.

2016-01-01

This paper explores notions of (hetero)sexuality circulating in elementary school classrooms through an analysis of students' own talk and interactions. Data collected during a multi-site ethnography in a diverse set of elementary schools demonstrate that while curricular silences and teachers contribute to heteronormative classroom environments,…

Experiences of registered nurses who supervise international nursing students in the clinical and classroom setting: an integrative literature review.

Science.gov (United States)

Newton, Louise; Pront, Leeanne; Giles, Tracey M

2016-06-01

To examine the literature reporting the experiences and perceptions of registered nurses who supervise international nursing students in the clinical and classroom setting. Nursing education relies on clinical experts to supervise students during classroom and clinical education, and the quality of that supervision has a significant impact on student development and learning. Global migration and internationalisation of nursing education have led to increasing numbers of registered nurses supervising international nursing students. However, a paucity of relevant literature limits our understanding of these experiences. An integrative literature review. Comprehensive database searches of CINAHL, Informit, PubMed, Journals@Ovid, Findit@flinders and Medline were undertaken. Screening of 179 articles resulted in 10 included for review. Appraisal and analysis using Whittemore and Knafl's (Journal of Advanced Nursing, 52, 2005, 546) five stage integrative review recommendations was undertaken. This review highlighted some unique challenges for registered nurses supervising international nursing students. Identified issues were, a heightened sense of responsibility, additional pastoral care challenges, considerable time investments, communication challenges and cultural differences between teaching and learning styles. It is possible that these unique challenges could be minimised by implementing role preparation programmes specific to international nursing student supervision. Further research is needed to provide an in-depth exploration of current levels of preparation and support to make recommendations for future practice, education and policy development. An awareness of the specific cultural learning needs of international nursing students is an important first step to the provision of culturally competent supervision for this cohort of students. There is an urgent need for education and role preparation for all registered nurses supervising international nursing

Re-Setting Music Education's "Default Settings"

Science.gov (United States)

Regelski, Thomas A.

2013-01-01

This paper explores the effects and problems of one highly influential default setting of the "normal style template" of music education and proposes some alternatives. These do not require abandoning all traditional templates for school music. But re-setting the default settings does depend on reconsidering the promised function of…

Instructional strategies in science classrooms of specialized secondary schools for the gifted

Science.gov (United States)

Poland, Donna Lorraine

This study examined the extent to which science teachers in Academic Year Governor's Schools were adhering to the national standards for suggested science instruction and providing an appropriate learning environment for gifted learners. The study asked 13 directors, 54 instructors of advanced science courses, and 1190 students of advanced science courses in 13 Academic Year Governor's Schools in Virginia to respond to researcher-developed surveys and to participate in classroom observations. The surveys and classroom observations collected demographic data as well as instructors' and students' perceptions of the use of various instructional strategies related to national science reform and gifted education recommendations. Chi-square analyses were used to ascertain significant differences between instructors' and students' perceptions. Findings indicated that instructors of advanced science classes in secondary schools for the gifted are implementing nationally recognized gifted education and science education instructional strategies with less frequency than desired. Both students and instructors concur that these strategies are being implemented in the classroom setting, and both concur as to the frequency with which the implementation occurs. There was no significant difference between instructors' and students' perceptions of the frequency of implementation of instructional strategies. Unfortunately, there was not a single strategy that students and teachers felt was being implemented on a weekly or daily basis across 90% of the sampled classrooms. Staff development in gifted education was found to be minimal as an ongoing practice. While this study offers some insights into the frequency of strategy usage, the study needs more classroom observations to support findings; an area of needed future research. While this study was conducted at the secondary level, research into instructional practices at the middle school and elementary school gifted science

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

Science.gov (United States)

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…

An Examination of Classroom Social Environment on Motivation and Engagement of College Early Entrant Honors Students

Science.gov (United States)

Maddox, Richard S.

2010-01-01

This study set out to examine the relationships between the classroom social environment, motivation, engagement and achievement of a group of early entrant Honors students at a large urban university. Prior research on the classroom environment, motivation, engagement and high ability students was examined, leading to the assumption that the…

Effect of a Specialized Classroom Counseling Intervention on Increasing Self-Efficacy among First-Grade Rural Students

Science.gov (United States)

Bardhoshi, Gerta; Duncan, Kelly; Erford, Bradley T.

2018-01-01

This preliminary research examined the effectiveness of a classroom counseling intervention on student self-efficacy development. Five first-grade classrooms in a rural school with high rates of economic disparity were randomly assigned to either a set of 12 specialized lessons emphasizing self-efficacy or lessons from the existing core…

Effect of normalization methods on the performance of supervised learning algorithms applied to HTSeq-FPKM-UQ data sets: 7SK RNA expression as a predictor of survival in patients with colon adenocarcinoma.

Science.gov (United States)

Shahriyari, Leili

2017-11-03

One of the main challenges in machine learning (ML) is choosing an appropriate normalization method. Here, we examine the effect of various normalization methods on analyzing FPKM upper quartile (FPKM-UQ) RNA sequencing data sets. We collect the HTSeq-FPKM-UQ files of patients with colon adenocarcinoma from TCGA-COAD project. We compare three most common normalization methods: scaling, standardizing using z-score and vector normalization by visualizing the normalized data set and evaluating the performance of 12 supervised learning algorithms on the normalized data set. Additionally, for each of these normalization methods, we use two different normalization strategies: normalizing samples (files) or normalizing features (genes). Regardless of normalization methods, a support vector machine (SVM) model with the radial basis function kernel had the maximum accuracy (78%) in predicting the vital status of the patients. However, the fitting time of SVM depended on the normalization methods, and it reached its minimum fitting time when files were normalized to the unit length. Furthermore, among all 12 learning algorithms and 6 different normalization techniques, the Bernoulli naive Bayes model after standardizing files had the best performance in terms of maximizing the accuracy as well as minimizing the fitting time. We also investigated the effect of dimensionality reduction methods on the performance of the supervised ML algorithms. Reducing the dimension of the data set did not increase the maximum accuracy of 78%. However, it leaded to discovery of the 7SK RNA gene expression as a predictor of survival in patients with colon adenocarcinoma with accuracy of 78%. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Observing Classroom Practice

Science.gov (United States)

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…

NITARP: Bridging the Gap Between the Traditional Science Classroom and Authentic Research

Science.gov (United States)

Stalnaker, Olivia K.; Evans, Sam; Rutherford, Thomas; Taylor, John; Rebull, Luisa

2018-01-01

In this poster, the differences between what occurs in the traditional secondary science classroom and what happens in the actual research world is examined. Secondary classroom teachers generally have limited, if any, research experience beyond what is presented through their undergraduate college lab coursework. A disparity exists between classroom laboratory work and professional research. Opportunities like NITARP provide research elements that bridge this gap. NITARP teams are in a unique situation, joining a small team working alongside Caltech researchers on cutting edge investigations in astrophysics. In this poster it is shown how the NITARP program provides key components and experiences to expand the skill sets that teachers bring to their classrooms, bridging the gap between the typical secondary classroom and the world of the professional researcher. The NASA/IPAC program immerses participating teachers into a year-long training experience via online and face-to-face learning that translates into enhanced instruction at the secondary level. This work was made possible through the NASA/IPAC Teacher Archive Research Program (NITARP) and was funded by NASA Astrophysics Data Program.

Integrating movement in academic classrooms: understanding, applying and advancing the knowledge base.

Science.gov (United States)

Webster, C A; Russ, L; Vazou, S; Goh, T L; Erwin, H

2015-08-01

In the context of comprehensive and coordinated approaches to school health, academic classrooms have gained attention as a promising setting for increasing physical activity and reducing sedentary time among children. The aims of this paper are to review the rationale and knowledge base related to movement integration in academic classrooms, consider the practical applications of current knowledge to interventions and teacher education, and suggest directions for future research. Specifically, this paper (i) situates movement integration amid policy and research related to children's health and the school as a health-promoting environment; (ii) highlights the benefits of movement integration; (iii) summarizes movement integration programs and interventions; (iv) examines factors associated with classroom teachers' movement integration; (v) offers strategies for translating research to practice and (vi) forwards recommendations for future inquiry related to the effectiveness and sustainability of efforts to integrate movement into classroom routines. This paper provides a comprehensive resource for developing state-of-the-art initiatives to maximize children's movement in academic classrooms as a key strategy for important goals in both education and public health. © 2015 World Obesity.

Quantifying ADHD classroom inattentiveness, its moderators, and variability: a meta-analytic review.

Science.gov (United States)

Kofler, Michael J; Rapport, Mark D; Alderson, R Matt

2008-01-01

Most classroom observation studies have documented significant deficiencies in the classroom attention of children with attention-deficit/hyperactivity disorder (ADHD) compared to their typically developing peers. The magnitude of these differences, however, varies considerably and may be influenced by contextual, sampling, diagnostic, and observational differences. Meta-analysis of 23 between-group classroom observation studies using weighted regression, publication bias, goodness of fit, best case, and original metric analyses. Across studies, a large effect size (ES = .73) was found prior to consideration of potential moderators. Weighted regression, best case, and original metric estimation indicate that this effect may be an underestimation of the classroom visual attention deficits of children with ADHD. Several methodological factors-classroom environment, sample characteristics, diagnostic procedures, and observational coding schema-differentially affect observed rates of classroom attentive behavior for children with ADHD and typically developing children. After accounting for these factors, children with ADHD were on-task approximately 75% of the time compared to 88% for their classroom peers (ES = 1.40). Children with ADHD were also more variable in their attentive behavior across studies. The present study confirmed that children with ADHD exhibit deficient and more variable visual attending to required stimuli in classroom settings and provided an aggregate estimation of the magnitude of these deficits at the group level. It also demonstrated the impact of situational, sampling, diagnostic, and observational variables on observed rates of on-task behavior.

Students’ Perceived Effectiveness of Educational Technologies and Motivation in Smart Classroom

Directory of Open Access Journals (Sweden)

Willard Van De Bogart

2016-11-01

Full Text Available The smart classroom incorporates many different types of IT hardware including tablet computers, interactive white boards, work stations and many other integrated uses of these IT technologies which are used for instructional purposes. Conducted with 40 students majoring in Communicative Arts who participated in a technology-supported learning environment, this study investigated the perceived effectiveness of technologies, learner motivation, participation and learning outcome in the smart classroom. Research findings show that the students’ perceived effectiveness of educational technologies was at a high level while their learning motivation was at a moderate level. In addition, a positive relationship was found between students’ learning outcome and participation, but motivation and perceived effectiveness of technologies in the smart classroom were not related to their learning outcome. Responses from open-ended questions can be used to support the acceptance of the new learning environment since the use of various media equipment by first time users allows for the exploration and the presentation of ideas not achieved in a traditional classroom setting. It can be concluded that learning in a technology-supported environment like the smart classroom can foster a more inquisitive approach.

Attentional Processing and Teacher Ratings in Hyperactive, Learning Disabled and Normal Boys.

Science.gov (United States)

Brown, Ronald T.; Wynne, Martha Ellen

Sustained attention and inhibitory control of 15 nonhyperactive, learning disabled (LD) boys, 15 hyperactive but not LD boys, and 15 normal boys (11-12 years old) were studied, on teacher ratings of impulse control in the classroom and testing results. Coming to attention, decision making, sustained attention, and attention-concentration were…

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

Science.gov (United States)

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…

Classroom climate in Serbia: The perspective of primary school teachers

Directory of Open Access Journals (Sweden)

Ševkušić Slavica

2014-01-01

Full Text Available The goal of this research is to gain insight into the classroom climate in schools in Serbia from the perspective of teachers. To realize this goal, we set up two research questions: (1 How do teachers assess the importance of certain aspects of the classroom climate and their own engagement in creating favourable climate, and (2 which factors determine the quality of classroom climate. We considered four dimensions of classroom climate: equality in communication, social relationships between students, respect for students’ feelings and the organizing group work. The sample consisted of primary school teachers in Serbia (N=1441, who completed a questionnaire made for our research needs. The results of factor analysis confirmed the initial assumption that the selected dimensions are related in terms of their belonging to the same construct and sufficiently different to be considered as selfcontained. The obtained results show that teachers in Serbia highly value the importance of all researched aspects of the classroom climate and believe that they are engaged to a large extent in creating a positive classroom climate. Also, it was shown that teachers’ gender and the teaching level are the most important determinants of classroom climate quality. Bearing in mind the limitations of the applied instrument it is concluded that the results should be considered with caution and that future research should include students’ perspective, direct class observation and qualitative methods to gain a more objective and more comprehensive understanding of the classroom climate. [Projekat Ministarstva nauke Republike Srbije, br. 179034: From encouraging initiative, cooperation and creativity in education to new roles and identities in society i br. 47008: Improving the quality and accessibility of education in modernization processes in Serbia

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.

Multimodal Literacy Practices in the Indigenous Sámi Classroom: Children Navigating in a Complex Multilingual Setting

Science.gov (United States)

Pietikäinen, Sari; Pitkänen-Huhta, Anne

2013-01-01

This article explores multimodal literacy practices in a transforming multilingual context of an indigenous and endangered Sámi language classroom. Looking at literacy practices as embedded in a complex and shifting terrain of language ideologies, language norms, and individual experiences and attitudes, we examined how multilingual Sámi children…

Challenge Activities for the Physical Education Classroom: Considerations

Science.gov (United States)

McKenzie, Emily; Tapps, Tyler; Fink, Kevin; Symonds, Matthew L.

2018-01-01

The purpose of this article is to provide physical education teachers with the tools to develop and implement challenge course-like activities in their physical education classes. The article also covers environmental considerations for teachers who have the desire to create a challenge-based classroom setting in order to reach a wider and more…

Five Ideas for 21st Century Math Classrooms

Science.gov (United States)

Gasser, Kenneth W.

2011-01-01

This article draws on the 21st Century Skills Movement and the successful teaching practices of Asian schools in order to provide five suggestions that secondary math teachers can incorporate into their classrooms in order to promote the skill set necessary for an ever-changing global economy. Problem-based instruction, student-led solutions, risk…

Flipping the classroom to teach Millennial residents medical leadership: a proof of concept.

Science.gov (United States)

Lucardie, Alicia T; Berkenbosch, Lizanne; van den Berg, Jochem; Busari, Jamiu O

2017-01-01

The ongoing changes in health care delivery have resulted in the reform of educational content and methods of training in postgraduate medical leadership education. Health care law and medical errors are domains in medical leadership where medical residents desire training. However, the potential value of the flipped classroom as a pedagogical tool for leadership training within postgraduate medical education has not been fully explored. Therefore, we designed a learning module for this purpose and made use of the flipped classroom model to deliver the training. The flipped classroom model reverses the order of learning: basic concepts are learned individually outside of class so that more time is spent applying knowledge to discussions and practical scenarios during class. Advantages include high levels of interaction, optimal utilization of student and expert time and direct application to the practice setting. Disadvantages include the need for high levels of self-motivation and time constraints within the clinical setting. Educational needs and expectations vary within various generations and call for novel teaching modalities. Hence, the choice of instructional methods should be driven not only by their intrinsic values but also by their alignment with the learners' preference. The flipped classroom model is an educational modality that resonates with Millennial students. It helps them to progress quickly beyond the mere understanding of theory to higher order cognitive skills such as evaluation and application of knowledge in practice. Hence, the successful application of this model would allow the translation of highly theoretical topics to the practice setting within postgraduate medical education.

Predicting Language Teachers' Classroom Management Orientations on the Basis of Their Computer Attitude and Demographic Characteristics

Science.gov (United States)

Jalali, Sara; Panahzade, Vahid

2014-01-01

The advent of modern technologies has had a remarkable role in revolutionizing the classroom setting. It is, therefore, incumbent on teachers to utilize strategies for effective managing of the change. The aim of the present study was to find out English as a Foreign Language (EFL) teachers' beliefs regarding classroom management. In so doing, 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.

How to see the classroom through the eyes of a teacher: Consistency between perceptions on diversity and differentiation practices

NARCIS (Netherlands)

Civitillo, S.; Denessen, E.J.P.G.; Molenaar, I.

2016-01-01

Nowadays, teachers must deal, as never before, with diversity in classrooms. Differentiation practices help teachers to address this diversity in an inclusive setting. However, teachers' perceptions about classroom heterogeneity are fundamental to examine whether they are competent to screen their

Banzhuren and Classrooming: Democracy in the Chinese Classroom

Science.gov (United States)

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…

From Acceptance to Rejection: Food Contamination in the Classroom.

Science.gov (United States)

Rajecki, D. W.

1989-01-01

Describes a classroom exercise to explain design and measurement principles in methodology and statistics courses. This demonstration which involves measurement of a shift from food acceptance to food rejection produces meaningful data sets. The realism of the exercise gives students a view of problems that emerge in research. (KO)

An evaluation of teaching methods in the introductory physics classroom

Science.gov (United States)

Savage, Lauren Michelle Williams

The introductory physics mechanics course at the University of North Carolina at Charlotte has a history of relatively high DFW rates. In 2011, the course was redesigned from the traditional lecture format to the inverted classroom format (flipped). This format inverts the classroom by introducing material in a video assigned as homework while the instructor conducts problem solving activities and guides discussions during the regular meetings. This format focuses on student-centered learning and is more interactive and engaging. To evaluate the effectiveness of the new method, final exam data over the past 10 years was mined and the pass rates examined. A normalization condition was developed to evaluate semesters equally. The two teaching methods were compared using a grade distribution across multiple semesters. Students in the inverted class outperformed those in the traditional class: "A"s increased by 22% and "B"s increased by 38%. The final exam pass rate increased by 12% under the inverted classroom approach. The same analysis was used to compare the written and online final exam formats. Surprisingly, no students scored "A"s on the online final. However, the percent of "B"s increased by 136%. Combining documented best practices from a literature review with personal observations of student performance and attitudes from first hand classroom experience as a teaching assistant in both teaching methods, reasons are given to support the continued use of the inverted classroom approach as well as the online final. Finally, specific recommendations are given to improve the course structure where weaknesses have been identified.

Student perceptions of a simulation-based flipped classroom for the surgery clerkship: A mixed-methods study.

Science.gov (United States)

Liebert, Cara A; Mazer, Laura; Bereknyei Merrell, Sylvia; Lin, Dana T; Lau, James N

2016-09-01

The flipped classroom, a blended learning paradigm that uses pre-session online videos reinforced with interactive sessions, has been proposed as an alternative to traditional lectures. This article investigates medical students' perceptions of a simulation-based, flipped classroom for the surgery clerkship and suggests best practices for implementation in this setting. A prospective cohort of students (n = 89), who were enrolled in the surgery clerkship during a 1-year period, was taught via a simulation-based, flipped classroom approach. Students completed an anonymous, end-of-clerkship survey regarding their perceptions of the curriculum. Quantitative analysis of Likert responses and qualitative analysis of narrative responses were performed. Students' perceptions of the curriculum were positive, with 90% rating it excellent or outstanding. The majority reported the curriculum should be continued (95%) and applied to other clerkships (84%). The component received most favorably by the students was the simulation-based skill sessions. Students rated the effectiveness of the Khan Academy-style videos the highest compared with other video formats (P flipped classroom in the surgery clerkship were overwhelmingly positive. The flipped classroom approach can be applied successfully in a surgery clerkship setting and may offer additional benefits compared with traditional lecture-based curricula. Copyright © 2016 Elsevier Inc. All rights reserved.

MULTIPLE ACCESS POINTS WITHIN THE ONLINE CLASSROOM: WHERE STUDENTS LOOK FOR INFORMATION

Directory of Open Access Journals (Sweden)

John STEELE

2017-01-01

Full Text Available The purpose of this study is to examine the impact of information placement within the confines of the online classroom architecture. Also reviewed was the impact of other variables such as course design, teaching presence and student patterns in looking for information. The sample population included students from a major online university in their first year course sequence. Students were tasked with completing a survey at the end of the course, indicating their preference for accessing information within the online classroom. The qualitative data indicated that student preference is to receive information from multiple access points and sources within the online classroom architecture. Students also expressed a desire to have information delivered through the usage of technology such as email and text messaging. In addition to receiving information from multiple sources, the qualitative data indicated students were satisfied overall, with the current ways in which they received and accessed information within the online classroom setting. Major findings suggest that instructors teaching within the online classroom should have multiple data access points within the classroom architecture. Furthermore, instructors should use a variety of communication venues to enhance the ability for students to access and receive information pertinent to the course.

The influence of a Classroom Model of Scientific Scholarship on Four Girls' Trajectories of Identification with Science

Science.gov (United States)

Cook, Melissa Sunshine

This study examines the teacher's role in shaping the identity construction resources available in a classroom and the ways in which individual students take up, modify, and appropriate those resources to construct themselves as scientists through interaction with their teacher and peers. Drawing on frameworks of identity construction and social positioning, I propose that the locally-negotiated classroom-level cultural model of what it means to be a "good" science student forms the arena in which students construct a sense of their own competence at, affiliation with, and interest in science. The setting for this study was a 6th grade science class at a progressive urban elementary school whose population roughly represents the ethnic and socioeconomic diversity of the state of California. The teacher was an experienced science and math teacher interested in social justice and inquiry teaching. Drawing from naturalistic observations, video and artifact analysis, survey data, and repeated interviews with students and the teacher, I demonstrated what it meant to be a "good" science student in this particular cultural community by analyzing what was required, reinforced, and rewarded in this classroom. Next, I traced the influence of this particular classroom's conception of what it meant to be good at science on the trajectories of identification with science of four 6th grade girls selected to represent a variety of stances towards science, levels of classroom participation, and personal backgrounds. Scientific scholarship in this class had two parts: values related to science as a discipline, and a more generic set of school-related values one might see in any classroom. Different meanings of and values for science were indexed in the everyday activities of the classroom: science as a language for describing the natural world, science as a set of rhetorical values, science as an adult social community, and science as a place for mess and explosions. Among school

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…

The Impact of Every Classroom, Every Day on High School Student Achievement: Results from a School-Randomized Trial

Science.gov (United States)

Early, Diane M.; Berg, Juliette K.; Alicea, Stacey; Si, Yajuan; Aber, J. Lawrence; Ryan, Richard M.; Deci, Edward L.

2016-01-01

Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and…

Collaborative Action Research as a Tool for Generating Formative Feedback on Teachers' Classroom Assessment Practice: The KREST Project

Science.gov (United States)

Harrison, Christine

2013-01-01

This paper sets out to explore science teachers' classroom assessment practices and outlines some of the tensions and synergies in changing assessment practices. It describes episodes from a collaborative action research project with science teachers designed to support the strengthening of classroom assessment practices--the King's Researching…

Exploration of optical classroom teaching by network platform

Science.gov (United States)

Jiao, Zheng; Ma, Kun

2017-08-01

The investigation shows that the difficulties students encounter in the course of optics are mainly due to the abstraction of the content of the optical course, and the problem that the description of the physical phenomenon and process is difficult to show in the classroom teaching. We consider to integrate information technology with classroom teaching. Teachers can set up course websites and create more teaching resources, such as videos of experimental processes, design of simulated optical paths, mock demonstration of optical phenomena, and so on. Teachers can use the courseware to link the resources of the website platform, and display the related resources to the students. After class, students are also able to learn through the website, which is helpful to their study.

Exploring the classroom: Teaching science in early childhood

Directory of Open Access Journals (Sweden)

Peter J.N. DEJONCKHEERE

2016-06-01

Full Text Available This study tested and integrated the effects of an inquiry-based didactic method for preschool science in a real practical classroom setting. Four preschool classrooms participated in the experiment (N= 57 and the children were 4–6 years old. In order to assess children’s attention for causal events and their understanding at the level of scientific reasoning skills, we designed a simple task in which a need for information gain was created. Compared to controls, children in the post-test showed significant learning gains in the development of the so-called control of variables strategy. Indeed, they executed more informative and less uninformative explorations during their spontaneous play. Furthermore, the importance of such programmes was discussed in the field of STEM education.

Using GeoMapApp in the Classroom

Science.gov (United States)

Goodwillie, A. M.

2017-12-01

The GeoMapApp tool has been updated with enhanced functionality that is useful in the classroom. Hosted as a service of the IEDA Facility at Columbia University, GeoMapApp (http://www.geomapapp.org) is a free resource that integrates a wide range of research-grade geoscience data in one intuitive map-based interface. It includes earthquake and volcano data, geological maps, plate tectonic data sets, and a high-resolution topography/bathymetry base map. Users can also import and analyse their own data files. Layering and transparency capabilities allow users to compare multiple data sets at once. The GeoMapApp interface presents data in its proper geospatial context, helping students more easily gain insight and understanding from the data. Simple tools for data manipulation allow students to analyse the data in different ways such as generating profiles and producing visualisations for reports. The new Save Session capability is designed to assist in the classroom: The educator saves a pre-loaded state of GeoMapApp. When shared with the class, the saved session file allows students to open GeoMapApp with exactly the same data sets loaded and the same display parameters chosen thus freeing up valuable time in which students can explore the data. In this presentation, activities related to plate tectonics will be highlighted. One activity helps students investigate plate boundaries by exploring earthquake and volcano locations. Another requires students to calculate the rate of seafloor spreading using crustal age data in various ocean basins. A third uses the GeoMapApp layering technique to explore the influence of geological forces in shaping the landscape. Educators report that using GeoMapApp in the classroom lowers the barriers to data accessibility for students; fosters an increased sense of data "ownership" - GeoMapApp presents the same data in the same tool used by researchers; allows engagement with authentic geoscience data; promotes STEM skills and

Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement.

Science.gov (United States)

Kim, Ha Yeon; Cappella, Elise

2016-03-01

Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools. © Society for Community Research and Action 2016.

Effects of Caffeine on Classroom Behavior, Sustained Attention, and a Memory Task in Preschool Children.

Science.gov (United States)

Baer, Ruth A.

1987-01-01

The investigation of the effect of normative amounts of caffeine on the behavior of six normal kindergarten children found that caffeine exerted only small and inconsistent effects on such classroom behaviors as time off-task and gross motor activity. (Author/DB)

Educational leadership: benefits of stepping outside the classroom.

Science.gov (United States)

Pressley, Thomas A

2017-09-01

Although most educators have their greatest impact in the classroom, the increased need for diverse learning activities has created new opportunities for leadership. Moreover, many Tenure and Promotion Committees are finding that it is no longer sufficient to consider only lecture hours when evaluating a faculty member's contributions to the teaching mission of an institution. Accordingly, the career path for an educator in a college or professional school is evolving. A newly recruited faculty member may start out with traditional classroom responsibilities, but activities other than lecture, such as flipped classrooms, online resources, and peer-to-peer teaching, may be quickly added to the mix. As faculty members gain experience, they often progress to positions of curriculum design or program review within an institution. Similarly, there is a need for administrators who have participated in a variety of learning activities, and schools frequently recruit for these positions from faculty with such exposure. Many senior faculty members leverage this expertise to regional or national levels by authoring textbooks and online materials or serving on advisory boards, review committees, and governance in professional societies and funding agencies. Excelling in these leadership opportunities can have a profound effect on the success of promotion and tenure applications, and they reward a skill set that extends beyond the teaching and organization needed in the classroom. Copyright © 2017 the American Physiological Society.

Analysis of teacher relations with teaching in classroom with prospects to be inclusive.

Directory of Open Access Journals (Sweden)

Angela Meneghello Passos

2015-12-01

Full Text Available This article presents a proposal for the analysis of teaching relationships in the classroom with prospects of being inclusive, having as theoretical support an instrument called 3x3 matrix. This matrix enables us to understand the actions of the teacher in the classroom based on the relationship with knowledge, teaching and learning in epistemic, personal and social dimensions. The main question that guided this research was: What teacher relationships is possible to see in a classroom with prospects of being inclusive? The methodological procedures were based on discursive textual analysis. Among other, results provided by this research are: the evidence that there is an increase in teaching tasks in the classroom with prospects to be inclusive; the need to expand the 3x3 matrix to accommodate the new teacher relations; and that the presence of the student with disabilities changes the classroom setting and stimulates the concern of the teacher with learning leading him to pay attention to the social dimension of the relationship with knowledge.

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…

Short proofs of strong normalization

OpenAIRE

Wojdyga, Aleksander

2008-01-01

This paper presents simple, syntactic strong normalization proofs for the simply-typed lambda-calculus and the polymorphic lambda-calculus (system F) with the full set of logical connectives, and all the permutative reductions. The normalization proofs use translations of terms and types to systems, for which strong normalization property is known.

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

Science.gov (United States)

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.

Research on Motivation in Educational Settings: Implications for Hearing-Impaired Students.

Science.gov (United States)

Stinson, Michael

Part of a collection of papers commissioned by Foundations (a project designed to determine the career development needs of deaf postsecondary students), the paper reviews research on student motivation. The first section addresses research on normally hearing students in classrooms with different motivational orientations. Advantages and…

Detection of On-Chip Generated Weak Microwave Radiation Using Superconducting Normal-Metal SET

Directory of Open Access Journals (Sweden)

Behdad Jalali-Jafari

2016-01-01

Full Text Available The present work addresses quantum interaction phenomena of microwave radiation with a single-electron tunneling system. For this study, an integrated circuit is implemented, combining on the same chip a Josephson junction (Al/AlO x /Al oscillator and a single-electron transistor (SET with the superconducting island (Al and normal-conducting leads (AuPd. The transistor is demonstrated to operate as a very sensitive photon detector, sensing down to a few tens of photons per second in the microwave frequency range around f ∼ 100 GHz. On the other hand, the Josephson oscillator, realized as a two-junction SQUID and coupled to the detector via a coplanar transmission line (Al, is shown to provide a tunable source of microwave radiation: controllable variations in power or in frequency were accompanied by significant changes in the detector output, when applying magnetic flux or adjusting the voltage across the SQUID, respectively. It was also shown that the effect of substrate-mediated phonons, generated by our microwave source, on the detector output was negligibly small.

Periscope: Looking into Learning in Best-Practices Physics Classrooms

Science.gov (United States)

Scherr, Rachel E.; Goertzen, Renee Michelle

2018-02-01

Periscope is a set of lessons to support learning assistants, teaching assistants, and faculty in learning to notice and interpret classroom events the way an accomplished teacher does. Periscope lessons are centered on video episodes from a variety of best-practices university physics classrooms. By observing, discussing, and reflecting on teaching situations similar to their own, instructors practice applying lessons learned about teaching to actual teaching situations and develop their pedagogical content knowledge. Instructors also get a view of other institutions' transformed courses, which can support and expand the vision of their own instructional improvement and support the transfer of course developments among faculty. Periscope is available for free to educators at http://physport.org/periscope.

Note Taking in Multi-Media Settings

Science.gov (United States)

Black, Kelly; Yao, Guangming

2014-01-01

We provide a preliminary exploration into the use of note taking when combined with video examples. Student volunteers were divided into three groups and asked to perform two problems. The first problem was explored in a classroom setting and the other problem was a novel problem. The students were asked to complete the two questions. Furthermore,…

MEDITATION IN THE ENGLISH LANGUAGE CLASSROOM

OpenAIRE

Pegan, Tjaša

2016-01-01

The practical action research study in this diploma thesis, Meditation in the English Language Classroom, was performed as a mini-experiment which was initially set up to explore meditation and assess its potential and use in education. Regarding English as a foreign language, language learning combined visual and auditory information, and it was based on visual and verbal memory. One of the objectives in the theoretical part was to find a ‘universal formula’ which could help bring meditation...

Learning to Stand: The Acceptability and Feasibility of Introducing Standing Desks into College Classrooms

Directory of Open Access Journals (Sweden)

Roberto M. Benzo

2016-08-01

Full Text Available Prolonged sedentary behavior is an independent risk factor for multiple negative health outcomes. Evidence supports introducing standing desks into K-12 classrooms and work settings to reduce sitting time, but no studies have been conducted in the college classroom environment. The present study explored the acceptability and feasibility of introducing standing desks in college classrooms. A total of 993 students and 149 instructors completed a single online needs assessment survey. This cross-sectional study was conducted during the fall semester of 2015 at a large Midwestern University. The large majority of students (95% reported they would prefer the option to stand in class. Most students (82.7% reported they currently sit during their entire class time. Most students (76.6% and instructors (86.6% reported being in favor of introducing standing desks into college classrooms. More than half of students and instructors predicted having access to standing desks in class would improve student’s “physical health”, “attention”, and “restlessness”. Collectively, these findings support the acceptability of introducing standing desks in college classrooms. Future research is needed to test the feasibility, cost-effectiveness and efficacy of introducing standing desks in college classrooms. Such studies would be useful for informing institutional policies regarding classroom designs.

Epistemological Syncretism in a Biology Classroom: A Case Study

Science.gov (United States)

Bennett, William D.; Park, Soonhye

2011-01-01

In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice. An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom practice was predominantly teacher-centered. A case study was then performed in order to…

Getting out of the Office and into the Classroom

Science.gov (United States)

Parkhurst, Kathleen J.

2009-01-01

New principals are enthusiastic about fulfilling the role of educational leader. They envision themselves visiting classrooms frequently and becoming integrally involved in curriculum and instruction. But it is not long before reality sets in. Principals learn very early that there is a constant struggle between the demands of the office and the…

Lessons in Culture: Oral Storytelling in a Literature Classroom

Science.gov (United States)

Railton, Nikki

2015-01-01

This essay charts the experiences of a group of Year 10 students studying literature together. I challenge the current educational thinking that the literature classroom should consist exclusively of a set of canonised texts handed down from teacher to student. Instead I consider the importance of ensuring students have space to explore themselves…

GATEWAY Report: Tuning the Light in Classrooms: Evaluating Trial LED Lighting Systems in Three Classrooms at the Carrollton-Farmers Branch Independent School District in Carrollton, TX

Energy Technology Data Exchange (ETDEWEB)

None, None

2017-09-29

The GATEWAY program evaluated a trial installation of tunable-white LED lighting systems in three classrooms in the Carrollton-Farmers Branch Independent School District in Carrollton, TX. The report provides valuable insights into the use of this technology in a real-world setting.

Build Your Own Second-Generation Bioethanol Plant in the Classroom!

NARCIS (Netherlands)

Seters, van J.R.; Sijbers, J.P.J.; Denis, M.; Tramper, J.

2011-01-01

The production of bioethanol from cellulosic waste is described. The experiment is suitable for students in secondary school classroom settings and leads to bioethanol in a concentration high enough to burn the liquid. The experiment consists of three steps: (i) the cellulose of the waste material

Children’s Democratic Experiences in a Collective Writing Process – Analysing Classroom Interaction in Terms of Deliberation

Directory of Open Access Journals (Sweden)

Eva Hultin

2017-03-01

Full Text Available The aim of this study is twofold: firstly, it aims to explore the interactional conditions in terms of democratic qualities constituted in collective writing in a primary school classroom; and secondly, it aims to examine whether a set of deliberative criteria is fruitful as an analytical tool when studying classroom interaction. Theoretically, I turn to New Literacy Studies for understanding the writing classroom as a literacy practice and the actual (collective writing as literacy events. The study has an ethnographic approach in which classroom observations were conducted during a collective writing process involving six nine-year-old children and their teacher. The observations included, two lessons, divided into 3 hours, which were observed, videotaped, and transcribed. The teacher had planned for a strict interactional or didactical order during the collective writing in which the children were to respond individually. However, the children responded in a different manner by starting a vivid dialogue in which they negotiated both the form and the content of the story. The analysis shows some deliberative qualities in this classroom interaction, while some other qualities were not evident. Furthermore, the analysis showed that the set of deliberative criteria was useful in visualizing both existing deliberative qualities in the interaction and the potential for developing such qualities.

Flipping the classroom to teach Millennial residents medical leadership: a proof of concept

Directory of Open Access Journals (Sweden)

Lucardie AT

2017-01-01

Full Text Available Alicia T Lucardie,1 Lizanne Berkenbosch,2 Jochem van den Berg,3 Jamiu O Busari3,4 1Faculty of Health, Medicine and Life Sciences, Maastricht University, 2Department of Pediatrics, Maastricht University Medical Centre, Maastricht, 3Department of Pediatrics, Zuyderland Medical Center, Heerlen, 4Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands Introduction: The ongoing changes in health care delivery have resulted in the reform of educational content and methods of training in postgraduate medical leadership education. Health care law and medical errors are domains in medical leadership where medical residents desire training. However, the potential value of the flipped classroom as a pedagogical tool for leadership training within postgraduate medical education has not been fully explored. Therefore, we designed a learning module for this purpose and made use of the flipped classroom model to deliver the training. Evidence: The flipped classroom model reverses the order of learning: basic concepts are learned individually outside of class so that more time is spent applying knowledge to discussions and practical scenarios during class. Advantages include high levels of interaction, optimal utilization of student and expert time and direct application to the practice setting. Disadvantages include the need for high levels of self-motivation and time constraints within the clinical setting. Discussion: Educational needs and expectations vary within various generations and call for novel teaching modalities. Hence, the choice of instructional methods should be driven not only by their intrinsic values but also by their alignment with the learners’ preference. The flipped classroom model is an educational modality that resonates with Millennial students. It helps them to progress quickly beyond the mere understanding of theory to higher order

Understanding a Normal Distribution of Data.

Science.gov (United States)

Maltenfort, Mitchell G

2015-12-01

Assuming data follow a normal distribution is essential for many common statistical tests. However, what are normal data and when can we assume that a data set follows this distribution? What can be done to analyze non-normal data?

How to See the Classroom through the Eyes of a Teacher: Consistency between Perceptions on Diversity and Differentiation Practices

Science.gov (United States)

Civitillo, Sauro; Denessen, Eddie; Molenaar, Inge

2016-01-01

Nowadays, teachers must deal, as never before, with diversity in classrooms. Differentiation practices help teachers to address this diversity in an inclusive setting. However, teachers' perceptions about classroom heterogeneity are fundamental to examine whether they are competent to screen their pupils' needs. The present study used 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…

Tweeting in the Classroom: Instant feedback and assessment using a mobile web app

Science.gov (United States)

Saravanan, R.

2011-12-01

Cell phones with texting capabilities are ubiquitous in the college classroom, and smart phones are becoming increasingly common. These phones are used primarily for personal activities, including social networking, and are expected to remain switched off during instruction. The powerful communication capability of these devices, which could potentially facilitate novel forms of "instructional networking", remains untapped. Instead, special-purpose devices ("clickers") are used when instant feedback is desired in the classroom. A number of technical and behavioral challenges need to be overcome before mobile phones can be used routinely to assist in classroom instruction. This presentation will describe the experience of developing and deploying a mobile web app that enables students to provide instant feedback in the classroom using their mobile phones. The web app leverages existing social networking infrastructure, e.g., using the Twitter microblogging service to aggregate text messages sent by students, to promote classroom interaction. The web app was deployed both in a regular lecture hall and in a computer lab. Topics to be discussed include the technical challenges of deploying a mobile web app in a classroom setting, such as internet accessibility and latency, as well as non-technical issues relating to privacy, student reactions, etc.

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...

Reputations in Markets with Asymmetric Information: A Classroom Game

Science.gov (United States)

Wolf, James R.; Myerscough, Mark A.

2007-01-01

The authors describe a classroom game used to teach students about the impact of reputations in markets with asymmetric information. The game is an extension of Holt and Sherman's lemons market game and simulates a market under three information conditions. In the full information setting, all participants know both the quality and the price of…

Extrinsic Reinforcement in the Classroom: Bribery or Best Practice

Science.gov (United States)

Akin-Little, K. Angeleque; Eckert, Tanya L.; Lovett, Benjamin J.; Little, Steven G.

2004-01-01

The debate over the effects of the use of extrinsic reinforcement in classrooms, businesses, and societal settings has been occurring for over 30 years. Some theorists have cautioned against the use of reward, whereas others have found little, if any, detrimental effect. This article examines the debate with an emphasis on data-based findings. The…

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

Science.gov (United States)

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…

Implementing the Flipped Classroom Model in the Teaching of History

Directory of Open Access Journals (Sweden)

Siti Waznah Abdul Latif

2017-11-01

Full Text Available This study investigated the effectiveness in implementing the Flipped Classroom model in teaching History and to identify the students’ perceptions using this approach towards their learning. The chosen History topic was on ‘James Brooke’s activities in Sarawak in the 1840s’. The sample consisted of twelve students from two Year 9 classes in one of the secondary schools in Brunei Darussalam. In adopting the Flipped Classroom approach, the students were required to watch a video lesson outside the classroom setting. To measure its effectiveness, a test instrument was used, and five students were interviewed. The findings revealed that the utilisation of this instructional method was effective in teaching History, as there were improvements in the students’ test results. The analyses of the students’ perceptions using this approach revealed that while some students believed that it helped them improve in their communication and writing skills, others did not perceive it effective for their learning.

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…

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

FACEBOOK GROUPS AS A SUPPORTING TOOL FOR LANGUAGE CLASSROOMS

Directory of Open Access Journals (Sweden)

Arzu Ekoç

2014-07-01

Full Text Available This paper attempts to present a review of Facebook group pages as an educational tool for language learning. One of the primary needs of foreign language learners is to gain the opportunity to use the target language outside the classroom practice. Social media communication provides occasions for learners to receive input and produce output while engaging in negotiation of meaning. In line with this point, teachers can instigate class group pages in the social media in an attempt to provide a space for practice and communication free of the traditional pedagogic concerns of a typical classroom. The distinctive discursive behaviour of Facebook group pages helps one to achieve that attempt. In light of these views, the researcher, in this study, formed a group page to understand the dynamics of social media environment as a supporting tool for language classrooms. This paper addresses various features which make social media a unique place to contribute to the sense of class community and collaboration outside the classroom. The face-to face classroom is a controlled communication event, that is, teachers and students are required to be in the classroom at the same time but a teacher’s use of Facebook is an attempt to communicate with students outside of that controlled environment where teachers can meet students in their territory. When compared to its disadvantages, the advantages of setting a class group page on the social media outweigh. Students can feel motivated to contribute to an online community if they subsequently receive support or help. It also leads students to feel that they are being supported by a whole portion of their class community and promotes students’ desire to maintain a valued relationship with others. Students continue developing and strengthening relationships with others.

Explorations into Pedagogy within Mathematics Classrooms: Insights from Contemporary Inquiries

Science.gov (United States)

Walshaw, Margaret

2013-01-01

Pedagogy within mathematics classrooms is of keen interest in any educational discussion. On a wider scale, pedagogical practice that produces desirable outcomes is considered a major instrument for achieving national objectives. Circumstance and setting may vary, but the question relating to how mathematics teachers construct their practice is as…

The Online Classroom: A Thorough Depiction of Distance Learning Spaces

Science.gov (United States)

McKenna, Kelly

2018-01-01

This study investigated the online higher education learning space of a doctoral program offered at a distance. It explored the learning space, the stakeholders, utilization, and creators of the space. Developing a successful online classroom experience that incorporates an engaging environment and dynamic community setting conducive to learning…

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.

Teaching and learning science in linguistically diverse classrooms

Science.gov (United States)

Moore, Emilee; Evnitskaya, Natalia; Ramos-de Robles, S. Lizette

2017-01-01

In this paper we reflect on the article, Science education in a bilingual class: problematising a translational practice, by Zeynep Ünsal, Britt Jakobson, Bengt-Olav Molander and Per-Olaf Wickman (Cult Stud Sci Educ, 10.1007/s11422-016-9747-3). In their article, the authors present the results of a classroom research project by responding to one main question: How is continuity between everyday language and the language of science construed in a bilingual science classroom where the teacher and the students do not speak the same minority language? Specifically, Ünsal et al. examine how bilingual students construe relations between everyday language and the language of science in a class taught in Swedish, in which all students also spoke Turkish, whereas the teacher also spoke Bosnian, both being minority languages in the context of Swedish schools. In this forum, we briefly discuss why close attention to bilingual dynamics emerging in classrooms such as those highlighted by Ünsal et al. matters for science education. We continue by discussing changing ontologies in relation to linguistic diversity and education more generally. Recent research in bilingual immersion classroom settings in so-called "content" subjects such as Content and Language Integrated Learning, is then introduced, as we believe this research offers some significant insights in terms of how bilingualism contributes to knowledge building in subjects such as science. Finally, we offer some reflections in relation to the classroom interactional competence needed by teachers in linguistically diverse classrooms. In this way, we aim to further the discussion initiated by Ünsal et al. and to offer possible frameworks for future research on bilingualism in science education. In their article, Ünsal et al. conclude the analysis of the classroom data by arguing in favor of a translanguaging pedagogy, an approach to teaching and learning in which students' whole language repertoires are used as

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…

What works to promote classroom well-being and learning from the perspective of children and young people?

DEFF Research Database (Denmark)

Perry, Kevin Anthony

2016-01-01

the impact that this new practice has on the overall classroom well-being and the learning environment. The aim of this project is to help fill this knowledge gap by investigating what impact this new practice has on classroom well-being and learning from the perspectives of students. The study takes place...... findings and give participants backstage insights about what students perceive promotes (or hinders) classroom well-being and learning, thereby giving participants new ideas that could be applied in their settings. Secondly, the presenter will gain insights from Australian practitioners concerning...... in ten local authority run schools and contributes towards understanding the micro-processes at play that either promote or obstruct classroom well-being and learning. The workshop draws on data gathered through thirty focus group interviews with children across the school age spectrum as well classroom...

Double-Edged Sword: Social Media Use in the Classroom

Science.gov (United States)

Chromey, Kelli J.; Duchsherer, Amy; Pruett, Jennifer; Vareberg, Kyle

2016-01-01

The purpose of this research is to identify the students' perceptions of social media use in a classroom setting. Knowing students' perceptions of social media can help the instructor build a course that both student and teacher can find effective. Using focus groups this study found a model to determine if social media is an appropriate or…

Why classroom climate matters for children high in anxious solitude: A study of differential susceptibility.

Science.gov (United States)

Hughes, Kathleen; Coplan, Robert J

2018-03-01

The goal of the current study was to examine the complex links among anxious solitude, classroom climate, engagement, achievement, and gender. In particular, drawing upon the differential susceptibility hypothesis (Belsky, 1997), we investigated if children high in anxious solitude were particularly sensitive and responsive to the classroom environment. Participants were N = 712 children in Grade 3, drawn from the National Institute of Child and Human Development (NICHD) Study of Early Child Care and Youth Development data set. Classroom climate and engagement were assessed using the Classroom Observation Scale (NICHD, 1998). Teachers completed the Teacher Report Form (Achenbach, 1991) as a measure of anxious solitude and the Academic Rating Scale (NICHD, 2010) as a measure of achievement. Hypothesized associations among variables were tested by way of a moderated-mediation model. Among the results, engagement was found to mediate the relation between classroom climate and achievement. In addition, anxious solitude and gender were found to moderate the relation between classroom climate and engagement. Support for the differential susceptibility hypothesis was found, suggesting that children high in anxious solitude may be more reactive (both positively and negatively) to elements of the classroom environment. In addition, gender differences were observed, indicating that boys may be more responsive to the classroom environment as compared with girls. Implications for future research and educational policies are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Students' perceptions of academic dishonesty in a chemistry classroom laboratory

Science.gov (United States)

Del Carlo, Dawn Irene

Academic dishonesty has been an important issue in the classroom for as long as the classroom has been in use. Most reports pertain to exams, homework, and plagiarism of term papers but, one area that has not been studied extensively is that of the classroom laboratory. My work focuses on three guiding questions: (1) What are students' perceptions toward academic dishonesty in a laboratory based class? (2) What distinction if any do students make between this type of academic dishonesty compared to dishonesty that may occur in a research laboratory? (3) How if at all do these perceptions change with age and/or research experience? Four major assertions come from this work. The first is that students do not think that what they do in the classroom laboratory is science and consequently do not treat the classroom laboratory differently than any other academic class. Additionally, they make a clear distinction between what happens in a class lab and what happens in a research or industrial lab. Consequently, students perceive there to be a significant difference in dishonesty between those two settings. Finally, this distinction is not as pronounced in graduate students and is seen as an element of maturity. In the process of determining the above assertions, students perceptions on the nature of science were revealed and are also discussed. These beliefs have direct relevance to students' perceptions of dishonesty in both lab atmospheres.

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

Generating a normalized geometric liver model with warping

International Nuclear Information System (INIS)

Boes, J.L.; Weymouth, T.E.; Meyer, C.R.; Quint, L.E.; Bland, P.H.; Bookstein, F.L.

1990-01-01

This paper reports on the automated determination of the liver surface in abdominal CT scans for radiation treatment, surgery planning, and anatomic visualization. The normalized geometric model of the liver is generated by averaging registered outlines from a set of 15 studies of normal liver. The outlines have been registered with the use of thin-plate spline warping based on a set of five homologous landmarks. Thus, the model consists of an average of the surface and a set of five anatomic landmarks. The accuracy of the model is measured against both the set of studies used in model generation and an alternate set of 15 normal studies with use of, as an error measure, the ratio of nonoverlapping model and study volume to total model volume

Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers

Science.gov (United States)

Liu, Ping

2016-01-01

This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that…

"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…

Use of an audience response system (ARS) in a dual-campus classroom environment.

Science.gov (United States)

Medina, Melissa S; Medina, Patrick J; Wanzer, Donald S; Wilson, Jane E; Er, Nelson; Britton, Mark L

2008-04-15

To implement an audience response system in a dual-campus classroom that aggregated data during graded (attendance and quizzes) and non-graded classroom activities (formative quizzes, case discussions, examination reviews, and team activities) and explore its strengths, weaknesses, and impact on active learning. After extensive research, an appropriate audience response system was selected and implemented in a dual-classroom setting for a third-year required PharmD course. Students were assigned a clicker and training and policies regarding clicker use were reviewed. Activities involving clicker use were carefully planned to simultaneously engage students in both classrooms in real time. Focus groups were conducted with students to gather outcomes data. Students and faculty members felt that the immediate feedback the automated response system (ARS) provided was most beneficial during non-graded activities. Student anxiety increased with use of ARS during graded activities due to fears regarding technology failure, user error, and academic integrity. ARS is a viable tool for increasing active learning in a doctor of pharmacy (PharmD) program, especially when used for non-graded class activities. Faculty members should proceed cautiously with using ARS for graded classroom activities and develop detailed and documented policies for ARS use.

Normal-zone detectors for the MFTF-B coils. Revision 1

International Nuclear Information System (INIS)

Owen, E.W.; Shimer, D.W.

1983-01-01

In order to protect a set of inductively coupled superconducting magnets, it is necessary to locate and measure normal zone voltages that are small compared with the mutual and self-induced voltages. The method described in this report uses two sets of voltage measurements to locate and measure one or more normal zones in any number of coupled coils. One set of voltages is the outputs of bridges that balance out the self-induced voltages. The other set of voltages can be the voltages across the coils, although alternatives are possible. The two sets of equations form a single combined set of equations. Each normal zone location or combination of normal zones has a set of these combined equations associated with it. It is demonstrated that the normal zone can be located and the correct set chosen, allowing determination of the size of the normal zone. Only a few operations take place in a working detector: multiplication of a constant, addition, and simple decision-making. In many cases the detector for each coil, although weakly linked to the other detectors, can be considered to be independent. An example of the detector design is given for four coils with realistic parameters. The effect on accuracy of changes in the system parameters is discussed

GATEWAY Report Brief: Tuning the Light in Classrooms: Evaluating Trial LED Lighting Systems in Three Classrooms at the Carrollton-Farmers Branch Independent School District in Carrollton, TX

Energy Technology Data Exchange (ETDEWEB)

None

2017-09-29

Summary of GATEWAY report evaluating a trial installation of tunable-white LED lighting systems in three classrooms in the Carrollton-Farmers Branch Independent School District in Carrollton, TX. The report provides valuable insights into the use of this technology in a real-world setting.

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…

Informal Language Learning Setting: Technology or Social Interaction?

Science.gov (United States)

Bahrani, Taher; Sim, Tam Shu

2012-01-01

Based on the informal language learning theory, language learning can occur outside the classroom setting unconsciously and incidentally through interaction with the native speakers or exposure to authentic language input through technology. However, an EFL context lacks the social interaction which naturally occurs in an ESL context. To explore…

Examining classroom interactions related to difference in students' science achievement

Science.gov (United States)

Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan

2003-01-01

The current study examines the cognitive supports that underlie achievement in science by using a cultural historical framework (L. S. Vygotsky (1934/1986), Thought and Language, MIT Press, Cambridge, MA.) and the activity setting (AS) construct (R. G. Tharp & R. Gallimore (1988), Rousing minds to life: Teaching, learning and schooling in social context, Cambridge University Press, Cambridge, MA.) with its five features: personnel, motivations, scripts, task demands, and beliefs. Observations were made of the classrooms of seventh-grade science students, 32 of whom had participated in a prior achievement-related parent-child interaction or home study (P. R. Portes, M. F. Zady, & R. M. Dunham (1998), Journal of Genetic Psychology, 159, 163-178). The results of a quantitative analysis of classroom interaction showed two features of the AS: personnel and scripts. The qualitative field analysis generated four emergent phenomena related to the features of the AS that appeared to influence student opportunity for conceptual development. The emergent phenomenon were science activities, the building of learning, meaning in lessons, and the conflict over control. Lastly, the results of the two-part classroom study were compared to those of the home science AS of high and low achievers. Mismatches in the AS features in the science classroom may constrain the opportunity to learn. Educational implications are discussed.

Language contact in African urban settings: The case of Sepitori in ...

African Journals Online (AJOL)

... South Africa, particularly with regard to formal settings (e.g., classrooms, formal meetings, and the media); and, third, by using the strength of such literature to call for a change in attitudes by language purists, who should realise that the sooner non-standard varieties are allowed space beyond the use in informal settings, ...

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.

The Value of Value Sets

DEFF Research Database (Denmark)

Sløk-Madsen, Stefan Kirkegaard; Christensen, Jesper

The world over classrooms in business schools are being taught that corporate values can impact performance. The argument is typically that culture matter more than strategy plans and culture can be influenced and indeed changed by a shared corporate value set. While the claim seems intuitively a...... a unique contribution to the effects of investment in shared company values, and to whether agent rationality can be fundamentally changed by committed organizational efforts....

STEM Beyond The Classroom: Creating Authentic Outreach Programs That Build Bridges Between The Classroom And Real World Challenges

Science.gov (United States)

Ibarra, D. L.; Forder, S. E.; Pritchard, M.

2014-12-01

The ISF Academy was founded by Charles Kao, a Nobel Prize laureate. In 2011, the Shuyuan programs were established at The ISF Academy to operate both as a "school within a school" and as a "school outside the classroom." The Shuyuan programs work together with the IBO Science and Technology subject areas to develop comprehensive and challenging opportunities that address the 14 Grand Engineering Challenges. The goal is to establish co-curricular programs that go beyond the taught curriculum and support STEM curricula. Several programs outside of the classroom include an onsite robotics researcher, underwater and land based robotics programs, field trips, whole school food waste composting and the implementation of an energy tracking system. Relationships with several local universities allow students to work closely with professors in research settings and, annually, a leading researcher gives a keynote speech to our students. Other signature Shuyuan programs have developed international strategic relationships with the NRI at Cambridge University, where students spend several weeks studying science and civilization in China using primary source materials. Additionally, Shuyuan has supported extension opportunities for classroom teachers with institutional partnerships that include the British Council, governmental organizations, local universities, corporations, and NGOs. In conclusion, the overall goal of the Shuyuan Programs is to provide experiential learning opportunities that challenge conventional curriculum design in a manner that is supportive and innovative!

Disruption, Dialogue, and Swerve: Reflective Structured Dialogue in Religious Studies Classrooms

Science.gov (United States)

DeTemple, Jill; Sarrouf, John

2017-01-01

This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue's history, goals, and general practices, the…

Using Digital Board Games for Genuine Communication in EFL Classrooms

Science.gov (United States)

Wu, Chia-Jung; Chen, Gwo-Dong; Huang, Chi-Wen

2014-01-01

EFL learners in Taiwan have a low-level communication ability because many learners are still not provided opportunities to use language for genuine communication in classrooms and receive insufficient language input due to the environment. This study examines the use of digital board game language learning set in a task-collaborative platform,…

Improving Instruction in the Mathematics Methods Classroom through Action Research

Science.gov (United States)

Mostofo, Jameel; Zambo, Ron

2015-01-01

There is a continuing emphasis in the United States on improving students' mathematical abilities, and one approach is to better prepare teachers. To investigate the potential usefulness of Lesson Study to better prepare teachers, one author set out to conduct action research on his classroom practice. Specifically, he sought to determine whether…

Rough Sets and Stomped Normal Distribution for Simultaneous Segmentation and Bias Field Correction in Brain MR Images.

Science.gov (United States)

Banerjee, Abhirup; Maji, Pradipta

2015-12-01

The segmentation of brain MR images into different tissue classes is an important task for automatic image analysis technique, particularly due to the presence of intensity inhomogeneity artifact in MR images. In this regard, this paper presents a novel approach for simultaneous segmentation and bias field correction in brain MR images. It integrates judiciously the concept of rough sets and the merit of a novel probability distribution, called stomped normal (SN) distribution. The intensity distribution of a tissue class is represented by SN distribution, where each tissue class consists of a crisp lower approximation and a probabilistic boundary region. The intensity distribution of brain MR image is modeled as a mixture of finite number of SN distributions and one uniform distribution. The proposed method incorporates both the expectation-maximization and hidden Markov random field frameworks to provide an accurate and robust segmentation. The performance of the proposed approach, along with a comparison with related methods, is demonstrated on a set of synthetic and real brain MR images for different bias fields and noise levels.

Effects of Technology-Based Teacher Training and Teacher-Led Classroom Implementation on Learning Reading Comprehension Strategies

OpenAIRE

Graves, Michael; Sales, Gregory C.; Lawrenz, Frances; Robelia, Beth; Richardson, Jayson W.

2010-01-01

This study examined the effectiveness of a professionally developed comprehensive reading comprehension strategies program when compared to traditional reading comprehension instruction presented to 865 fourth and fifth graders (682 with full data sets) in 34 classrooms in the United States. The treatment included a strong, technology-based teacher training component as well as highly motivational materials for 53 classroom-delivered student lessons. The research design was a randomized tria...

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...

Do networking activities outside of the classroom protect students against being bullied? A field study with students in secondary school settings in Germany.

Science.gov (United States)

Blickle, Gerhard; Meurs, James A; Schoepe, Christine

2013-01-01

Research has shown that having close relationships with fellow classmates can provide a buffer for students against bullying and the negative outcomes associated with it. But, research has not explicitly examined the potential benefits of social networking behaviors outside of the classroom for those who could be bullied. This study addresses this gap and finds that, although a bullying climate in the classroom increases overall bullying, students high on external networking activities did not experience an increase in the bullying they received when in a classroom with a high bullying climate. However, the same group of students reported the largest degree of received bulling under conditions of a low bullying climate. We discuss the implications of our results and provide directions for future research.

The Responsive Environmental Assessment for Classroom Teaching (REACT): the dimensionality of student perceptions of the instructional environment.

Science.gov (United States)

Nelson, Peter M; Demers, Joseph A; Christ, Theodore J

2014-06-01

This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Using the Flipped Classroom to Bridge the Gap to Generation Y.

Science.gov (United States)

Gillispie, Veronica

2016-01-01

classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations.

Normal zone detectors for a large number of inductively coupled coils

International Nuclear Information System (INIS)

Owen, E.W.; Shimer, D.W.

1983-01-01

In order to protect a set of inductively coupled superconducting magnets, it is necessary to locate and measure normal zone voltages that are small compared with the mutual and self-induced voltages. The method described in this paper uses two sets of voltage measurements to locate and measure one or more normal zones in any number of coupled coils. One set of voltages is the outputs of bridges that balance out the self-induced voltages. The other set of voltages can be the voltages across the coils, although alternatives are possible. The two sets of equations form a single combined set of equations. Each normal zone location or combination of normal zones has a set of these combined equations associated with it. It is demonstrated that the normal zone can be located and the correct set chosen, allowing determination of the size of the normal zone. Only a few operations take place in a working detector: multiplication of a constant, addition, and simple decision-making. In many cases the detector for each coil, although weakly linked to the other detectors, can be considered to be independent

REDUCTION OF CLASSROOM NOISE LEVELS USING GROUP CONTINGENCIES

OpenAIRE

Ring, Brandon M.; Sigurdsson, Sigurdur O.; Eubanks, Sean L.; Silverman, Kenneth

2014-01-01

The therapeutic workplace is an employment-based abstinence reinforcement intervention for unemployed drug users where trainees receive on-the-job employment skills training in a classroom setting. The study is an extension of prior therapeutic workplace research, which suggested that trainees frequently violated noise standards. Participants received real-time graphed feedback of noise levels and had the opportunity to earn monetary group reinforcement for maintaining a low number of noise v...

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…

Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

Science.gov (United States)

Israel, Maria Joseph

2015-01-01

The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, teachers, colleges, and universities have attempted to utilize MOOCs in blended format in traditional classroom settings. This…

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

Prior research has indicated that highly motivated students perform better and that learning increases in innovative, reformed classrooms, but untangling the student effects from the instructor effects is essential to understanding how to best support student learning. Using a hierarchical linear model, we examine these effects separately and jointly. We use data from nearly 2,000 undergraduate students surveyed by the NSF-funded GARNET (Geoscience Affective Research NETwork) project in 65 different introductory geology classes at research universities, public masters-granting universities, liberal arts colleges and community colleges across the US. Student level effects were measured as increases in expectancy and self-regulation using the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991). Instructor level effects were measured using the Reformed Teaching Observation Protocol, (RTOP; Sawada et al., 2000), with higher RTOP scores indicating a more reformed, student-centered classroom environment. Learning was measured by learning gains on a Geology Concept Inventory (GCI; Libarkin and Anderson, 2005) and normalized final course grade. The hierarchical linear model yielded significant results at several levels. At the student level, increases in expectancy and self-regulation are significantly and positively related to higher grades regardless of instructor; the higher the increase, the higher the grade. At the instructor level, RTOP scores are positively related to normalized average GCI learning gains. The higher the RTOP score, the higher the average class GCI learning gains. Across both levels, average class GCI learning gains are significantly and positively related to student grades; the higher the GCI learning gain, the higher the grade. Further, the RTOP scores are significantly and negatively related to the relationship between expectancy and course grade. The lower the RTOP score, the higher the correlation between change in

Using "Big Data" in a Classroom Setting for Student-Developed Projects

Science.gov (United States)

Hayes-Gehrke, Melissa; Vogel, Stuart N.

2018-01-01

The advances in exploration of the optical transient sky anticipated with major facilities such as the Zwicky Transient Facility (ZTF) and Large Synoptic Survey Telescope (LSST) provide an opportunity to integrate large public research datasets into the undergraduate classroom. As a step in this direction, the NSF PIRE-funded GROWTH (Global Relay of Observatories Watching Transients Happen) collaboration provided funding for curriculum development using data from the precursor to ZTF, the Intermediate Palomar Transient Factory (iPTF). One of the iPTF portals, the PTF Variable Marshal, was used by 56 Astronomy majors in the fall 2016 and 2017 semesters of the required Observational Astronomy course at the University of Maryland. Student teams learned about the iPTF survey and how to use the PTF Variable Marshal and then developed their own hypotheses about variable stars to test using data they gathered from the Variable Marshal. Through this project, students gained experience in how to develop scientific questions that can be explored using large datasets and became aware of the limitations and difficulties of such projects. This work was supported in part by NSF award OISE-1545949.

Development of a Mobile-Optimised Website to Support Students with Special Needs Transitioning from Primary to Secondary Settings

Science.gov (United States)

Chambers, Dianne; Coffey, Anne

2013-01-01

With an increasing number of students with special needs being included in regular classroom environments, consideration of, and planning for, a smooth transition between different school settings is important for parents, classroom teachers and school administrators. The transition between primary and secondary school can be difficult for…

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.

Crime and Punishment in Classroom: a Game-Theoretic Approach for Student Cheating

Directory of Open Access Journals (Sweden)

Marcelo de C. Griebeler

Full Text Available We provide the microeconomic foundations of cheating in classroom through a static game with complete information. Our setting is composed by two students, who must choose whether or not to cheat, and a professor, who must choose how much effort to exert in trying to catch dishonest students. Our findings support the determinants of cheating found by the empirical literature, mainly those related to the penalty's level. It is also emphasized the importance of professors being well-motivated (with low disutility of effort and worried about fairness in classroom. The several extensions of the baseline model reinforce the importance of the cost-benefit analysis to understand dishonest behavior in classroom. Finally, by relaxing the complete information assumption, we discuss the role of students' uncertainty about the professor's type and how low effort professors can send signals to create incentives for honest behavior.

Flipped classroom instructional approach in undergraduate medical education.

Science.gov (United States)

Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

2017-01-01

In this study we implemented the "flipped classroom" model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools.

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…

Using Data in the Classroom: Resources for Undergraduate Faculty

Science.gov (United States)

Manduca, C. A.

2003-12-01

On-line access to geoscience data and tools for data visualization and analysis are creating exciting new opportunities for engaging undergraduate students with data. The National Science Digital Library (NSDL) and DLESE both include access to data and tools as fundamental aspects of their vision and are currently striving to support faculty in using data in their courses. The Using Data in the College/University Classroom Workgroup at the 2003 DLESE Annual meeting brought together data providers, resource developers, and faculty to discuss issues surrounding data access and use in the undergraduate classroom. In order to improve understanding among these diverse viewpoints, workgroup participants created concept maps showing the relationships between data and education. These maps and other highlights of the working group discussion are available at http://swiki.dlese.org/ReportOut2003/26. The working group discussions built on substantial existing resources including: 2001 Report of the DLESE Data Access Working Group bringing together data providers and tool developers (www.dlese.org/documents/reports/meeting/Feb_01/dawg20801 _outcomes.html); 2002 Using Data in the Classroom workshop bringing together faculty from across the disciplines (serc.carleton.edu/research_education/usingdata/workshop02/); 2003 Using Data in the Classroom report describing current uses of data in undergraduate science courses and faculty needs for data access and tools (serc.carleton.edu/ research_education/usingdata/report.html); NSDL Using Data in the Classroom Portal providing access to data, tools, teaching materials, and a discussion of pedagogic and development issues and opportunites for community contribution to these collections (serc.carleton.edu/research_education/usingdata/); Starting Point "Teaching with Models" site supporting faculty teaching at the entry level in using mathematical, statistical, and other types of models in their courses (serc

Student Mental Health Self-Disclosures in Classrooms: Perceptions and Implications

Science.gov (United States)

Wood, Benjamin T.; Bolner, Olivia; Gauthier, Phillip

2014-01-01

With a move from lecture-based to interactive teaching approaches, students are encouraged in a variety of ways to share personal experiences in classroom settings. Among those self-disclosures, students may speak about their mental health concerns or diagnoses. The purpose of the study was to gain a deeper understanding of what it is like for…

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…

Open-Ended Tasks in the Promotion of Classroom Communication in Mathematics

Science.gov (United States)

Viseu, Floriano; Oliveira, Inês Bernardo

2012-01-01

Mathematics programmes in basic education are currently undergoing reform in Portugal. This paper sets out to see how teachers are putting the new guidelines for the teaching of mathematics into practice, with particular emphasis on maths communication in the classroom. To achieve this, an experiment in teaching the topic "Sequences and…

Effects of a Redesigned Classroom on Play Behaviour among Preschool Children

Science.gov (United States)

Acer, Dilek; Gözen, Göksu; Firat, Zehra Saadet; Kefeli, Hatice; Aslan, Büsra

2016-01-01

Current research exists regarding the play behaviour of students in various settings and with varying abilities. Regardless, there needs to be improved understanding of how students' play behaviour is affected when their classroom environment is significantly redesigned. This study examined, over a 21-week period between December 2013 and May…

Transdisciplinary Intervention by an Itinerant School Nurse in Two Rural Classrooms.

Science.gov (United States)

Stile, Stephen W.; Bentley, Nona

1988-01-01

Reports two transdisciplinary interventions conducted by an Itinerant school nurse. The case studies presented involve a Prader-Willi syndrome student enrolled in a class for the trainable mentally handicapped and a student enrolled in a regular fourth grade classroom but considered at risk for placement in a behavior disorders setting. (JHZ)

Action towards hope: Addressing learner behaviour in a classroom

Directory of Open Access Journals (Sweden)

Raelene LeeFon

2013-11-01

Full Text Available Unruly learners and disciplinary problems are an intractable part of every teacher’s teaching experience. It appears that, even though most schools have enacted a code of conduct to regulate learner behaviour, this does not always have the desired effect. Disciplinary problems in schools impact negatively on the teaching and learning environment as well as on teachers’ personal and professional well-being and morale. Framed within the context of a biblical worldview, this article narrates the experiences of one teacher who decided to take action towards hope. The situation in her classroom was quite desperate with learners coming to school unprepared and behaving very badly and parents being uninterested in the performance of their children at school. She realised that she could not change the learners or their parents unless she started with herself. In this context, she, as a postgraduate student under the supervision of the co-authors, embarked on an action-research project to promote positive learner behaviour. By collaborating with the learners on a set of classroom rules, engaging in reflective teaching and changing her own behaviour towards the learners, the situation in her classroom improved. Based on her experiences, this article argues that teachers should empower themselves with knowledge and a better understanding of the concept of discipline rather than viewing the classroom as a battlefield. It is important to acknowledge and show respect and appreciation for each learner in his or her own context.

Changes in Adult Behavior to Decrease Disruption from Students in Nonclassroom Settings

Science.gov (United States)

Bohanon, Hank

2015-01-01

Decreasing classroom disruptions that result from hallway-related behavior in high school settings can be very challenging for high school staff. This article presents a case example of preventing problem behavior related to hallway settings in a high school with over 1,200 students. The interventions are described, and the results of the plan are…

Normal zone detectors for a large number of inductively coupled coils

International Nuclear Information System (INIS)

Owen, E.W.; Shimer, D.W.

1983-01-01

In order to protect a set of inductively coupled superconducting magnets, it is necessary to locate and measure normal zone voltages that are small compared with the mutual and self-induced voltages. The method described in this report uses two sets of voltage measurements to locate and measure one or more normal zones in any number of coupled coils. One set of voltages is the outputs of bridges that balance out the self-induced voltages The other set of voltages can be the voltages across the coils, although alternatives are possible. The two sets of equations form a single combined set of equations. Each normal zone location or combination of normal zones has a set of these combined equations associated with it. It is demonstrated that the normal zone can be located and the correct set chosen, allowing determination of the size of the normal zone. Only a few operations take plae in a working detector: multiplication of a constant, addition, and simple decision-making. In many cases the detector for each coil, although weakly linked to the other detectors, can be considered to be independent. An example of the detector design is given for four coils with realistic parameters. The effect on accuracy of changes in the system parameters is discussed

Exploring gender differences in the EFL classroom

OpenAIRE

Norma Constanza Durán

2011-01-01

This article aims to describe a case study which explores teacher and students' conceptions about gender in an EFL setting and the way they are manifested in their discourse patterns. This exploratory case study was carried out with a group of eleventh grade students and an English teacher at Liceo de la Universidad Católica high school in Bogotá Colombia. The data collected included direct observation of classroom interaction, audio and video recording of the teacher and students' interactio...

The Rewards of Teaching Music in Urban Settings

Science.gov (United States)

Bernard, Rhoda

2010-01-01

A great deal has been written about the challenges facing music educators who work in urban settings. The scarcity of instruments, textbooks, and other resources; a lack of parental and administrative support; and difficulties with classroom management are just a few of the issues that confront music teachers who work in urban communities.…

A Classroom Activity for Teaching Electric Polarization of Insulators and Conductors

Science.gov (United States)

Deligkaris, Christos

2018-04-01

The phenomenon of electric polarization is crucial to student understanding of forces exerted between charged objects and insulators or conductors, the process of charging by induction, and the behavior of electroscopes near charged objects. In addition, polarization allows for microscopic-level models of everyday-life macroscopic-level phenomena. Textbooks may adequately discuss polarization, but there is little material in active learning labs and tutorials on this topic. Since polarization of materials is a microscopic phenomenon, instructors often use diagrams and figures on the classroom board to explain the process in a lecture setting. In this paper I will describe a classroom activity where the students play the role of electrons as an alternative option.

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'…

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.

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…

Connected to Learn: Teachers' Experiences with Networked Technologies in the Classroom

Science.gov (United States)

Johnson, Matthew; Riel, Richard; Germain-Froese, Bernie

2016-01-01

To get a better understanding of how networked technologies are impacting teachers and their teaching practices, in 2015 MediaSmarts partnered with the Canadian Teachers' Federation to survey 4,043 K-12 teachers and school administrators who were teaching in classroom settings across the country. The survey explored the extent to which networked…

Classrooms with nature views: Evidence of differing student perceptions and behaviors

Science.gov (United States)

J.A. Benfield; G.N. Rainbolt; P.A. Bell; G.H. Donovan

2015-01-01

Viewing peaceful natural environments has been shown to restore cognitive abilities and reduce physiological arousal. As such, visual access to the natural environment is becoming more commonplace in built environments. One exception to that trend is in educational settings where windowless classrooms are used to reduce outside distractions. The current study examines...

Increasing On-Task Behavior in Every Student in a Second-Grade Classroom during Transitions: Validating the Color Wheel System

Science.gov (United States)

Fudge, Daniel L.; Skinner, Christopher H.; Williams, Jacqueline L.; Cowden, Dan; Clark, Janice; Bliss, Stacy L.

2008-01-01

A single-case (B-C-B-C) experimental design was used to evaluate the effects of the Color Wheel classroom management system (CWS) on on-task (OT) behavior in an intact, general-education, 2nd-grade classroom during transitions. The CWS included three sets of rules, posted cues to indicate the rules students are expected to be following at that…

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…

Implementing a Manualized, Classroom Transition Intervention for Students With ASD in Underresourced Schools.

Science.gov (United States)

Iadarola, Suzannah; Shih, Wendy; Dean, Michelle; Blanch, Erica; Harwood, Robin; Hetherington, Susan; Mandell, David; Kasari, Connie; Smith, Tristram

2018-01-01

Children with autism spectrum disorder (ASD) in public education settings experience difficulties with transitions during classroom routines, which can result in challenging behavior. Single-subject research supports techniques for transitions, but school-based approaches often require resources and training unavailable in low-resource districts, limiting implementation. We developed and evaluated the Schedules, Tools, and Activities for Transitions (STAT) program, a short-term, manualized intervention of behavioral supports to support daily routine transitions for students with ASD (K-5) in underresourced districts. We utilized a multisite, cluster-randomized, group comparison design (immediate treatment versus waitlist) with matched pairs ( n = 150 students, 57 educators). Data indicated (a) no group differences for academic engagement or classroom independence, and (b) an advantage for STAT in reducing challenging behavior and increasing teacher fidelity. Results show preliminary support for an intervention that is feasible and perceived as sustainable in real-world settings.

Different percentages of false-positive results obtained using five methods for the calculation of reference change values based on simulated normal and ln-normal distributions of data

DEFF Research Database (Denmark)

Lund, Flemming; Petersen, Per Hyltoft; Fraser, Callum G

2016-01-01

a homeostatic set point that follows a normal (Gaussian) distribution. This set point (or baseline in steady-state) should be estimated from a set of previous samples, but, in practice, decisions based on reference change value are often based on only two consecutive results. The original reference change value......-positive results. The aim of this study was to investigate false-positive results using five different published methods for calculation of reference change value. METHODS: The five reference change value methods were examined using normally and ln-normally distributed simulated data. RESULTS: One method performed...... best in approaching the theoretical false-positive percentages on normally distributed data and another method performed best on ln-normally distributed data. The commonly used reference change value method based on two results (without use of estimated set point) performed worst both on normally...

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.

Evolution of Self-Reporting Methods for Identifying Discrete Emotions in Science Classrooms

Science.gov (United States)

Ritchie, Stephen M.; Hudson, Peter; Bellocchi, Alberto; Henderson, Senka; King, Donna; Tobin, Kenneth

2016-01-01

Emotion researchers have grappled with challenging methodological issues in capturing emotions of participants in naturalistic settings such as school or university classrooms. Self-reporting methods have been used frequently, yet these methods are inadequate when used alone. We argue that the self-reporting methods of emotion diaries and…

A Review of Criteria for Outdoor Classroom in Selected Tertiary Educational Institutions in Kuala Lumpur

Science.gov (United States)

Maheran, Y.; Fadzidah, A.; Nur Fadhilah, R.; Farha, S.

2017-12-01

A proper design outdoor environment in higher institutions contributes to the students’ learning performances and produce better learning outcomes. Campus surrounding has the potential to provide an informal outdoor learning environment, especially when it has the existing physical element, like open spaces and natural features, that may support the learning process. However, scholarly discourses on environmental aspects in tertiary education have minimal environmental inputs to fulfill students’ needs for outdoor exposure. Universities have always emphasized on traditional instructional methods in classroom settings, without concerning the importance of outdoor classroom towards students’ learning needs. Moreover, the inconvenience and discomfort outdoor surrounding in campus environment offers a minimal opportunity for students to study outside the classroom, and students eventually do not favor to utilize the spaces because no learning facility is provided. Hence, the objective of this study is to identify the appropriate criteria of outdoor areas that could be converted to be outdoor classrooms in tertiary institutions. This paper presents a review of scholars’ work in regards to the characteristics of the outdoor classrooms that could be designed as part of contemporary effective learning space, for the development of students’ learning performances. The information gathered from this study will become useful knowledge in promoting effective outdoor classroom and create successful outdoor learning space in landscape campus design. It I hoped that the finding of this study could provide guidelines on how outdoor classrooms should be designed to improve students’ academic achievement.

Complementing Classroom Learning through Outdoor Adventure Education: Out-of-School-Time Experiences That Make a Difference

Science.gov (United States)

Richmond, Dan; Sibthorp, Jim; Gookin, John; Annarella, Sarah; Ferri, Stephanie

2018-01-01

Recent research underscores the importance of the skills, beliefs and behaviors that support student achievement in the classroom and beyond. This set of intrapersonal and interpersonal assets (e.g. perseverance, grit, social skills, efficacy beliefs and mind-sets) are often referred to as noncognitive factors, as they are not measured directly by…

LGBTQ Literature in Middle School Classrooms: Possibilities for Challenging Heteronormative Environments

Science.gov (United States)

Dinkins, Elizabeth G.; Englert, Patrick

2015-01-01

This paper uses a case study approach to examine how the heteronormative nature of one middle school setting and classroom environment shapes the climate of safety, support and learning for LGBTQ students when they are engaged in studying a novel with a gay character. Heteronormative environments inform and shape positioning of and by students and…

Visual Memories Bypass Normalization.

Science.gov (United States)

Bloem, Ilona M; Watanabe, Yurika L; Kibbe, Melissa M; Ling, Sam

2018-05-01

How distinct are visual memory representations from visual perception? Although evidence suggests that briefly remembered stimuli are represented within early visual cortices, the degree to which these memory traces resemble true visual representations remains something of a mystery. Here, we tested whether both visual memory and perception succumb to a seemingly ubiquitous neural computation: normalization. Observers were asked to remember the contrast of visual stimuli, which were pitted against each other to promote normalization either in perception or in visual memory. Our results revealed robust normalization between visual representations in perception, yet no signature of normalization occurring between working memory stores-neither between representations in memory nor between memory representations and visual inputs. These results provide unique insight into the nature of visual memory representations, illustrating that visual memory representations follow a different set of computational rules, bypassing normalization, a canonical visual computation.

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. ...

Picturebooks Go Digital – The Potential of Story Apps for the Primary EFL Classroom

Directory of Open Access Journals (Sweden)

Sonja Brunsmeier

2017-05-01

Full Text Available Storytelling and reading picturebooks are widespread activities in the primary EFL classroom. Generally, it is the teacher who reads most of the texts to the students: independent reading is less common in primary school classrooms. Many primary teachers are concerned that independent reading would be too difficult for their students and would lead to incorrect pronunciation. However, studies investigating the use of written language and extensive reading in the primary EFL classroom show that this teacher-centred approach to reading picturebooks does not fully exploit the language learning potential they offer. Story apps offer new opportunities for reading in a foreign language: their multi-modal nature facilitates the reading process. They offer innovative spaces for reader-text interaction that can help the reader understand the story, learn vocabulary and develop reading strategies. Based on the results of an action-research project, this paper explores the benefits of story apps for the primary EFL classroom and presents criteria for the selection of appropriate story apps for extensive reading settings.

An ongoing collaborative teacher training through action research. A way of changing classroom practices

Directory of Open Access Journals (Sweden)

Raúl A. Barba-Martín

2015-05-01

Full Text Available The ongoing education training for teachers can be done through different models that could only report or also accompany the process of implementing innovations. The training through reflection processes is presented as essential to make changes in the classroom; also, if it is done collectively with other teachers or between centers, transformations will not only occur in the classroom, but in the whole context. One way leading to a collaborative ongoing education is through action research groups, considering a set of ethical practices whose characteristics allow participants to be trained according to their needs, and through support with other teachers, in order to transform the context. The research we present here is framed in a Teaching Innovation Project, University of Valladolid, through which teachers from three schools that have been trained in inclusive education through action research implementing in their classrooms interactive groups. This collaborative process played by teachers themselves has changed the thinking of teachers, their classroom and their educational contexts in which they work.

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…

Simultaneous Communication and Cochlear Implants in the Classroom?

Science.gov (United States)

Blom, Helen C; Marschark, Marc

2015-09-01

This study was designed to evaluate the potential of simultaneous communication (sign and speech together) to support classroom learning by college students who use cochlear implants (CIs). Metacognitive awareness of learning also was evaluated. A within-subjects design involving 40 implant users indicated that the student participants learned significantly more when material was presented via simultaneous communication than spoken language overall, but a statistical interaction indicated that the difference held only with more difficult material. Learning in the speech-only condition was positively related to the students' spoken language skills, their confidence with spoken language, and their receptive simultaneous communication skills. Learning in that condition was negatively related to the age at which the participants learned to sign. Findings were interpreted to indicate that simultaneous communication can be beneficial for classroom learning by college students with CIs, at least with more complex material or when information redundancy is otherwise important. Further research is needed to determine who is likely to benefit in what settings.

Student perception of writing in the science classroom

Science.gov (United States)

Deakin, Kathleen J.

This study examines factors that shape four student's perceptions of writing tasks in their science classroom. This qualitative retrospective interview study focuses on four students concurrently enrolled in honors English and honors biology. This research employs a phenomenological perspective on writing, examining whether the writing strategies students acquire in the Language Arts classroom manifest in the content areas. I also adopt Bandura's theoretical perspective on self-efficacy as well as Hillock's notion of writing as inquiry and meaning making. This study concludes that students need ample opportunity to generate content and language that will help reveal a purpose and genre for writing tasks in the content areas. Although all four students approached the writing tasks differently in this study, the tasks set before them were opportunities for replication rather than inquiry Through the case studies of four students as well as current research on content writing, this project works to inform all content area teachers about student perceptions of writing in the content areas.

Impact of a Brief Ego Depletion Procedure on Creative Behaviour in the Upper Primary Classroom

Science.gov (United States)

Price, Deborah Ann; Yates, Gregory C. R.

2015-01-01

In the course of normal classroom lessons, 103 students (median 11.10 years) were asked to spend 15 min writing "anything you can think of" about the number 50 on a blank page. The products were independently scored by 2 specialist art teachers and 2 specialist mathematics teachers on criteria relevant to their specialisations.…

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…

First Year Distance Transition Pedagogy: Synchronous online classrooms

Directory of Open Access Journals (Sweden)

Wendy Fasso

2013-04-01

Full Text Available The design and facilitation of distance online courses for first year students must consider both first year, and distance pedagogy. One technology with the promise to meet the needs of first year distance students is the synchronous online classroom. Teacher practice as they transition from face to face to distance environments is influenced by their private theories about technology and pedagogy. Any limitations posed by these private theories may limit in turn the technological, pedagogical and content knowledge of the teachers – TPACK. This paper reports on the case of a regional university as it transitions to online, distance learning in the first year context, with a particular focus on pedagogy in the online classroom. It contributes to the first year pedagogy literature by considering the influences of existing practice of university teachers in the transition to distance learning with a particular focus on synchronous web-based tutorials. It provides recommendations to other institutions in terms of transition strategies, the pedagogical and learning benefits that are enabled and professional development needs of teachers. Normal 0 false false false EN-AU ZH-CN X-NONE

Constructing Baccalaureate Nursing Students' Ethical Experiences of Classroom Lessons and Clinical Practice

Science.gov (United States)

Knowles, Amy J. B.

2014-01-01

Ethics is an integral component of the nursing profession. This phenomenological study aimed to describe how baccalaureate nursing students experience learning ethics both in the classroom and clinical setting. The interviews in this study were conducted with eight second semester senior nursing students. Four themes emerged from analyses of the…

Technology-Supported Orchestration Matters: Outperforming Paper-Based Scripting in a Jigsaw Classroom

Science.gov (United States)

Balestrini, Mara; Hernandez-Leo, Davinia; Nieves, Raul; Blat, Josep

2014-01-01

Under the umbrella of ubiquitous technologies, many computational artifacts have been designed to enhance the learning experience in physical settings such as classrooms or playgrounds, but few of them focus on aiding orchestration. This paper presents a systematic evaluation of the signal orchestration system (SOS) used by students for a jigsaw…

From Commons to Classroom: The Evolution of Learning Spaces in Academic Libraries

Science.gov (United States)

Karasic, Victoria

2016-01-01

Over the past two decades, academic library spaces have evolved to meet the changing teaching and learning needs of diverse campus communities. The Information Commons combines the physical and virtual in an informal library space, whereas the recent Active Learning Classroom creates a more formal setting for collaboration. As scholarship has…

Storytelling Dramas as a Community Building Activity in an Early Childhood Classroom

Science.gov (United States)

Wright, Cheryl; Diener, Marissa L.; Kemp, Jacqueline Lindsay

2013-01-01

Healthy social-emotional development is promoted by building a safe, secure and respectful environment in an early childhood setting with positive and consistent relationships among adults, children, and their peers. This study explored storytelling dramas as an opportunity to build community within the context of one early childhood classroom.…

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...

“You should be reading, not texting”: Understanding classroom text messaging in the constant contact society

Directory of Open Access Journals (Sweden)

Sarah Lohnes Watulak

2010-10-01

Full Text Available Cell phones are the most ubiquitous communication device owned by young people today, and students’ text messaging during class is a common occurrence in many university classrooms. Analyzing data from a qualitative study involving 34 undergraduate students at a university in the Northeastern United States, this paper seeks to explore: Why do university students text message during class, and what does this tell us about text messaging as a new literacy practice within traditional classroom settings? Drawing on perspectives from new literacies and communication studies, I argue that texting was a meaningful practice for students as it afforded the opportunity for ongoing participation in social networks, and provided a means of exercising power within the controlled space of the classroom.

A Quantitative Review of Functional Analysis Procedures in Public School Settings

Science.gov (United States)

Solnick, Mark D.; Ardoin, Scott P.

2010-01-01

Functional behavioral assessments can consist of indirect, descriptive and experimental procedures, such as a functional analysis. Although the research contains numerous examples demonstrating the effectiveness of functional analysis procedures, experimental conditions are often difficult to implement in classroom settings and analog conditions…

Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment

Directory of Open Access Journals (Sweden)

Effie Dracopoulos

2011-04-01

Full Text Available This study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course. Two sections of the course were offered in a traditional classroom setting whereas two others were given in a hybrid form that involved distance learning. Contrary to previous research, writing anxiety showed no correlation with learning performance, whereas computer anxiety only yielded a positive correlation with performance in the case of classroom learners. There were no significant differences across learning environments on any measures. These observations are discussed in light of the role computer technologies now play in our society as well as the merging of socio-demographic profiles between classroom and distance learners. Our data suggest that comparisons of profiles between classroom and distance learners may not be an issue worth investigating anymore in language studies, at least in developed countries.

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...

Symbolic behavior in regular classrooms. A specification of symbolic and non-symbolic behavior

Directory of Open Access Journals (Sweden)

Stefan eBillinger

2011-06-01

Full Text Available Students’ capabilities to use symbolic information in classroom setting could be expected to influence their possibilities to be active and participating. The development of strategies for teachers to compensate for reduced capability need specific operational definition of symbolic behavior. Fifty-three students, aged 11 to 13 years old, 29 boys and 24 girls, from three classes in the same Swedish compulsory regular school participated in the current study. After a short training sequence 25 students (47% were defined as showing symbolic behavior (symbolic, and 28 students (53% were not (non-symbolic, based on their follow-up test performances. Symbolic and non-symbolic differed significantly on post test performances (p. < .05. Surprisingly, non-symbolic behavior deteriorated their performance, while symbolic enhanced their performance (p. < .05. The results indicate that the operational definition used in the present study may be useful in further studies relating the capability to show symbolic behavior and students’ activity and participation in classroom settings.

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…

Effectiveness of transposed inverse sets in faber regions

Directory of Open Access Journals (Sweden)

J. A. Adepoju

1983-01-01

of a given basic set of polynominals, are investigated in the present paper. A certain inevitable normalizing substitution, is first formulated, to be undergone by the given set to ensure the existence of the transposed inverse in the Faber region. The first main result of the present work (Theorem 2.1, on the one hand, provides a lower bound of the class of functions for which the normalized transposed inverse set is effective in the Faber region. On the other hand, the second main result (Theorem 5.2 asserts the fact that the normalized transposed inverse set of a simple set of polynomials, which is effective in a Faber region, should not necessarily be effective there.

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…

Increasing On-Task Behavior in Students in a Regular Classroom: Effectiveness of a Self-Management Procedure Using a Tactile Prompt

NARCIS (Netherlands)

Moore, D.W.; Anderson, A.; Glassenbury, M.; Didden, H.C.M.; Lang, R.B.

2013-01-01

Self-management strategies have been shown to be widely effective. However, limited classroom-based research exists involving low performing but developmentally normal high school-aged participants. This study examined the effectiveness of a self-management strategy aimed at increasing on-task

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…

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…

The effect of an outdoor setting on the transfer of earth science concepts

Science.gov (United States)

Simmons, Jerry Marvin

The ability of students to transfer concepts learned in school to future learning and employment settings is critical to their academic and career success. Concept transfer can best be studied by defining it as a process rather than an isolated event. Preparation for future learning (PFL) is a process definition of transfer which recognizes the student's ability to draw from past experiences, make assumptions, and generate potential questions and strategies for problem resolution. The purpose of this study was to use the PFL definition of concept transfer to examine whether a knowledge-rich outdoor setting better prepares students for future learning of science concepts than the classroom setting alone does. The research hypothesis was that sixth-grade students experiencing a geology-rich outdoor setting would be better prepared to learn advanced earth science concepts than students experiencing classroom learning only. A quasi-experimental research design was used for this study on two non-equivalent, self-contained sixth-grade rural public school classes. After a pretest was given on prior geology knowledge, the outdoor treatment group was taken on a geology-rich field excursion which introduced them to the concepts of mineral formation and mining. The indoor treatment group received exposure to the same concepts in the classroom setting via color slides and identification of mineral specimens. Subsequently, both groups received direct instruction on advanced concepts about mineral formation and mining. They were then given a posttest, which presented the students with a problem-solving scenario and questions related to concepts covered in the direct instruction. A t-test done on pretest data revealed that the indoor treatment group had previously learned classroom geology material significantly better than the outdoor treatment group had. Therefore an analysis of covariance was performed on posttest data which showed that the outdoor treatment group was better

The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate

Science.gov (United States)

Friedman-Krauss, Allison Hope; Raver, C. Cybele; Morris, Pamela A.; Jones, Stephanie M.

2014-01-01

Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this…

Normal zone detectors for a large number of inductively coupled coils. Revision 1

International Nuclear Information System (INIS)

Owen, E.W.; Shimer, D.W.

1983-01-01

In order to protect a set of inductively coupled superconducting magnets, it is necessary to locate and measure normal zone voltages that are small compared with the mutual and self-induced voltages. The method described in this paper uses two sets of voltage measurements to locate and measure one or more normal zones in any number of coupled coils. One set of voltages is the outputs of bridges that balance out the self-induced voltages. The other set of voltages can be the voltages across the coils, although alternatives are possible. The two sets of equations form a single combined set of equations. Each normal zone location or combination of normal zones has a set of these combined equations associated with it. It is demonstrated that the normal zone can be located and the correct set chosen, allowing determination of the size of the normal zone. Only a few operations take place in a working detector: multiplication of a constant, addition, and simple decision-making. In many cases the detector for each coil, although weakly linked to the other detectors, can be considered to be independent. The effect on accuracy of changes in the system parameters is discussed

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…

The Role of Common Culture and Cultural Diversity in the Creation of the Anti-Biased Classroom and Curriculum: A Case Study and Guidelines.

Science.gov (United States)

Creamier-Wilhelm, Billie Lois; Karr-Kidwell, PJ

This paper first explores the problem of increased cultural diversity in public education and then offers suggestions and guidelines for educators in the creation of an anti-biased classroom and curriculum. Case studies of two Hispanic students illustrate the role of acculturation and the middle school classroom setting and curriculum on academic…

Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

Science.gov (United States)

Pierce, Richard; Fox, Jeremy

2012-12-12

To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

Implementing Child-focused Activity Meter Utilization into the Elementary School Classroom Setting Using a Collaborative Community-based Approach.

Science.gov (United States)

Lynch, B A; Jones, A; Biggs, B K; Kaufman, T; Cristiani, V; Kumar, S; Quigg, S; Maxson, J; Swenson, L; Jacobson, N

2015-12-01

The prevalence of pediatric obesity has increased over the past 3 decades and is a pressing public health program. New technology advancements that can encourage more physical in children are needed. The Zamzee program is an activity meter linked to a motivational website designed for children 8-14 years of age. The objective of the study was to use a collaborative approach between a medical center, the private sector and local school staff to assess the feasibility of using the Zamzee Program in the school-based setting to improve physical activity levels in children. This was a pilot 8-week observational study offered to all children in one fifth grade classroom. Body mass index (BMI), the amount of physical activity by 3-day recall survey, and satisfaction with usability of the Zamzee Program were measured pre- and post-study. Out of 11 children who enrolled in the study, 7 completed all study activities. In those who completed the study, the median (interquartile range) total activity time by survey increased by 17 (1042) minutes and the BMI percentile change was 0 (8). Both children and their caregivers found the Zamzee Activity Meter (6/7) and website (6/7) "very easy" or "easy" to use. The Zamzee Program was found to be usable but did not significantly improve physical activity levels or BMI. Collaborative obesity intervention projects involving medical centers, the private sector and local schools are feasible but the effectiveness needs to be evaluated in larger-scale studies.

Informing Instruction of Students with Autism in Public School Settings

Science.gov (United States)

Kuo, Nai-Cheng

2016-01-01

The number of applied behavior analysis (ABA) classrooms for students with autism is increasing in K-12 public schools. To inform instruction of students with autism in public school settings, this study examined the relation between performance on mastery learning assessments and standardized achievement tests for students with autism spectrum…

Identifying Anxiety Through Tracked Head Movements in a Virtual Classroom.

Science.gov (United States)

Won, Andrea Stevenson; Perone, Brian; Friend, Michelle; Bailenson, Jeremy N

2016-06-01

Virtual reality allows the controlled simulation of complex social settings, such as classrooms, and thus provides an opportunity to test a range of theories in the social sciences in a way that is both naturalistic and controlled. Importantly, virtual environments also allow the body movements of participants in the virtual world to be tracked and recorded. In the following article, we discuss how tracked head movements were correlated with participants' reports of anxiety in a simulation of a classroom. Participants who reported a high sense of awareness of and concern about the other virtual people in the room showed different patterns of head movement (more lateral head movement, indicating scanning behavior) from those who reported a low level of concern. We discuss the implications of this research for understanding nonverbal behavior associated with anxiety and for the design of online educational systems.

Mind Wandering and Education: From the Classroom to Online Learning

Directory of Open Access Journals (Sweden)

Karl K Szpunar

2013-08-01

Full Text Available In recent years, cognitive and educational psychologists have become interested in applying principles of cognitive psychology to education. Here, we discuss the importance of understanding the nature and occurrence of mind wandering in the context of classroom and online lectures. In reviewing the relevant literature, we begin by considering early studies that provide important clues about student attentiveness via dependent measures such as physical markers of inattention, note taking, and retention. We then provide a broad overview of studies that have directly measured mind wandering in the classroom and online learning environments. Finally, we conclude by discussing interventions that might be effective at curbing the occurrence of mind wandering in educational settings, and consider various avenues of future research that we believe can shed light on this well-known but little studied phenomenon.

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…

Beyond the Flipped Classroom: A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials Science Courses

Science.gov (United States)

Liou, Wei-Kai; Bhagat, Kaushal Kumar; Chang, Chun-Yen

2016-06-01

The present study compares the highly interactive cloud-classroom (HIC) system with traditional methods of teaching materials science that utilize crystal structure picture or real crystal structure model, in order to examine its learning effectiveness across three dimensions: knowledge, comprehension and application. The aim of this study was to evaluate the (HIC) system, which incorporates augmented reality, virtual reality and cloud-classroom to teach basic materials science courses. The study followed a pretest-posttest quasi-experimental research design. A total of 92 students (aged 19-20 years), in a second-year undergraduate program, participated in this 18-week-long experiment. The students were divided into an experimental group and a control group. The experimental group (36 males and 10 females) was instructed utilizing the HIC system, while the control group (34 males and 12 females) was led through traditional teaching methods. Pretest, posttest, and delayed posttest scores were evaluated by multivariate analysis of covariance. The results indicated that participants in the experimental group who used the HIC system outperformed the control group, in the both posttest and delayed posttest, across three learning dimensions. Based on these results, the HIC system is recommended to be incorporated in formal materials science learning settings.

Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms

Science.gov (United States)

Barry, Colleen

2016-01-01

Federal mandates require teachers to implement evidence-based strategies in their classrooms; however, due to gaps between research and practice, these evidence-based practices are inconsistently implemented across educational settings. Although intended to address this, teacher professional developments are most commonly delivered in a…

The Use of Informational Formats to Implement APA Ethical Principles in Collecting Classroom Data.

Science.gov (United States)

Dolly, John P.; And Others

1978-01-01

Providing more information about experimental studies than required under the ethical principles formulated by the American Psychological Association can result in data bias on a specific task; overall, however, the implementation of ethical principles has little effect on data collected in classroom settings. (RL)

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…

Bioinformatic Description of Immunotherapy Targets for Pediatric T-Cell Leukemia and the Impact of Normal Gene Sets Used for Comparison

Directory of Open Access Journals (Sweden)

Rimas J Orentas

2014-06-01

Full Text Available Pediatric lymphoid leukemia has the highest cure rate of all pediatric malignancies, yet due to its prevalence, still accounts for the majority of childhood cancer deaths and requires long-term highly toxic therapy. The ability to target B-cell ALL with immunoglobulin-like binders, whether anti-CD22 antibody or anti-CD19 CAR-Ts, has impacted treatment options for some patients. The development of new ways to target B cell antigens continues at rapid pace. T-cell ALL accounts for up to 20% of childhood leukemia but has yet to see a set of high value immunotherapeutic targets identified. To find new targets for T-ALL immunotherapy, we employed a bioinformatic comparison to broad normal tissue arrays, hematopoietic stem cells (HSC, and mature lymphocytes, then filtered the results for transcripts encoding plasma membrane proteins. T-ALL bears a core T cell signature and transcripts encoding TCR/CD3 components and canonical markers of T cell development predominate, especially when comparison was made to normal tissue or HSC. However, when comparison to mature lymphocytes was also undertaken, we identified two antigens that may drive, or be associated with leukemogenesis; TALLA-1 and hedgehog interacting protein, HHIP. In addition, TCR subfamilies, CD1, activation and adhesion markers, membrane organizing molecules, and receptors linked to metabolism and inflammation were also identified. Of these, only CD52, CD37, and CD98 are currently being targeted clinically. This work provides a set of targets to be considered for future development of immunotherapies for T-ALL.

The perception of science teachers on the role of student relationships in the classroom

Science.gov (United States)

Mattison, Cheryl Ann

With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed in the classroom. In addition, it is important to discover what it takes to keep those students in school Many science teachers enter the profession unprepared to handle the regular classroom routine. Classroom management, grading, lesson planning, setting up labs, and the myriad of other obligations, can leave teachers overwhelmed and sometimes can get in the way of actually helping students be successful. This study investigated how science teachers viewed the importance of developing strong teacher/student relationships to the increase of student success in a science classroom. I attempted to answer 4 major questions: · How do science teachers in a select high school community view the role of interactive relationships in their classrooms and how that might impact their students? · How do science teachers in a select high school community believe they establish successful interactive relationships with their students? · What do science teachers in a select high school community believe are some of the outcomes of those relationships? · What do science teachers suggest to increase the teacher's ability to form good relationships with their students? A qualitative research method was used including observations, interviews and group discussions of 5 high school science teachers in a small urban school.

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

Bhinneka Tunggal Ika [Unity in Diversity]: From Dynastic Policy to Classroom Practice

Directory of Open Access Journals (Sweden)

Mohammad Imam Farisi

2014-02-01

Full Text Available The purpose of this article is to discuss the concept of Bhinneka Tunggal Ika, in its narrowest sense, a policy on religious tolerance, as it is operationalized in social studies textbooks and in classroom practice in Indonesia. The focus of the research is on six electronic textbooks used by students aged 7-12 years, in Indonesian elementary schools which are further considered in the context of Indonesian teachers’ actual experience of the operationalisationof Bhinneka Tunggal Ika in a classroom setting. The study shows that the textbooks and classroom practice are able to describe and transform a concept such as  Bhinneka Tunggal Ika into a real and meaningful concept or practice for students as practiced in the family, the school, the wider community and at a national level as well as in  religious ceremonies, architecture, and gotong-royong (or reciprocal activities. However, the state also has a political goal and this concept should also be viewed as underlying cultural policy designed to build a character and civilization appropriate to a pluralistic Indonesian nation.

Code-Switching in Vietnamese University EFL Teachers' Classroom Instruction: A Pedagogical Focus

Science.gov (United States)

Grant, Lynn E.; Nguyen, Thi Hang

2017-01-01

This study examines the under-explored phenomenon in Vietnamese tertiary settings of code-switching practised by EFL (English as a foreign language) teachers in classroom instruction, as well as their awareness of this practice. Among the foreign languages taught and learned in Vietnamese universities, English is the most popular. The research…

Promoting Active Learning in Technology-Infused TILE Classrooms at the University of Iowa

Science.gov (United States)

Van Horne, Sam; Murniati, Cecilia; Gaffney, Jon D. H.; Jesse, Maggie

2012-01-01

In this case study, the authors describe the successful implementation of technology-infused TILE classrooms at the University of Iowa. A successful collaboration among campus units devoted to instructional technologies and teacher development, the TILE Initiative has provided instructors with a new set of tools to support active learning. The…

Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand

Science.gov (United States)

Vibulphol, Jutarat

2016-01-01

This research aimed to investigate second language learners' motivation and learning of English and the ways in which the teachers supported the students' motivation and learning in natural classroom settings. Based on Self-Determination Theory (SDT), questionnaires were developed and data were collected from students and their teachers in twelve…

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-Based Functional Analysis and Intervention for Disruptive and Off-Task Behaviors

Science.gov (United States)

Shumate, Emily D.; Wills, Howard P.

2010-01-01

Although there is a growing body of literature on the use of functional analysis in schools, there is a need for more demonstrations of this technology being used during the course of typical instruction. In this study, we conducted functional analyses of disruptive and off-task behavior in a reading classroom setting for 3 participants of typical…

Classroom

Indian Academy of Sciences (India)

in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. ... research, could then both inject greater vigour into teaching of ... ture, forestry and fishery sciences, management of natural resources.

Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

Science.gov (United States)

González-Gómez, David; Jeong, Jin Su; Airado Rodríguez, Diego; Cañada-Cañada, Florentina

2016-01-01

"Flipped classroom" teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new…

Increased Classroom Consumption of Home-Provided Fruits and Vegetables for Normal and Overweight Children: Results of the Food Dudes Program in Italy.

Science.gov (United States)

Presti, Giovambattista; Cau, Silvia; Oppo, Annalisa; Moderato, Paolo

2015-01-01

To increase classroom consumption of home-provided fruits (F) and vegetables (V) in obese, overweight, and normal weight children. Consumption evaluated within and across the baseline phase and the end of the intervention and maintenance phases. Three Italian primary schools. The study involved 672 children (321 male and 329 female) aged 5-11 years. Body mass index measures were available for 461 children. Intervention schools received the Food Dudes (FD) program: 16 days of repeated taste exposure (40 g of F and 40 g of V), video modeling, and rewards-based techniques. The comparison school was only repeatedly exposed to FV. Grams of FV brought from home and eaten. Chi-square, independent t test, repeated-measures ANOVA, and generalized estimating equation model. Intervention schools show a significant increase in home-provided F (P < .001) and V (P < .001) consumption both in overweight and non-overweight children. Approximately half of children in the intervention schools ate at least 1 portion of FV at the end of the intervention and maintenance phases. The increase in home-provided FV intake was similar in overweight and non-overweight children in the FD intervention schools compared with the comparison school. The effect of the FD program was higher at the end of the intervention phase than the end of the maintenance phase. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Exploring empowerment in settings: mapping distributions of network power.

Science.gov (United States)

Neal, Jennifer Watling

2014-06-01

This paper brings together two trends in the empowerment literature-understanding empowerment in settings and understanding empowerment as relational-by examining what makes settings empowering from a social network perspective. Specifically, extending Neal and Neal's (Am J Community Psychol 48(3/4):157-167, 2011) conception of network power, an empowering setting is defined as one in which (1) actors have existing relationships that allow for the exchange of resources and (2) the distribution of network power among actors in the setting is roughly equal. The paper includes a description of how researchers can examine distributions of network power in settings. Next, this process is illustrated in both an abstract example and using empirical data on early adolescents' peer relationships in urban classrooms. Finally, implications for theory, methods, and intervention related to understanding empowering settings are explored.

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…

Dream-Enacting Behaviors in a Normal Population

Science.gov (United States)

Nielsen, Tore; Svob, Connie; Kuiken, Don

2009-01-01

Study Objectives: Determine the prevalence and gender distributions of behaviors enacted during dreaming (“dream-enacting [DE] behaviors”) in a normal population; the independence of such behaviors from other parasomnias; and the influence of different question wordings, socially desirable responding and personality on prevalence. Design: 3-group questionnaire study Setting: University classrooms Participants: Three undergraduate samples (Ns = 443, 201, 496; mean ages = 19.9 ± 3.2 y; 20.1 ± 3.4 y; 19.1 ± 1.6 y) Interventions: N/A Measurements and Results: Subjects completed questionnaires about DE behaviors and Social Desirability. Study 1 employed a nonspecific question about the behaviors, Study 2 employed the same question with examples, and Study 3 employed 7 questions describing specific behavior subtypes (speaking, crying, smiling/laughing, fear, anger, movement, sexual arousal). Somnambulism, somniloquy, nightmares, dream recall, alexithymia, and absorption were also assessed. Factor analyses were conducted to determine relationships among DE behaviors and their independence from other parasomnias. Prevalence increased with increasing question specificity (35.9%, 76.7%, and 98.2% for the 3 samples). No gender difference obtained for the nonspecific question, but robust differences occurred for more specific questions. Females reported more speaking, crying, fear and smiling/laughing than did males; males reported more sexual arousal. When controlling other parasomnias and dream recall frequency, these differences persisted. Factor solutions revealed that DE behaviors were independent of other parasomnias and of dream recall frequency, except for an association between dream-talking and somniloquy. Sexual arousal was related only to age. Behaviors were independent of alexithymia but moderately related to absorption. Conclusions: Dream-enacting behaviors are prevalent in healthy subjects and sensitive to question wording but not social desirability

COOPERATIVE LEARNING: METHOD OF WORK IN THE CLASSROOM TO FACILITATE THE COEXISTENCE

Directory of Open Access Journals (Sweden)

María del Carmen Cano Tornero

2014-12-01

Full Text Available The present communication is immersed in the investigations conducted on the application of the methods of Cooperative Learning in the classroom, through the Creativity and taking as resource the use from the TIC. It has as it bases the general Conclusions found and the produced Effects on the development of the activities, in the importance that has the social interaction for the coexistence in any educative scope. We set out an interaction between equal and, student and professor; coordinating interests, collective decision making, mutual aid, through dialogue, and always valuing and trusting the student. To conclude and to affirm, without doubt, that the processes of Interaction in the classroom improve the execution of the students in the cooperative activities.

Data in the Classroom: New Tools for Engaging Students with Data

Science.gov (United States)

Dean, A.; Pisut, D.

2017-12-01

The ability to understand and analyze data effectively can increase students ability to understand current and historical global change. Since 2009, NOAA Data in the Classroom Project has been offering formal education resources and tools aimed at helping teachers to build data and environmental literacy in their classrooms. Currently, NOAA is modernizing its Data in the Classroom resources using a web application within Esri's web-based GIS platform, Story Maps. Story Maps have been used for a wide variety of purposes, including teaching and instruction, for more than a decade. This technology can help to engage students in a story, like El Niño, while harnessing the power of data - using maps, data visualizations and data query tools. The aim is to create an effective education tool that allows students access to user-friendly, relevant data sets from NOAA, ultimately providing the opportunity to explore dynamic Earth processes and understand the impact of environmental events on a regional or global scale. This presentation will include demonstrations of the recently launched web-based curricular modules, highlighting the Esri web technology used to build and distribute each module and the interactive data tools that are unique to this project.

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.

Teaching social-communication skills to preschoolers with autism: efficacy of video versus in vivo modeling in the classroom.

Science.gov (United States)

Wilson, Kaitlyn P

2013-08-01

Video modeling is a time- and cost-efficient intervention that has been proven effective for children with autism spectrum disorder (ASD); however, the comparative efficacy of this intervention has not been examined in the classroom setting. The present study examines the relative efficacy of video modeling as compared to the more widely-used strategy of in vivo modeling using an alternating treatments design with baseline and replication across four preschool-aged students with ASD. Results offer insight into the heterogeneous treatment response of students with ASD. Additional data reflecting visual attention and social validity were captured to further describe participants' learning preferences and processes, as well as educators' perceptions of the acceptability of each intervention's procedures in the classroom setting.

Exploring multiliteracies, student voice, and scientific practices in two elementary classrooms

Science.gov (United States)

Allison, Elizabeth Rowland

This study explored the voices of children in a changing world with evolving needs and new opportunities. The workplaces of rapidly moving capitalist societies value creativity, collaboration, and critical thinking skills which are of growing importance and manifesting themselves in modern K-12 science classroom cultures (Gee, 2000; New London Group, 2000). This study explored issues of multiliteracies and student voice set within the context of teaching and learning in 4th and 5th grade science classrooms. The purpose of the study was to ascertain what and how multiliteracies and scientific practices (NGSS Lead States, 2013c) are implemented, explore how multiliteracies influence students' voices, and investigate teacher and student perceptions of multiliteracies, student voice, and scientific practices. Grounded in a constructivist framework, a multiple case study was employed in two elementary classrooms. Through observations, student focus groups and interviews, and teacher interviews, a detailed narrative was created to describe a range of multiliteracies, student voice, and scientific practices that occurred with the science classroom context. Using grounded theory analysis, data were coded and analyzed to reveal emergent themes. Data analysis revealed that these two classrooms were enriched with multiliteracies that serve metaphorically as breeding grounds for student voice. In the modern classroom, defined as a space where information is instantly accessible through the Internet, multiliteracies can be developed through inquiry-based, collaborative, and technology-rich experiences. Scientific literacy, cultivated through student communication and collaboration, is arguably a multiliteracy that has not been considered in the literature, and should be, as an integral component of overall individual literacy in the 21st century. Findings revealed four themes. Three themes suggest that teachers address several modes of multiliteracies in science, but identify

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…

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

Science.gov (United States)

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…

An Empirical Look at Business Students' Attitudes towards Laptop Computers in the Classroom

Science.gov (United States)

Dykstra, DeVee E.; Tracy, Daniel L.; Wergin, Rand

2013-01-01

Mobile computing technology has proliferated across university campuses with the goals of enhancing student learning outcomes and making courses more accessible. An increasing amount of research has been conducted about mobile computing's benefits in classroom settings. Yet, the research is still in its infancy. The purpose of this paper is to add…

Do Nonverbal Emotional Cues Matter? Effects of Video Casting in Synchronous Virtual Classrooms

Science.gov (United States)

Han, Heeyoung

2013-01-01

This study examined the effects of an instructor's use of video casting as a nonverbal emotional cue in synchronous discussion sessions on students' social presence, satisfaction, and learning achievement. A quasi-experimental design was used to evaluate the effect of video casting in a synchronous virtual classroom. The research setting was a…

Training Scientific Thinking Skills: Evidence from an MCAT[superscript 2015]-Aligned Classroom Module

Science.gov (United States)

Stevens, Courtney; Witkow, Melissa R.

2014-01-01

The present study reports on the development and evaluation of a classroom module to train scientific thinking skills. The module was implemented in two of four parallel sections of introductory psychology. To assess learning, a passage-based question set from the medical college admissions test (MCAT[superscript 2015]) preview guide was included…

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.

Use of CO₂ feedback as a retrofit solution for improving air quality in naturally ventilated classrooms

DEFF Research Database (Denmark)

Wargocki, Pawel; Faria Da Silva, Nuno Alexandre

Carbon dioxide (CO2) sensors that provide a green/yellow/red visual indication were installed in pairs of naturally ventilated classrooms during normal school operation. During a two-week period in the heating and the cooling season, teachers and students were instructed to open the windows in re...

Selective attention in normal and impaired hearing.

Science.gov (United States)

Shinn-Cunningham, Barbara G; Best, Virginia

2008-12-01

A common complaint among listeners with hearing loss (HL) is that they have difficulty communicating in common social settings. This article reviews how normal-hearing listeners cope in such settings, especially how they focus attention on a source of interest. Results of experiments with normal-hearing listeners suggest that the ability to selectively attend depends on the ability to analyze the acoustic scene and to form perceptual auditory objects properly. Unfortunately, sound features important for auditory object formation may not be robustly encoded in the auditory periphery of HL listeners. In turn, impaired auditory object formation may interfere with the ability to filter out competing sound sources. Peripheral degradations are also likely to reduce the salience of higher-order auditory cues such as location, pitch, and timbre, which enable normal-hearing listeners to select a desired sound source out of a sound mixture. Degraded peripheral processing is also likely to increase the time required to form auditory objects and focus selective attention so that listeners with HL lose the ability to switch attention rapidly (a skill that is particularly important when trying to participate in a lively conversation). Finally, peripheral deficits may interfere with strategies that normal-hearing listeners employ in complex acoustic settings, including the use of memory to fill in bits of the conversation that are missed. Thus, peripheral hearing deficits are likely to cause a number of interrelated problems that challenge the ability of HL listeners to communicate in social settings requiring selective attention.

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

Group normalization for genomic data.

Science.gov (United States)

Ghandi, Mahmoud; Beer, Michael A

2012-01-01

Data normalization is a crucial preliminary step in analyzing genomic datasets. The goal of normalization is to remove global variation to make readings across different experiments comparable. In addition, most genomic loci have non-uniform sensitivity to any given assay because of variation in local sequence properties. In microarray experiments, this non-uniform sensitivity is due to different DNA hybridization and cross-hybridization efficiencies, known as the probe effect. In this paper we introduce a new scheme, called Group Normalization (GN), to remove both global and local biases in one integrated step, whereby we determine the normalized probe signal by finding a set of reference probes with similar responses. Compared to conventional normalization methods such as Quantile normalization and physically motivated probe effect models, our proposed method is general in the sense that it does not require the assumption that the underlying signal distribution be identical for the treatment and control, and is flexible enough to correct for nonlinear and higher order probe effects. The Group Normalization algorithm is computationally efficient and easy to implement. We also describe a variant of the Group Normalization algorithm, called Cross Normalization, which efficiently amplifies biologically relevant differences between any two genomic datasets.

Effects of Classroom Bilingualism on Task Shifting, Verbal Memory, and Word Learning in Children

Science.gov (United States)

Kaushanskaya, Margarita; Gross, Megan; Buac, Milijana

2014-01-01

We examined the effects of classroom bilingual experience in children on an array of cognitive skills. Monolingual English-speaking children were compared with children who spoke English as the native language and who had been exposed to Spanish in the context of dual-immersion schooling for an average of two years. The groups were compared on a measure of non-linguistic task-shifting; measures of verbal short-term and working memory; and measures of word-learning. The two groups of children did not differ on measures of non-linguistic task-shifting and verbal short-term memory. However, the classroom-exposure bilingual group outperformed the monolingual group on the measure of verbal working memory and a measure of word-learning. Together, these findings indicate that while exposure to a second language in a classroom setting may not be sufficient to engender changes in cognitive control, it can facilitate verbal memory and verbal learning. PMID:24576079

Reducing children's classroom sitting time using sit-to-stand desks: findings from pilot studies in UK and Australian primary schools.

Science.gov (United States)

Clemes, Stacy A; Barber, Sally E; Bingham, Daniel D; Ridgers, Nicola D; Fletcher, Elly; Pearson, Natalie; Salmon, Jo; Dunstan, David W

2016-09-01

This research examined the influence of sit-to-stand desks on classroom sitting time in primary school children. Pilot controlled trials with similar intervention strategies were conducted in primary schools in Melbourne, Australia, and Bradford, UK. Sit-to-stand desks replaced all standard desks in the Australian intervention classroom. Six sit-to-stand desks replaced a bank of standard desks in the UK intervention classroom. Children were exposed to the sit-to-stand desks for 9-10 weeks. Control classrooms retained their normal seated desks. Classroom sitting time was measured at baseline and follow-up using the activPAL3 inclinometer. Thirty UK and 44 Australian children provided valid activPAL data at baseline and follow-up. The proportion of time spent sitting in class decreased significantly at follow-up in both intervention groups (UK: -9.8 ± 16.5% [-52.4 ± 66.6 min/day]; Australian: -9.4 ± 10% [-43.7 ± 29.9 min/day]). No significant changes in classroom sitting time were observed in the UK control group, while a significant reduction was observed in the Australian control group (-5.9 ± 11.7% [-28.2 ± 28.3 min/day]). Irrespective of implementation, incorporating sit-to-stand desks into classrooms appears to be an effective way of reducing classroom sitting in this diverse sample of children. Longer term efficacy trials are needed to determine effects on children's health and learning. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Linear regression and the normality assumption.

Science.gov (United States)

Schmidt, Amand F; Finan, Chris

2017-12-16

Researchers often perform arbitrary outcome transformations to fulfill the normality assumption of a linear regression model. This commentary explains and illustrates that in large data settings, such transformations are often unnecessary, and worse may bias model estimates. Linear regression assumptions are illustrated using simulated data and an empirical example on the relation between time since type 2 diabetes diagnosis and glycated hemoglobin levels. Simulation results were evaluated on coverage; i.e., the number of times the 95% confidence interval included the true slope coefficient. Although outcome transformations bias point estimates, violations of the normality assumption in linear regression analyses do not. The normality assumption is necessary to unbiasedly estimate standard errors, and hence confidence intervals and P-values. However, in large sample sizes (e.g., where the number of observations per variable is >10) violations of this normality assumption often do not noticeably impact results. Contrary to this, assumptions on, the parametric model, absence of extreme observations, homoscedasticity, and independency of the errors, remain influential even in large sample size settings. Given that modern healthcare research typically includes thousands of subjects focusing on the normality assumption is often unnecessary, does not guarantee valid results, and worse may bias estimates due to the practice of outcome transformations. Copyright © 2017 Elsevier Inc. All rights reserved.

The Relationship between Black Racial Identity and Academic Achievement in Urban Settings

Science.gov (United States)

Harper, Brian E.

2007-01-01

This article examines the relationship between Black racial identity and academic achievement in urban settings. Using Mary Shelley's Frankenstein (1918) as a comparative framework, the author describes current practices and suggests practical applications of empirical findings for practicing classroom teachers of African American students.…

Circle of Security in Child Care: Putting Attachment Theory into Practice in Preschool Classrooms

Science.gov (United States)

Cooper, Glen; Hoffman, Kent; Powell, Bert

2017-01-01

This article describes the Circle of Security-Classroom (COS-C) approach to applying attachment theory in preschool settings. Early childhood is an incubator for a wide range of development including the underpinnings of school readiness. Secure teacher-child relationships support this process. However, most preschool staff members lack guidance…

On normal modes in classical Hamiltonian systems

NARCIS (Netherlands)

van Groesen, Embrecht W.C.

1983-01-01

Normal modes of Hamittonian systems that are even and of classical type are characterized as the critical points of a normalized kinetic energy functional on level sets of the potential energy functional. With the aid of this constrained variational formulation the existence of at least one family

Classroom acoustics as a consideration for inclusive education in South Africa.

Science.gov (United States)

Van Reenen, Coralie; Karusseit, Catherine

2017-09-08

It can hardly be disputed that a school environment should be conducive or, at the very least, not prohibitive to effective learning. The provision of fair, equal and barrier-free access to education is referred to as inclusive education. South Africa supports a policy of inclusive schooling, striving to accommodate all children, including those with disabilities, in mainstream schools. This article sets out to prove that noise control in classrooms is a relevant, yet neglected, aspect of inclusive classroom design in South Africa and requires specific attention. The objectives of this study are to: (1) establish the impact that noise has on learners with sensory, language or learning impairments; (2) establish the preferred listening conditions for these learners by examining prior research and guidelines available in other countries; and (3) outline the current South African regulations pertaining to classroom acoustics and assess them against the preferred listening environment. This research was conducted as a systematic review with reference to the South African context. Local and international research and guidelines were used as references, providing an overview and evaluation of data concerning noise and learning. Noise is disadvantageous for learners, particularly those with sensory, language or learning impairments. Research and international guidelines show that the ideal ambient level is 30 dBA - 35 dBA, allowing the achievement of an ideal signal-to-noise ratio (SNR) of +15 dB, and the ideal reverberation time is 0.4 s - 0.6 s. Various South African regulations discussed are inconsistent regarding ambient noise level (ranging from 35 dBA - 50 dBA) and say little about reverberation time for classrooms. South African regulations regarding classroom acoustics require revision to ensure inclusion of all learners with disabilities. The current status does not enforce barrier-free environments in mainstream schools for children with sensory, language or

Localizing Play-Based Pedagogy: Nigerian Educators’ Appropriation of Sesame Classroom Materials

Directory of Open Access Journals (Sweden)

Naomi A. Moland

2017-09-01

Full Text Available This article examines how international organizations promote play-based pedagogical approaches in early childhood settings around the world, and how local educators respond. As a case study, I investigated Sesame Workshop’s efforts to introduce play-based approaches in Nigerian classrooms. In addition to producing a Nigerian version of Sesame Street (called Sesame Square, Sesame Workshop trains educators in play-based approaches and has distributed alphabet flashcards, puppet kits, and storytelling games to more than 2,700 early childhood classrooms across Nigeria. These materials were intended to support Sesame Square’s messages, and to foster interactive, child-centered learning experiences. However, teachers often used the materials in ways that reflected more rote-based, teacher centered approaches. Data was gathered through observations and interviews in 27 educational sites across Nigeria that use Sesame materials. Findings reveal that teachers’ resistance to play-based approaches was sometimes for structural reasons (e.g., large class sizes, and sometimes related to their knowledge and training (e.g., they were accustomed to drilling the alphabet. I argue that ideals about constructivist, play-based learning are being disseminated by international organizations—alongside contrasting formalistic pedagogical approaches—and that all approaches will shift as they are localized. I question if approaches that are considered universally developmentally appropriate are relevant in all settings, and explore how early childhood educators adapt global pedagogical trends to make sense in their classrooms. I call for international organizations to explore context-appropriate play-based approaches that develop educators’ capacities to help all children thrive, while also incorporating local cultural beliefs about childhood and teaching. 

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 ...

Expectations, Realizations, and Approval of Tablet Computers in an Educational Setting

Science.gov (United States)

Hassan, Mamdouh; Geys, Benny

2016-01-01

The introduction of new technologies in classrooms is often thought to offer great potential for advancing learning. In this article, we investigate the relationship between such expectations and the post-implementation evaluation of a new technology in an educational setting. Building on psychological research, we argue that (1) high expectations…

Mental Health and the ESL Classroom: A Guide for Teachers Working with Refugees.

Science.gov (United States)

Lucey, Moira; Chaffee, Marcia; Terry, Diane; Le Marbre, Joan; Stone, Betty; Wiencek, Donna

This manual guides English-as-a-Second-Language (ESL) teachers by outlining the complex burdens that refugee students carry and setting out concrete steps that ESL teachers can take in order to turn their classrooms into effective and welcoming teaching and learning environments. The seven sections focus on the following: (1) "The Refugee and…

Escuela Normal de Costa Rica: Historia y legado

OpenAIRE

Carvajal-Jiménez, Vivian; Ruiz-Badilla, Silvia

2016-01-01

On the centennial of the Escuela Normal (Normal School) of Costa Rica, this paper discusses its role and its legacy in teacher training. It is structured in three parts. Firstly, it presents a brief historical background of the origin and profile of normal schools in various parts of the world. Secondly, it describes the development of the Escuela Normal (Normal School) in Costa Rica, refers to various personalities and significant elements that have set the course and prestige of the institu...

Language-as-resource and language-as-political: tensions in the bilingual mathematics classroom

Science.gov (United States)

Planas, Núria; Civil, Marta

2013-09-01

In this article we reflect on the learning of mathematics in bilingual settings from a social and a political perspective. In particular we highlight two concepts that are key to our work: language-as-resource and language-as-political. To do so, we draw on classroom data from students of Mexican origin in Tucson, USA, and students from Latin America in Barcelona, Spain. The language policies in our contexts share a message of privileging the language of instruction (English or Catalan) over other languages. Our analysis of the two sets of data points to differences in the mathematical participation of students on the basis of which language they use. We develop the argument that, even if languages other than Catalan and English are accepted and certain pedagogies may be close to a language-as-resource approach, the use of the students' languages is politically mediated in such a way that its pedagogical value (as a medium of communication and learning) is not always taken into account in the bilingual mathematics classroom.

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

A Qualitative Exploration of Multiple Perspectives on Transfer of Learning Between Classroom and Clinical Workplace.

Science.gov (United States)

Peters, Sanne; Clarebout, Geraldine; van Nuland, Marc; Aertgeerts, Bert; Roex, Ann

2018-01-01

Phenomenon: Transfer of learning between classroom and workplace appears to be difficult. Various conceptions about learning in either the classroom or the workplace exist among stakeholders, yet little is known about their conceptions of the transfer of learning between both settings. This study explored stakeholders' conceptions about transfer of learning between classroom-based learning and workplace practice. Homogeneous focus groups with students, medical teachers, and workplace supervisors were conducted using a constructivist grounded theory approach. The 54 participants' conceptions mainly related to their beliefs about who was responsible for (a) preparing for transfer of learning, (b) being at the workplace and connecting back to classroom-based learning, and (c) reflecting on transfer of learning and continuing the process. A continuum was recognized between those who held medical teachers/workplace supervisors responsible and those who held students responsible. Insights: There appears to be a variety of conceptions about who is responsible for enabling the transfer process. These conceptions may influence learning and instructional activities. Hence, it may be necessary to make these beliefs explicit in order to better align stakeholders' conceptions. To this end, the conceptual framework created in this study may be a useful tool.

Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

Directory of Open Access Journals (Sweden)

Zafer Unal

2017-11-01

Full Text Available As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests were used to measure and compare student performance while student and teacher surveys facilitated data collection on student perception and teacher satisfaction. The results of the study showed that, in most cases, the flipped classroom model demonstrated higher student learning gains, more positive student perception, and higher teacher satisfaction compared to the traditional model. This study adds evidence to the current literature that, if the conditions are properly set, the flipped classroom should have the potential to be an extremely effective learning style.

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…

The Use of an Educational Social Networking Site for English Language Learning beyond the Classroom in a Japanese University Setting

Science.gov (United States)

Okumura, Shinji

2016-01-01

This study describes an attempt of using an educational social networking platform, which is called Edmodo, for English language learning outside classrooms at tertiary level. Considering the notion of communicative competence, the instructor incorporated Edmodo into his English classes as a project which is a formal assignment. In the project,…

Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

Directory of Open Access Journals (Sweden)

Michael Whitacre

2013-01-01

Full Text Available Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004. The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI, and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how pre-service bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI developed by Haager, Gersten, Baker, and Graves (2003. To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts’ dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classrooms.

Who Really Answers the Questions? Using Glasser's Quality School Model in an Undergraduate Classroom

Science.gov (United States)

Logan, Jennifer; Plumlee, Gerald L.

2012-01-01

The authors discuss the effectiveness of the Quality School model and active learning in an undergraduate classroom setting. They compare performance levels of students in two course sections of Principles of Macroeconomics and two sections of Managerial Communications. Students are given an opportunity to help shape the structure of the…

A Classroom-Based Assessment Method to Test Speaking Skills in English for Specific Purposes

Science.gov (United States)

Alberola Colomar, María Pilar

2014-01-01

This article presents and analyses a classroom-based assessment method to test students' speaking skills in a variety of professional settings in tourism. The assessment system has been implemented in the Communication in English for Tourism course, as part of the Tourism Management degree programme, at Florida Universitaria (affiliated to the…

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…

SOCIAL MEDIA AND CLASSROOM ENGAGEMENT: STUDENTS’ PERCEPTION

Directory of Open Access Journals (Sweden)

Malissa Maria Mahmud

2016-12-01

Full Text Available Over the course of the last 15 years or so, social media have shown many facets—from connecting people on a global-scale, to penetrating aspects of lives which otherwise might have remained private or limited to a small audience. In the realm of education, social media have also begun to infiltrate the academic world by influencing and shaping students’ perceptions and influencing learning engagement. With millions of students and teachers simultaneously active on social networks, it is significant to observe how the media could influence student-teacher classroom interactions as well as their online communications. Some studies have documented that teachers who disclosed information about themselves on social media were perceived as more credible by students because they were regarded as more relatable. Moreover, students’ stereotyping beliefs and attitudes towards teachers also come into play when formulating perceptions about teachers on social media. For instance, their communications with teachers are often formal and impersonal on social media, as teachers are viewed as authoritative figures. Consequently, students’ perceptions towards teachers would have a significant repercussion on their interpersonal relationships, which in turn impacts students’ motivation and learning engagement. Thus, this research was conducted to establish preliminary findings whether social media shape students’ perceptions and whether these ramifications would result in positive or negative learning engagement. Consequently, the results indicate that students are more susceptible towards teachers who are active on social media because they are perceived as being more akin to a “real person” who can easily be reached for immediate classroom information and instructions. Such accessibilities via social media enable learning processes to be less contrived by just the physical classroom settings.

Using instructional logs to identify quality in educational settings.

Science.gov (United States)

Rowan, Brian; Jacob, Robin; Correnti, Richard

2009-01-01

When attempting to identify educational settings that are most effective in improving student achievement, classroom process (that is, the way in which a teacher interacts with his or her students) is a key feature of interest. Unfortunately, high-quality assessment of the student-teacher interaction occurs all too infrequently, despite the critical role that understanding and measuring such processes can play in school improvement. This article discusses the strengths and weaknesses of two common approaches to studying these processes-direct classroom observation and annual surveys of teachers-and then describes the ways in which instructional logs can be used to overcome some of the limitations of these two approaches when gathering data on curriculum content and coverage. Classroom observations are expensive, require extensive training of raters to ensure consistency in the observations, and because of their expense generally cannot be conducted frequently enough to enable the researcher to generalize observational findings to the entire school year or illuminate the patterns of instructional change that occur across the school year. Annual surveys are less expensive but often suffer from self-report bias and the bias that occurs when teachers are asked to retrospectively report on their activities over the course of a single year. Instructional logs offer a valid, reliable, and relatively cost-effective alternative for collecting detailed information about classroom practice and can overcome some of the limitations of both observations and annual surveys.

One-to-one iPad technology in the middle school mathematics and science classrooms

Science.gov (United States)

Bixler, Sharon G.

Science, technology, engineering, and mathematics (STEM) education has become an emphasized component of PreK-12 education in the United States. The US is struggling to produce enough science, mathematics, and technology experts to meet its national and global needs, and the mean scores of science and mathematics students are not meeting the expected levels desired by our leaders (Hossain & Robinson, 2011). In an effort to improve achievement scores in mathematics and science, school districts must consider many components that can contribute to the development of a classroom where students are engaged and growing academically. Computer technology (CT) for student use is a popular avenue for school districts to pursue in their goal to attain higher achievement. The purpose of this study is to examine the use of iPads in a one-to-one setting, where every student has his own device 24/7, to determine the effects, if any, on academic achievement in the areas of mathematics and science. This comparison study used hierarchical linear modeling (HLM) to examine three middle schools in a private school district. Two of the schools have implemented a one-to-one iPad program with their sixth through eighth grades and the third school uses computers on limited occasions in the classroom and in a computer lab setting. The questions addressed were what effect, if any, do the implementation of a one-to-one iPad program and a teacher's perception of his use of constructivist teaching strategies have on student academic achievement in the mathematics and science middle school classrooms. The research showed that although the program helped promote the use of constructivist activities through the use of technology, the one-to-one iPad initiative had no effect on academic achievement in the middle school mathematics and science classrooms.

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.

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…

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

The assessment of the combined effect of classroom acoustics and sound field amplification (SFA) on children's speech perception within the "live" classroom poses a challenge to researchers. The goals of this study were to determine: (1) Whether personal response system (PRS) hand-held voting cards, together with a closed-set speech perception test (Chear Auditory Perception Test [CAPT]), provide an appropriate method for evaluating speech perception in the classroom; (2) Whether SFA provides better access to the teacher's speech than without SFA for children, taking into account vocabulary age, middle ear dysfunction or ear-canal wax, and home language. Forty-four children from two school-year groups, year 2 (aged 6 years 11 months to 7 years 10 months) and year 3 (aged 7 years 11 months to 8 years 10 months) were tested in two classrooms, using a shortened version of the four-alternative consonant discrimination section of the CAPT. All children used a PRS to register their chosen response, which they selected from four options displayed on the interactive whiteboard. The classrooms were located in a 19th-century school in central London, United Kingdom. Each child sat at their usual position in the room while target speech stimuli were presented either in quiet or in noise. The target speech was presented from the front of the classroom at 65 dBA (calibrated at 1 m) and the presented noise level was 46 dBA measured at the center of the classroom. The older children had an additional noise condition with a noise level of 52 dBA. All conditions were presented twice, once with SFA and once without SFA and the order of testing was randomized. White noise from the teacher's right-hand side of the classroom and International Speech Test Signal from the teacher's left-hand side were used, and the noises were matched at the center point of the classroom (10sec averaging [A-weighted]). Each child's expressive vocabulary age and middle ear status were measured

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...

"Just Don't": The Suppression and Invitation of Dialogue in the Mathematics Classroom

Science.gov (United States)

Wagner, David; Herbel-Eisenmann, Beth

2008-01-01

Responding to concerns raised by grade 11 mathematics students, we examined a broad set of mathematics classroom transcripts from multiple teachers to examine how the word "just" was and could be used to suppress and invite dialogue. We used corpus linguistics tools to process and quantify the large body of text, not to describe the nature of the…

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....

The flipped classroom: a modality for mixed asynchronous and synchronous learning in a residency program.

Science.gov (United States)

Young, Timothy P; Bailey, Caleb J; Guptill, Mindi; Thorp, Andrea W; Thomas, Tamara L

2014-11-01

A "flipped classroom" educational model exchanges the traditional format of a classroom lecture and homework problem set. We piloted two flipped classroom sessions in our emergency medicine (EM) residency didactic schedule. We aimed to learn about resident and faculty impressions of the sessions, in order to develop them as a regular component of our residency curriculum. We evaluated residents' impression of the asynchronous video component and synchronous classroom component using four Likert items. We used open-ended questions to inquire about resident and faculty impressions of the advantages and disadvantages of the format. For the Likert items evaluating the video lectures, 33/35 residents (94%, 95% CI 80%-99%) responded that the video lecture added to their knowledge about the topic, and 33/35 residents felt that watching the video was a valuable use of their time. For items evaluating the flipped classroom format, 36/38 residents (95%, 95% CI 82%-99%) preferred the format to a traditional lecture on the topic, and 38/38 residents (100%, 95% CI 89%-100%) felt that the small group session was effective in helping them learn about the topic. Most residents preferred to see the format monthly in our curriculum and chose an ideal group size of 5.5 (first session) and 7 (second session). Residents cited the interactivity of the sessions and access to experts as advantages of the format. Faculty felt the ability to assess residents' understanding of concepts and provide feedback were advantages. Our flipped classroom model was positively received by EM residents. Residents preferred a small group size and favored frequent use of the format in our curriculum. The flipped classroom represents one modality that programs may use to incorporate a mixture of asynchronous and interactive synchronous learning and provide additional opportunities to evaluate residents.

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

Creating a contemporary clerkship curriculum: the flipped classroom model in emergency medicine.

Science.gov (United States)

Lew, Edward K

2016-12-01

The teaching modality of "flipping the classroom" has garnered recent attention in medical education. In this model, the lecture and homework components are reversed. The flipped classroom lends itself to more interaction in "class" and theoretically improved clinical decision-making. Data is lacking for this model for students in emergency medicine clerkships. We trialed the flipped classroom in our fourth-year student clerkship. Our aim was to learn student and faculty facilitator perceptions of the experience, as it has not been done previously in this setting. We evaluated this in two ways: (1) participant perception of the experience and (2) facilitator (EM physician educator) perception of student preparation, participation, and knowledge synthesis. With permission from its creators, we utilized an online video series derived from the Clerkship Directors in Emergency Medicine. Students were provided the link to these 1 week prior to the classroom experience as the "homework." We developed patient cases generated from the videos that we discussed during class in small-group format. Afterward, students were surveyed about the experience using four-point Likert items and free-text comments and also were evaluated by the facilitator on a nine-point scale. Forty-six clerkship students participated. Students deemed the online modules useful at 2.9 (95 % CI 2.7-3.2). Further, they reported the in-class discussion to be of high value at 3.9 (95 % CI 3.8-4.0), much preferred the flipped classroom to traditional lecturing at 3.8 (95 % CI 3.6-3.9), and rated the overall experience highly at 3.8 (95 % CI 3.7-3.9). Based on preparation, participation, and knowledge synthesis, the facilitator judged participants favorably at 7.4 (95 % CI 7.0-7.8). Students commented that the interactivity, discussion, and medical decision-making were advantages of this format. Students found high value in the flipped classroom and prefer it to traditional lecturing, citing

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.

Do Lessons in Nature Boost Subsequent Classroom Engagement? Refueling Students in Flight

Directory of Open Access Journals (Sweden)

Ming Kuo

2018-01-01

Full Text Available Teachers wishing to offer lessons in nature may hold back for fear of leaving students keyed up and unable to concentrate in subsequent, indoor lessons. This study tested the hypothesis that lessons in nature have positive—not negative—aftereffects on subsequent classroom engagement. Using carefully matched pairs of lessons (one in a relatively natural outdoor setting and one indoors, we observed subsequent classroom engagement during an indoor instructional period, replicating these comparisons over 10 different topics and weeks in the school year, in each of two third grade classrooms. Pairs were roughly balanced in how often the outdoor lesson preceded or followed the classroom lesson. Classroom engagement was significantly better after lessons in nature than after their matched counterparts for four of the five measures developed for this study: teacher ratings; third-party tallies of “redirects” (the number of times the teacher stopped instruction to direct student attention back onto the task at hand; independent, photo-based ratings made blind to condition; and a composite index each showed a nature advantage; student ratings did not. This nature advantage held across different teachers and held equally over the initial and final 5 weeks of lessons. And the magnitude of the advantage was large. In 48 out of 100 paired comparisons, the nature lesson was a full standard deviation better than its classroom counterpart; in 20 of the 48, the nature lesson was over two standard deviations better. The rate of “redirects” was cut almost in half after a lesson in nature, allowing teachers to teach for longer periods uninterrupted. Because the pairs of lessons were matched on teacher, class (students and classroom, topic, teaching style, week of the semester, and time of day, the advantage of the nature-based lessons could not be attributed to any of these factors. It appears that, far from leaving students too keyed up to concentrate

Citizen Science in the Classroom: Perils and Promise of the New Web

Science.gov (United States)

Loughran, T.; Dirksen, R.

2010-12-01

Classroom citizen science projects invite students to generate, curate, post, query, and analyze data, publishing and discussing results in potentially large collaborative contexts. The new web offers a rich palette of such projects for any STEM educator to select from or create. This easy access to citizen science in the classroom is full of both promise and peril for science education. By offering examples of classroom citizen science projects in particle physics, earth and environmental sciences, each supported by a common mashup of technologies available to ordinary users, we will illustrate something of the promise of these projects for science education, and point to some of the challenges and failure modes--the peril--raised by easy access and particularly easy publication of data. How one sensibly responds to this promise and peril depends on how one views the goals of science (or more broadly, STEM) education: either as the equipping of individual students with STEM knowledge and skills so as to empower them for future options, or as the issuing of effective invitations into STEM communities. Building on the claim that these are complementary perspectives, both of value, we will provide an example of a classroom citizen science project analyzed from both perspectives. The BOSCO classroom-to-classroom water source mapping project provides students both in Northern Uganda and in South Dakota a collaborative platform for analyzing and responding to local water quality concerns. Students gather water quality data, use Google Forms embedded in a project wiki to enter data in a spreadsheet, which then automatically (through Mapalist, a free web service) gets posted to a Google Map, itself embedded in the project wiki. Using these technologies, data is thus collected and posted for analysis in a collaborative environment: the stage is set for classroom citizen science. In the context of this project we will address the question of how teachers can take advantage

FLIPPED CLASSROOM LEARNING METHOD TO IMPROVE CARING AND LEARNING OUTCOME IN FIRST YEAR NURSING STUDENT

Directory of Open Access Journals (Sweden)

Ni Putu Wulan Purnama Sari

2017-08-01

Full Text Available Background and Purpose: Caring is the essence of nursing profession. Stimulation of caring attitude should start early. Effective teaching methods needed to foster caring attitude and improve learning achievement. This study aimed to explain the effect of applying flipped classroom learning method for improving caring attitude and learning achievement of new student nurses at nursing institutions in Surabaya. Method: This is a pre-experimental study using the one group pretest posttest and posttest only design. Population was all new student nurses on nursing institutions in Surabaya. Inclusion criteria: female, 18-21 years old, majoring in nursing on their own volition and being first choice during students selection process, status were active in the even semester of 2015/2016 academic year. Sample size was 67 selected by total sampling. Variables: 1 independent: application of flipped classroom learning method; 2 dependent: caring attitude, learning achievement. Instruments: teaching plan, assignment descriptions, presence list, assignment assessment rubrics, study materials, questionnaires of caring attitude. Data analysis: paired and one sample t test. Ethical clearance was available. Results: Most respondents were 20 years old (44.8%, graduated from high school in Surabaya (38.8%, living with parents (68.7% in their homes (64.2%. All data were normally distributed. Flipped classroom learning method could improve caring attitude by 4.13%. Flipped classroom learning method was proved to be effective for improving caring attitude (p=0.021 and learning achievement (p=0.000. Conclusion and Recommendation: Flipped classroom was effective for improving caring attitude and learning achievement of new student nurse. It is recommended to use mix-method and larger sample for further study.

Group normalization for genomic data.

Directory of Open Access Journals (Sweden)

Mahmoud Ghandi

Full Text Available Data normalization is a crucial preliminary step in analyzing genomic datasets. The goal of normalization is to remove global variation to make readings across different experiments comparable. In addition, most genomic loci have non-uniform sensitivity to any given assay because of variation in local sequence properties. In microarray experiments, this non-uniform sensitivity is due to different DNA hybridization and cross-hybridization efficiencies, known as the probe effect. In this paper we introduce a new scheme, called Group Normalization (GN, to remove both global and local biases in one integrated step, whereby we determine the normalized probe signal by finding a set of reference probes with similar responses. Compared to conventional normalization methods such as Quantile normalization and physically motivated probe effect models, our proposed method is general in the sense that it does not require the assumption that the underlying signal distribution be identical for the treatment and control, and is flexible enough to correct for nonlinear and higher order probe effects. The Group Normalization algorithm is computationally efficient and easy to implement. We also describe a variant of the Group Normalization algorithm, called Cross Normalization, which efficiently amplifies biologically relevant differences between any two genomic datasets.

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...

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

Science.gov (United States)

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,…

A Hybrid Model for Making Online Assignments Effective In a Traditional Classroom

Directory of Open Access Journals (Sweden)

Ronda Sturgill

2011-04-01

Full Text Available Today’s college student has grown up in a world filled with technology and many current college students routinely utilize the latest and most up to date forms of technology. The result is an ever-changing way of communicating between faculty members and students. Many faculty members, however, are intimidated by the use of the terms “technology”, “online” and “distance education.” This often results in a communication gap between faculty and students where faculty members will “lose” students on the first day of class. Advantages of incorporating online tools into the course structure include freeing up additional class time, enhancing classroom discussions, and allowing students to remain current with information in their field. This hybrid instructional model focuses on the integration of technology tools as a supplement to traditional classroom teaching. This paper will describe how to effectively incorporate and implement technology using online course tools in a traditional classroom setting. Specific examples of online assignments, discussions, and assessments from an allied health education program and class will be discussed. Lessons learned and challenges confronted when adapting to the utilization of specific online course assignments and tools will be discussed.

Longitudinal Effects of Student-Perceived Classroom Support on Motivation - A Latent Change Model.

Science.gov (United States)

Lazarides, Rebecca; Raufelder, Diana

2017-01-01

This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 ( Mean age = 13.70, SD = 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students' academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students' perceptions of competence in class when aiming to enhance students' academic effort in secondary school classrooms.

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

Science.gov (United States)

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…

Reading and Quality Discipline in the Classroom.

Science.gov (United States)

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

Science.gov (United States)

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…

Automatic Camera Control System for a Distant Lecture with Videoing a Normal Classroom.

Science.gov (United States)

Suganuma, Akira; Nishigori, Shuichiro

The growth of a communication network technology enables students to take part in a distant lecture. Although many lectures are conducted in universities by using Web contents, normal lectures using a blackboard are still held. The latter style lecture is good for a teacher's dynamic explanation. A way to modify it for a distant lecture is to…

Children's Reasoning as Collective Social Action through Problem Solving in Grade 2/3 Science Classrooms

Science.gov (United States)

Kim, Mijung

2016-01-01

Research on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and…

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...

Is normal science good science?

Directory of Open Access Journals (Sweden)

Adrianna Kępińska

2015-09-01

Full Text Available “Normal science” is a concept introduced by Thomas Kuhn in The Structure of Scientific Revolutions (1962. In Kuhn’s view, normal science means “puzzle solving”, solving problems within the paradigm—framework most successful in solving current major scientific problems—rather than producing major novelties. This paper examines Kuhnian and Popperian accounts of normal science and their criticisms to assess if normal science is good. The advantage of normal science according to Kuhn was “psychological”: subjective satisfaction from successful “puzzle solving”. Popper argues for an “intellectual” science, one that consistently refutes conjectures (hypotheses and offers new ideas rather than focus on personal advantages. His account is criticized as too impersonal and idealistic. Feyerabend’s perspective seems more balanced; he argues for a community that would introduce new ideas, defend old ones, and enable scientists to develop in line with their subjective preferences. The paper concludes that normal science has no one clear-cut set of criteria encompassing its meaning and enabling clear assessment.

How Setting Goals Enhances Learners’ Self-Efficacy Beliefs in Listening Comprehension

Directory of Open Access Journals (Sweden)

Liliana Ballesteros Muñoz

2014-04-01

Full Text Available This article outlines a study that explores the relationship between SMART goal setting (Specific, Measurable, Attainable, Relevant, and Time-based and learning English in Colombia concerning a foreign language learners’ self-efficacy beliefs in listening. The participants were seventh and ninth grade students of two schools in Bogotá, Colombia. The results revealed that self-efficacy was highly positive when related to goal setting as students were able to set SMART goals to improve their listening comprehension and learners showed improvement in self-efficacy beliefs and felt more motivated while completing listening tasks related to songs. Furthermore this study shows that goal setting training can be incorporated successfully into the English as a foreign language classroom.

Improving Technology in Agriscience Classrooms

Science.gov (United States)

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

Science.gov (United States)

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…