Young African American Children Constructing Academic and Disciplinary Identities in an Urban Science Classroom

ERIC Educational Resources Information Center

Kane, Justine M.

2012-01-01

In this paper, I offer a framework for exploring the academic and disciplinary identities young African American children construct in urban science classrooms. Using interviews, fieldnotes, and videotapes of classroom lessons, I juxtapose the ways in which two children tell about their experiences in school and science with their performances of…

The influence of classroom peers on cognitive performance in children with behavioural problems.

PubMed

Bevington, J; Wishart, J G

1999-03-01

Identifying factors linked to underachievement is fundamental to understanding the associated academic difficulties and crucial to the development of effective intervention strategies. Underachievement in a number of academic domains has been shown to be associated with behavioural problems in the classroom but the nature of the association and direction of any causal link has yet to be clarified. This study explored the association between poor academic achievement and behavioural problems by examining the direct effects of peer presence on classroom performance in children with identified behavioural difficulties. Specifically, it was hypothesised that independent performance on a cognitive task would decrease as number of classroom peers present increased. A total of 24 children attending two special schools for children with emotional and behavioural difficulties participated in the study. Age range was 9-14 years. A within-subjects design was used in which performance on a set of perceptual/conceptual matching tasks was assessed under three conditions: the child working alone, alongside one other peer, or within a group of six. Measures of non-verbal intelligence and academic attainment were collected, along with teacher ratings of the severity of each child's problem behaviour. Performance was found to be significantly influenced by peer presence, both in terms of number of correct responses and time taken to complete the matching tasks. Direction of effects on these two performance indicators differed according to number of peers present. Findings highlight the importance of contextual factors in determining classroom performance in children with behavioural difficulties. Given the current pressure to educate all children in mainstream classes, findings have implications for classroom management.

Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement.

PubMed

Wang, Mingzhong; Deng, Xueli; Du, Xiuxiu

2018-04-01

This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China (n=815, mean age=12.55years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance. Results of structural equation modeling revealed gender differences in patterns of association among the model variables. Harsh parenting was negatively and directly associated with academic achievement for both boys and girls. It was also negatively and indirectly associated with academic achievement via effortful control and classroom engagement sequentially, forming a common indirect "path" for boys and girls. The indirect negative effect of harsh parenting on boys' academic achievement was mainly realized through the mediator of effortful control, whereas this same indirect effect for girls was mainly realized through the mediator of classroom engagement. Jointly, effortful control and classroom engagement precipitates more indirect effects for boys than for girls in the association between harsh parenting and academic achievement. The discussion analyzes the potential "paths" from harsh parenting to adolescent academic achievement, as well as gender differences in these "paths." The current study has implications for teachers and parents eager to improve students' classroom engagement and academic achievement. Copyright © 2017. Published by Elsevier Ltd.

A Pilot Study of Classroom-Based Cognitive Skill Instruction: Effects on Cognition and Academic Performance

ERIC Educational Resources Information Center

Mackey, Allyson P.; Park, Anne T.; Robinson, Sydney T.; Gabrieli, John D. E.

2017-01-01

Cognitive skills are associated with academic performance, but little is known about how to improve these skills in the classroom. Here, we present the results of a pilot study in which teachers were trained to engage students in cognitive skill practice through playing games. Fifth-grade students at an experimental charter school were randomly…

An Investigation of University Students' Classroom Seating Choices

ERIC Educational Resources Information Center

Xi, Li; Yuan, Zhang; YunQui, Bai; Chiang, Feng-Kuang

2017-01-01

The classroom is crucial for students, and seating position within the classroom can affect students' performance. This study conducted a survey to investigate the relationship between seating zones and academic performance among 174 university students in Beijing. The results revealed differences in student performance in terms of seating…

Courage in the Classroom: Exploring a New Framework Predicting Academic Performance and Engagement

ERIC Educational Resources Information Center

Martin, Andrew J.

2011-01-01

In the context of 7,637 high school students, the present study explored an hypothesized formulation of academic courage (defined as perseverance in the face of academic difficulty and fear) and its role in predicting academic performance (literacy and arithmetic) and various academic engagement measures (planning, task management,…

Effective Classroom Management and Students' Academic Performance in Secondary Schools in Uyo Local Government Area of Akwa Ibom State

ERIC Educational Resources Information Center

George, I. N.; Sakirudeen, Abisola Oladeni; Sunday, Adam Happiness

2017-01-01

This study was carried out to investigate Effective Classroom Management and Students' Academic Performance in Secondary schools in Uyo Local Government Area. Four research questions and four null hypotheses were formulated to guide the study. The survey design was adopted for the study. The population of 2044 Senior Secondary School One (SS1)…

The Influence of Placement in an Inclusive Classroom on the Academic Performance of Non-Disabled Eleventh Grade Students in a Suburban New Jersey School District

ERIC Educational Resources Information Center

Brown, Jocelyn Easley; Babo, Gerard

2017-01-01

The purpose of this study was to determine the influence, if any; assignment to an inclusive secondary language arts classroom setting has on the academic performance of grade 11 nondisabled general education students in two suburban New Jersey High Schools. Using a sampling process known as Propensity Score Matching (PSM), a statistical technique…

Teacher: Students' Interpersonal Relationships and Students' Academic Achievements in Social Studies

ERIC Educational Resources Information Center

Fan, F. A.

2012-01-01

Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of…

Evaluating effectiveness of dynamic soundfield system in the classroom.

PubMed

da Cruz, Aline Duarte; Alves Silvério, Kelly Cristina; Da Costa, Aline Roberta Aceituno; Moret, Adriane Lima Mortari; Lauris, José Roberto Pereira; de Souza Jacob, Regina Tangerino

2016-01-01

Research has reported on the use of soundfield amplification devices in the classroom. However, no study has used standardized tests to determine the potential advantages of the dynamic soundfield system for normally hearing students and for the teacher's voice. Our aim was to evaluate the impact of using dynamic soundfield system on the noise of the classroom, teacher's voice and students' academic performance. This was a prospective cohort study in which 20 student participants enrolled in the third year of basic education were divided into two groups (i.e., control and experimental); their teacher participated. The experimental group was exposed to the dynamic soundfield system for 3 consecutive months. The groups were assessed using standardized tests to evaluate their academic performance. Further, questionnaires and statements were collected on the participants' experience of using the soundfield system. We statistically analyzed the results to compare the academic performance of the control group with that of the experimental group. In all cases, a significance level of P < .05 was adopted. Use of the dynamic soundfield system was effective for improving the students' academic performance on standardized tests for reading, improving the teacher's speech intelligibility, and reducing the teacher's vocal strain. The dynamic soundfield system minimizes the impact of noise in the classroom as demonstrated by the mensuration of the signal-to-noise ratio (SNR) and pupil performance on standardized tests for reading and student and teacher ratings of amplification system effectiveness.

The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

ERIC Educational Resources Information Center

Clark, Kevin R.

2015-01-01

In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the…

Will the last be first and the first last? The role of classroom registers in cognitive skill acquisition

PubMed Central

Borgonovi, Francesca; Jakubowski, Maciej

2018-01-01

The paper estimates the effect of students’ position in the classroom register on their academic performance. We use a unique dataset from Poland which contains information on the academic outcomes of students in the humanities, science and mathematics lower secondary school exams as well as the position students occupy in their classroom register. We find that students whose names are recorded near the end of the class list have lower performance than those students whose names are recorded near the beginning of the list. The effect appears to be larger for performance in the humanities exam, and for low-achieving boys who attend large classes. PMID:29813092

Childhood obesity and academic achievement among male students in public primary schools in Kuwait.

PubMed

Abdelalim, Ahmed; Ajaj, Nawras; Al-Tmimy, Abdulrahman; Alyousefi, Maytham; Al-Rashaidan, Sulaiman; Hammoud, Majeda S; Al-Taiar, Abdullah

2012-01-01

The aim of this study was to investigate the association between childhood obesity and student academic performance in the classroom setting. A multi-stage cluster random sampling was used to select a representative sample of 1,213 fifth-grade students in male public schools. Height and weight were measured using a standard protocol. Overweight was defined as BMI ≥85th but <95th percentile, while obesity as ≥95th BMI percentile, using growth charts provided by the Centre for Disease Control and Prevention (2000). Data on each student's academic performance and sociodemographic factors were extracted from school records. Of the 1,213 students, 147 were absent on the day the survey was conducted. Therefore, the analysis was based on 1,066 students. Of the 1,066 students, 67 did not have previous school records because they were new in the school; hence the association between school performance and obesity was based on 999 students. The prevalence of obesity was 186 (17.4%, 95% CI: 15.2-19.9%) while the prevalence of overweight was 232 (21.8%, 95% CI: 19.3-24.4%). There was no significant association between obesity and academic performance after adjusting for sociodemographic factors. Parental education was the most important predictor for high academic performance in the classroom setting. There is no association between obesity and academic performance in the classroom setting among boys in Kuwait. With the lack of evidence of a relationship between childhood obesity and academic performance, using high performance as a measure of success in prevention initiatives cannot be justified. Copyright © 2011 S. Karger AG, Basel.

A Quantitative Review of Physical Activity, Health, and Learning Outcomes Associated with Classroom-Based Physical Activity Interventions

ERIC Educational Resources Information Center

Erwin, Heather; Fedewa, Alicia; Beighle, Aaron; Ahn, Soyeon

2012-01-01

Research suggests that physical activity may foster improved academic performance, yet schools are receiving more pressure to achieve high academic standards. It is important for classroom teachers, administrators and school psychologists to understand the benefits of incorporating physical activity into the school day. This article serves as a…

Classroom Management Affects Literacy Development of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Garwood, Justin D.; Vernon-Feagans, Lynne

2017-01-01

Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their…

[Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies].

PubMed

Miki, Kaori; Yamauchi, Hirotsugu

2005-08-01

We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). Participants were 323 5th and 6th grade students in elementary schools. The results from structural equation modeling indicated that perceptions of classroom mastery goal structures were associated with students' mastery goal orientations, which were in turn related positively to the deep processing strategies and academic achievement. Perceptions of classroom performance goal stractures proved associated with work avoidance-goal orientations, which were positively related to the surface processing and self-handicapping strategies. Two types of goal structures had a positive relation with students' performance goal orientations, which had significant positive effects on academic achievement. The results of this study suggest that elementary school students' perceptions of mastery goal structures are related to adaptive patterns of learning more than perceptions of performance goal structures are. The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed.

Evaluating effectiveness of dynamic soundfield system in the classroom

PubMed Central

da Cruz, Aline Duarte; Alves Silvério, Kelly Cristina; Da Costa, Aline Roberta Aceituno; Moret, Adriane Lima Mortari; Lauris, José Roberto Pereira; de Souza Jacob, Regina Tangerino

2016-01-01

Research has reported on the use of soundfield amplification devices in the classroom. However, no study has used standardized tests to determine the potential advantages of the dynamic soundfield system for normally hearing students and for the teacher's voice. Our aim was to evaluate the impact of using dynamic soundfield system on the noise of the classroom, teacher's voice and students’ academic performance. This was a prospective cohort study in which 20 student participants enrolled in the third year of basic education were divided into two groups (i.e., control and experimental); their teacher participated. The experimental group was exposed to the dynamic soundfield system for 3 consecutive months. The groups were assessed using standardized tests to evaluate their academic performance. Further, questionnaires and statements were collected on the participants’ experience of using the soundfield system. We statistically analyzed the results to compare the academic performance of the control group with that of the experimental group. In all cases, a significance level of P < .05 was adopted. Use of the dynamic soundfield system was effective for improving the students’ academic performance on standardized tests for reading, improving the teacher's speech intelligibility, and reducing the teacher's vocal strain. The dynamic soundfield system minimizes the impact of noise in the classroom as demonstrated by the mensuration of the signal-to-noise ratio (SNR) and pupil performance on standardized tests for reading and student and teacher ratings of amplification system effectiveness. PMID:26780961

From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest.

PubMed

Tosto, Maria G; Asbury, Kathryn; Mazzocco, Michèle M M; Petrill, Stephen A; Kovas, Yulia

2016-08-01

Drawing on Bandura's triadic reciprocal causation model, perceived classroom environment and three intrapersonal factors (mathematics self-efficacy, maths interest and academic self-concept) were considered as predictors of test performance in two correlated mathematics assessments: a public examination (GCSE) and an on-line test, both taken by UK pupils at age 16 (n = 6689). Intrapersonal factors were significantly associated with both test scores, even when the alternative score was taken into account. Classroom environment did not correlate with mathematics achievement once intrapersonal factors and alternative test performance were included in the model, but was associated with subject interest and academic self-concept. Perceptions of classroom environment may exercise an indirect influence on achievement by boosting interest and self-concept. In turn, these intrapersonal factors have direct relationships with achievement and were found to mediate the relationship between perceived classroom environment and maths performance. Findings and their implications for mathematics education are discussed.

Going beyond the lesson: Self-generating new factual knowledge in the classroom

PubMed Central

Esposito, Alena G.; Bauer, Patricia J.

2016-01-01

For children to build a knowledge base, they must integrate and extend knowledge acquired across separate episodes of new learning. Children’s performance was assessed in a task requiring them to self-generate new factual knowledge from the integration of novel facts presented through separate lessons in the classroom. Whether self-generation performance predicted academic outcomes in reading comprehension and mathematics was also examined. The 278 participating children were in grades K-3 (mean age 7.7 years; range 5.5–10.3 years). Children self-generated new factual knowledge through integration in the classroom; age-related increases were observed. Self-generation performance predicted both reading comprehension and mathematics academic outcomes, even when controlling for caregiver education. PMID:27728784

The family environment predicts long-term academic achievement and classroom behavior following traumatic brain injury in early childhood.

PubMed

Durber, Chelsea M; Yeates, Keith Owen; Taylor, H Gerry; Walz, Nicolay Chertkoff; Stancin, Terry; Wade, Shari L

2017-07-01

This study examined how the family environment predicts long-term academic and behavioral functioning in school following traumatic brain injury (TBI) in early childhood. Using a concurrent cohort, prospective design, 15 children with severe TBI, 39 with moderate TBI, and 70 with orthopedic injury (OI) who were injured when they were 3-7 years of age were compared on tests of academic achievement and parent and teacher ratings of school performance and behavior on average 6.83 years postinjury. Soon after injury and at the longer term follow-up, families completed measures of parental psychological distress, family functioning, and quality of the home environment. Hierarchical linear regression analyses examined group differences in academic outcomes and their associations with measures of the early and later family environment. The severe TBI group, but not the moderate TBI group, performed worse than did the OI group on all achievement tests, parent ratings of academic performance, and teacher ratings of internalizing problems. Higher quality early and late home environments predicted stronger academic skills and better classroom behavior for children with both TBI and OI. The early family environment more consistently predicted academic achievement, whereas the later family environment more consistently predicted classroom functioning. The quality of the home environment predicted academic outcomes more strongly than did parental psychological distress or family functioning. TBI in early childhood has long-term consequences for academic achievement and school performance and behavior. Higher quality early and later home environments predict better school outcomes for both children with TBI and children with OI. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Mindfulness Promotes Educators' Efficacy in the Classroom

ERIC Educational Resources Information Center

Abenavoli, Rachel M.; Harris, Alexis R.; Katz, Deirdre A.; Jennings, Patricia A.; Greenberg, Mark T.

2014-01-01

Teachers are responsible for delivering academic instruction, facilitating student learning and engagement, and managing classroom behavior. Stress may interfere with performance in the classroom, however (Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010), and recent studies suggest that stress is quite common among today's educators. In…

The Red Effect, Anxiety, and Exam Performance: A Multistudy Examination

ERIC Educational Resources Information Center

Smajic, Adnan; Merritt, Stephanie; Banister, Christina; Blinebry, Amanda

2014-01-01

Laboratory studies have established a negative relationship between the color red and academic performance. This research examined whether this effect would generalize to classroom performance and whether anxiety and negative affect might mediate the effect. In two studies, students taking classroom exams were randomly assigned an exam color. We…

The impact of sound-field systems on learning and attention in elementary school classrooms.

PubMed

Dockrell, Julie E; Shield, Bridget

2012-08-01

The authors evaluated the installation and use of sound-field systems to investigate the impact of these systems on teaching and learning in elementary school classrooms. Methods The evaluation included acoustic surveys of classrooms, questionnaire surveys of students and teachers, and experimental testing of students with and without the use of sound-field systems. In this article, the authors report students' perceptions of classroom environments and objective data evaluating change in performance on cognitive and academic assessments with amplification over a 6-month period. Teachers were positive about the use of sound-field systems in improving children's listening and attention to verbal instructions. Over time, students in amplified classrooms did not differ from those in nonamplified classrooms in their reports of listening conditions, nor did their performance differ in measures of numeracy, reading, or spelling. Use of sound-field systems in the classrooms resulted in significantly larger gains in performance in the number of correct items on the nonverbal measure of speed of processing and the measure of listening comprehension. Analysis controlling for classroom acoustics indicated that students' listening comprehension scores improved significantly in amplified classrooms with poorer acoustics but not in amplified classrooms with better acoustics. Both teacher ratings and student performance on standardized tests indicated that sound-field systems improved performance on children's understanding of spoken language. However, academic attainments showed no benefits from the use of sound-field systems. Classroom acoustics were a significant factor influencing the efficacy of sound-field systems; children in classes with poorer acoustics benefited in listening comprehension, whereas there was no additional benefit for children in classrooms with better acoustics.

Does Class Size in First Grade Relate to Children's Academic and Social Performance or Observed Classroom Processes?

ERIC Educational Resources Information Center

Allhusen, Virginia; Belsky, Jay; Booth-LaForce, Cathryn L.; Bradley, Robert; Brownwell, Celia A; Burchinal, Margaret; Campbell, Susan B.; Clarke-Stewart, K. Alison; Cox, Martha; Friedman, Sarah L.; Hirsh-Pasek, Kathryn; Houts, Renate M.; Huston, Aletha; Jaeger, Elizabeth; Johnson, Deborah J.; Kelly, Jean F.; Knoke, Bonnie; Marshall, Nancy; McCartney, Kathleen; Morrison, Frederick J.; O'Brien, Marion; Tresch Owen, Margaret; Payne, Chris; Phillips, Deborah; Pianta, Robert; Randolph, Suzanne M.; Robeson, Wendy W.; Spieker, Susan; Lowe Vandell, Deborah; Weinraub, Marsha

2004-01-01

This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were…

Students' Achievement Goals in Relation to Academic Motivation, Competence Expectancy, and Classroom Environment Perceptions

ERIC Educational Resources Information Center

Sungur, Semra; Senler, Burcu

2010-01-01

The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…

A Study on The Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non- Cognitive Outcomes and Academic Achievement

NASA Astrophysics Data System (ADS)

Dionisio, Rui Meira

The randomized research study assessed the effect of an inquiry-based science (IBS) program on non-cognitive outcomes and academic achievement. The study was the result of a grant that was awarded by Professional Resources in Science and Mathematics (PRISM), a program affiliated with Montclair State University in conjunction with Bristol-Myers Squibb, and part of the New Jersey Statewide Systemic Initiative (NJSSI). The NJSSI is a partnership of schools, districts, colleges and universities, science centers, businesses, and museums dedicated to improving the teaching and learning of science, mathematics, and technology in New Jersey. The quantitative research study utilized an IBS instructional program titled Science and Technology Concepts for Middle Schools (STC/MS) and was implemented in two middle schools within the same suburban school district. This study examined the effect of IBS classrooms on learning outcomes specifically related to gender and special education. Evaluation of student learning outcomes was conducted through the administration of three instruments: the Academic Self-Concept (ASC) scale, unit assessments, and NJASK 8 Science. The ASC scale and unit assessments were administered as a pretest and posttest in IBS classrooms. NJASK 8 Science scale scores were obtained through reporting of student performance data from the New Jersey Department of Education to the district. The quantitative analysis in this study provided evidence that IBS classrooms had a positive effect on academic achievement. Overall, students in IBS classrooms performed better than students in traditional classrooms on unit assessments. Additionally, male students and special education students in IBS classrooms outperformed students in traditional classrooms on unit assessments.

Noise Levels in Hong Kong Primary Schools: Implications for Classroom Listening

ERIC Educational Resources Information Center

Choi, Ching Yee; McPherson, Bradley

2005-01-01

Many researchers have stressed that the acoustic environment is crucial to the speech perception, academic performance, attention, and participation of students in classrooms. Classrooms in highly urbanised locations are especially vulnerable to noise, a major influence on the acoustic environment. The purpose of this investigation was to…

Flipping the Classroom for English Language Learners to Foster Active Learning

ERIC Educational Resources Information Center

Hung, Hsiu-Ting

2015-01-01

This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners' academic performance, learning attitudes, and participation levels. Adopting a…

Academic Self-Handicapping: Relationships with Learning Specific and General Self-Perceptions and Academic Performance over Time

ERIC Educational Resources Information Center

Gadbois, Shannon A.; Sturgeon, Ryan D.

2011-01-01

Background: Academic self-handicapping (ASH) tendencies, strategies students employ that increase their chances of failure on assessments while protecting self-esteem, are correlated with classroom goal structures and to learners' general self-perceptions and learning strategies. In particular, greater ASH is related to poorer academic performance…

Improving the professionalism of post-certification teacher through academic supervision in vocational schools

NASA Astrophysics Data System (ADS)

Satyawati, Sophia Tri; Widyanto, I. Putu; Suemy

2017-03-01

This paper examines the principal's efforts in improving the professionalism of post-certification teachers through academic supervision in vocational school. The certification of educators is expected to improve the professionalism of teachers, there are significant changes between the before and after receiving the certificate of educators. One of the efforts made by the principal on increasing the professionalism of teachers is to carry out academic supervision completely and continuously. This paper examines about how principals at vocational schools carry out the programmed academic supervision, and continuing through mentoring, evaluation and coaching. Academic supervision is performed by individual supervision techniques which includes: classroom or practical visit, classroom or practical observation, individual meetings, inter-class or practical places visit, and self-assessment.

Assessing English Language Learner Content Knowledge in the Mainstream Classroom

ERIC Educational Resources Information Center

Clark-Gareca, Beth

2013-01-01

In K-12 environments in the US, classroom tests are a central means by which teachers assess English Language Learner (ELL) content knowledge. Performance on routine classroom assessments is often a contributing criterion for school based decision-making and can affect decisions relating to academic tracking, retention, and access to academic…

Students' Evocative Impact on Teacher Instruction and Teacher-Child Relationships

ERIC Educational Resources Information Center

Nurmi, Jari-Erik; Kiuru, Noona

2015-01-01

Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment--in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a…

Behavioral Impacts of a Mindfulness Pilot Intervention for Elementary School Students

ERIC Educational Resources Information Center

Harpin, Scott B.; Rossi, AnneMarie; Kim, Amber K.; Swanson, Leah M.

2016-01-01

Elementary school students in today's urban classrooms face many life circumstances at home and in their communities that contribute to stress and coping needs. These stressors are often brought into the classroom, which impact learning, behaviors, and overall academic performance. Mindfulness has been used in classroom settings, particularly with…

Cultivating Imaginative Thinking: Teacher Strategies Used in High-Performing Arts Education Classrooms

ERIC Educational Resources Information Center

Fleming, Josephine; Gibson, Robyn; Anderson, Michael; Martin, Andrew J.; Sudmalis, David

2016-01-01

This article reports on recent case-study research that examined teacher- and student-level processes in nine Australian arts classrooms. The selected classrooms, based on the results of a connected longitudinal study, demonstrated strong positive links between arts participation and academic motivation, engagement and achievement. The focus here…

Academic climate, well-being and academic performance in a university degree course.

PubMed

Rania, Nadia; Siri, Anna; Bagnasco, Annamaria; Aleo, Giuseppe; Sasso, Loredana

2014-09-01

The psychological climate within organisations affects not only the behaviour and the attitude of group members, but also the performance of the group itself. According to the ecological model, this research examines how learning in different classroom contexts of the same nursing degree programme can affect academic performance, well-being, self-esteem and perceived climate. Four scales were used to assess students' perceptions by collecting primary data while academic performance was measured by obtaining students' academic records. A questionnaire completed by 391 first-year nursing students was administered. Differences were observed in the perceptions of climate and academic performance in different classroom contexts with trends, which did not always overlap; however, strong correlations were observed among self-esteem, well-being and climate, and schoolmate relationships. Universities should not merely train competent professionals but also build learning communities that support the well-being of relationships and the development of well-being contexts. The findings support the need for an educational intervention for improving the quality of life and well-being of the community and individual students. This type of intervention requires a 'compliant' organisational environment that puts studetns, teachers and professionals in the condition to practice their professional skills. © 2013 John Wiley & Sons Ltd.

Short term effects of methylphenidate on the cognitive, learning and academic performance of children with attention deficit disorder in the laboratory and the classroom.

PubMed

Douglas, V I; Barr, R G; O'Neill, M E; Britton, B G

1986-03-01

Sixteen children meeting diagnostic criteria for Attention Deficit Disorder with Hyperactivity (ADD-H) were tested on methylphenidate (0.3 mg/kg) and placebo on cognitive, learning, academic and behavioral measures in a double-blind study. Assessments were carried out in the laboratory and in the children's regular classrooms. Results indicate methylphenidate-induced improvements on a majority of the measures. Drug-induced changes reflected increased output, accuracy and efficiency and improved learning acquisition. There was also evidence of increased effort and self-correcting behaviours. It is argued that reviewers have underestimated the potential of stimulants to improve the performance of ADD-H children on academic, learning and cognitive tasks.

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

PubMed Central

Moffett, Jenny; Mill, Aileen C

2014-01-01

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<0.001). Conclusion This study demonstrates that learners seem to prefer a flipped 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 multiple-choice items delivered during a written examination. PMID:25419164

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

PubMed

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; P<0.001). This study demonstrates that learners seem to prefer a flipped 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 multiple-choice items delivered during a written examination.

Determinants of Academic Achievement: The Interaction of Children's Achievement Orientations with Skill Area.

ERIC Educational Resources Information Center

Licht, Barbara G.; Dweck, Carol S.

1984-01-01

Examines the degree to which experiencing confusion during the acquisition of new academic material differentially affects classroom performance of helpless and mastery-oriented fifth-graders. Provides an initial test of a theoretical approach to understanding differences between male and female performances in different subject areas. (AS)

Self-Regulation and Achievement Goals in the College Classroom

ERIC Educational Resources Information Center

Zusho, Akane; Edwards, Kelcey

2011-01-01

Although the causes of achievement are many and varied, it is widely assumed that "motivation" and "self-regulation" are crucial determinants of academic performance. Substantial evidence indicates that students who focus on learning and understanding course material are more likely to perform well academically (Dweck and Leggett, 1988).…

Using Physical Education to Improve Literacy Skills in Struggling Students

ERIC Educational Resources Information Center

Wachob, David A.

2014-01-01

Literacy skills are an essential part of academic performance. When physical educators collaborate with classroom teachers to address these skills, student engagement in the learning process can greatly improve. This article begins by reviewing the growing issues surrounding student literacy and its impact on academic performance. The discussion…

The Effects of Cognitive Flexibility and Openness to Change on College Students' Academic Performance

ERIC Educational Resources Information Center

Lin, Ya-Wei

2013-01-01

This research investigated the relationship between cognitive flexibility and openness to change and their effects on academic performance among college students at National Taiwan University in Taipei, Taiwan. Using a quantitative purposeful sampling strategy, data were collected in classroom settings from 770 undergraduate voluntary…

Linking Academic Integrity and Classroom Civility: Student Attitudes and Institutional Response

ERIC Educational Resources Information Center

Brooks, Troy; Marini, Zopito; Radue, Jon

2011-01-01

This paper explores the notion that student behaviour regarding academic integrity and classroom civility are linked, and that intervention methods used to resolve classroom incivility may be used as a response to academic dishonesty. We advance the view that academic integrity and classroom civility refer to a student's willingness to respect the…

The Effect of Breakfast in the Classroom on Obesity and Academic Performance: Evidence from New York City.

PubMed

Corcoran, Sean P; Elbel, Brian; Schwartz, Amy Ellen

2016-01-01

Participation in the federally subsidized school breakfast program often falls well below its lunchtime counterpart. To increase take-up, many districts have implemented Breakfast in the Classroom (BIC), offering breakfast directly to students at the start of the school day. Beyond increasing participation, advocates claim BIC improves academic performance, attendance, and engagement. Others caution BIC has deleterious effects on child weight. We use the implementation of BIC in New York City (NYC) to estimate its impact on meals program participation, body mass index (BMI), achievement, and attendance. While we find large effects on participation, our findings provide no evidence of hoped-for gains in academic performance, or of feared increases in obesity. The policy case for BIC will depend upon reductions in hunger and food insecurity for disadvantaged children, or its longer-term effects.

ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom?

PubMed

Daley, D; Birchwood, J

2010-07-01

This paper reviews the relationship between attention deficit hyperactivity disorder (ADHD) and academic performance. First, the relationship at different developmental stages is examined, focusing on pre-schoolers, children, adolescents and adults. Second, the review examines the factors underpinning the relationship between ADHD and academic underperformance: the literature suggests that it is the symptoms of ADHD and underlying cognitive deficits not co-morbid conduct problems that are at the root of academic impairment. The review concludes with an overview of the literature examining strategies that are directed towards remediating the academic impairment of individuals with ADHD.

Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course-Taking on Peer Victimization

PubMed Central

Echols, Leslie

2014-01-01

This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel methodology for measuring academic teaming at the individual level was employed, in which students received their own teaming score based on the unique set of classmates with whom they shared academic courses in their class schedule. Using both peer- and self-reports of victimization, the results of two path models indicated that students with low social preference in highly teamed classroom environments were more victimized than low preference students who experienced less teaming throughout the school day. This effect was exaggerated in higher performing classrooms. Implications for the practice of academic teaming were discussed. PMID:25937668

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

ERIC Educational Resources Information Center

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…

School-based interventions for elementary school students with ADHD.

PubMed

DuPaul, George J; Gormley, Matthew J; Laracy, Seth D

2014-10-01

Children with attention-deficit/hyperactivity disorder (ADHD) experience significant difficulties with behavior, social functioning, and academic performance in elementary school classrooms. Although psychotropic medication may enhance classroom behavior, pharmacologic treatment is rarely sufficient in addressing the many challenges encountered by individuals with ADHD in school settings. This article describes 3 evidence-based strategies including behavioral, academic, and self-regulation interventions. Future directions for research on school-based interventions are discussed. Copyright © 2014 Elsevier Inc. All rights reserved.

Academic Care, Classroom Pedagogy and the House Group Teacher: "Making Hope Practical" in Uncertain Times

ERIC Educational Resources Information Center

Addison, Bruce Vincent

2012-01-01

The development of an ethos of academic care is about creating the structures, both formal and informal, that cater for the developmental learning needs of students. Such an approach celebrates individual difference in the belief that academic care will not only underpin improved academic performance but will also build confidence in the ability…

Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis.

PubMed

Watson, Amanda; Timperio, Anna; Brown, Helen; Best, Keren; Hesketh, Kylie D

2017-08-25

Physical activity is associated with many physical and mental health benefits, however many children do not meet the national physical activity guidelines. While schools provide an ideal setting to promote children's physical activity, adding physical activity to the school day can be difficult given time constraints often imposed by competing key learning areas. Classroom-based physical activity may provide an opportunity to increase school-based physical activity while concurrently improving academic-related outcomes. The primary aim of this systematic review and meta-analysis was to evaluate the impact of classroom-based physical activity interventions on academic-related outcomes. A secondary aim was to evaluate the impact of these lessons on physical activity levels over the study duration. A systematic search of electronic databases (PubMed, ERIC, SPORTDiscus, PsycINFO) was performed in January 2016 and updated in January 2017. Studies that investigated the association between classroom-based physical activity interventions and academic-related outcomes in primary (elementary) school-aged children were included. Meta-analyses were conducted in Review Manager, with effect sizes calculated separately for each outcome assessed. Thirty-nine articles met the inclusion criteria for the review, and 16 provided sufficient data and appropriate design for inclusion in the meta-analyses. Studies investigated a range of academic-related outcomes including classroom behaviour (e.g. on-task behaviour), cognitive functions (e.g. executive function), and academic achievement (e.g. standardised test scores). Results of the meta-analyses showed classroom-based physical activity had a positive effect on improving on-task and reducing off-task classroom behaviour (standardised mean difference = 0.60 (95% CI: 0.20,1.00)), and led to improvements in academic achievement when a progress monitoring tool was used (standardised mean difference = 1.03 (95% CI: 0.22,1.84)). However, no effect was found for cognitive functions (standardised mean difference = 0.33 (95% CI: -0.11,0.77)) or physical activity (standardised mean difference = 0.40 (95% CI: -1.15,0.95)). Results suggest classroom-based physical activity may have a positive impact on academic-related outcomes. However, it is not possible to draw definitive conclusions due to the level of heterogeneity in intervention components and academic-related outcomes assessed. Future studies should consider the intervention period when selecting academic-related outcome measures, and use an objective measure of physical activity to determine intervention fidelity and effects on overall physical activity levels.

The Effect of Classroom Web Applications on Teaching, Learning and Academic Performance among College of Education Female Students

ERIC Educational Resources Information Center

Aljraiwi, Seham Salman

2017-01-01

The current study proposes web applications-based learning environment to promote teaching and learning activities in the classrooms. It also helps teachers facilitate learners' contributions in the process of learning and improving their motivation and performance. The case study illustrated that female students were more interested in learning…

Humanistic versus Authoritarian Teachers: A Reflection on Students' Academic Motivation and Performance

ERIC Educational Resources Information Center

Sultan, Sarwat; Hussain, Irshad

2012-01-01

This prospective study using self-determination theory was conducted to predict the students' motivation and academic performance based on their perceived teachers' humanistic vs. authoritarian orientations in the classrooms. The sample consisted of 300 students aged 14-18 years taken from different schools of Multan. The Pupil Control Behavior…

Examining the Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom: An Action Research Study

ERIC Educational Resources Information Center

Clark, Kevin R.

2013-01-01

In many of the secondary classrooms across the country, including the research site for this study, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This action research study sought to bring about improvements in student engagement and performance in the secondary…

The Effect of Breakfast in the Classroom on Obesity and Academic Performance: Evidence from New York City

PubMed Central

Corcoran, Sean P.; Elbel, Brian; Schwartz, Amy Ellen

2016-01-01

Participation in the federally subsidized school breakfast program often falls well below its lunchtime counterpart. To increase take-up, many districts have implemented Breakfast in the Classroom (BIC), offering breakfast directly to students at the start of the school day. Beyond increasing participation, advocates claim BIC improves academic performance, attendance, and engagement. Others caution BIC has deleterious effects on child weight. We use the implementation of BIC in New York City (NYC) to estimate its impact on meals program participation, body mass index (BMI), achievement, and attendance. While we find large effects on participation, our findings provide no evidence of hoped-for gains in academic performance, or of feared increases in obesity. The policy case for BIC will depend upon reductions in hunger and food insecurity for disadvantaged children, or its longer-term effects. PMID:27314139

Comparison of Final Grades between a Traditional Classroom and Learning Community Classroom at Northeast Wisconsin Technical College.

ERIC Educational Resources Information Center

Van Beek, Dianne

This study examines courses in the marketing program at Northeast Wisconsin Technical College to compare the academic performance of students in traditional and learning community classroom settings. Two sections of students, a traditional 17-week course and a block scheduled 5-week course, served as the sample in the study. The block scheduling…

The Effect of Instructional Quality on Low- and High-Performing Students

ERIC Educational Resources Information Center

Stipek, Deborah; Chiatovich, Tara

2017-01-01

The study assessed the effects of the quality of reading and math instruction and classroom climate on the academic skills and engagement of 314 children in 245 classrooms at the end of third grade. All of the children in the study were from families with low incomes. On a classroom observation measure developed for the study, regression analyses…

Motivation through Routine Documentation

ERIC Educational Resources Information Center

Koth, Laurie J.

2016-01-01

This informed commentary article offers a simple, effective classroom management strategy in which the teacher uses routine documentation to motivate students both to perform academically and to behave in a manner consistent with established classroom rules and procedures. The pragmatic strategy is grounded in literature, free to implement,…

Classroom Correlates of Neurological "Soft Signs".

ERIC Educational Resources Information Center

Hartlage, Patricia L.; Hartlage, Lawrence C.

This study investigated the relationships between 19 neurological abnormalities in school children and measures of school performance in reading, math, and nonacademic classroom behaviors. The sample of 45 children was given a standardized achievement test and the Draw-a-Person instrument to obtain academic variables. Nonacademic behaviors…

The Effects of a Flipped Classroom Model of Instruction on Students' Performance and Attitudes towards Chemistry

ERIC Educational Resources Information Center

Olakanmi, Eunice Eyitayo

2017-01-01

This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of…

Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms.

ERIC Educational Resources Information Center

Simmons, Deborah C.; And Others

1995-01-01

Examined effects of explicit teaching and peer tutoring on reading achievement of learning-disabled students and nondisabled, low-performing readers in academically integrated classrooms. Found that explicit-teaching students did not achieve reliably better than controls; students in the explicit teaching plus peer tutoring condition scored higher…

Self-Monitoring of Attention versus Self-Monitoring of Academic Performance: Effects among Students with ADHD in the General Education Classroom

ERIC Educational Resources Information Center

Harris, Karen R.; Friedlander, Barbara Danoff; Saddler, Bruce; Frizzelle, Remedios; Graham, Steve

2005-01-01

A counterbalanced, multiple-baseline, across-subjects design was used to determine if attention and performance monitoring had differential effects on the on-task and spelling study behavior of 6 elementary students with attention-deficit/hyperactivity disorder (ADHD) in the general education classroom. Both self-monitoring of attention and…

Exploring Modes of Communication among Pupils in Brazil: Gender Issues in Academic Performance

ERIC Educational Resources Information Center

Teixeira, Adla B. M.; Villani, Carlos E.; do Nascimento, Silvania S.

2008-01-01

The objective of this study was to identify gender issues in the academic performance of boys and girls during physics classes in a laboratory. The methodology adopted was the observation and interactions of pupils during eight classroom events. The interactions were recorded and events were informally discussed with the teacher. The school…

Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

ERIC Educational Resources Information Center

Berger, Roland; Hänze, Martin

2015-01-01

We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ("jigsaw classroom"). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when…

The Effect of Immersion Scheduling on Academic Performance and Students' Ratings of Instructors

ERIC Educational Resources Information Center

Richmond, Aaron S.; Murphy, Bridget C.; Curl, Layton S.; Broussard, Kristin A.

2015-01-01

During the past decades, little research has investigated the effects of immersion scheduling on the psychology classroom. Therefore, we sought to compare academic performance of students in 2-week immersion psychology courses to that of students in traditional 16-week courses. In Study 1, students who received instruction in a 2-week immersion…

Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

ERIC Educational Resources Information Center

Al-Alwan, Ahmed F.

2014-01-01

The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…

Correlation and Predictive Relationship between Self-Determination Instruction and Academic Performance of Students with Disabilities

ERIC Educational Resources Information Center

Chao, Pen-Chiang; Chou, Yu-Chi

2017-01-01

The purpose of this study was to investigate the correlation and probable predictive relationship between self-determination skills taught by special education teachers and the academic performance of students with disabilities from junior high schools in Taiwan. The subjects included teachers from resource rooms and self-contained classrooms (n =…

Motivational Correlates of Academic Success in an Educational Psychology Course

ERIC Educational Resources Information Center

Herman, William E.

2011-01-01

The variables of class attendance and the institution-wide Early Alert Grading System were employed to predict academic success at the end of the semester. Classroom attendance was found to be statistically and significantly related to final average and accounted for 14-16% of the variance in academic performance. Class attendance was found to…

A Proposed Pedagogical Approach for Preparing Teacher Candidates to Incorporate Academic Language in Mathematics Classrooms

ERIC Educational Resources Information Center

Lim, Woong; Stallings, Lynn; Kim, Dong Joong

2015-01-01

The purpose of this article is to present issues related to prioritizing academic language in teaching performance assessments and to propose a pedagogical approach that prepares middle grades mathematics teacher candidates to teach academic language. Based on our experience with teacher candidates and our knowledge of edTPA standards involving…

Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey

ERIC Educational Resources Information Center

Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard; Kamps, Debra

2017-01-01

Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey

ERIC Educational Resources Information Center

Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard P.; Kamps, Debra M.

2017-01-01

Numerous well validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

Identifying Effective Characteristics for Teaching in Urban and Suburban Settings

ERIC Educational Resources Information Center

Jones, Shawn Cecil

2017-01-01

Classroom size, curriculum, and student attendance are all important factors that affect student outcomes, but these factors cannot compare to the classroom teacher's influence on student academic performance. Unfortunately, highly qualified teachers are not equally effective in different school settings. Findings associated with highly effective…

Identifying Characteristics for Effective Teaching in Urban and Suburban Settings.

ERIC Educational Resources Information Center

Jones, Shawn Cecil

2017-01-01

Classroom size, curriculum, and student attendance are all important factors that affect student outcomes, but these factors cannot compare to the classroom teacher's influence on student academic performance. Unfortunately, highly qualified teachers are not equally effective in different school settings. Findings associated with highly effective…

Coteaching: A Model for Education Reform

ERIC Educational Resources Information Center

Piechura-Couture, Kathy; Tichenor, Mercedes; Touchton, Debra; Macissac, Douglas; Heins, Elizabeth D.

2006-01-01

With research suggesting increased (or no difference in) academic performance and reduced behavior problems for students in cotaught classrooms, it seems that coteaching is one logical solution to the classroom space problem. In this article, the authors define "coteaching" as two or more professionals delivering substantive instruction to a…

A preliminary study on the association between ventilation rates in classrooms and student performance.

PubMed

Shaughnessy, R J; Haverinen-Shaughnessy, U; Nevalainen, A; Moschandreas, D

2006-12-01

Poor conditions leading to substandard indoor air quality (IAQ) in classrooms have been frequently cited in the literature over the past two decades. However, there is limited data linking poor IAQ in the classrooms to student performance. Whereas, it is assumed that poor IAQ results in reduced attendance and learning potential, and subsequent poor student performance, validating this hypothesis presents a challenge in today's school environment. This study explores the association between student performance on standardized aptitude tests that are administered to students on a yearly basis, to classroom carbon dioxide (CO2) concentrations, which provide a surrogate of ventilation being provided to each room. Data on classroom CO2 concentrations (over a 4-5 h time span within a typical school day) were recorded in fifth grade classrooms in 54 elementary schools within a school district in the USA. Results from this preliminary study yield a significant (P < 0.10) association between classroom-level ventilation rate and test results in math. They also indicate that non-linear effects may need to be considered for better representation of the association. A larger sample size is required in order to draw more definitive conclusions. Practical Implications Future studies could focus on (1) gathering more evidence on the possible association between classroom ventilation rates and students' academic performance; (2) the linear/non-linear nature of the association; and (3) whether it is possible to detect 'no observed adverse effect level' for adequate ventilation with respect to academic performance in schools. All of this information could be used to improve guidance and take regulatory actions to ensure adequate ventilation in schools. The high prevalence of low ventilation rates, combined with the growing evidence of the positive impact that sufficient ventilation has on human performance, suggests an opportunity for improving design and management of school facilities.

The Chinese Classroom Paradox: A Cross-Cultural Comparison of Teacher Controlling Behaviors

ERIC Educational Resources Information Center

Zhou, Ning; Lam, Shui-Fong; Chan, Kam Chi

2012-01-01

Chinese classrooms present an intriguing paradox to the claim of self-determination theory that autonomy facilitates learning. Chinese teachers appear to be controlling, but Chinese students do not have poor academic performance in international comparisons. The present study addressed this paradox by examining the cultural differences in…

Assisting Learners with Special Needs in a Regular Classroom at a Parochial School.

ERIC Educational Resources Information Center

Ehens, Cynthia; Gates, Jill

This action research study was designed to improve the academic performance of students with special needs in two elementary school classrooms in a parochial school setting. Cooperative learning and curriculum modifications were selected as interventions. Cooperative groups were formed which emphasized teamwork and communication with assigned…

Academic Achievement and Physical Activity: A Meta-analysis.

PubMed

Álvarez-Bueno, Celia; Pesce, Caterina; Cavero-Redondo, Iván; Sánchez-López, Mairena; Garrido-Miguel, Miriam; Martínez-Vizcaíno, Vicente

2017-12-01

The effect of physical activity (PA) on different areas of academic achievement and classroom behaviors and how different characteristics of PA interventions could modify the effect remain unclear. The objective was twofold: (1) to assess the effect of PA interventions on academic achievement and classroom behaviors in childhood and (2) to determine the characteristics of individuals and PA programs that enhance academic performance. We identified studies from the database inception to October 16, 2016. We selected intervention studies aimed at examining the effect of exercise on academic achievement and classroom behaviors at developmental age. Random-effects models were used to calculate pooled effect size for all primary outcomes (language- and mathematics-related skills, reading, composite score, and time in on-task behavior). Positive values represent a direct relationship between PA programs and academic achievement scores or on-task behaviors. A total of 26 studies (10 205 children, aged from 4 to 13) were included. Pooled effect size (95% confidence interval) estimates were as follows: (1) 0.16 (-0.06 to 0.37) for language-related skills; (2) 0.21 (0.09 to 0.33) for mathematics-related skills; (3) 0.13 (0.02 to 0.24) for reading; (4) 0.26 (0.07 to 0.45) for composite scores; and (5) 0.77 (0.22 to 1.32) for time in on-task behaviors. Limitations included the variety of tools used to measure academic achievement and the limited number of studies that reported the effect of after-school PA interventions. PA, especially physical education, improves classroom behaviors and benefits several aspects of academic achievement, especially mathematics-related skills, reading, and composite scores in youth. Copyright © 2017 by the American Academy of Pediatrics.

Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students

ERIC Educational Resources Information Center

Çetin, Baris

2015-01-01

Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was…

Academic achievements and classroom performance in Mandarin-speaking prelingually deafened school children with cochlear implants.

PubMed

Wu, Che-Ming; Liu, Tien-Chen; Liao, Pei-Ju; Chen, Chin-Kuo; Chang, Bey-Lih; Lin, Bao-Guey

2013-09-01

To document academic achievements and classroom performance in 35 Mandarin-speaking, congenital/pre-lingual, deafened children who used cochlear implants (CIs) for 5-11 years. The possible associated factors were also analyzed. Cross-sectional case series. Standardized Chinese literacy ability and mathematics tests were administered to evaluate the academic achievement of these children. Raw scores derived from both literacy ability and mathematics tests were compared with normative data from children with normal hearing (NH). A modified Mandarin edition of the Screening Instrument for Targeting Educational Risk (SIFTER) and a Regular School Adjustment Scale (RSAS) for students with hearing impairments filled out by regular classroom teachers were used to assess the children's classroom performances. The mean standard T-scores for Chinese literacy ability and mathematics ability were 48.6 and 50.3 (NORM=50 ± 10), respectively. A total of 85.7% of children with CIs scored within or above the normal range of their age-matched hearing peers in Chinese literacy ability, and 82.9% were within normal ranges in mathematics ability. The SIFTER results showed that 45.7% failure was noted on the communication subscale, and the RSAS also indicated 40% of CI students to have communication problems. The academic subscale scores on the SIFTER were associated with the children's Chinese literacy abilities. The Verbal Comprehension Index (VCI) of the Wechsler IQ test IV was related to the children's mathematics abilities. The academic achievements of Mandarin-speaking children who receive CIs from a young age and are integrated into mainstream elementary school system appear to fall within the normal range of their age-matched hearing counterparts after 5-11 years of use. This study strongly suggests the need for future ongoing support for these children in communication field. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Academic English Teaching for Postgraduates Based on Self-Regulated Learning Environment: A Case Study of Academic Reading Course

ERIC Educational Resources Information Center

Zhao, Wei

2016-01-01

This study selects postgraduate students in the first grade as the participants, based on their needs analysis, classroom presentations and performance of assignments completion, through the methodology of case study, the results show that students at the university level even the graduate levels still struggle with academic English. Thus, this…

The Benefits of Movement for Youth: A Whole Child Approach

ERIC Educational Resources Information Center

Savina, Elena; Garrity, Kristin; Kenny, Patrick; Doerr, Chad

2016-01-01

This paper synthesizes studies on the benefits of movement on youth's health, cognition, and academic performance. It discusses behavioral and cognitive outcomes of different types of movement activities including physical activities integrated into teaching of academic content, classroom exercise breaks, afterschool exercise programs, and active…

National Survey of Public School Teachers.

ERIC Educational Resources Information Center

2001

This report presents national survey results of public school teachers' opinions on the relationship between interior design and academic performance. The 1,050 teachers surveyed reveal that they recognize the relationship between interior design and academic achievement and that most teachers see the advantages of classroom carpeting relative to…

Science literacy and academic identity formulation

NASA Astrophysics Data System (ADS)

Reveles, John M.; Cordova, Ralph; Kelly, Gregory J.

2004-12-01

The purpose of this article is to report findings from an ethnographic study that focused on the co-development of science literacy and academic identity formulation within a third-grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co-development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students.

Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success

ERIC Educational Resources Information Center

Merrell, Kenneth W.; Gueldner, Barbara A.

2010-01-01

This highly engaging, eminently practical book provides essential resources for implementing social and emotional learning (SEL) in any K-12 setting. Numerous vivid examples illustrate the nuts and bolts of this increasingly influential approach to supporting students' mental health, behavior, and academic performance. Helpful reproducibles are…

Improving the Performance of Students and Teachers.

ERIC Educational Resources Information Center

Raftery, John P.

This report offers some concepts and procedures intended to help teachers in motivating students to physically, cognitively, and behaviorally attend to academic tasks in the classroom setting. A discussion is presented on the importance of assessing and identifying the academic behaviors and subject skills that each student can successfully…

Academic Achievement and Formal Thought in Engineering Students

ERIC Educational Resources Information Center

Vazquez, Stella Maris; de Anglat, Hilda Difabio

2009-01-01

Introduction: Research on university-level academic performance has significantly linked failure and dropping out to formal reasoning deficiency. We have not found any papers on formal thought in Argentine university students, in spite of the obvious shortcomings observed in the classrooms. Thus, the main objective of this paper was exploring the…

An Exploratory Multiple Case Study about Using Game-Based Learning in STEM Classrooms

ERIC Educational Resources Information Center

Vu, Phu; Feinstein, Sheryl

2017-01-01

This exploratory multiple case study attempted to examine whether game-based learning activities had any impacts on students' academic performances and behaviors, and what perceptions the teachers had toward implementing games into their classrooms. Data used in this study included 101 students' pre and post-test scores, and four structured…

Centrality Measures and Academic Achievement in Computerized Classroom Social Networks: An Empirical Investigation

ERIC Educational Resources Information Center

Reychav, Iris; Raban, Daphne Ruth; McHaney, Roger

2018-01-01

The current empirical study examines relationships between network measures and learning performance from a social network analysis perspective. We collected computerized, networking data to analyze how 401 junior high students connected to classroom peers using text- and video-based material on iPads. Following a period of computerized…

Working in the Classroom: Improving Idiom Comprehension through Classwide Peer Tutoring

ERIC Educational Resources Information Center

Lundblom, Erin E. G.; Woods, Juliann J.

2012-01-01

Idioms occur frequently in classroom language. Students with literacy or language weaknesses are often challenged by idioms; therefore, the failure to comprehend idioms can impact academic performance. Four 7th-grade female students (mean age: 12 years, 6 months) participated in a multiple baseline single subject study during their general…

The Effects of Classroom Response Systems of Student Achievement

ERIC Educational Resources Information Center

Hales, Kelly B.

2017-01-01

School district administrators are required to manage educational outcomes while overseeing tight budgets. Every dollar must be accounted for and serve a student-based purpose. Therefore, the purpose of this mixed-methods research study was to examine whether classroom response systems (CRS) had an effect on the academic performance of grade ten…

Marketing Classroom Spaces: Is It Really Better at the Front?

ERIC Educational Resources Information Center

Vander Schee, Brian A.

2011-01-01

Students spend much of their time in college seated in a classroom. Their seating choice can indicate something about students' general perceptions regarding seat selection and academic achievement. However, actual seat location may also play a role in student performance. This preliminary research focused on the seating choices of 373…

Performance in an Online Introductory Course in a Hybrid Classroom Setting

ERIC Educational Resources Information Center

Aly, Ibrahim

2013-01-01

This study compared the academic achievement between undergraduate students taking an introductory managerial accounting course online (N = 104) and students who took the same course in a hybrid classroom setting (N = 203). Student achievement was measured using scores from twelve weekly online assignments, two major online assignments, a final…

Effectiveness of 1:1 technology in the science classroom

NASA Astrophysics Data System (ADS)

Weiss, Courtney Tara

The purposes of this study were: (a) to determine if using e-text technology in a middle school resource science classroom increases student academic performance, (b) to determine if using e-text technology in a middle school science resource classroom increases student engagement/on-task behavior, and (c) to evaluate student comfort and satisfaction in using an electronic textbook or print textbook in a middle school resource science classroom. Ten middle school students, four in grade 7 and six in grade 8 participated in the study using the Discovery Education Science Techbook and the AGS General Science series. A single subject design with ABABA phases was used with the printed textbook from AGS as the baseline and the e-text as the intervention. During the baseline and intervention, students completed vocabulary and guided notes on science content. Their performance was evaluated through homework completion, quiz and test scores. Their on task behaviors were observed and recorded in five-minute time intervals daily. Results showed that even though the students preferred the e-text over the printed textbook, their academic scores and engagement were lower when using the e-text.

"Flipped classroom" for academic and career advising: an innovative technique for medical student advising.

PubMed

Amini, Richard; Laughlin, Brady S; Smith, Kathy W; Siwik, Violet P; Adamas-Rappaport, William J; Fantry, George T

2018-01-01

Career advising for medical students can be challenging for both the student and the adviser. Our objective was to design, implement, and evaluate a "flipped classroom" style advising session. We performed a single-center cross-sectional study at an academic medical center, where a novel flipped classroom style student advising model was implemented and evaluated. In this model, students were provided a document to review and fill out prior to their one-on-one advising session. Ninety-four percent (95% CI, 88%-100%) of the medical students surveyed felt that the advising session was more effective as a result of the outline provided and completed before the session and that the pre-advising document helped them gain a better understanding of the content to be discussed at the session. Utilization of the flipped classroom style advising document was an engaging advising technique that was well received by students at our institution.

Academic Freedom in Classroom Speech: A Heuristic Model for U.S. Catholic Higher Education

ERIC Educational Resources Information Center

Jacobs, Richard M.

2010-01-01

As the nation's Catholic universities and colleges continually clarify their identity, this article examines academic freedom in classroom speech, offering a heuristic model for use as board members, academic administrators, and faculty leaders discuss, evaluate, and judge allegations of misconduct in classroom speech. Focusing upon the practice…

Aboriginal English in the Classroom: An Asset or a Liability?

ERIC Educational Resources Information Center

Sharifian, Farzad

2008-01-01

This paper discusses issues surrounding the use of Australian Aboriginal English in the classroom in the light of a recent survey. Aboriginal English is often correlated with low academic performance and poor school attendance. The paper argues that in any discussion of the school role of students' home talk, a range of factors need to be…

The Effect of Breakfast in the Classroom on Obesity and Academic Performance: Evidence from New York City

ERIC Educational Resources Information Center

Corcoran, Sean P.; Elbel, Brian; Schwartz, Amy Ellen

2016-01-01

Participation in the federally subsidized school breakfast program often falls well below its lunchtime counterpart. To increase take-up, many districts have implemented Breakfast in the Classroom (BIC), offering breakfast directly to students at the start of the school day. Beyond increasing participation, advocates claim BIC improves academic…

Staff Smart: Keep the Best Teachers in Connecticut's Classrooms. A ConnCAN Issue Brief

ERIC Educational Resources Information Center

ConnCAN, 2011

2011-01-01

The research is clear: teachers are the most important factor in raising student achievement in schools. If Connecticut is serious about closing our worst-in-the-nation achievement gap and raising academic performance for all students, there must be an excellent teacher in every classroom. Connecticut's budget crisis will likely lead to widespread…

Sensory Factors in the School Learning Environment. What Research Says to the Teacher Series No. 35.

ERIC Educational Resources Information Center

McVey, G. F.

Through proper management of the sensory factors inherent in the classroom environment, teachers can improve the comfort, development, and academic performance of students. Some principles and practical procedures that may be applied directly by the classroom teacher are suggested in this pamphlet. A number of guidelines, references, and suggested…

Student and Instructor Perceptions of a Flipped College Algebra Classroom

ERIC Educational Resources Information Center

Jaster, Robert W.

2017-01-01

Each year about half a million students fail to make planned academic progress due to college algebra, hence the need for researchers to find ways of improving the quality of instruction in the course. Recent research suggests that flipping college algebra to allow time for active learning in the classroom may improve student performance. Also,…

Creating a Supportive Environment to Enhance Computer Based Learning for Underrepresented Minorities in College Algebra Classrooms

ERIC Educational Resources Information Center

Kendricks, Kimberly D.

2011-01-01

Significant research in K-12 education has shown that computer based learning in mathematics positively impacts students' attitudes toward mathematics and greatly increases academic performance. Little research has shown, however, how this success can be replicated in a postsecondary classroom for minority students. This paper is a case study that…

Emerging Mental Health Diagnoses and School Disruption: An Examination among Clinically Referred Children and Youth

ERIC Educational Resources Information Center

Stewart, Shannon L.; Klassen, Janell; Hamza, Chloe

2016-01-01

Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging…

Otitis Media and Later Academic Performance: The Linkage and Implications for Intervention.

ERIC Educational Resources Information Center

Roberts, Joanne E.; Schuele, C. Melanie

1990-01-01

This article reviews the literature on the relationship of otitis media with effusion (OME) during early childhood to intelligence, academic achievement, and classroom behavior during the preschool and primary school years. Guidelines for assessment, program planning, and intervention for the child with an active episode or past OME history are…

Graduate Students' Poster Session Experiences: Do Levels of Academic Self-Efficacy and Individual Characteristics Play a Role?

ERIC Educational Resources Information Center

Filipova, Anna A.

2016-01-01

This cross-sectional study assesses the effectiveness of poster session presentations as an alternative to traditional presentations in the public administration classroom. It also determined if graduate students' college academic self-efficacy and background characteristics impacted poster performance outcomes. Data were collected over four…

Incorporating E-Mail into the Learning Process: Its Impact on Student Academic Achievement and Attitudes.

ERIC Educational Resources Information Center

Yu, Fu-Yun; Yu, Hsin-Jin Jessy

2002-01-01

Describes a study of Taiwan university students that investigated the impacts of incorporating email into the classroom on student achievement and attitudes using a posttest-only control-group design. Results showed a statistically significant difference in academic performance but not in student attitudes toward computers. (Author/LRW)

The Social Status of Aggressive Students across Contexts: The Role of Classroom Status Hierarchy, Academic Achievement, and Grade

ERIC Educational Resources Information Center

Garandeau, Claire F.; Ahn, Hai-Jeong; Rodkin, Philip C.

2011-01-01

This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade…

Teacher-and Child-Managed Academic Activities in Preschool and Kindergarten and Their Influence on Children's Gains in Emergent Academic Skills

ERIC Educational Resources Information Center

de Haan, Annika K. E.; Elbers, Ed; Leseman, Paul P. M.

2014-01-01

The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool ("n"?=?8) and kindergarten ("n"?=?8) classrooms revealed that classrooms differed in…

Effects of Presession Satiation on Challenging Behavior and Academic Engagement for Children with Autism during Classroom Instruction

ERIC Educational Resources Information Center

Rispoli, Mandy J.; O'Reilly, Mark F.; Sigafoos, Jeff; Lang, Russell; Kang, Soyeon; Lancioni, Giulio; Parker, Richard

2011-01-01

We evaluated the effects of presession satiation on challenging behavior and academic engagement during subsequent classroom activities for three 5-6 year-old children with autism. The percentage of 10-s intervals with challenging behavior and academic engagement during 20-min classroom activity sessions was observed under two conditions. One…

Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance.

PubMed

Ginsburg, G S; Bronstein, P

1993-10-01

This study examined 3 familial factors--parental surveillance of homework, parental reactions to grades, and general family style--in relation to children's motivational orientation and academic performance. Family, parent, and child measures were obtained in the home from 93 fifth graders and their parents. Teachers provided a measure of classroom motivational orientation, and grades and achievement scores were obtained from school records. Higher parental surveillance of homework, parental reactions to grades that included negative control, uninvolvement, or extrinsic reward, and over- and undercontrolling family styles were found to be related to an extrinsic motivational orientation and to lower academic performance. On the other hand, parental encouragement in response to grades children received was associated with an intrinsic motivational orientation, and autonomy-supporting family styles were associated with intrinsic motivation and higher academic performance. In addition, socioeconomic level was a significant predictor of motivational orientation and academic performance.

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.

PubMed

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

2016-01-01

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.

34 CFR 300.174 - Prohibition on mandatory medication.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Federal prohibition against teachers and other school personnel consulting or sharing classroom-based observations with parents or guardians regarding a student's academic and functional performance, or behavior...

34 CFR 300.174 - Prohibition on mandatory medication.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Federal prohibition against teachers and other school personnel consulting or sharing classroom-based observations with parents or guardians regarding a student's academic and functional performance, or behavior...

Testing the Difference between School Level and Academic Mindset in the Classroom: Implications for Developing Student Psycho-Social Skills in Secondary School Classrooms

ERIC Educational Resources Information Center

Hanson, Janet

2017-01-01

This study explored the relationship between school level and the psychosocial construct of an academic mindset operationalized on the Likert-style Project for "Educational Research That Scales" (PERTS) instrument; widely used in testing academic mindset interventions at the classroom level. Analyses were conducted using existing school…

Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

NASA Astrophysics Data System (ADS)

Berger, Roland; Hänze, Martin

2015-01-01

We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ('jigsaw classroom'). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when aggregating across all four subtopics taught, regression analysis revealed that academic performance of novice students increases with the quality of expert students' instruction. The difficulty of subtopics, however, moderates this effect: higher instructional quality of more difficult subtopics did not lead to better academic performance of novice students. We interpret this finding in the light of Cognitive Load Theory. Demanding tasks cause high intrinsic cognitive load and hindered the novice students' learning.

A Comparison of Gains in Keypad Response Technology Classroom with Other Pedagogies in Nigeria

ERIC Educational Resources Information Center

Agbatogun, Alaba Olaoluwakotansibe

2013-01-01

Drawing from the socio-cultural theory of Vygotsky, this study compared the academic performance gains scores of pupils in a Keypad Response Technology (KRT) class with those in two other pedagogies to determine the learners' language proficiency level in ESL classroom. A sample of 99 Nigerian primary six pupils participated in the study.…

The Effect of Breakfast in the Classroom on Obesity and Academic Performance: Evidence from New York City. Working Paper #04-14

ERIC Educational Resources Information Center

Corcoran, Sean P.; Elbel, Brian; Schwartz, Amy Ellen

2014-01-01

Participation in the federally-subsidized school breakfast program often falls well below its lunchtime counterpart. To increase take-up, many districts have implemented Breakfast in the Classroom (BIC), offering breakfast directly to students at the start of the school day. Beyond increasing participation, advocates claim BIC improves academic…

The Effect of Situated Learning on Knowledge Transfer of Students with and without Disabilities in Inclusive Classrooms: A Meta-Analysis

ERIC Educational Resources Information Center

Kim, Jiyoung

2012-01-01

The purpose of this meta-analysis was to examine the effect of situated learning on the academic performance of students with and without disabilities in inclusive general education classrooms. While previous research has reported the overall effectiveness of situated learning, relatively few studies have been conducted to investigate how situated…

The Effects of Single-Sex Classrooms on Student Outcomes on Mathematics and Reading in an Elementary School

ERIC Educational Resources Information Center

Pilson, Sylvia Yvonne Reddick

2013-01-01

The curriculum for elementary students has undergone a significant change in the past decade. This led to an increased expectation for higher academic performance for fifth grade students in the areas of reading and mathematics. Teachers seek innovative ways to provide instructional practices within their classrooms that will aid success for all…

Exposure to School and Classroom Racial Segregation in Charlotte-Mecklenburg High Schools and Students' College Achievement

ERIC Educational Resources Information Center

Giersch, Jason; Bottia, Martha Cecilia; Mickelson, Roslyn Arlin; Stearns, Elizabeth

2016-01-01

In this study we investigate Charlotte-Mecklenburg Schools (CMS) high school graduates' academic performance in the first year of college and test whether their exposure to racial segregation in high school at both the school and classroom levels affected their college freshman grade point averages. Utilizing administrative data from the Roots of…

Effects of Active Learning Classrooms on Student Learning: A Two-Year Empirical Investigation on Student Perceptions and Academic Performance

ERIC Educational Resources Information Center

Chiu, Pit Ho Patrio; Cheng, Shuk Han

2017-01-01

Recent studies on active learning classrooms (ACLs) have demonstrated their positive influence on student learning. However, most of the research evidence is derived from a few subject-specific courses or limited student enrolment. Empirical studies on this topic involving large student populations are rare. The present work involved a large-scale…

The Classroom Climate According to Grant Holders 18 (Becarios 18) and Regular Students from a Private University in Lima

ERIC Educational Resources Information Center

Anaya, Julio B.; León, Federico R.

2015-01-01

The admission of poor students sponsored by the Beca 18 social program into Lima universities is a recent phenomenon that requires studies on their adjustment and academic performance. This research targeted Beca 18 students at USIL and compared their responses to a questionnaire on perceptions of classroom climate with those from regular…

The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade.

PubMed

Garandeau, Claire F; Ahn, Hai-Jeong; Rodkin, Philip C

2011-11-01

This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as controls. Multilevel analyses were conducted on an ethnically diverse sample of 968 fourth- and fifth-graders from 46 classrooms in 9 schools. Associations between aggression and status varied greatly from one classroom to another. Aggressive students were more popular and better liked in classrooms with higher levels of peer status hierarchy. Aggressive students had higher social status in Grade 5 than in Grade 4 and lower social preference in classrooms of higher academic level. Classroom aggression and ethnic composition did not moderate aggression-status associations. Limitations and practical implications of these findings are discussed.

Effects of Team Competition versus Team Cooperation in Classwide Peer Tutoring

ERIC Educational Resources Information Center

Madrid, Leasher Dennis; Canas, Madeline; Ortega-Medina, Mona

2007-01-01

Sixteen Hispanic Spanish/English bilingual children (6 boys and 10 girls) participated in a single-subject design study. Their chronological ages ranged from 8 to 9.5 years. The classroom teacher identified all the children as "academic at risk" on the basis of a history of poor academic performance in spelling and low scores on the…

How Students' Beliefs about Their Intelligence Influence Their Academic Performance. Information Capsule. Volume 1012

ERIC Educational Resources Information Center

Blazer, Christie

2011-01-01

Students' academic success may be influenced not only by their actual ability, but also by their beliefs about their intelligence. Studies have found that students enter a classroom with one of two distinct conceptions of their intellectual ability: some students believe their intelligence is expandable (growth mindset), while others believe their…

The Interdependence of Sixth Graders' School Attitudes and Academic Performance.

ERIC Educational Resources Information Center

Glick, Oren

In this study, data were obtained from sixth grade students on attitudes toward each of four aspects of the school experience and on academic achievement. Data were available from 159 males and 199 females from 17 sixth grade classrooms in 17 schools within the Kansas City school district. Attitudes toward school were measured with the Pupil…

Closing the Gap: Addressing the Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms

ERIC Educational Resources Information Center

Carlo, Mara S.; August, Diane; McLaughlin, Barry; Snow, Catherine E.; Dressler, Cheryl; Lippman, David N.; Lively, Teresa J.; White, Claire E.

2004-01-01

Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple…

Effect of Learner-Centered Education on the Academic Outcomes of Minority Groups

ERIC Educational Resources Information Center

Salinas, Moises F.; Garr, Johanna

2009-01-01

The purpose of the present study is to determine the effect that learner-centered classrooms and schools have on the academic performance of minority and nonminority groups. A diverse sample of schools at the elementary school level were selected. Teachers were also asked to complete the Assessment of Learner Centered Practices questionnaire, an…

Multiple benefits of personal FM system use by children with auditory processing disorder (APD).

PubMed

Johnston, Kristin N; John, Andrew B; Kreisman, Nicole V; Hall, James W; Crandell, Carl C

2009-01-01

Children with auditory processing disorders (APD) were fitted with Phonak EduLink FM devices for home and classroom use. Baseline measures of the children with APD, prior to FM use, documented significantly lower speech-perception scores, evidence of decreased academic performance, and psychosocial problems in comparison to an age- and gender-matched control group. Repeated measures during the school year demonstrated speech-perception improvement in noisy classroom environments as well as significant academic and psychosocial benefits. Compared with the control group, the children with APD showed greater speech-perception advantage with FM technology. Notably, after prolonged FM use, even unaided (no FM device) speech-perception performance was improved in the children with APD, suggesting the possibility of fundamentally enhanced auditory system function.

The impact of communication on the learning process: A study of secondary schools in Calabar municipality, cross river state of Nigeria

NASA Astrophysics Data System (ADS)

Ndongko, Theresa M.; Agu, A. A.

1985-12-01

The premise being that there is a significant correlation between communication in the classroom and the academic performance of students, this article approaches the learning process as itself a function of communication, whereby communication is understood as a two-way interactive process. This is not to say that learning is communicatiion, nor is it to say that academic performance exists in a simple causal relationship to successful classroom communication: Successful communication between the teacher and students is a necessary condition of academic achievement. Effective teaching presupposes effective communication. The teacher makes effective communication possible by identifying the needs of the students, addressing these needs at the appropriate level, and creating a relaxed atmosphere in which a free, democratic flow of discussion is possible. Active classroom participation is not in itself sufficient, however; the cognitive processes must be brought into play. If the needs of the students have been accurately identified, and if appropriate verbal and non-verbal communication is employed, the chances of success are correspondingly high. Effective teacher ccmmunication can be learned, and it is the responsibility of teacher training institutions and supervisory bodies, as well as of the teachers themselves, to ensure an adequate awareness of modern communication theories.

Ability Group Configuration for the High School Physics Classroom

NASA Astrophysics Data System (ADS)

Zitnik, Scott

This research project looks to investigate the effectiveness of different ability grouping arrangements for the high school physics classroom. Students were first organized based on their academic aptitude in physics into three general groups of high, medium, and low achieving students. They were then divided into both groups of four and dyads that were constructed in one of four arrangements, namely: random, homogeneous, heterogeneous, or student choice. Data was collected based on their academic performance as well as survey responses regarding the group and dyad performance. Students worked in a rotation of these groups and dyads for a unit to measure student preference and introduce collaborative work formally to the classes. At this point it was evident that students preferred the student choice arrangement based on survey responses, yet the student choice survey responses also resulted in the lowest level of reliability when compared to all other grouping methods. For the next unit students were kept in either the random, homogeneous, or heterogeneous grouping arrangement for the entirety of the unit. At the conclusion of the second unit student achievement as well as survey responses were analyzed. As a result of this research there appears to be a slight student preference as well as academic benefit to homogeneous group and dyad arrangements for each of the three ability groups of students in the high school physics classroom when compared to random and heterogeneous grouping methods of academic group arrangement.

Students' perceptions of academic dishonesty in the chemistry classroom laboratory

NASA Astrophysics Data System (ADS)

del Carlo, Dawn I.; Bodner, George M.

2004-01-01

Although the literature on both academic dishonesty and scientific misconduct is extensive, research on academic dishonesty has focused on quizzes, exams, and papers, with the virtual exclusion of the classroom laboratory. This study examined the distinctions undergraduate chemistry majors made between academic dishonesty in the classroom laboratory and scientific misconduct in the research laboratory. Across the spectrum of undergraduate chemistry courses, from the introductory course for first-semester chemistry majors to the capstone course in instrumental analysis, we noted that students believe the classroom lab is fundamentally different from a research or industrial lab. This difference is so significant that it carries over into students' perceptions of dishonesty in these two environments.

The Effects of Classroom Management Beliefs/Ideologies on Student Academic Success

ERIC Educational Resources Information Center

Brannon, Teneecia Shaa

2010-01-01

This study was undertaken to explore how classroom management is currently being used by teachers in classrooms and to examine if classroom management practices have any effect on student academic success. The study took place in two Fresno County school districts. The study consisted of a 15 minute voluntary survey being sent out to fourth and…

Making Differentiation a Habit: How to Ensure Success in Academically Diverse Classrooms

ERIC Educational Resources Information Center

Heacox, Diane

2009-01-01

If you're a teacher with an academically diverse classroom (and what classrooms aren't today?), you need this resource. Framed around the critical elements for success in today's classrooms, "Making Differentiation a Habit" gives educators specific, user-friendly tools to optimize teaching, learning, and assessment. Following on the heels of Diane…

A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom. NBER Working Paper No. 17381

ERIC Educational Resources Information Center

Fairlie, Robert; Hoffmann, Florian; Oreopoulos, Philip

2011-01-01

This paper uses detailed administrative data from one of the largest community colleges in the United States to quantify the extent to which academic performance depends on students being of similar race or ethnicity to their instructors. To address the concern of endogenous sorting, we use both student and classroom fixed effects and focus on…

Reducing Stereotype Threat in Classrooms: A Review of Social-Psychological Intervention Studies on Improving the Achievement of Black Students. Issues & Answers. REL 2009-076

ERIC Educational Resources Information Center

Aronson, Joshua; Cohen, Geoffrey; McColskey, Wendy

2009-01-01

Stereotype threat arises from a fear among members of a group of reinforcing negative stereotypes about the intellectual ability of the group. This report identifies three randomized controlled trial studies that use classroom-based strategies to reduce stereotype threat and improve the academic performance of Black students, narrowing their…

Reducing Stereotype Threat in Classrooms: A Review of Social-Psychological Intervention Studies on Improving the Achievement of Black Students. Summary. Issues & Answers. REL 2009-076

ERIC Educational Resources Information Center

Aronson, Joshua; Cohen, Geoffrey; McColskey, Wendy

2009-01-01

Stereotype threat arises from a fear among members of a group of reinforcing negative stereotypes about the intellectual ability of the group. This report identifies three randomized controlled trial studies that use classroom-based strategies to reduce stereotype threat and improve the academic performance of Black students, narrowing their…

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

PubMed Central

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

2016-01-01

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. PMID:26886218

Impact of Short Duration Health & Science Energizers in the Elementary School Classroom

ERIC Educational Resources Information Center

Raney, Marcella; Henriksen, Adriel; Minton, Jessica; Lynch, Timothy Joseph

2017-01-01

Background: Acute physical activity breaks lasting 10--60 min have been related to positive effects on student focus and academic performance. The aim of this study was to evaluate the impact of repeated brief physical activity-infused academic lessons (1-5 min) on student retention and on-task behavior. Methods: One class from each K-2 grade…

The Experiences of Middle School Students Using Data in an Eighth Grade Mathematics Classroom

ERIC Educational Resources Information Center

Scavuzzo-Despagni, Patricia

2011-01-01

In education, there is an increasing emphasis on the use of data in schools. Data are reported on academic achievement in school report cards each year. Administrators use data for curricular and evaluative purposes. Teachers are provided with data to improve their pedagogy. All of this data is based on student academic performance; however,…

School Improvement Should Rely on Reliable, Scientific Evidence. Why Did "No Child Left Behind" Leave Class Size Behind?

ERIC Educational Resources Information Center

Achilles, C. M.; Krieger, Jean D.; Finn, J. D.; Sharp, Mark

Small classes in grades K-3 boost student academic performance in all subjects and in prosocial behavior. Results are both short- and long-term. One study explored the theory that a major cause behind improved academic achievement involves improved student behavior, which increases student engagement in the classroom. Two other studies provide…

Diamonds in the Rough: Examining a Case of Successful Black Male Student Athletes in College Sport

ERIC Educational Resources Information Center

Bimper, Albert Y., Jr.; Harrison, Louis, Jr.; Clark, Langston

2013-01-01

Ailing academic performances of Black male student athletes have been an impetus for a search of recourse by the National Collegiate Athletic Association. Amid the volume of these academic underperformances, particularly in revenue-generating sports, there are Black male student athletes who achieve a level of success in the classroom that rivals…

The Impact of Multi-Age Instruction on Academic Performance in Mathematics and Reading

ERIC Educational Resources Information Center

Baukol, David

2010-01-01

Teachers and administrators are faced with a basic question when planning for a school year: how should the students be grouped when coming to school? Should students of similar age be together or should students be assigned to multi-age classrooms at the elementary school level? If the multi-age method is chosen, how will academic progress be…

The Academic Achievement of Elementary Level General Education Students in Inclusion Classrooms versus Non-Inclusion Classrooms

ERIC Educational Resources Information Center

Surgener, Gena F.

2016-01-01

This research study was conducted to examine the effects of the academic achievement of elementary level general education students in the inclusion classroom setting versus the general education students in the non-inclusion classroom in a large suburban school district in Tennessee as measured by third, fourth, and fifth grade mathematics and…

Parent involvement and student academic performance: a multiple mediational analysis.

PubMed

Topor, David R; Keane, Susan P; Shelton, Terri L; Calkins, Susan D

2010-01-01

Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year-old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives are discussed.

Gender matters, too: the influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents.

PubMed

Chavous, Tabbye M; Rivas-Drake, Deborah; Smalls, Ciara; Griffin, Tiffany; Cogburn, Courtney

2008-05-01

The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

Does Perceived Teacher Affective Support Matter for Middle School Students in Mathematics Classrooms?

ERIC Educational Resources Information Center

Sakiz, Gonul; Pape, Stephen J.; Hoy, Anita Woolfolk

2012-01-01

The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5…

Psychological distress and student engagement as mediators of the relationship between peer victimization and achievement in middle school youth.

PubMed

Totura, Christine M Wienke; Karver, Marc S; Gesten, Ellis L

2014-01-01

Peer victimization is a well-known national and international problem, contributing to a range of emotional, social, and behavioral consequences. Using structural equation modeling, the authors tested a theoretical model suggesting that psychological distress and student engagement mediate the association between the experience of victimization and concurrent academic achievement. Participants were 469 (46.4 % male, 53.6 % female) 6th to 8th grade students, from randomly selected classrooms in 11 middle schools in a southeastern school district. Structural equation models of the hypothesized effects demonstrated adequate fit to the data, with both symptoms of psychological distress and engagement mediating the relationship between victimization and academic achievement. In general, the results suggest that victimization predicts diminished academic achievement by way of psychological distress and poorer engagement in classroom and academic tasks. However, the direct relationship between victimization and measures of achievement lacked significance across many correlational and path analyses conducted. These findings have implications for researchers and practitioners in understanding how psychological distress and student engagement are associated with the academic performance of students who experience peer victimization.

Successful White teachers of Black students: Teaching across racial lines in urban middle school science classrooms

NASA Astrophysics Data System (ADS)

Coleman, Bobbie

The majority of urban minority students, particularly Black students, continue to perform below proficiency on standardized state and national testing in all areas that seriously impact economically advanced career options, especially in areas involving science. If education is viewed as a way out of poverty, there is a need to identify pedagogical methodologies that assist Black students in achieving higher levels of success in science, and in school in general. The purpose of this study was to explore White teachers' and Black students' perceptions about the teaching strategies used in their low socioeconomic status (LSES) urban science classrooms, that led to academic success for Black students. Participants included three urban middle school White teachers thought to be the best science teachers in the school, and five randomly selected Black students from each of their classrooms. Methods of inquiry involving tenets of grounded theory were used to examine strategies teachers used to inspire Black students into academic success. Data collection included teacher and student interviews, field notes from classroom observations, group discussions, and questionaires. Data were analyzed using open, axial, and selective coding. The teachers' perceptions indicated that their prior belief systems, effective academic and personal communication, caring and nurturing strategies, using relevant and meaningful hands-on activities in small learner-centered groups, enhanced the learning capabilities of all students in their classrooms, especially the Black students. Black students' perceptions indicated that their academic success was attributable to what teachers personally thought about them, demonstrated that they cared, communicated with them on a personal and academic level, gave affirmative feedback, simplified, and explained content matter. Black students labeled teachers who had these attributes as "nice" teachers. The nurturing and caring behaviors of "nice" teachers caused Black students to feel a sense of community and a sense of belonging in their classrooms. Black students demonstrated that they respected and always "had the back" of these "nice" teachers. Results from this study could play a significant role in teacher retention and in informing best practices for preservice and other teachers who are struggling to meet the needs of LSES urban students.

Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder

PubMed Central

Tresco, Katy E.; Lefler, Elizabeth K.; Power, Thomas J.

2010-01-01

Children with ADHD typically show impairments throughout the school day. A number of interventions have been demonstrated to address both the academic and behavioral impairments associated with this disorder. Although the focus of research has been on classroom-based strategies of intervention for children with ADHD, school-based interventions applicable for non-classroom environments such as lunchrooms and playgrounds are beginning to emerge. This paper provides a brief description of the guiding principles of behavioral intervention, identifies selected strategies to address behavioral and academic concerns, discusses how school contextual factors have an effect on intervention selection and implementation, and considers the effects of using psychosocial interventions in combination with medication. PMID:21152355

The effects of environmental and classroom noise on the academic attainments of primary school children.

PubMed

Shield, Bridget M; Dockrell, Julie E

2008-01-01

While at school children are exposed to various types of noise including external, environmental noise and noise generated within the classroom. Previous research has shown that noise has detrimental effects upon children's performance at school, including reduced memory, motivation, and reading ability. In England and Wales, children's academic performance is assessed using standardized tests of literacy, mathematics, and science. A study has been conducted to examine the impact, if any, of chronic exposure to external and internal noise on the test results of children aged 7 and 11 in London (UK) primary schools. External noise was found to have a significant negative impact upon performance, the effect being greater for the older children. The analysis suggested that children are particularly affected by the noise of individual external events. Test scores were also affected by internal classroom noise, background levels being significantly related to test results. Negative relationships between performance and noise levels were maintained when the data were corrected for socio-economic factors relating to social deprivation, language, and special educational needs. Linear regression analysis has been used to estimate the maximum levels of external and internal noise which allow the schools surveyed to achieve required standards of literacy and numeracy.

Does perceived teacher affective support matter for middle school students in mathematics classrooms?

PubMed

Sakiz, Gonul; Pape, Stephen J; Hoy, Anita Woolfolk

2012-04-01

The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Classroom Management Strategies and Behavioral Interventions to Support Academic Achievement

ERIC Educational Resources Information Center

Gilpatrick, Robin Sue Holzworth

2010-01-01

This mixed method project study identified the need for effective classroom management strategies to dissuade student noncompliant behavior and to ensure academic success for all students. Enhancing classroom management practices is vital to improved student achievement and teacher self-efficacy. Within a constructivist framework, it is critical…

The Flipped Classroom for pre-clinical dental skills teaching - a reflective commentary.

PubMed

Crothers, A J; Bagg, J; McKerlie, R

2017-05-12

A Flipped Classroom method for teaching of adult practical pre-clinical dental skills was introduced to the BDS curriculum in Glasgow during the 2015/2016 academic session. This report provides a commentary of the first year of employing this method - from the identification of the need to optimise teaching resources, through the planning, implementation and development of the method, with an early indication of performance.

Composing and Performing in the Key Stage 3 Classroom: A Study using Multi-Trait, Multi-Method Analysis

ERIC Educational Resources Information Center

Fowler, Andrew

2014-01-01

"Music is both a creative and a performing art" (Hallam, 2006, p. 70). Many musicians and music educators maintain that composing and performing, although related, are essentially different aspects of musical activity. In the professional musical sphere, composition and performance are almost invariably separated; academic studies have…

Socialization to Academic Language in a Kindergarten Classroom

ERIC Educational Resources Information Center

Gallagher, Colleen

2016-01-01

Recognizing the importance of academic language for students' success in schools, this article reports on an investigation of how narrative-focused literacy events in the classroom provide opportunities for academic language socialization. Data were collected from one public elementary school in a major metropolitan area in the Mid-Atlantic region…

A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges.

PubMed

Hitchcock, Caitlin; Westwell, Martin S

2017-02-01

We explored whether school-based Cogmed Working Memory Training (CWMT) may optimise both academic and psychological outcomes at school. Training of executive control skills may form a novel approach to enhancing processes that predict academic achievement, such as task-related attention, and thereby academic performance, but also has the potential to improve the regulation of emotion, social problems and behavioural difficulties. Primary school children (Mean age = 12 years, N = 148) were cluster-randomised to complete active CWMT, a nonadaptive/placebo version of CWMT, or no training. No evidence was found for training effects on task-related attention when performing academic tasks, or performance on reading comprehension and mathematics tasks, or teacher-reported social, emotional and behavioural difficulties. CWMT did not improve control of attention in the classroom, or regulation of social, emotional and behavioural difficulties. © 2016 Association for Child and Adolescent Mental Health.

Classroom Goal Structures, Social Achievement Goals, and Adjustment in Middle School

ERIC Educational Resources Information Center

Shim, Sungok Serena; Cho, YoonJung; Wang, Cen

2013-01-01

The current study investigated the mediating role of social achievement goals in the relation between classroom goal structures and academic engagement and social adjustment among 373 middle school students (52.8% female). Students' perceptions of classroom goal structures were measured in Fall; social achievement goals and academic and social…

Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk

ERIC Educational Resources Information Center

Cappella, Elise; Hwang, Sophia H. J.; Kieffer, Michael J.; Yates, Miranda

2018-01-01

Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology…

Gender Differences in Adolescents' Academic Motivation and Classroom Behaviour

ERIC Educational Resources Information Center

Bugler, Myfanwy; McGeown, Sarah P.; St Clair-Thompson, Helen

2015-01-01

The present study investigated gender differences in adolescents' academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11--16 (M age?=?14.0, 1.59 SD) completed a questionnaire…

Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom

ERIC Educational Resources Information Center

Sutherland, Kevin S.; Singh, Nirbhay N.

2004-01-01

Students with emotional or behavioral disorders (E/BD) are characterized by academic deficits and classroom behavioral problems. The relationship between problem behavior and academic difficulties is complex, and some researchers have hypothesized that the classroom behavior problems of students with E/BD are responses to aversive stimuli, namely…

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

PubMed

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.

A Preliminary Evaluation of a School-Based Media Education and Reduction Intervention.

PubMed

Bickham, David S; Hswen, Yulin; Slaby, Ronald G; Rich, Michael

2018-06-01

While media education and reduction programs have been proposed to prevent adverse health and academic outcomes related to heavy electronic media use among school-aged children, few have been formally piloted and evaluated. We used a quasi-experimental design to evaluate the effectiveness of Take the Challenge (TtC), a school-based media education/reduction program for the primary prevention of sleep deprivation, dysfunctional social-emotional behaviors, and poor academic performance. Sixth- to eighth-grade students at a rural Midwestern U.S. middle school received the TtC program, while a similar school in the same district served as the comparison group. Health-related and academic measures were collected from students and teachers at both schools before and after the intervention. The primary outcome measure was student-reported electronic media use (television, video games, Internet). Secondary measures included student health behaviors (student-reported sleep, exercise, and outdoor play) and academic activities (teacher-reported homework and classroom performance). Compared to the comparison group, students receiving TtC slept more and reduced television viewing, background television time, after-school video gaming, and weekend Internet use. Teachers reported increases in the extent to which TtC students completed homework assignments and stayed on task in the classroom. Well-designed school-based programs such as TtC can reduce electronic media use among middle-school children and improve related health and academic outcomes.

Making Schools the Model for Healthier Environments Toolkit: What It Is

ERIC Educational Resources Information Center

Robert Wood Johnson Foundation, 2012

2012-01-01

Healthy students perform better. Poor nutrition and inadequate physical activity can affect not only academic achievement, but also other factors such as absenteeism, classroom behavior, ability to concentrate, self-esteem, cognitive performance, and test scores. This toolkit provides information to help make schools the model for healthier…

Is pre-K classroom quality associated with kindergarten and middle-school academic skills?

PubMed

Anderson, Sara; Phillips, Deborah

2017-06-01

We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in quality-outcome associations. Both Instructional and Emotional Support in pre-K classrooms, but not Classroom Management, assessed with the Classroom Assessment Scoring System (CLASS), were associated with kindergarten academic skills and, modestly indirectly associated through these immediate impacts, to middle-school test scores. Linear associations were found for Instructional Support whereas nonlinear patterns of association were evident for Emotional Support. Gender and income differences characterized Instructional Support-outcome associations. Results are discussed in terms of implications for improving pre-K quality as one avenue for supporting the ongoing development of academic skills. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.

PubMed

Abry, Tashia; Granger, Kristen L; Bryce, Crystal I; Taylor, Michelle; Swanson, Jodi; Bradley, Robert H

2018-05-24

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) classroom-level adversity (CLA), G1 teaching practices, and student (N = 1,073; M = 6.64 years; 49% girls; 82% White) academic skills and executive functioning in G1 and third grades (G3). Teachers reported the prevalence of adversity among their students (e.g., poor home/family life, poor academic/social readiness). Observers rated G1 teaching practices: teachers' classroom management, controlling instruction, and amount of academic instruction (classroom observation system). Children completed literacy and math assessments at 54 months, G1, and G3 (Woodcock Johnson Letter-Word Identification and Applied Problems), and executive functioning at G1 and G3 (Tower of Hanoi). Direct associations emerged between CLA and controlling instruction (positive), classroom management, and academic instruction (both negative). In addition, CLA was related to G1 literacy (but not math) directly and indirectly via classroom management (negatively) and controlling instruction (positively). The addition of G3 outcomes revealed a negative direct longitudinal association between CLA and G3 executive functioning, and indirect associations with G3 literacy and math through G1 teaching practices and literacy. Results support the notion that collective student characteristics influence student outcomes in part through teaching practices and suggest that teachers and students may benefit from the diffusion of high-adversity classroom compositions when possible. Moreover, in high-adversity classrooms teachers and students may benefit from supports targeting classroom management and foundational student competencies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

"Words that Hold Us up": Teacher Talk and Academic Language in Five Upper Elementary Classrooms

ERIC Educational Resources Information Center

Ernst-Slavit, Gisela; Mason, Michele R.

2011-01-01

This study investigates the oral academic language used by English as a second language prepared teachers during content area instruction in five upper elementary classrooms in the United States. Using ethnographic and sociolinguistic perspectives the authors examine the oral, academic language exposure students received from their teachers during…

A Comparison of Service Delivery Models for Special Education Middle School Students Receiving Moderate Intervention Services

ERIC Educational Resources Information Center

Jones-Mason, Keely S.

2012-01-01

In an effort to improve academic performance for students receiving special education services, a large urban school district in Tennessee has implemented Integrated Service Delivery Model. The purpose of this study was to compare the performance of students receiving instruction in self-contained classrooms to the performance of students…

Longitudinal follow-up of academic achievement in children with autism from age 2 to 18.

PubMed

Kim, So Hyun; Bal, Vanessa H; Lord, Catherine

2018-03-01

This study examined early predictors of and changes in school-age academic achievement and class placement in children referred for autism spectrum disorder (ASD) at age 2. Of 111 ASD referrals, 74 were diagnosed with ASD at age 18. Regression analyses were performed to identify age 3 predictors of achievement in arithmetic, passage comprehension, word reading, and spelling at ages 9 and 18. Linear Mixed Models were used to examine predictors of academic growth between ages 9 and 18. Academic skills varied widely at 9 and 18, but were mostly commensurate with or higher than expected given cognitive levels. However, 22% (age 9) and 32% (age 18) of children with average/above average IQ showed below/low average achievement in at least one academic domain. Children who remained in general education/inclusion classrooms had higher achievement than those who moved to special education classrooms. Stronger cognitive skills at age 3 and 9 predicted better academic achievement and faster academic growth from age 9 to 18. Parent participation in intervention by age 3 predicted better achievement at age 9 and 18. Many children with ASD achieve basic academic skills commensurate with or higher than their cognitive ability. However, more rigorous screening for learning difficulties may be important for those with average cognitive skills because a significant minority show relative academic delays. Interventions targeting cognitive skills and parent participation in early treatment may have cascading effects on long-term academic development. © 2017 Association for Child and Adolescent Mental Health.

Student Centered Homogeneous Ability Grouping: Using Bronfenbrenner's Theory of Human Development to Investigate the Ecological Factors Contributing to the Academic Achievement of High School Students in Mathematics

ERIC Educational Resources Information Center

Webb, Karla Denise

2011-01-01

The purpose of this qualitative study was to explore the interconnectedness of the environment, human development, and the factors that influence students' academic performance in a homogeneous ability grouped mathematics classroom. The study consisted of four African American urban high school juniors, 2 male and 2 female. During the 12 week…

Performance-Based Preparation of Principals: A Framework for Improvement. A Special Report of the NASSP Consortium for the Performance-Based Preparation of Principals.

ERIC Educational Resources Information Center

National Association of Secondary School Principals, Reston, VA.

Preparation programs for principals should have excellent academic and performance based components. In examining the nature of performance based principal preparation this report finds that school administration programs must bridge the gap between conceptual learning in the classroom and the requirements of professional practice. A number of…

A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes

ERIC Educational Resources Information Center

Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone

2016-01-01

This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003-2013). Results showed small but significant…

The Quiet Classroom Game: A Class-Wide Intervention to Increase Academic Engagement and Reduce Disruptive Behavior

ERIC Educational Resources Information Center

Radley, Keith C.; Dart, Evan H.; O'Handley, Roderick D.

2016-01-01

The current study investigated the effectiveness of the Quiet Classroom Game, an interdependent group contingency using an iPad loaded with a decibel meter app, for increasing academically engaged behavior. Three first-grade classrooms in the southeastern United States, identified as displaying high levels of noise and disruptive behavior, were…

Adolescents' Motivation in the Context of an Academic Vocabulary Intervention in Urban Middle School Classrooms

ERIC Educational Resources Information Center

Lesaux, Nonie K.; Harris, Julie Russ; Sloane, Phoebe

2012-01-01

In a large urban district's ELA classrooms, an academic vocabulary intervention designed to improve linguistically diverse 6th-graders' reading and language skills was implemented and evaluated. These classrooms were characterized by high numbers of struggling readers, and linguistic diversity was the norm. As part of the evaluation, this study…

The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons

ERIC Educational Resources Information Center

Anderson, Alida; Loughlin, Sandra M.

2014-01-01

Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N = 18) with…

Purposeful Movement: The Integration of Physical Activity into a Mathematics Unit

ERIC Educational Resources Information Center

Snyder, Kailey; Dinkel, Danae; Schaffer, Connie; Hiveley, Seth; Colpitts, Amanda

2017-01-01

Classroom physical activity (PA) has been linked to a multitude of health and academic benefits. However, due to barriers such as lack of time and resources many teachers are not implementing classroom PA to the degree they would like to. One innovative solution is to integrate classroom PA into academic concepts. Based on self-determination…

Relationship between Academic Optimism and Classroom Management Styles of Teachers--Case Study: Elementary School Teachers in Isfahan

ERIC Educational Resources Information Center

Moghtadaie, L.; Hoveida, R.

2015-01-01

The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school…

Temperamental Attention and Activity, Classroom Emotional Support, and Academic Achievement in Third Grade

ERIC Educational Resources Information Center

Rudasill, Kathleen Moritz; Gallagher, Kathleen Cranley; White, Jamie M.

2010-01-01

The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the…

Perceptions of Secondary School Students with Mild Disabilities to the Academic and Social Support Mechanisms Implemented in Regular Classrooms

ERIC Educational Resources Information Center

O'Rourke, John; Houghton, Stephen

2008-01-01

The Student Perceptions of Classroom Support Scale (SPCS), which measures the perceptions of students with mild disabilities of academic and social support mechanisms implemented in regular classrooms, was administered to 60 secondary school-aged students. Data were obtained with reference to curricular, instructional, physical and peer support…

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning

PubMed Central

Kemp, Nenagh; Grieve, Rachel

2014-01-01

As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion. PMID:25429276

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning.

PubMed

Kemp, Nenagh; Grieve, Rachel

2014-01-01

As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion.

How Do You Intentionally Design to Maximize Success in the Academically Diverse Classroom?

ERIC Educational Resources Information Center

Chandler, Renee; Zaloudek, Julie A.; Carlson, Kitrina

2017-01-01

Addressing academic diversity in today's college classroom is challenging. This chapter explores Universal Design for Learning as a viable framework for removing barriers for all students in higher education.

Logged In and Zoned Out.

PubMed

Ravizza, Susan M; Uitvlugt, Mitchell G; Fenn, Kimberly M

2017-02-01

Laptop computers are widely prevalent in university classrooms. Although laptops are a valuable tool, they offer access to a distracting temptation: the Internet. In the study reported here, we assessed the relationship between classroom performance and actual Internet usage for academic and nonacademic purposes. Students who were enrolled in an introductory psychology course logged into a proxy server that monitored their online activity during class. Past research relied on self-report, but the current methodology objectively measured time, frequency, and browsing history of participants' Internet usage. In addition, we assessed whether intelligence, motivation, and interest in course material could account for the relationship between Internet use and performance. Our results showed that nonacademic Internet use was common among students who brought laptops to class and was inversely related to class performance. This relationship was upheld after we accounted for motivation, interest, and intelligence. Class-related Internet use was not associated with a benefit to classroom performance.

Parent involvement and student academic performance: A multiple mediational analysis

PubMed Central

Topor, David R.; Keane, Susan P.; Shelton, Terri L.; Calkins, Susan D.

2011-01-01

Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives were discussed. PMID:20603757

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

ERIC Educational Resources Information Center

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…

The Roles of Social Support in Promoting Adolescents' Classroom Cognitive Engagement through Academic Self-Efficacy

ERIC Educational Resources Information Center

Sahil, Sharifah Azizah Syed; Hashim, Rosna Awang

2011-01-01

Purpose: The main aim of the present investigation was to examine the role of teacher, peer, and parental academic and emotional support in predicting adolescent cognitive engagement, especially within the context of ESL classrooms. Method: The present study examined the availability of academic and emotional support from teachers, classmates and…

Predicting Students' Academic Achievement: Contributions of Perceptions of Classroom Assessment Tasks and Motivated Learning Strategies

ERIC Educational Resources Information Center

Alkharusi, Hussain

2016-01-01

Introduction: Students are daily exposed to a variety of assessment tasks in the classroom. It has long been recognized that students' perceptions of the assessment tasks may influence student academic achievement. The present study aimed at predicting academic achievement in mathematics from perceptions of the assessment tasks after controlling…

Teacher performance goal practices and elementary students’ behavioral engagement: A developmental perspective

PubMed Central

Hughes, Jan N.; Wu, Wei; West, Stephen G.

2010-01-01

We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students’ behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. PMID:21215834

Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

ERIC Educational Resources Information Center

Lu, Owen H. T.; Huang, Anna Y. Q.; Huang, Jeff C. H.; Lin, Albert J. Q.; Ogata, Hiroaki; Yang, Stephen J. H.

2018-01-01

Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies involving online and traditional learning activities. Learning analytics is a conceptual framework and is a part of our Precision education used to analyze…

A Comparison of Vocal Demands with Vocal Performance among Classroom Student Teachers

ERIC Educational Resources Information Center

Franca, Maria Claudia

2013-01-01

Purpose: This investigation compared voice performance of student teachers across an academic semester in order to examine the effect of increasing demands on their voice. Method: A repeated measures design was applied to the data analysis: all participants were tested three separate times throughout the semester. The equipments used for…

Students' perceptions of academic dishonesty in a chemistry classroom laboratory

NASA Astrophysics Data System (ADS)

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.

A Case Study of the Academic Achievement of African American Males in Single-Sex Classrooms in Rural South Carolina

ERIC Educational Resources Information Center

Pannell, Lynette Martin

2013-01-01

The purpose of this study was to investigate the differences of Measures of Academic Progress (MAP) scores between fourth-grade African American male students who were enrolled in single-sex classrooms and their counterparts who were enrolled in coeducational classrooms. The research provided descriptive data concerning one Title I school in rural…

Examining Early Adolescents' Peer Climate Using Descriptive and Status Norms on Academic Engagement and Aggressive Behavior in the Classroom

ERIC Educational Resources Information Center

Shin, Huiyoung

2017-01-01

This study is aimed to gain insights into adolescents' classroom peer climate by examining descriptive and status norms of academic and social behaviors. Descriptive norm was assessed as the average score for each behavior and status norm was assessed using the correlation between each behavior and social status within each classroom. Expanded…

The Teacher as Colleague in Classroom Research. Occasional Paper No. 4.

ERIC Educational Resources Information Center

Florio, Susan; Walsh, Martha

This paper traces the evolving relationship of a teacher and a researcher who shared life in a kindergarten/first-grade classroom for an academic year. Their relationship became the basis for new ways of thinking about the social and academic competencies of children in the classroom, and for new ways of thinking about the aims and conduct of…

Student Impressions of Academic Cell Phone Use in the Classroom

ERIC Educational Resources Information Center

Tessier, Jack

2013-01-01

Cell phones have become ubiquitous in society, but they are typically seen as a problem in the classroom. This study was designed to assess the perspective of students regarding the use of cell phones as academic tools in the classroom. The author encouraged students to use their cell phones in an environmental issues course to find data and other…

Impacts of a Discussion-Based Academic Language Program on Classroom Interactions in 4th through 7th Grades

ERIC Educational Resources Information Center

LaRusso, Maria; Jones, Stephanie M.; Kim, Ha Yeon; Kim, James; Donovan, Suzanne; Snow, Catherine

2016-01-01

This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and…

Blinded by Beauty: Attractiveness Bias and Accurate Perceptions of Academic Performance

PubMed Central

Talamas, Sean N.; Mavor, Kenneth I.; Perrett, David I.

2016-01-01

Despite the old adage not to ‘judge a book by its cover’, facial cues often guide first impressions and these first impressions guide our decisions. Literature suggests there are valid facial cues that assist us in assessing someone’s health or intelligence, but such cues are overshadowed by an ‘attractiveness halo’ whereby desirable attributions are preferentially ascribed to attractive people. The impact of the attractiveness halo effect on perceptions of academic performance in the classroom is concerning as this has shown to influence students’ future performance. We investigated the limiting effects of the attractiveness halo on perceptions of actual academic performance in faces of 100 university students. Given the ambiguity and various perspectives on the definition of intelligence and the growing consensus on the importance of conscientiousness over intelligence in predicting actual academic performance, we also investigated whether perceived conscientiousness was a more accurate predictor of academic performance than perceived intelligence. Perceived conscientiousness was found to be a better predictor of actual academic performance when compared to perceived intelligence and perceived academic performance, and accuracy was improved when controlling for the influence of attractiveness on judgments. These findings emphasize the misleading effect of attractiveness on the accuracy of first impressions of competence, which can have serious consequences in areas such as education and hiring. The findings also have implications for future research investigating impression accuracy based on facial stimuli. PMID:26885976

Blinded by Beauty: Attractiveness Bias and Accurate Perceptions of Academic Performance.

PubMed

Talamas, Sean N; Mavor, Kenneth I; Perrett, David I

2016-01-01

Despite the old adage not to 'judge a book by its cover', facial cues often guide first impressions and these first impressions guide our decisions. Literature suggests there are valid facial cues that assist us in assessing someone's health or intelligence, but such cues are overshadowed by an 'attractiveness halo' whereby desirable attributions are preferentially ascribed to attractive people. The impact of the attractiveness halo effect on perceptions of academic performance in the classroom is concerning as this has shown to influence students' future performance. We investigated the limiting effects of the attractiveness halo on perceptions of actual academic performance in faces of 100 university students. Given the ambiguity and various perspectives on the definition of intelligence and the growing consensus on the importance of conscientiousness over intelligence in predicting actual academic performance, we also investigated whether perceived conscientiousness was a more accurate predictor of academic performance than perceived intelligence. Perceived conscientiousness was found to be a better predictor of actual academic performance when compared to perceived intelligence and perceived academic performance, and accuracy was improved when controlling for the influence of attractiveness on judgments. These findings emphasize the misleading effect of attractiveness on the accuracy of first impressions of competence, which can have serious consequences in areas such as education and hiring. The findings also have implications for future research investigating impression accuracy based on facial stimuli.

Implementing the Flipped Classroom in a Veterinary Pre-clinical Science Course: Student Engagement, Performance, and Satisfaction.

PubMed

Dooley, Laura M; Frankland, Sarah; Boller, Elise; Tudor, Elizabeth

2018-01-01

There has been a recent move toward active learning pedagogies in veterinary education, with increasing use of a blended approach that incorporates both online resources and live classroom sessions. In this study, an established veterinary pre-clinical course in introductory animal health was transitioned from a traditional didactic lecture delivery mode to a flipped classroom approach with core content delivered online. This study compared the experiences of two cohorts of students who studied the same course in the different formats in consecutive years. Online learning resources included short video segments and a variety of short problems and activities. Online materials were complemented with weekly small-group case-based learning classes facilitated by academic staff. A mixed methods evaluation strategy was applied using student grades, surveys, and focus groups to compare student academic performance, satisfaction, and engagement between the two cohorts. The flipped classroom cohort achieved significantly higher grades in the written answer section of the final examination. Student satisfaction with learning resources was also higher in this cohort. However, satisfaction with other aspects of the course was largely the same for both cohorts. This study revealed some of the challenges associated with achieving adequate student preparation for class using online resources. The outcomes of this study have implications for veterinary educators considering the design and development of new online learning resources.

Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

PubMed

Sajid, Muhammad R; Laheji, Abrar F; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

2016-09-04

To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.

Effect of Active Videogames on Underserved Children's Classroom Behaviors, Effort, and Fitness.

PubMed

Gao, Zan; Lee, Jung Eun; Pope, Zachary; Zhang, Dachao

2016-09-30

The purpose of this study was to examine the effect of active videogames (AVGs) on underserved minority children's on-task classroom behavior, academic effort, and fitness. A one group pre- and posttest repeated measures design was used. In Fall 2013, 95 fourth grade children (57 boys, 38 girls; 96% of minority) from three classes at an underserved urban elementary school participated in teacher-supervised AVG activities (e.g., Wii Sports, Xbox Just Dance). Specifically, students participated in a 50-minute weekly AVG program at school for 6 weeks. Children's academic effort was evaluated by classroom teachers using a validated scale that assessed activity, attention, conduct, and social/emotional behavior. Moreover, children's classroom behavior was observed immediately before and after each AVG session by trained researchers. Finally, cardiovascular fitness was also measured. A paired t-test was used to assess teacher-rated student effort, while one-way (gender) analysis of variance (ANOVA) with repeated measures was performed to analyze children's on-task classroom behavior. There was a significant effect on children's effort between the first (mean = 3.24, SD = 0.75) and last week (mean = 3.41, SD = 0.73) assessments, t = 2.42, P = 0.02. In addition, there was a significant effect on classroom behavior, F = 33.103, P < 0.01. In detail, children scored significantly higher on on-task behavior during the post-AVG observation (mean = 81.4, SD = 12.3) than seen during the pre-AVG observation (mean = 69.8, SD = 14.9). However, no main effect was indicated for gender, F = 0.39, P = 0.54. No significant improvement in cardiovascular fitness was observed, although slight improvements were seen. Offering an AVG program at school could improve underserved minority children's classroom on-task behavior and academic effort. Future studies may include a control group to further confirm the effectiveness of AVG activities. Practical implications for educators and other stakeholders are provided.

An Examination of the Relationship between Inclusion of Students with Disabilities in General Education Classrooms and Student Success as Measured by Public School District Graduation Rates, Dropout Rates, and ACT Mathematics Performance

ERIC Educational Resources Information Center

Rudloff, Renee

2014-01-01

The accountability of No Child Left Behind (NCLB, 2001) provided assurance that "all children (would) have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments" (Section 1001). According to…

On-Task in a Box: An Evaluation of a Package-Ready Intervention for Increasing Levels of On-Task Behavior and Academic Performance

ERIC Educational Resources Information Center

King, Brian; Radley, Keith C.; Jenson, William R.; O'Neill, Robert E.

2017-01-01

The present study tested the efficacy of the On-Task in a Box program for increasing on-task behavior and academic accuracy of highly off-task students. Six students in 2nd and 3rd grades were identified by their classroom teacher as highly off-task. Following identification, the students participated in the On-Task in a Box intervention. Results…

Kia Kaha: Improving Classroom Performance through Developing Cultural Awareness.

ERIC Educational Resources Information Center

Rubie, Christine

A study of 24 Maori children in grades 3-6 who were invited to perform at a children's festival in Turkey and two control groups (control 1, n=24; control 2, n=23) of Maori children who did not participate in the festival examined the effect of an intense cultural program on children's self-esteem, locus of control, and academic performance.…

The Language of Ideas and the Language of Display: Reconceptualizing "Academic Language" in Linguistically Diverse Classrooms

ERIC Educational Resources Information Center

Bunch, George C.

2014-01-01

Introducing a distinction between language of ideas and language of display as a means of reconceptualizing what counts as "academic" language, I examine one brief stretch of talk by a small group of linguistically diverse 7th grade students in a U.S. mainstream social studies classroom designed to maximize academic and language…

Making Sense of Power Relations in a Malaysian English-as-a-Second-Language Academic Writing Classroom

ERIC Educational Resources Information Center

Abraham, Alison

2014-01-01

The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of…

An Investigation of Gender and Age Differences in Academic Motivation and Classroom Behaviour in Adolescents

ERIC Educational Resources Information Center

Bugler, Myfanwy; McGeown, Sarah; St. Clair-Thompson, Helen

2016-01-01

This study investigated gender- and age-related differences in academic motivation and classroom behaviour in adolescents. Eight hundred and fifty-five students (415 girls and 440 boys) aged 11-16 ("M" age = 13.96, "SD" = 1.47) filled in a questionnaire that examined student academic motivation and teachers completed a…

Academic well-being and smoking among 14- to 17-year-old schoolchildren in six European cities.

PubMed

Kinnunen, Jaana M; Lindfors, Pirjo; Rimpelä, Arja; Salmela-Aro, Katariina; Rathmann, Katharina; Perelman, Julian; Federico, Bruno; Richter, Matthias; Kunst, Anton E; Lorant, Vincent

2016-07-01

It is well established that poor academic performance is related to smoking, but the association between academic well-being and smoking is less known. We measured academic well-being by school burnout and schoolwork engagement and studied their associations with smoking among 14- to 17-year-old schoolchildren in Belgium, Germany, Finland, Italy, the Netherlands, and Portugal. A classroom survey (2013 SILNE survey, N = 11,015) was conducted using the Short School Burnout Inventory and the Schoolwork Engagement Inventory. Logistic regression, generalized linear mixed models, and ANOVA were used. Low schoolwork engagement and high school burnout increased the odds for daily smoking in all countries. Academic performance was correlated with school burnout and schoolwork engagement, and adjusting for it slightly decreased the odds for smoking. Adjusting for socioeconomic factors and school level had little effect. Although high school burnout and low schoolwork engagement correlate with low academic performance, they are mutually independent risk factors for smoking. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers.

PubMed

Sermier Dessemontet, Rachel; Bless, Gérard

2013-03-01

This study aimed at assessing the impact of including children with intellectual disability (ID) in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disability. A quasi-experimental study was conducted with an experimental group of 202 pupils from classrooms with an included child with mild or moderate ID, and a control group of 202 pupils from classrooms with no included children with special educational needs (matched pairs sample). The progress of these 2 groups in their academic achievement was compared over a period of 1 school year. No significant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion. The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability.

The effect of graphic organizers on students' attitudes and academic performance in undergraduate general biology

NASA Astrophysics Data System (ADS)

Cleveland, Lacy

High attrition among undergraduate Science Technology Engineering and Mathematics (STEM) majors has led national and business leaders in the United States to call for both research and educational reform within the collegiate STEM classrooms. Included among suggestions for reform are ideas to improve retention of first-year students and to improve critical thinking and depth of knowledge, instead of covering large quantities of materials. Past research on graphic organizers suggest these tools assist students in learning information and facilitate conceptual and critical thinking. Despite their widespread use in high school science departments, collegiate humanities departments, and even medical schools, their use is considerably less prevalent in the undergraduate biology classroom. In addition to their lack of use, little research has been conducted on their academic benefits in the collegiate classroom. Based on national calls for improving retention among undergraduate STEM majors and research suggesting that academic success during an individual first major's related course highly determine if that individual will continue on in their intended major, the researcher of this dissertation chose to conduct research on an introductory general biology class. Using both quantitative and qualitative methods, the research in this dissertation examines the effectiveness of graphic organizers in promoting academic success and also examines their influence on student attitudes. This research is grounded in the theories of constructivism and cognitive load theory. Constructivism suggests that individuals must build their knowledge from their personal experiences, while the cognitive load theory recognizes the limited nature of one's working memory and suggests that instructional practices minimize cognitive overload. The results of this dissertation suggest that the use of graphic organizers in an undergraduate general biology classroom can increase students' academic success when the cognitive load is high; however, when the instructors make effort to reduce cognitive load, while providing the students an opportunity to participate in metacognitive activities and to engage their germane working memory, graphic organizers do not provide an additional benefit to the students.

Gender-specific effects of physical activity on children's academic performance: The Active Smarter Kids cluster randomized controlled trial.

PubMed

Resaland, G K; Moe, V F; Bartholomew, J B; Andersen, L B; McKay, H A; Anderssen, S A; Aadland, E

2018-01-01

Active learning combines academic content with physical activity (PA) to increase child PA and academic performance, but the impact of active learning is mixed. It may be that this is a moderated relationship in which active learning is beneficial for only some children. This paper examine the impact of baseline academic performance and gender as moderators for the effects of active learning on children's academic performance. In the ASK-study, 1129 fifth-graders from 57 Norwegian elementary schools were randomized by school to intervention or control in a physical activity intervention between November 2014 and June 2015. Academic performance in numeracy, reading, and English was measured and a composite score was calculated. Children were split into low, middle and high academic performing tertiles. 3-way-interactions for group (intervention, control)∗gender (boys, girls)∗academic performance (tertiles) were investigated using mixed model regression. There was a significant, 3-way-interaction (p=0.044). Both boys (ES=0.11) and girls (ES=0.18) in the low performing tertile had a similar beneficial trend. In contrast, middle (ES=0.03) and high performing boys (ES=0.09) responded with small beneficial trends, while middle (ES=-0.11) and high performing girls (ES=-0.06) responded with negative trends. ASK was associated with a significant increase in academic performance for low performing children. It is likely that active learning benefited children most in need of adapted education but it may have a null or negative effect for those girls who are already performing well in the sedentary classroom. Differences in gendered responses are discussed as a possible explanation for these results. Clinicaltrials.gov registry, trial registration number: NCT02132494. Copyright © 2017 Elsevier Inc. All rights reserved.

Development of visual working memory and distractor resistance in relation to academic performance.

PubMed

Tsubomi, Hiroyuki; Watanabe, Katsumi

2017-02-01

Visual working memory (VWM) enables active maintenance of goal-relevant visual information in a readily accessible state. The storage capacity of VWM is severely limited, often as few as 3 simple items. Thus, it is crucial to restrict distractor information from consuming VWM capacity. The current study investigated how VWM storage and distractor resistance develop during childhood in relation to academic performance in the classroom. Elementary school children (7- to 12-year-olds) and adults (total N=140) completed a VWM task with and without visual/verbal distractors during the retention period. The results showed that VWM performance with and without distractors developed at similar rates until reaching adult levels at 10years of age. In addition, higher VWM performance without distractors was associated with higher academic scores in literacy (reading and writing), mathematics, and science for the younger children (7- to 9-year-olds), whereas these academic scores for the older children (10- to 12-year-olds) were associated with VWM performance with visual distractors. Taken together, these results suggest that VWM storage and distractor resistance develop at a similar rate, whereas their contributions to academic performance differ with age. Copyright © 2016 Elsevier Inc. All rights reserved.

Evocative gene-parenting correlations and academic performance at first grade: an exploratory study.

PubMed

Propper, Cathi B; Shanahan, Michael J; Russo, Rosemary; Mills-Koonce, W Roger

2012-11-01

Academic performance during the first years of school lays the groundwork for subsequent trajectories of academic success throughout childhood and adolescence. The current study tests a model according to which a gene-parenting correlation in the first 3 years of life is associated with subsequent psychosocial adjustment and then academic performance in the first grade (as indicated by teachers' assessment of academic behavior and two subscales of the Woodcock-Johnson Test of Achievement, Third Edition). Drawing on multiple waves of data from the Durham Child Health and Development Study, we find that risk alleles for dopamine receptor genes (dopamine receptor D4 for girls, dopamine receptor D2 for boys) are associated with less sensitive parenting. For girls, parenting mediates the link between dopamine receptor D4 and all academic outcomes. There is some indication that parenting also influences girls' withdrawn behavior in the classroom, which in turn influences teachers' assessments of academic performance. For boys, some evidence suggests that parenting is associated with emotion regulation, which is associated with teachers' assessments of academic behavior and both subscales of the Woodcock-Johnson. Replications of this exploratory study are necessary, but these findings provide a first step in understanding how evocative correlations in the home may predict indicators of psychosocial adjustment that in turn influence performance and achievement at school.

The Role of Achievement Goals in the Development of Interest: Reciprocal Relations between Achievement Goals, Interest, and Performance

ERIC Educational Resources Information Center

Harackiewicz, Judith M.; Durik, Amanda M.; Barron, Kenneth E.; Linnenbrink-Garcia, Lisa; Tauer, John M.

2008-01-01

The dynamics of individual and situational interest and academic performance were examined in the college classroom and 7 semesters later in conjunction with achievement goals. At the beginning of an introductory psychology course, participants reported their initial interest in psychology, achievement goals, and situational interest in course…

Instructional Methods within the Elementary-School Science Classroom Related to Improved Academic Performance

ERIC Educational Resources Information Center

Baum, Lisa

2013-01-01

There is gap in passing rates on the standardized science assessment between European American and Hispanic American students. The purpose of this study was to examine student performance in science and the closing of the achievement gap between European American and Hispanic American students based upon receipt of an inquiry or noninquiry…

The Impact of Federal Public Policy on Curriculum and Instruction for Students with Disabilities in the General Classroom

ERIC Educational Resources Information Center

Hardman, Michael L.; Dawson, Shirley

2008-01-01

The promise that all children will achieve higher levels of academic performance is the foundation of the current educational reform movement. Standards-based reform began with financial assistance to the states for the development of content and performance standards, improved teacher quality, and increased school accountability. The reform…

Formative, Informative, and Summative Assessment: The Relationship among Curriculum-Based Measurement of Reading, Classroom Engagement, and Reading Performance

ERIC Educational Resources Information Center

Marchand, Gwen C.; Furrer, Carrie J.

2014-01-01

This study explored the relationships among formative curriculum-based measures of reading (CBM-R), student engagement as an extra-academic indicator of student motivation, and summative performance on a high-stakes reading assessment. A diverse sample of third-, fourth-, and fifth-grade students and their teachers responded to questionnaires…

Teacher performance goal practices and elementary students' behavioral engagement: a developmental perspective.

PubMed

Hughes, Jan N; Wu, Wei; West, Stephen G

2011-02-01

We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. Published by Elsevier Ltd.

Student Classroom and Career Success: The Role of Organizational Citizenship Behavior.

ERIC Educational Resources Information Center

Allison, Barbara J.; Voss, Richard Steven; Dryer, Sean

2001-01-01

Business students (n=211) rated their organizational citizenship behavior (altruism, courtesy, civic virtue, sportsmanship, conscientiousness). A majority had moderately high levels, but a significant percentage had relatively low levels. Organizational citizenship behavior was significantly and positively related to academic performance. (SK)

Perceptions of Classroom Working Alliance and Student Performance

ERIC Educational Resources Information Center

Toste, Jessica R.; Heath, Nancy; Dallaire, Lynn

2010-01-01

Positive teacher-student relationship has been established as an important contributor to students' social, behavioral, and academic adjustment. Nevertheless, current research has not employed relationship measures that examine both teachers' and students' perceptions. Furthermore, the measures currently being used lack breadth in the definition…

Girlfriends Talking.

ERIC Educational Resources Information Center

Martinez Aleman, Ana M.

1998-01-01

Forty-four undergraduate women at a small liberal arts college were asked to characterize conversations with college women friends and to describe the role these women play in intellectual growth and academic performance. Results show that women are more comfortable expressing their views within female friendship than in the classroom. (MKA)

Classroom Management with Exceptional Learners

ERIC Educational Resources Information Center

Myers, Diane; Freeman, Jennifer; Simonsen, Brandi; Sugai, George

2017-01-01

Effective and engaging instruction is the cornerstone of any well-managed classroom. Even the best behavior support practices will not lead to academic achievement if the academic instruction is ineffective. Specific teacher practices associated with improved student behavior include high rates of opportunities to respond, direct instruction, and…

Using Stimulant Drugs in the Classroom.

ERIC Educational Resources Information Center

Barkley, Russell A.

1979-01-01

Research is reviewed on the effects of stimulant drugs on the classroom behavior and academic achievement of hyperactive children. Results indicate that stimulant drugs do not appreciably improve academic achievement, but are effective in improving attention span, on-task behavior, activity level, and disruptive behavior. (Author/MH)

Investigating the Effects of the Classroom Learning Environment on Students' Motivation in Social Studies.

ERIC Educational Resources Information Center

Knight, Stephanie L.; Waxman, Hersholt C.

1990-01-01

Investigates the relationship between social studies classroom environment and student motivation. Correlates several environmental variables with three motivational constructs (academic motivation, academic self-concept, and social self-concept) among 157 sixth grade, predominantly Hispanic students. Finds student satisfaction significantly…

Relationships: The Fundamental R in Education

ERIC Educational Resources Information Center

Ellerbrock, Cheryl R.; Abbas, Bridget; DiCicco, Michael; Denmon, Jennifer M.; Sabella, Laura; Hart, Jennifer

2015-01-01

Through establishing caring relationships with adolescents, secondary teachers cultivate classroom communities that propagate care and promote academic success. Developing a caring classroom community begins on the first day of school and continues throughout the school year. In such communities, educators establish a safe and academic-focused…

Educator Perceptions of Behavior Indicators for Communication Deficits

ERIC Educational Resources Information Center

Jeffries, Toni

2010-01-01

Communication proficiency is vital to academic achievement. However, many students with communication deficits face challenges in today's classrooms. Current measures often fail to assess classroom behaviors crucial to academic success. An effective assessment tool is needed to provide appropriate identification and instruction for students with…

Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms.

PubMed

Carter, Erik W; Sisco, Lynn G; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A

2008-11-01

We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

Effective Literacy Instructional Strategies in High Academic Growth Classrooms

ERIC Educational Resources Information Center

Jessup, Kathryn

2017-01-01

Instruction--the interaction that takes place between students, teachers, and content--is the foundation in which learning occurs. Effective literacy instruction considers the instructional strategies and foundational teaching components utilized by effective and highly effective teachers during literacy in classrooms of high academic growth. The…

Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

PubMed Central

Sajid, Muhammad R.; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

2016-01-01

Objectives To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. Methods This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. Results A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Conclusions Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.  PMID:27591930

Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?

PubMed

Baweja, Raman; Mattison, Richard E; Waxmonsky, James G

2015-12-01

Attention-deficit hyperactivity disorder (ADHD) affects an estimated 5-7 % of schoolchildren worldwide. School functioning and academic achievement are frequently impaired by ADHD and represent one of the main reasons children start ADHD medication. Multiple potential causal pathways exist between ADHD and impaired school performance. In this review, we decompose school performance into three components and assess the impact of ADHD and its treatments on academic performance (assessed by grade point average [GPA], time on-task, percentage of work completed as well as percent completed correctly), academic skills (as measured by achievement tests and cognitive measures), and academic enablers (such as study skills, motivation, engagement, classroom behavior and interpersonal skills). Most studies examined only the short-term effects of medication on school performance. In these, ADHD medications have been observed to improve some aspects of school performance, with the largest impact on measures of academic performance such as seatwork productivity and on-task performance. In a subset of children, these benefits may translate into detectable improvements in GPA and achievement testing. However, limited data exists to support whether these changes are sustained over years. Optimizing medication effects requires periodic reassessment of school performance, necessitating a collaborative effort involving patients, parents, school staff and prescribers. Even with systematic reassessment, behavioral-based treatments and additional school-based services may be needed to maximize academic performance for the many youth with ADHD and prominent impairments in school performance.

Effect of Peer Nominations of Teacher-Student Support at Individual and Classroom Levels on Social and Academic Outcomes

PubMed Central

Hughes, Jan N.; Im, Myung Hee; Wehrly, Sarah E.

2014-01-01

This longitudinal study examined the prospective relations between 713 elementary students’ individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students’ peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students’ peer academic reputation, net the effect of PTSR and covariates. Students’ academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers’ perceptions of teacher support and of the structure of those perceptions for children’s social and academic outcomes. Implications for practice are discussed. PMID:24930822

A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students.

PubMed

Lu, Fletcher; Lemonde, Manon

2013-12-01

The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically higher performing. For academically lower performing students, the online delivery method produced significantly poorer student test results compared to those lower performing students taught in a traditional face-to-face environment.

Facilitating Classroom Success for the Closed Head Injured Student.

ERIC Educational Resources Information Center

DePompei, Roberta; Blosser, Jean L.

Intended for special educators and administrators, the paper addresses the educational implications of closed head injury in children. Characteristics of head injured students are noted, including previous successful experiences in social and academic settings, inconsistent performance patterns, and cognitive deficits which are present as in other…

Children of Divorce: Things You Should Know.

ERIC Educational Resources Information Center

Fuller, Mary Lou

1989-01-01

This article discusses factors that influence children of divorced parents (length of time since divorce, family income level); summarizes research related to these children's self concept, academic performance, and classroom behavior; and suggests several things that parents and educators can do to support children of divorce. (IAH)

Can Tracking Improve Learning?

ERIC Educational Resources Information Center

Duflo, Esther; Dupas, Pascaline; Kremer, Michael

2009-01-01

Tracking students into different classrooms according to their prior academic performance is controversial among both scholars and policymakers. If teachers find it easier to teach a homogeneous group of students, tracking could enhance school effectiveness and raise test scores of both low- and high-ability students. If students benefit from…

Enhancing Academic Performance: Seven Perceptual Styles of Learning.

ERIC Educational Resources Information Center

Higbee, Jeanne L.; And Others

1991-01-01

Presents Galbraith and James's taxonomy of seven perceptual modalities (i.e., print, aural, interactive, visual, haptic, kinesthetic, and olfactory). Discusses ways educators can demonstrate perceptual modalities in the classroom and help students identify their personal style of learning. Explains how this knowledge can facilitate learning in a…

Association between substandard classroom ventilation rates and students' academic achievement.

PubMed

Haverinen-Shaughnessy, U; Moschandreas, D J; Shaughnessy, R J

2011-04-01

This study focuses on the relationship between classroom ventilation rates and academic achievement. One hundred elementary schools of two school districts in the southwest United States were included in the study. Ventilation rates were estimated from fifth-grade classrooms (one per school) using CO(2) concentrations measured during occupied school days. In addition, standardized test scores and background data related to students in the classrooms studied were obtained from the districts. Of 100 classrooms, 87 had ventilation rates below recommended guidelines based on ASHRAE Standard 62 as of 2004. There is a linear association between classroom ventilation rates and students' academic achievement within the range of 0.9-7.1 l/s per person. For every unit (1 l/s per person) increase in the ventilation rate within that range, the proportion of students passing standardized test (i.e., scoring satisfactory or above) is expected to increase by 2.9% (95%CI 0.9-4.8%) for math and 2.7% (0.5-4.9%) for reading. The linear relationship observed may level off or change direction with higher ventilation rates, but given the limited number of observations, we were unable to test this hypothesis. A larger sample size is needed for estimating the effect of classroom ventilation rates higher than 7.1 l/s per person on academic achievement. The results of this study suggest that increasing the ventilation rates toward recommended guideline ventilation rates in classrooms should translate into improved academic achievement of students. More studies are needed to fully understand the relationships between ventilation rate, other indoor environmental quality parameters, and their effects on students' health and achievement. Achieving the recommended guidelines and pursuing better understanding of the underlying relationships would ultimately support both sustainable and productive school environments for students and personnel. © 2010 John Wiley & Sons A/S.

Evaluating of the Impact of Hybrid/Blended Instructional Design on Muslim Student Performance Scores in a Traditional On-Campus Course

ERIC Educational Resources Information Center

Rawlins, Troy A.; Ali, Rifath

2017-01-01

A traditional classroom atmosphere, creates a paradigm in which university professors must be able to quickly identify and accommodate differences among student-learning needs to achieve favorable academic performance scores while simultaneously working within university policies regarding course deviation(s) or alteration(s) in dates and times.…

The Relationship between Correlates of Effective Schools and Social Emotional Learning within Single Gender Schools Serving Boys of Color

ERIC Educational Resources Information Center

Green, Curt R.

2013-01-01

Urban school districts throughout the United States are creating single gender classrooms or schools to improve student achievements for their lowest performing subgroups (Noguera, 2009). It is hoped that separating the sexes will improve domains such as discipline, attendance and academic performance, while decreasing the dropout rate. If single…

Classroom Management and the ADHD Student

ERIC Educational Resources Information Center

Colberg, Laura

2010-01-01

Meeting the academic needs of a student with Attention Deficit Hyperactivity Disorder (ADHD) can be taxing on teachers and students. This research highlights classroom management strategies that general education teachers might include in their teaching to support the academic growth students with ADHD, while continuing to support all students in…

Do Academically Able Teachers Leave Education? The North Carolina Case.

ERIC Educational Resources Information Center

Schlechty, Phillip C.; Vance, Victor S.

1981-01-01

To determine whether academically able teachers are more likely than others to leave the classroom, a study was conducted of the data file of all certified regular classroom teachers who entered teaching in North Carolina from 1973 to 1980 and had no prior teaching experience. (Author/WD)

Gifted 101: Unlocking the Mystery of Academically Gifted Education

ERIC Educational Resources Information Center

Councill, Kimberly H.; Fiedler, Lynn

2017-01-01

Academically gifted learners can both thrive and struggle in our music classrooms. This article offers a detailed approach to defining, recognizing, and meaningfully teaching gifted learners in the music classroom while providing differentiation ideas that can benefit all learners. In-depth discussion and examples of contracts, tiered instruction,…

An Examination of the Flipped Classroom Approach on College Student Academic Involvement

ERIC Educational Resources Information Center

McCallum, Shelly; Schultz, Janel; Sellke, Kristen; Spartz, Jason

2015-01-01

Colleges and universities remain attentive to developing and supporting ways to foster student academic success. These efforts have taken on more importance as student success, commonly measured by student learning achievement, has failed to meet expectations. For colleges and universities, the flipped classroom represents a student-centered…

Literacy and Community Pariticpation. Prepublication Draft.

ERIC Educational Resources Information Center

Peschke, Edith

Literacy experts in composition have examined the exclusionary forces of academic discourse, and have identified various forms of classroom power that result from the system of academic literacy. Little is understood about the power relations that function to relate and regulate the classroom. Largely a humanistic notion, literacy has been defined…

Standardized classroom management program: Social validation and replication studies in Utah and Oregon

PubMed Central

Greenwood, Charles R.; Hops, Hyman; Walker, Hill M.; Guild, Jacqueline J.; Stokes, Judith; Young, K. Richard; Keleman, Kenneth S.; Willardson, Marlyn

1979-01-01

A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement. PMID:16795604

Standardized classroom management program: Social validation and replication studies in Utah and Oregon.

PubMed

Greenwood, C R; Hops, H; Walker, H M; Guild, J J; Stokes, J; Young, K R; Keleman, K S; Willardson, M

1979-01-01

A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.

A Closer Look at Teacher-Child Relationships and Classroom Emotional Context in Preschool

ERIC Educational Resources Information Center

Lippard, Christine N.; La Paro, Karen M.; Rouse, Heather L.; Crosby, Danielle A.

2018-01-01

Background: Children's early classroom experiences, particularly their interpersonal interactions with teachers, have implications for their academic achievement and classroom behavior. Teacher-child relationships and classroom interactions are both important aspects of children's early classroom experiences, but they are not typically considered…

Student, teacher, and classroom predictors of between-teacher variance of students' teacher-rated behavior.

PubMed

Splett, Joni W; Smith-Millman, Marissa; Raborn, Anthony; Brann, Kristy L; Flaspohler, Paul D; Maras, Melissa A

2018-03-08

The current study examined between-teacher variance in teacher ratings of student behavioral and emotional risk to identify student, teacher and classroom characteristics that predict such differences and can be considered in future research and practice. Data were taken from seven elementary schools in one school district implementing universal screening, including 1,241 students rated by 68 teachers. Students were mostly African America (68.5%) with equal gender (female 50.1%) and grade-level distributions. Teachers, mostly White (76.5%) and female (89.7%), completed both a background survey regarding their professional experiences and demographic characteristics and the Behavior Assessment System for Children (Second Edition) Behavioral and Emotional Screening System-Teacher Form for all students in their class, rating an average of 17.69 students each. Extant student data were provided by the district. Analyses followed multilevel linear model stepwise model-building procedures. We detected a significant amount of variance in teachers' ratings of students' behavioral and emotional risk at both student and teacher/classroom levels with student predictors explaining about 39% of student-level variance and teacher/classroom predictors explaining about 20% of between-teacher differences. The final model fit the data (Akaike information criterion = 8,687.709; pseudo-R2 = 0.544) significantly better than the null model (Akaike information criterion = 9,457.160). Significant predictors included student gender, race ethnicity, academic performance and disciplinary incidents, teacher gender, student-teacher gender interaction, teacher professional development in behavior screening, and classroom academic performance. Future research and practice should interpret teacher-rated universal screening of students' behavioral and emotional risk with consideration of the between-teacher variance unrelated to student behavior detected. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Team-Based Learning in Pharmacy Education

PubMed Central

Ofstad, William

2013-01-01

Instructors wanting to engage students in the classroom seek methods to augment the delivery of factual information and help students move from being passive recipients to active participants in their own learning. One such method that has gained interest is team-based learning. This method encourages students to be prepared before class and has students work in teams while in the classroom. Key benefits to this pedagogy are student engagement, improved communication skills, and enhanced critical-thinking abilities. In most cases, student satisfaction and academic performance are also noted. This paper reviews the fundamentals of team-based learning in pharmacy education and its implementation in the classroom. Literature reports from medical, nursing, and pharmacy programs are also discussed. PMID:23716738

Using Electronic Assessment Systems to Enhance Instruction

ERIC Educational Resources Information Center

Domagala, Jospeh F.

2017-01-01

Teachers in the classroom need to be able to modify instruction in a meaningful way that helps students to improve academically. School districts provide electronic assessment data which helps teachers identify areas for improvement within their instruction. Electronic performance assessment systems can be an effective means of assisting schools…

Effective Schooling in Desegregated Settings: What Do We Know About Learning Style and Linguistic Differences?

ERIC Educational Resources Information Center

Hare, Bruce R.; Levine, Daniel U.

1985-01-01

Argues that mismatches between home and classroom environments play an important part in accounting for the low academic performance of many low-status, especially minority, students. Discusses approaches emphasizing cooperative learning and individualized instruction for use with culturally different students in desegregated settings. (RDN)

Practical Strategies for Helping Children of Divorce in Today's Classroom.

ERIC Educational Resources Information Center

Miller, Paul A.; Ryan, Patti; Morrison, William

1999-01-01

Considers how to provide a supportive, secure environment to children of divorce through opportunities to exercise personal control, being tolerant of variable academic performance, and expressing faith in children's character and capacity for growth. Provides suggestions for creating safe channels for communication and teaching children coping…

Teaching and Learning Principles of Microeconomics Online: An Empirical Assessment

ERIC Educational Resources Information Center

Gratton-Lavoie, Chiara; Stanley, Denise

2009-01-01

How do students enrolled in online courses perform relative to those who choose a more traditional classroom environment? What student characteristics help explain differences in student academic achievement in the two modes of instruction? What factors affect the students' choice of instruction mode? The authors address these questions in…

An Evaluation of an Automated Approach to Concept-Based Grammar Instruction

ERIC Educational Resources Information Center

Lyddon, Paul A.

2012-01-01

Acquiring sufficient linguistic proficiency to perform competently in academic and professional contexts generally requires substantial study time beyond what most language programs can offer in the classroom. As such, teachers and students alike would benefit considerably from high quality self-access materials promoting independent learning out…

Take the Pencil out of the Process

ERIC Educational Resources Information Center

Broun, Leslie

2009-01-01

In classrooms, it is not unusual to see students who struggle to produce legible print. In actuality, many students have difficulty with the physical printing and writing processes ("handwriting")--difficulty that is significant enough to interfere with their academic performance. Some students grow out of this, and some, with extra practice,…

Nova Scotia Teachers' ADHD Knowledge, Beliefs, and Classroom Management Practices

ERIC Educational Resources Information Center

Blotnicky-Gallant, Pamela; Martin, Cheron; McGonnell, Melissa; Corkum, Penny

2015-01-01

Attention-deficit/hyperactivity disorder (ADHD) has a significant impact on children's social, emotional, and academic performance in school, and as such, teachers are in a good position to provide evidence-based interventions to help ensure optimal adjustment of their students. The current study examined teachers' knowledge and beliefs about…

Acoustics in Physical Education Settings: The Learning Roadblock

ERIC Educational Resources Information Center

Ryan, Stu; Mendel, Lisa Lucks

2010-01-01

Background: The audibility of teachers and peers is an essential factor in determining the academic performance of school children. However, acoustic conditions in most classrooms are less than optimal and have been viewed as "hostile listening environments" that undermine the learning of children in school. While research has shown that…

Flipping Math in a Secondary Classroom

ERIC Educational Resources Information Center

Graziano, Kevin J.; Hall, John D.

2017-01-01

Research on flipped instruction with K-12 English Language Learners (ELLs) is limited. The purpose of this study was to examine the academic performance of ELLs who received flipped instruction in an algebra course at a newcomer high school, and to investigate ELLs' perceptions of flipped learning. Results indicate flipped instruction engaged…

Learning Styles in the Classroom: Educational Benefit or Planning Exercise?

ERIC Educational Resources Information Center

Allcock, Sarah J.; Hulme, Julie A.

2010-01-01

Differentiation of teaching is encouraged to accommodate student diversity. This study investigated whether using learning styles as a basis for differentiation improved A-level student performance, compared to differentiation on the basis of academic ability. Matched classes of A-level psychology students participated. In one class, learning…

The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning

ERIC Educational Resources Information Center

Young, Mark R.

2005-01-01

Students can be proactive and engaged or, alternatively, lack initiative and responsibility for their learning. Self-regulated learning involves learning strategies and mental processes that learners deliberately engage to help themselves learn and perform better academically. The results of this study provide empirical support for the theoretical…

Growth Index: A Powerful Tool for School Improvement

ERIC Educational Resources Information Center

Wiseman, Perry; Thomas, Kimberly

2011-01-01

This article outlines a formula called Growth Index (GI), which is designed to measure student growth within all proficiency levels year after year, and track classroom or schoolwide growth. This growth should be considered as one of several dimensions that constitute principal and teacher effectiveness. Unlike Academic Performance Index (API) and…

Balancing Content & Language in the English Language Development Classroom

ERIC Educational Resources Information Center

Reynolds-Young, Danielle; Hood, Sally

2014-01-01

Although course assignments require English as a Second Language (ESL) teacher candidates to design activities, performance assessments, and lessons that balance the teaching of the English language and academic content, the ESL teacher candidates remain perplexed as to how to teach without a prescribed curriculum. The answer is challenging, given…

Justifying Physical Education Based on Neuroscience Evidence

ERIC Educational Resources Information Center

Berg, Kris

2010-01-01

Research has shown that exercise improves cognitive function and psychological traits that influence behavior (e.g., mood, level of motivation). The evidence in the literature also shows that physical education may enhance learning or that academic performance is at least maintained despite a reduction in classroom time in order to increase time…

Classroom Management and Students' Perceptions of Classroom Climate

ERIC Educational Resources Information Center

Ratzburg, Susan A.

2010-01-01

The impact of classroom management and the impact of classroom climate on student academic achievement has been independently documented by scholars. Less is currently know regarding the relationship linking classroom management and climate. Therefore, the purpose of this quasi experimental study was to explore the influence of classroom…

Remedial Attitudinal Therapy in the Reformatory Classroom.

ERIC Educational Resources Information Center

Whipple, Charles M.

To determine if a link exists between academic progress and the correctional process in the reformatory classroom, this study considers the effect of bibliotherapy on the academic achievement and the personality of inmates of the Oklahoma State Reformatory enrolled in a biology course for a total of four, 10-week semesters. Becauses classes were…

Creating a Positive Classroom Environment to Meet the Needs of the Foster Child

ERIC Educational Resources Information Center

LaCour, Misty; McGlawn, Penny; Dees, Laura

2016-01-01

Foster children often struggle socially, emotionally, and academically in the school setting leading to school failure. By establishing a positive classroom environment, teachers can provide for the needs of the foster child while encouraging academic achievement. This study seeks to determine teacher best practices for meeting the needs of foster…

Trigger Warnings as Respect for Student Boundaries in University Classrooms

ERIC Educational Resources Information Center

Spencer, Leland G.; Kulbaga, Theresa A.

2018-01-01

The fierce public and scholarly debate over trigger warnings in university classrooms has often characterized the issue as one of academic freedom and ignored the social justice arguments for trigger warnings. In this essay, we argue that trigger warnings expand academic speech by engaging students more fully in their own learning. Specifically,…

Classroom Quality and Academic Skills: Approaches to Learning as a Moderator

ERIC Educational Resources Information Center

Meng, Christine

2015-01-01

The purpose of this study was to examine whether approaches to learning moderated the association between child care classroom environment and Head Start children's academic skills. The data came from the Head Start Family and Child Experiences Survey (FACES-2003 Cohort). The dataset is a nationally representative longitudinal study of Head Start…

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

ERIC Educational Resources Information Center

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…

Observations of Academic Instruction for Students with Significant Intellectual Disability: Three States, Thirty-Nine Classrooms, One View

ERIC Educational Resources Information Center

Restorff, Diane E.; Abery, Brian H.

2013-01-01

As part of the validation process for alternate assessments, 39 classroom observations were conducted to gather data about current practices in providing academic instruction to students with significant intellectual disability. Using a standardized protocol, data were gathered using direct instructional observation, an Individualized Education…

Transformative Teaching: Changing Today's Classrooms Culturally, Academically, and Emotionally

ERIC Educational Resources Information Center

Kryza, Kathleen; Brittingham, MaryAnn; Duncan, Alicia

2015-01-01

This book helps teachers support and engage the many different kinds of learners in schools. It examines the most effective strategies for leading diverse students in developing the skills they need inside and outside the classroom. By understanding and exploring students emotional, cultural, and academic needs, educators will be better prepared…

Child Temperamental Regulation and Classroom Quality in Head Start: Considering the Role of Cumulative Economic Risk

ERIC Educational Resources Information Center

Rudasill, Kathleen Moritz; Hawley, Leslie R.; LoCasale-Crouch, Jennifer; Buhs, Eric S.

2017-01-01

There is growing recognition that cumulative economic risk places children at higher risk for depressed academic competencies (Crosnoe & Cooper, 2010; NCCP, 2008; Sameroff, 2000). Yet, children's temperamental regulation and the quality of the early childhood classroom environment have been associated with better academic skills. This study is…

High-Ability Students' Time Spent outside the Classroom

ERIC Educational Resources Information Center

Makel, Matthew C.; Li, Yan; Putallaz, Martha; Wai, Jonathan

2011-01-01

This study considered how three groups of academically talented high school students--those who attended an academic summer program (TIP), those who qualified for the program but chose not to attend (QNA), and those who did not qualify (DNQ)--spent time outside the classroom. These groupings differentiated students by ability (QNA vs. DNQ) and…

Self-Contained Classrooms. Research Brief

ERIC Educational Resources Information Center

Walker, Karen

2009-01-01

Determining the ideal academic setting in which students can be successful continues to be one of the primary goals of educators. Is there a best classroom structure in which students can be successful? Although there is research on the academic gains in the block schedule and in traditional departmentalized settings, both of which are common in…

Accountable Game Design: Structuring the Dynamics of Student Learning Interactions

ERIC Educational Resources Information Center

Charoenying, Timothy

2010-01-01

Game-based classroom activity is intended to leverage students' interest and motivation to play, and to provide safe contexts for supporting students' academic learning. However, a basic criticism of many games currently used in classroom settings is that they can fail to meaningfully embody academic content. A more subtle concern is that…

Ten Years of TAKE 10!(®): Integrating physical activity with academic concepts in elementary school classrooms.

PubMed

Kibbe, Debra L; Hackett, Jacqueline; Hurley, Melissa; McFarland, Allen; Schubert, Kathryn Godburn; Schultz, Amy; Harris, Suzanne

2011-06-01

Current literature supports the link between physical activity (PA) or fitness and a child's ability to achieve academically; however, little structured activity time is incorporated into elementary school classrooms. This paper explores the impact of a classroom-based PA program, TAKE 10!, and health-academic integration through existing state and federal policy and programming. Evidence from journal articles, published abstracts, and reports were examined to summarize the impact of TAKE 10! on student health and other outcomes. This paper reviews 10 years of TAKE 10! studies and makes recommendations for future research. Teachers are willing and able to implement classroom-based PA integrated with grade-specific lessons (4.2 days/wk). Children participating in the TAKE 10! program experience higher PA levels (13%>), reduced time-off-task (20.5%), and improved reading, math, spelling and composite scores (p<0.01). Furthermore, students achieved moderate energy expenditure levels (6.16 to 6.42 METs) and studies suggest that BMI may be positively impacted (decreases in BMI z score over 2 years [P<0.01]). TAKE 10! demonstrates that integrating movement with academics in elementary school classrooms is feasible, helps students focus on learning, and enables them to realize improved PA levels while also helping schools achieve wellness policies. Copyright © 2011. Published by Elsevier Inc.

Impact of Adding Internet Technology on Student Performance and Perception of Autonomy in Fundamentals of Electronics Course

NASA Astrophysics Data System (ADS)

Rosero-Zambrano, Carlos Andrés; Avila, Alba; Osorio, Luz Adriana; Aguirre, Sandra

2018-04-01

The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication technologies (ICTs), resources designed to complement students' autonomous learning needs. A quantitative analysis of students' academic performance using final course grades was performed for a fundamentals of electronics course and we examine students' perception of their autonomy using surveys. The students' progress and attitudes were monitored over four consecutive semesters. The first began with the design of the intervention and the following three consisted in the implementation. The strategy was focused on the development of course competencies through autonomous learning with ICT tools presented in the VLE. Findings indicate that the students who did the activities in the VLE showed an increase in performance scores in comparison with students who did not do them. The strategy used in this study, which enhanced perceived autonomy, was associated with a positive effect on their learning process. This research shows that a technology-enhanced course supported by ICT activities can both improve academic performance and foster autonomy in students.

Academic and Social Benefits of a Co-enrollment Model of Inclusive Education for Deaf and Hard-of-Hearing Children.

PubMed

Kreimeyer, K H; Crooke, P; Drye, C; Egbert, V; Klein, B

2000-01-01

Deaf and hard-of-hearing (d/hh) students are traditionally educated within self-contained programs at residential or special day schools, within self-contained or resource classrooms in public schools, or within regular education classrooms with support provided by an itinerant teacher. The co-enrollment model offers a promising alternative in which these students are educated within a regular education classroom composed of both d/hh and hearing students and team-taught by a teacher of the deaf and a regular education teacher. This article examines the development of one such program and the social and academic performance of the d/hh students within the program. Data on social interaction between d/hh and hearing classmates suggest that specific instructional strategies that promoted students' sign language development, identified d/hh students as "sign language specialists" and grouped d/hh and hearing students during academic activities resulted in increased interaction between these two groups of students. Stanford Achievement Test scores in the areas of reading vocabulary, reading comprehension, mathematical problem solving and procedures indicate that although d/hh students scored below the national normative hearing group, reading comprehension levels exceeded the national normative sample of d/hh students during both years two and three of the program. We discuss the challenges of implementing a co-enrollment program.

Relationship-Driven Teaching Style: The Impact of Teacher-Student Relationships on Academic Performance

ERIC Educational Resources Information Center

Schlichte, Jacqueline; Stroud, James; Girdley, Donna

2006-01-01

Numbers of At-risk students are rising in the public classrooms of our day. Standardized testing is a reality that is clearly defining the great chasm that stands between the performance of these children and what is expected of their age mates. Public junior and senior high schools face the quandary: How are At-risk students to be aided in their…

Academic Effort and Achievement in Science: Beyond a Gendered Relationship

NASA Astrophysics Data System (ADS)

Adamuti-Trache, Maria; Sweet, Robert

2013-12-01

This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom.

Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes.

PubMed

Hughes, Jan N; Im, Myung Hee; Wehrly, Sarah E

2014-06-01

This longitudinal study examined the prospective relations between 713 elementary students' individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students' peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students' peer academic reputation, net the effect of PTSR and covariates. Students' academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers' perceptions of teacher support and of the structure of those perceptions for children's social and academic outcomes. Implications for practice are discussed. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Critical Thinking through Writing: Expressing Scientific Thought and Process in a Deaf Classroom

NASA Astrophysics Data System (ADS)

Manjarrez, Leslie

Within Deaf classrooms there is often a disconnect between academic areas and writing curriculums that develop in both common and academic language, where often classrooms focus solely on writing as a skill rather than as a method for producing language through an academic area. This work focuses on the development of academic language in ASL and English print of science. The curriculum is written to be implemented as a bilingual academic curriculum to support Deaf and Hard of Hearing students in various self contained classroom settings. Lessons are conducted in three Units, A B and C. Unit A focuses on research, thought and writing of preparatory materials in small groups. Unit B is comprised of procedural lessons on conducting x experiments and the evaluation of those experiments through mathematics. Unit C is a group of lessons that ties together Units A and B through writing and peer teaching as a method of concluding the work and presenting information in an effective manner. The success of the project was evaluated on the basis of student work, rubrics, and final works from the students. The results showed promise in aspects of Critical Thinking, writing development, and expression of new concepts in both ASL and English.

[The Purpose of Medical Education: Proposal to Standardize a System of Credits for Medical Specializations Programs].

PubMed

Cañar, Carlos Andrés Pineda

2012-01-01

This article analyzes the concept of an academic credit system and proposes a way to systematize medical specialization programs. The credit system is a way to recognize and standardize the total time that a student must devote to their training. Thus, a credit equal to a certain number of hours of classroom training and independent activities is proposed. An educational program is expressed in the number of credits needed for the whole training process to achieve the competencies expected. A review of the concept of competition in education is also performed. The introduction of the term and its relation to the need to measure performance in future professionals according to labor market needs is identified. A critical discussion about skills defining the different types of skills in the educational field is later discussed. Subsequently, the Colombian regulatory framework is presented concerning the powers, in particular, Decree 1295 of 2010, which defines one academic credit equal to 48 hours in a semester, of which 16 hours are classroom and 32 hours are independent study. A tor of the major milestones in the history of medical education is later made. The structure of credits and contact hours, independent of postgraduate psychiatry in the country is reviewed showing the heterogeneity in their approach. The proposal is presented, defining the types of classroom activities and how to calculate the hours of independent study by type of classroom activity. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

Towards the Characterization of Academic Language in Upper Elementary Science Classrooms. CSE Report 621

ERIC Educational Resources Information Center

Bailey, Alison, L.; Butler, Frances A.; LaFramenta, Charmien; Ong, Christine

2004-01-01

This report details an exploratory study that employs qualitative methods to characterize the academic language used by teachers and students in 4th and 5th grade mainstream science classrooms. Teacher oral language, and to some degree student talk, was observed during content instruction. This type of data allows for a broad descriptive…

"Podcast Time": Negotiating Digital Literacies and Communities of Learning in a Middle Years ELL Classroom

ERIC Educational Resources Information Center

Smythe, Suzanne; Neufeld, Paul

2010-01-01

In response to uneven academic outcomes and resistance to reading and writing among ELLs in a Canadian grade 7 classroom, teachers and university-based researchers collaborated to introduce a podcast project in which children learned new digital and multimodal literacy skills as a pathway to success in academic literacies. Throughout the four…

Effect of Foreign Language Classroom Anxiety on Turkish University Students' Academic Achievement in Foreign Language Learning

ERIC Educational Resources Information Center

Tuncer, Murat; Dogan, Yunus

2015-01-01

This study was carried out in order to identify to what extent the Turkish students' English classroom anxiety affects their academic achievement in English language. In this quantitative descriptive study, a correlational survey model was employed, and the convenience sampling was done. In order to collect data, the Foreign Language Classroom…

Chameleons in the Classroom: Meeting Students' Needs through Academic and Continuing Education Partnerships.

ERIC Educational Resources Information Center

Dolezal, Pamala; Franks, Megan

In concurrent enrollment (CE) classes, academic and continuing education students enroll in courses that are held simultaneously, using the same classroom and instructors and having the same requirements and learning expectations. At North Harris College (NHC), in Texas, the introduction of CE was aided by a new strategic plan developed for the…

The Power of Hmm…: Bringing Life (Back) to Words in the Classroom

ERIC Educational Resources Information Center

Glazer, Jeremy

2018-01-01

Structured academic discussions can focus too much on academic language to the detriment of actual discussion, disempowering students with the very tools intended to enhance student voice. The author suggests a new goal for such classroom talk: encouraging students to generate ideas and questions that engage their peers by focusing on the…

Does Racism Exist in the Online Classroom Learning Environment? Perceptions of Online Undergraduate Students

ERIC Educational Resources Information Center

Hopson, Anna C.

2014-01-01

In U.S. history, racism has existed in traditional brick-and-mortar academic institutions for hundreds of years. With the increase of online learning--a strategic and effective form of education for many academic institutions of higher education--the question being asked is, Does racism exist in the online classroom learning environment? This…

Movement and Learning: Integrating Physical Activity into the Classroom

ERIC Educational Resources Information Center

Reeves, Emily; Miller, Stacia; Chavez, Crystal

2016-01-01

We know the benefits of physical activity, and yet recess and physical education classes are being cut or scaled back to make room for meeting academic standards. Is cutting recess and physical education really benefiting academics? A look at some recent studies suggests that it is not. Integrating physical activity into the classroom may increase…

The Effectiveness of Function-Based Classroom Interventions Using Functional Behavior Assessments and an In-School Suspension Program

ERIC Educational Resources Information Center

Smith, Clinton

2010-01-01

Every day administrators and teachers issue increasing numbers of disciplinary referrals that document problematic behaviors in the classroom. When placed in in-school suspension (ISS) because of disciplinary reasons students lose valuable academic instruction time and their academic achievement is negatively impacted. ISS produces little, if any,…

The Secret to Improving Attendance. Classroom Tips

ERIC Educational Resources Information Center

Swindell, James W., Jr.

2011-01-01

If students are not in the classroom, they can't learn. The author serves a dual role of teacher and administrator for middle school and high school students who are at high risk for academic failure. Their academic difficulties are mainly due to their negative behavioral patterns, which lead to frequent absences from class. Negative in-class…

The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament

ERIC Educational Resources Information Center

Curby, Timothy W.; Rudasill, Kathleen Moritz; Edwards, Taylor; Perez-Edgar, Koraly

2011-01-01

The present study examines the moderating role first grade classroom quality may have on the relations between children's difficult temperament (assessed in infancy) and their academic and social outcomes in early elementary school (first grade). Using data from the National Institute of Child Health and Human Development's Study of Early Child…

Extending the Classroom Walls: Using Academic Blogging as an Intervention Strategy to Improve Critical Literacy Skills with Elementary Students

ERIC Educational Resources Information Center

Chamberlain, Elizabeth

2017-01-01

"Academic blogging" is a way of extending the primary classroom walls and enhancing learning through collaborative reflective responses to open-ended questions from prescribed text. Students learn from each other, develop critical literacy skills, voice their opinions and ask questions through blogging. This pedagogical approach broaches…

Classroom Karaoke: A Social and Academic Transition Strategy to Enhance the First-Year Experience of Youth Studies Students

ERIC Educational Resources Information Center

Baker, Sarah

2012-01-01

An innovative icebreaker initiative--"classroom karaoke"--was deployed at the beginning of a first-year undergraduate course in youth studies at an Australian university. The study used karaoke as a social and academic transition strategy to enhance students' first-year experience at university. Students responded positively to this…

Personality Traits Moderate the Big-Fish-Little--Pond Effect of Academic Self-Concept

ERIC Educational Resources Information Center

Jonkmann, Kathrin; Becker, Michael; Marsh, Herbert W.; Ludtke, Oliver; Trautwein, Ulrich

2012-01-01

Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. This highly general and robust frame of reference effect is widely known as the Big-Fish-Little-Pond Effect (BFLPE; Marsh, 1987). This study contributes to research aiming to identify moderators of the BFLPE by investigating the…

Is Pre-K Classroom Quality Associated with Kindergarten and Middle-School Academic Skills?

ERIC Educational Resources Information Center

Anderson, Sara; Phillips, Deborah

2017-01-01

We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in…

The Effects of a Virtual Tutee System on Academic Reading Engagement in a College Classroom

ERIC Educational Resources Information Center

Park, Seung Won; Kim, ChanMin

2016-01-01

Poor student engagement with academic readings has been frequently reported in college classrooms. As an effort to improve college students' reading engagement, researchers have developed a virtual environment in which students take on the role of tutor and teach a virtual tutee, the virtual tutee system (VTS). This research examined the…

Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom

ERIC Educational Resources Information Center

Kayi-Aydar, Hayriye

2014-01-01

Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication,…

Situational Interest and Academic Achievement in the Active-Learning Classroom

ERIC Educational Resources Information Center

Rotgans, Jerome I.; Schmidt, Henk G.

2011-01-01

The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed…

The Relationship between Classroom Environment and EFL Learners' Academic Self-Efficacy

ERIC Educational Resources Information Center

Daemi, Masoumeh Naghsh; Tahriri, Abdorreza; Zafarghandi, Amir Mahdavi

2017-01-01

The present study sought to examine the relationship between classroom environment and English as a Foreign Language (EFL) learners' academic self-efficacy. To this end, a sample of 200 advanced EFL learners (146 females and 54 males) completed the "What is Happening In This Class?" (WIHIC) which consists of seven scales including…

Critical Teacher Talk: Successful English for Academic Purposes Classroom Practices in a Global Campus

ERIC Educational Resources Information Center

Kim, Namsook

2016-01-01

Drawn on the sociocultural paradigm, I examined teacher-student communication with emphasis on teacher's talk and its role on international students' learning English as a Second Language in an English for Academic Purposes classroom in a global campus in the U.S. Developmental data analyses of class observations, teacher and student interviews,…

Child and Adolescent Traumatic Brain Injury: Academic, Behavioural, and Social Consequences in the Classroom

ERIC Educational Resources Information Center

Jantz, Paul B.; Coulter, Gail A.

2007-01-01

More than five million children suffer from brain injuries each year. While the majority of these children are treated and released without permanent consequences, many children return to the classroom with lasting effects. Symptoms of brain injury can be misconstrued as common behaviour or academic problems. Therefore, teachers need to recognize…

An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

PubMed

Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

2014-01-01

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a 5-year associate degree of nursing (ADN) program and a 2-year bachelor of science in nursing (BSN) program in Taiwan. This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs type indicator Form M was an instrument. Data such as grade point average were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. The study sample included 285 nursing students: 96 students in a 2-year BSN program, and 189 students in a 5-year ADN program. Two common learning styles were found: Introversion, sensing, thinking, and judging; and introversion, sensing, feeling, and judging. A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, df = 15). The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

Climate Setting in Second-Language Classrooms.

ERIC Educational Resources Information Center

Evans-Harvey, Cher

1993-01-01

Discusses the creation of a positive classroom climate, examines four dimensions of classroom climate (physical, academic, organizational, and social-emotional), and reviews techniques that teachers can use to promote a positive classroom climate. Teachers need to get to know their students, discuss the course objectives with their students, and…

Repositioning Ghana Schools as English Language Learner Schools

ERIC Educational Resources Information Center

Taylor, Mark

2016-01-01

Although English has traditionally been the only language of instruction in Ghana, most young children do not speak English at home. This paper argues that students' academic performance might be improved if their native languages were also used in school. Such an approach offers benefits in areas such as classroom participation, engagement in…

Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors

ERIC Educational Resources Information Center

Shillingford-Butler, M. Ann; Theodore, Lea

2013-01-01

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and…

Development of a Handbook for Educators: Addressing Working Memory Capacity in Elementary Students

ERIC Educational Resources Information Center

Fernandez, Julie Marie

2013-01-01

Working Memory (WM) refers to a brain system that provides temporary storage and manipulation of the information necessary for complex cognitive tasks such as language comprehension, learning, and reasoning. WM also requires the simultaneous storage and processing of information. WM is directly related to academic performance in the classroom.…

Teacher Self-Efficacy and Cultural Proficiency: Program Evaluation for EL MAR Professional Development

ERIC Educational Resources Information Center

Davis, Catherine Hofius

2014-01-01

Many classroom teachers across the United States struggle to teach English language learners (ELLs) effectively, despite professional development in ELL strategies. This national problem is reflected in a rural middle school, the focus of this study. To address the academic needs of low-performing ELLs, the professional development model,…

Teacher Attitudes of Inclusion and Academic Performance of Students with Disabilities

ERIC Educational Resources Information Center

Sutton, Jonathan Earl

2013-01-01

Since the integration of the inclusion model, supported by the IDEA (1997), within public schools, teacher resistance and frustration has risen (Hardy, 1999). The climate of general education teachers' classrooms furthermore, has not been the same (Liu & Meyer, 2005). Key elements ensuring success of inclusion and the implementation of…

Motivation and Organizational Incentives for High Vitality Teachers: A Qualitative Perspective.

ERIC Educational Resources Information Center

Sederberg, Charles H.; Clark, Shirley M.

1990-01-01

Minnesota teachers of the year (N=18) were interviewed to identify motivation and organizational incentives for exemplary classroom performance. Values and role behaviors of high-vitality teachers differ from those assumed by rational management models calling for incentives such as increased academic preparation, career ladders, and merit pay.…

Going Social: The Impact of Social Networking in Promoting Education

ERIC Educational Resources Information Center

Jain, Neelesh Kumar; Verma, Ashish; Verma, Rama Shankar; Tiwari, Prashant

2012-01-01

The growth and the popularity of the Social networks has a high impact on the development of the students in the field of Personality, Attitudes, Knowledge and on its whole academic performance in classroom and society. This paper envisage on the impact of Social Network on Education and Training of the students.

Project Success Environment: A Positive Contingency Program for Elementary Teachers Management.

ERIC Educational Resources Information Center

Thompson, Marion; And Others

The third year of the project, funded under Elementary Secondary Education Act Title III, was essentially a replication of Year Two. Second Year results indicated that the success technique had provided inner-city teachers with both an effective classroom management system, and an effective program for the acceleration of academic performance.…

Strategies for Coping with Educational and Social Consequences of Chronic Ear Infections in Rural Communities.

ERIC Educational Resources Information Center

Pillai, Patrick

2000-01-01

Children with chronic ear infections experience a lag time in understanding speech, which inhibits classroom participation and the ability to make friends, and ultimately reduces self-esteem. Difficulty in hearing affects speech and vocabulary development, reading and writing proficiency, and academic performance, and could lead to placement in…

Computer Aided Instruction: A Study of Student Evaluations and Academic Performance

ERIC Educational Resources Information Center

Collins, David; Deck, Alan; McCrickard, Myra

2008-01-01

Computer aided instruction (CAI) encompasses a broad range of computer technologies that supplement the classroom learning environment and can dramatically increase a student's access to information. Criticism of CAI generally focuses on two issues: it lacks an adequate foundation in educational theory and the software is difficult to implement…

Multilingual Literacies: Invisible Representation of Literacy in a Rural Classroom

ERIC Educational Resources Information Center

Kiramba, Lydiah Kananu

2017-01-01

In many countries, educational policies typically mandate school activities that promote a homogeneous and narrow range of academic literacies for all learners despite the diverse nature of human learning. This ethnographic case study examines how a 12-year-old Kenyan fourth-grade student performing below average on all standardized tests used…

Home and School Resources as Predictors of Mathematics Performance in South Africa

ERIC Educational Resources Information Center

Visser, Mariette; Juan, Andrea; Feza, Nosisi

2015-01-01

The creation of an environment conducive to learning is vitally important in the academic achievement of learners. Such an environment extends beyond the classroom and school to include the home. It is from these environments that learners draw resources, both tangible and intangible, that impact on their educational experience. While current…

A Comparison of the Mystery Motivator and the "Get 'Em On Task" Interventions for Off-Task Behaviors

ERIC Educational Resources Information Center

Kraemer, Elisabeth E.; Davies, Susan C.; Arndt, Kelli Jo; Hunley, Sawyer

2012-01-01

Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class-wide positive behavior support programs. The Mystery Motivator and…

Investigating the Relationship between STEM Learning Principles and Student Achievement in Math and Science

ERIC Educational Resources Information Center

Hansen, Michael; Gonzalez, Thomas

2014-01-01

Science, technology, engineering and math (STEM) advocates commonly emphasize an interdisciplinary, authentic, project-based, and technology-based approach to learning, though the strength of prior research varies. This study examines the association between a range of classroom activities and academic performance gains in math and science. Using…

Art Therapy with a Child Experiencing Sensory Integration Difficulty. Brief Report

ERIC Educational Resources Information Center

Kearns, Diane

2004-01-01

An increasing number of students diagnosed with difficulties such as attention deficit hyperactivity disorder and Asperger?s syndrome are being seen in schools. Sensory integration difficulties may be part of the symptomatology of these disorders. These difficulties may result in difficulties with both classroom behaviors and academic performance.…

Helping Educators Foster a Growth Mindset in Community College Classrooms

ERIC Educational Resources Information Center

Auten, Marianne Adams

2013-01-01

Current research shows that students with a growth mindset are more motivated to learn, want to work harder, are less discouraged by difficulty, use more effective strategies for learning, and have higher academic performance in comparison to students without this mindset. Despite these promising findings, a growth mindset is sometimes not…

A Framework for Implementing Individualized Self-Regulated Learning Strategies in the Classroom

ERIC Educational Resources Information Center

Ness, Bryan M.; Middleton, Michael J.

2012-01-01

Self-regulated learning (SRL) is a conceptual model that can be used to design and implement individualized learning strategies for students with learning disabilities. Students who self-regulate their learning engage in planning, performance, and self-evaluation during academic tasks. This article highlights one approach for teaching SRL skills…

Innovative Teaching: An Empirical Study of Computer-Aided Instruction in Quantitative Business Courses

ERIC Educational Resources Information Center

Gonul, Fusun F.; Solano, Roger A.

2013-01-01

We investigate business undergraduate mathematics-based courses in a blended environment of online assignments and exams and offline lectures, and report the impact on academic performance of factors such as classroom attendance, web-based course supplements, and homework. We present results from both ordinary least squares and fixed effects,…

Cognitive Functioning and Academic Achievement in Children with Insulin-Dependent Diabetes Mellitus (IDDM).

ERIC Educational Resources Information Center

Holmes, Clarissa S.; And Others

1995-01-01

Consistent evidence relates insulin dependent diabetes mellitus (IDDM) to lower intellectual functioning in children, although performance is still in the average range. Children with IDDM have received specialized classroom assistance at school. Boys with diabetes appear at greater risk for learning problems than girls. Evidence suggests both…

Finding a Way: Learning Activities in Geography for Grades 7-11.

ERIC Educational Resources Information Center

National Council for Geographic Education.

This set of curriculum modules contains geography learning activities that emphasize strategies to encourage young women in geography and social studies classes. Compiled in an effort to improve the motivation and achievement levels of students in geography classrooms, grades 7-11, the modules aim to boost academic performance and overall interest…

Before You Ban: Law Students' In-Class Laptop Usage and Academic Performance

ERIC Educational Resources Information Center

Morse, Kimberly Ann

2016-01-01

Legal educators are routinely banning students' laptops or wireless connectivity in law classes. Faculty assumes students are significantly off-task and in-class laptops are harmful to learning. Current research focuses almost exclusively on undergraduate students technology uses in- and out of the classroom. Only a handful of studies objectively…

Decentralization and Educational Performance: Evidence from the PROHECO Community School Program in Rural Honduras

ERIC Educational Resources Information Center

Di Gropello, Emanuela; Marshall, Jeffery H.

2011-01-01

We analyze the effectiveness of the Programa Hondureno de Educacion Comunitaria (PROHECO) community school program in rural Honduras. The data include standardized tests and extensive information on school, teacher, classroom and community features for 120 rural schools drawn from 15 states. Using academic achievement decompositions we find that…

Rethinking College Students' Self-Regulation and Sustained Attention: Does Text Messaging during Class Influence Cognitive Learning?

ERIC Educational Resources Information Center

Wei, Fang-Yi Flora; Wang, Y. Ken; Klausner, Michael

2012-01-01

This study investigated whether texting during class influences students' cognitive learning. A theoretical model was proposed to study the relationships among college students' self-regulation, texting during class, sustained attention to classroom learning, and cognitive learning (i.e., grade-oriented academic performance and experience-oriented…

The influence of early malnutrition on subsequent behavioral development III. Learning disabilities as a sequel to malnutrition.

PubMed

Galler, J R; Ramsey, F; Solimano, G

1984-04-01

The academic performance of 129 Barbadian children (77 boys and 52 girls), who were 5-11-yr-old and suffered moderate to severe protein-energy malnutrition in the first year of life, was compared with the performance of matched comparisons, children who had no history of malnutrition. Children with a history of malnutrition were found to have lower performance on eight out of nine academic subject areas, namely, language arts, mathematics, general science, social science, reading, health, religion, and arts/crafts. Socioeconomic factors in the backgrounds of the children were also examined. A model is presented clarifying the interrelationships of malnutrition, socioeconomic status and school performance. Reduced school performance in the previously malnourished children can be largely accounted for by deficits in classroom behavior, and, to a lesser extent by a reduction in I.Q. Current socioeconomic status is not directly involved in altering academic performance whereas the early history of malnutrition and its accompanying conditions at the time of the illness are leading contributors to altered behavioral outcome and school performance.

Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program

PubMed Central

Woodruff, Ashley; Prescott, Gina M.; Albanese, Nicole; Bernhardi, Christian; Doloresco, Fred

2016-01-01

Objective. To integrate a blended-learning model into a two-course patient assessment sequence in a doctor of pharmacy (PharmD) program and to assess the academic performance and perceptions of enrolled students. Design. A blended-learning model consisting of a flipped classroom format was integrated into a patient assessment (PA) course sequence. Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared. A survey was administered to assess student perceptions. Assessment. The mean numeric grades of students in the intervention group were higher than those of students in the traditional group (PA1 course: 92.2±3.1 vs 90.0±4.3; and PA2 course: 90.3±4.9 vs 85.8±4.2). Eighty-six percent of the students in the intervention group agreed that the instructional methodologies used in this course facilitated understanding of the material. Conclusion. The blended-learning model was associated with improved academic performance and was well-received by students. PMID:28179725

Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program.

PubMed

Prescott, William Allan; Woodruff, Ashley; Prescott, Gina M; Albanese, Nicole; Bernhardi, Christian; Doloresco, Fred

2016-12-25

Objective. To integrate a blended-learning model into a two-course patient assessment sequence in a doctor of pharmacy (PharmD) program and to assess the academic performance and perceptions of enrolled students. Design. A blended-learning model consisting of a flipped classroom format was integrated into a patient assessment (PA) course sequence. Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared. A survey was administered to assess student perceptions. Assessment. The mean numeric grades of students in the intervention group were higher than those of students in the traditional group (PA1 course: 92.2±3.1 vs 90.0±4.3; and PA2 course: 90.3±4.9 vs 85.8±4.2). Eighty-six percent of the students in the intervention group agreed that the instructional methodologies used in this course facilitated understanding of the material. Conclusion. The blended-learning model was associated with improved academic performance and was well-received by students.

Academic Performance of Subsequent Schools and Impacts of Early Interventions: Evidence from a Randomized Controlled Trial in Head Start Settings

PubMed Central

Zhai, Fuhua; Raver, C. Cybele; Jones, Stephanie M.

2012-01-01

The role of subsequent school contexts in the long-term effects of early childhood interventions has received increasing attention, but has been understudied in the literature. Using data from the Chicago School Readiness Project (CSRP), a cluster-randomized controlled trial conducted in Head Start programs, we investigate whether the intervention had differential effects on academic and behavioral outcomes in kindergarten if children attended high- or low-performing schools subsequent to the preschool intervention year. To address the issue of selection bias, we adopt an innovative method, principal score matching, and control for a set of child, mother, and classroom covariates. We find that exposure to the CSRP intervention in the Head Start year had significant effects on academic and behavioral outcomes in kindergarten for children who subsequently attended high-performing schools, but no significant effects on children attending low-performing schools. Policy implications of the findings are discussed. PMID:22773872

Perception Shapes Experience: The Influence of Actual and Perceived Classroom Environment Dimensions on Girls' Motivations for Science

ERIC Educational Resources Information Center

Spearman, Juliette; Watt, Helen M. G.

2013-01-01

The classroom environment influences students' academic outcomes, but it is often students' perceptions that shape their classroom experiences. Our study examined the extent to which observed classroom environment features shaped perceptions of the classroom, and explained levels of, and changes in, girls' motivation in junior secondary school…

Classroom Facilities Planning Aids. March 1964. College and University Physical Facilities Series.

ERIC Educational Resources Information Center

Higgins, E. Eugene; And Others

Based on a survey of higher education institutions in the United States, academic classroom data are presented in tabular form. Tables 1 and 3 (for public and private institutions respectively) show state and regional distribution of classroom data by--(1) number of classrooms, (2) total assignable area, (3) classroom size, (4) number of student…

The Impact of Neglect on Initial Adaptation to School

PubMed Central

Manly, Jody Todd; Lynch, Michael; Oshri, Assaf; Herzog, Margaret; Wortel, Sanne N.

2013-01-01

This study examined the impact of child neglect during the first four years of life on adaptation to school during kindergarten and first grade in the context of neighborhood poverty. Processes related to the development of school competencies were examined, including the mediational role of cognitive functioning and ego-resiliency in shaping children’s school outcomes. 170 low-income urban children were followed prospectively for two years (ages four to six). Results indicated that neglected children had significantly lower scores on kindergarten classroom behavior and first grade academic performance than nonneglected children. Children’s cognitive performance at age four, controlling for maternal IQ, mediated the relation between severity of neglect and children’s behavior in kindergarten as well as their academic performance in first grade. Moreover, severity of neglect was related to children’s ego-resiliency at age four. However, additional ecological adversity in the form of neighborhood poverty moderated the link between ego-resiliency and classroom behavior such that at lower levels of poverty, ego-resiliency mediated the relation between severity of neglect and school adaptation. Conversely, when neighborhood poverty was extreme, the effects of ego-resiliency were attenuated and ego-resiliency ceased to predict behavioral performance in kindergarten. The implications of these findings for prevention and intervention are discussed. PMID:23843472

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

NASA Astrophysics Data System (ADS)

Jung, Karl Gerhard

Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom instruction to identify and understand what scaffolds are planned and implemented, and how that planning and implementation occurred through an instructional coaching partnership. Findings from this study showed the elementary science teacher planned and implemented a number of scaffolds for science academic language, focusing primarily on the use of sentence starters as a scaffolding strategy. The findings also indicated that the instructional coaching partnership played a vital role as the main resource that assisted the planning of scaffolds. These findings provide insights into the types of scaffolds that elementary science teachers can implement to scaffold science academic language, and the role that instructional coaching can play in supporting teachers as they work to provide instruction that scaffolds their students' language use and development.

The Short-Term Effect of Grade Retention on Peer Relations and Academic Performance of At-Risk First Graders

PubMed Central

Gleason, Katie A.; Kwok, Oi-man; Hughes, Jan N.

2010-01-01

Using latent variable structural equation modeling, we tested a theoretical model positing that grade retention has a positive effect on children’s teacher- and peer-rated academic competencies and on sociometric measures of peer acceptance. We also expected that the positive effect of grade retention on peer acceptance would be mediated by children’s ability to meet academic challenges in their classrooms. Participants were 350 (52.6% male) ethnically diverse and academically at-risk first graders attending 1 of 3 school districts in Texas. An individually administered test of academic achievement, teacher-report and peer-report measures of academic competence, and peer-report measures of peer acceptance were collected on children in first grade and 1 year later, at which time 63 children were repeating first grade and 287 were in second grade. The hypothesized model provided a good fit to the data. Children’s academic competencies, as perceived by peers and teachers, fully mediated the effect of retention on subsequent peer acceptance. PMID:20431696

Understanding adolescents' sleep patterns and school performance: a critical appraisal.

PubMed

Wolfson, Amy R; Carskadon, Mary A

2003-12-01

The present paper reviews and critiques studies assessing the relation between sleep patterns, sleep quality, and school performance of adolescents attending middle school, high school, and/or college. The majority of studies relied on self-report, yet the researchers approached the question with different designs and measures. Specifically, studies looked at (1) sleep/wake patterns and usual grades, (2) school start time and phase preference in relation to sleep habits and quality and academic performance, and (3) sleep patterns and classroom performance (e.g., examination grades). The findings strongly indicate that self-reported shortened total sleep time, erratic sleep/wake schedules, late bed and rise times, and poor sleep quality are negatively associated with academic performance for adolescents from middle school through the college years. Limitations of the current published studies are also discussed in detail in this review.

The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation and Retention

ERIC Educational Resources Information Center

Alsancak Sirakaya, Didem; Ozdemir, Selçuk

2018-01-01

This study examined the effect of a flipped classroom model on students' academic achievement, self-directed learning readiness and motivation. The participants of this study were a total of 66 students who took the "Scientific Research Methods" course and were studying in two different classes in the Faculty of Education at Ahi Evran…

A Teacher's Manifesto: Designing Learning Which Cures Rather Than Causes Academic Risk: Part 2.

ERIC Educational Resources Information Center

Kennedy, Mark

1996-01-01

This second part of a two-part essay shows how teachers, especially middle school teachers, can reduce academic risk. Two hypotheses are examined: (1) the more the classroom culture respects students, the more students respect the purposes, principles, and people in the classroom; and (2) assessment of learning must be fair and meaningful for all.…

Effectiveness of Blended Cooperative Learning Environment in Biology Teaching: Classroom Community Sense, Academic Achievement and Satisfaction

ERIC Educational Resources Information Center

Yapici, I. Ümit

2016-01-01

The aim of this study was to examine the effect of Blended Cooperative Learning Environment (BCLE) in biology teaching on students' classroom community sense, their academic achievement and on their levels of satisfaction. In the study, quantitative and qualitative research methods were used together. The study was carried out with 30 students in…

Teachers' Academic Appraisals and Referral Decisions: The Effect of Sharing Health Information when Diabetes Is Present

ERIC Educational Resources Information Center

Cunningham, Melissa M.; Wodrich, David L.

2012-01-01

Two prior studies showed that giving teachers more information about a student's illness led them to make better attributions about that student's classroom problems and better classroom accommodations. In this study, 235 teachers appraised academic competence and judged whether to seek help or make a referral for a hypothetical student with type…

The Effect of the Digital Classroom on Academic Success and Online Technologies Self-Efficacy

ERIC Educational Resources Information Center

Ozerbas, Mehmet Arif; Erdogan, Bilge Has

2016-01-01

This study aimed to observe whether the learning environment created by digital classroom technologies has any effect on the academic success and online technologies self-efficacy of 7th grade students. In this study, an experimental design with a pre-test/post-test control group was used. The research was conducted with 58 students in a secondary…

Measuring Opportunity to Learn and Academic Language Exposure for English Language Learners in Elementary Science Classrooms. CRESST Report 767

ERIC Educational Resources Information Center

Martinez, Jose Felipe; Bailey, Alison L.; Kerr, Deirdre; Huang, Becky H.; Beauregard, Stacey

2010-01-01

The present study piloted a survey-based measure of Opportunity to Learn (OTL) and Academic Language Exposure (ALE) in fourth grade science classrooms that sought to distinguish teacher practices with ELL (English language learner) and non-ELL students. In the survey, participant teachers reported on their instructional practices and the context…

An Investigation of Classroom Practices in Teaching Listening Comprehension at English Education Program

ERIC Educational Resources Information Center

Siregar, Nurhafni

2017-01-01

The objective of this study is to investigate how the classroom practice in teaching listening comprehension at English Education Program of STKIP Tapanuli Selatan in 2016/2017 Academic Year is. The informants of this research were all of second semester students of STKIP Tapanuli Selatan in 2016/2017 academic year and a lecturer of listening…

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

PubMed Central

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. PMID:28382012

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

PubMed

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.

Physical education, school physical activity, school sports and academic performance

PubMed Central

Trudeau, François; Shephard, Roy J

2008-01-01

Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC databases. Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA), and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF). Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Conclusion Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health. PMID:18298849

Motivating Students in the 21st Century.

PubMed

Sedden, Mandy L; Clark, Kevin R

2016-07-01

To examine instructors' and students' perspectives on motivation in the classroom and clinical environments and to explore instructional strategies educators can use to motivate college students in the 21st century. Articles selected for this review were from peer-reviewed journals and scholarly sources that emphasized student and educator perspectives on motivation and instructional strategies to increase student motivation. Understanding how college students are motivated can help educators engage students in lessons and activities, ultimately improving the students' academic performance. Students exhibit increased motivation in classes when educators have high expectations, conduct an open-atmosphere classroom, and use multidimensional teaching strategies. Instructional styles such as connecting with students, creating an interactive classroom, and guiding and reminding students improved student motivation. Radiologic science educators must be mindful of how college students are motivated and use various instructional strategies to increase students' motivation in the classroom and clinical setting. ©2016 American Society of Radiologic Technologists.

Theory to Practice: Cultivating Academic Language Proficiency in Developmental Reading Classrooms

ERIC Educational Resources Information Center

Neal, Heather N.

2015-01-01

Academic language plays a key role in reading comprehension, disciplinary thinking, and overall academic success. However, many approaches to teaching academic language, such as a focus on academic vocabulary, overlook other language features that can pose challenges for students. Systemic Functional Linguistics (SFL), arguably one of the three…

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

NASA Astrophysics Data System (ADS)

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.

Student performance in a flipped classroom dental anatomy course.

PubMed

Chutinan, S; Riedy, C A; Park, S E

2017-11-09

The purpose of this study was to assess dental student learning in a dental anatomy module between traditional lecture and flipped classroom cohorts. Two cohorts of predoctoral dental students (N = 70 within each cohort) participated in a dental anatomy module within an Introduction to the Dental Patient (IDP) course ([traditional/lecture cohort: academic year (AY) 2012, 2013] and [flipped classroom cohort: AY 2014, 2015]). For the dental anatomy module, both cohorts were evaluated on pre-clinical tooth waxing exercises immediately after each of five lectures and tooth identification after all lectures were given. Additionally, the cohorts' performance on the overall IDP course examination was compared. The flipped classroom cohort had statistically significant higher waxing scores (dental anatomy module) than students in the traditional classroom. There was no statistically significant difference for tooth identification scores and the overall IDP course examination between the traditional vs flipped approach cohorts. This is due to the latter two assessments conducted at the end of the course gave all students enough time to review the lecture content prior to the assessment resulting in similar scores for both cohorts. The flipped classroom cohort promoted students' individual learning and resulted in improved students' performance on immediate evaluation but not on the end of the course evaluation. Redesign of courses to include a new pedagogical approach should be carefully implemented and evaluated for student's educational success. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Correlation of classroom typologies to lighting energy performance of academic building in warm-humid climate (case study: ITS Campus Sukolilo Surabaya)

NASA Astrophysics Data System (ADS)

Ekasiwi, S. N. N.; Antaryama, I. G. N.; Krisdianto, J.; Ulum, M. S.

2018-03-01

Classrooms in educational buildings require certain lighting requirements to serve teaching and learning activities during daytime. The most typical design is double sided opening in order to get good daylight distribution in the classroom. Using artificial light is essential to contribute the worse daylight condition. A short observation indicates that during the lecture time the light turned on, even in the daytime. That might result in wasting electrical energy. The aim of the study is to examine the type of classroom, which perform comfortable lighting environment as well as saving energy. This paper reports preliminary results of the study obtained from field observation and measurements. The use of energy and usage pattern of artificial lighting during the lecture is recorded and then the data evaluated to see the suitability of existing energy use to building energy standards. The daylighting design aspects have to be the first consideration. However, the similarity in WWR of the classroom, the Daylight Factor (DF) may differ. It depends on the room depth. The similarity of the increase of WWR and Ratio of openings to floor area do not directly correspond to the increase of DF. The outdoor condition of larger daylight access and the room depth are the influencing factors. Despite the similarity of physical type, usage pattern of the classroom imply the use of electrical energy for lighting. The results indicate the factors influencing lighting energy performance in correlation to their typologies

Metacognitive Strategies on Classroom Participation and Student Achievement in Senior Secondary School Science Classrooms

ERIC Educational Resources Information Center

ibe, Helen Ngozi

2009-01-01

Teachers constantly face the challenges of the most effective methods of instruction that could enhance academic achievement and match the diversity among students. This study therefore aimed at examining the effects of metacognitive strategies on classroom participation and student achievement in Senior Secondary School Science classrooms. One…

Effects of a Universal Positive Classroom Behavior Program on Student Learning

ERIC Educational Resources Information Center

Diperna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi

2016-01-01

The purpose of this study was to examine the impact of a universal program to promote positive classroom behavior on students' approaches to learning and early academic skills. Second grade classrooms (N = 39) were randomly assigned to treatment and business-as-usual control conditions. Teachers in intervention classrooms implemented the Social…

ConfChem Conference on Flipped Classroom: Improving Student Engagement in Organic Chemistry Using the Inverted Classroom Model

ERIC Educational Resources Information Center

Rossi, Robert D.

2015-01-01

Improving student engagement in STEM (science, technology, engineering, and mathematics) courses generally, and organic chemistry specifically, has long been a goal for educators. Recently educators at all academic levels have been exploring the "inverted classroom" or "flipped classroom" pedagogical model for improving student…

Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate

ERIC Educational Resources Information Center

Patrick, Helen; Kaplan, Avi; Ryan, Allison M.

2011-01-01

In a series of 4 studies we investigated the relations of mastery goal structure and 4 dimensions of the classroom social climate (teacher academic support, teacher emotional support, classroom mutual respect, task-related interaction). We conducted multidimensional scaling with separate adolescent samples that differed considerably (i.e., by…

Moving towards Raising Consciousness: An Inquiry into How Preservice Teachers Envision Classroom Management

ERIC Educational Resources Information Center

LaLonde, Courtney C.

2017-01-01

Effective classroom management is critical in the creation of learning environments that foster academic success for all students. Preservice teachers must develop an awareness and understanding of all aspects of classroom management and their relation to the two main classroom management approaches: the discipline based approach and the…

Associations between classroom CO2 concentrations and student attendance in Washington and Idaho.

PubMed

Shendell, D G; Prill, R; Fisk, W J; Apte, M G; Blake, D; Faulkner, D

2004-10-01

Student attendance in American public schools is a critical factor in securing limited operational funding. Student and teacher attendance influence academic performance. Limited data exist on indoor air and environmental quality (IEQ) in schools, and how IEQ affects attendance, health, or performance. This study explored the association of student absence with measures of indoor minus outdoor carbon dioxide concentration (dCO(2)). Absence and dCO(2) data were collected from 409 traditional and 25 portable classrooms from 22 schools located in six school districts in the states of Washington and Idaho. Study classrooms had individual heating, ventilation, and air conditioning (HVAC) systems, except two classrooms without mechanical ventilation. Classroom attributes, student attendance and school-level ethnicity, gender, and socioeconomic status (SES) were included in multivariate modeling. Forty-five percent of classrooms studied had short-term indoor CO(2) concentrations above 1000 p.p.m. A 1000 p.p.m. increase in dCO(2) was associated (P < 0.05) with a 0.5-0.9% decrease in annual average daily attendance (ADA), corresponding to a relative 10-20% increase in student absence. Annual ADA was 2% higher (P < 0.0001) in traditional than in portable classrooms. This study provides motivation for larger school studies to investigate associations of student attendance, and occupant health and student performance, with longer term indoor minus outdoor CO(2) concentrations and more accurately measured ventilation rates. If our findings are confirmed, improving classroom ventilation should be considered a practical means of reducing student absence. Adequate or enhanced ventilation may be achieved, for example, with educational training programs for teachers and facilities staff on ventilation system operation and maintenance. Also, technological interventions such as improved automated control systems could provide continuous ventilation during occupied times, regardless of occupant thermal comfort demands.

A Combined Intervention Targeting Both Teachers' and Students' Social-Emotional Skills: Preliminary Evaluation of Students' Outcomes

ERIC Educational Resources Information Center

Iizuka, Cristina Akiko; Barrett, Paula M.; Gillies, Robyn; Cook, Clayton R.; Marinovic, Welber

2014-01-01

The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also…

Expanding Spaces: Critical Spatial Literacy and Popular Culture in an Urban College Composition Classroom

ERIC Educational Resources Information Center

Ford, Robin R.

2012-01-01

Increasing Black and Latino college students' engagement is a primary concern of critical educators who seek to advance their students' critical literacy skills. There is a growing amount of these students who appear unable to successfully perform literate acts inside the academic space. However, these same students have rich literate…

Analyzing the Perceptions and Use of Interactive Whiteboards by Prekindergarten Teachers in Presentation of Classroom Lessons

ERIC Educational Resources Information Center

Rosetti, Jennifer

2012-01-01

In an attempt to improve poor academic performance of students, many schools are purchasing interactive whiteboards to enhance lesson presentations. Interactive whiteboards are seldom being used to present lessons. The purpose of this quantitative study was to compare how frequently interactive whiteboards are used by prekindergarten teachers in…

Group Work and Whole-Class Teaching with 11- to 14-Year-Olds Compared

ERIC Educational Resources Information Center

Galton, Maurice; Hargreaves, Linda; Pell, Tony

2009-01-01

This article compares the academic performance and classroom behaviour of pupils when taught new concepts or engaged in problem solving in sessions organised either as cooperative group work or whole class, teacher directed instruction. Comparisons of attainment were made in classes of pupils aged 11 to 14 years (Key Stage 3) in English,…

Effects of Tutorial Interventions in Mathematics and Attention for Low-Performing Preschool Children

ERIC Educational Resources Information Center

Barnes, Marcia A.; Klein, Alice; Swank, Paul; Starkey, Prentice; McCandliss, Bruce; Flynn, Kylie; Zucker, Tricia; Huang, Chun-Wei; Fall, Anna-Mária; Roberts, Greg

2016-01-01

Two intervention approaches designed to address the multifaceted academic and cognitive difficulties of low-income children who enter pre-K with very low math knowledge were tested in a randomized experiment. Blocking on classroom, children who met screening criteria were assigned to a Math + Attention condition in which the Pre-Kindergarten…

Small-Scale Bullying Prevention Discussion Video for Classrooms: A Preliminary Evaluation

ERIC Educational Resources Information Center

Migliaccio, Todd; Raskauskas, Juliana

2013-01-01

Bullying has been shown to be negatively related to both academic performance and attendance among students. The present study examined a small-scale bullying intervention using a video-discussion model. Eighty-one students in grades 4 through 6 completed pre- and posttests examining gains in knowledge of bullying and responses to it. Results…

Cognitive Modeling and Self-Regulation of Learning in Instructional Settings

ERIC Educational Resources Information Center

White, Marie C.

2017-01-01

Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the 21st-century classroom. The purpose of the chapter is to present how an integrated framework of cyclical phases and developmental levels of self-regulated learning play a significant role in modeling and self-regulatory learning as…

Reading Teachers' Beliefs and Utilization of Computer and Technology: A Case Study

ERIC Educational Resources Information Center

Remetio, Jessica Espinas

2014-01-01

Many researchers believe that computers have the ability to help improve the reading skills of students. In an effort to improve the poor reading scores of students on state tests, as well as improve students' overall academic performance, computers and other technologies have been installed in Frozen Bay School classrooms. As the success of these…

The Relevance of Classroom Audits and Student Feedback on Teacher Effectiveness

ERIC Educational Resources Information Center

Machera, Robert P.

2017-01-01

Measuring of performance for lecturers' has become a popular event not only in the Botswana academic environment but in many parts of the world (16). Being charged with responsibilities as an AAT Team Leader the researcher was interested in getting feedbacks for faculty members in his department. This study focused on the relationship between…

Validating the Heirarchy of the iStartSmart® Academic Content

ERIC Educational Resources Information Center

McManis, Perry, W.; McManis, Mark, H.

2016-01-01

The purpose of this analysis was to investigate the validity of skill groupings in an instructional technology learning system designed for use by children in early childhood education classrooms. A Principal Component Analysis was performed to measure the fit of 18 skill games to their 5 assigned groupings in the system, covering a range of…

Does Seat Location Matter? A Review of the Proximity Effect in Large and Small Classrooms

ERIC Educational Resources Information Center

LaCroix, Kim; LaCroix, Sean

2017-01-01

The proximity effect--whether distance from an instructor correlates with grades--has been the topic of many articles dating back nearly 100 years. Despite this attention, a cleavage in the literature remains. Some authors argue that increased proximity to the instructor negatively relates with academic performance while others maintain no…

Embedding Music into Language and Literacy Instruction for Young Children Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Nelson, Lauri H.; Wright, Whitney; Parker, Elizabeth W.

2016-01-01

Children who are Deaf and Hard of Hearing (DHH) using Listening and spoken language (LSL) as their primary mode of communication have emerged as a growing population in general education and special education classroom settings, and have educational performance expectations similar to their same aged hearing peers. Academic instruction that…

Constructing the Resilient Subject in Israeli Classrooms: Professional Interventions, Culture and Politics in a Protracted Conflict

ERIC Educational Resources Information Center

Plotkin Amrami, Galia; Brunner, José

2017-01-01

While the concept of resilience has attracted a great deal of academic interest, less attention has been paid to the particular traits of the resilient subject. This article extracts the prototype of the resilient student as performed through professional interventions that build resilience in Israeli schools in the context of the…

Intentional Implementation: A Self-Study Examining and Evaluating Instructional Implementation of Digital Tools to Foster Academic Writing in the English Secondary Classroom

ERIC Educational Resources Information Center

Alcoser, Michelle Elaine

2017-01-01

This self-study examines the planning, practices, policies, and procedures present in a blended learning classroom environment to develop academic writing with tenth and eleventh grade public high school students. Digital technology is a prevalent and powerful force intertwined with most aspects of the human experience in the twenty-first century.…

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

ERIC Educational Resources Information Center

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…

Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah Bint Abdulrahman University

ERIC Educational Resources Information Center

AlJaser, Afaf Mohammed

2017-01-01

The present study is an attempt to measure the effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among female students of College of Education, Princess Nourah bint Abdulrahman University (PNU), Saudi Arabia. The study adopted the experimental method based on the two experimental and control groups, where…

The Effect of the Flipped Classroom on Urban High School Students' Motivation and Academic Achievement in a High School Science Course

ERIC Educational Resources Information Center

Dixon, Keshia L.

2017-01-01

This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental,…

Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research

ERIC Educational Resources Information Center

Zee, Marjolein; Koomen, Helma M. Y.

2016-01-01

This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students' academic adjustment, and teachers' psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive…

The Practice of Academic Freedom in Classroom Speech in U.S. Catholic Higher Education: A Case Study with Suggestions Concerning Religious Mission

ERIC Educational Resources Information Center

Jacobs, Richard M.

2011-01-01

This article reports a case study of seventeen faculty leaders teaching at a Catholic university who responded to a questionnaire concerning academic freedom and its practice in classroom speech. Situating the responses within a heuristic model, this article offers a portrait that provides insight into how these faculty leaders define academic…

Scientific literacy and academic identity: Creating a community of practice

NASA Astrophysics Data System (ADS)

Reveles, John Michael

2005-07-01

This one-year ethnographic study of a third grade classroom examined the construction of elementary school science. The research focused on the co-development of scientific literacy and academic identity. Unlike much research in science education that views literacy as merely supportive of science; this dissertation research considers how students learned both disciplinary knowledge in science as well as about themselves as learners through language use. The study documented and analyzed how students came to engage with scientific knowledge and the impact this engagement had upon their academic identities over time. Ethnographic and discourse analytic methods were employed to investigate three research questions: (a) How were the students in a third grade classroom afforded opportunities to acquire scientific literate practices through the spoken/written discourse and science activities? (b) In what ways did students develop and maintain academic identities taken-up over time as they discursively appropriated scientific literate practices via classroom discourse? and (c) How did students collectively and individually inscribe their academic identities and scientific knowledge into classroom artifacts across the school year? Through multiple forms of analyses, I identified how students' communication and participation in science investigations provided opportunities for them to learn specific scientific literate practices. The findings of this empirical research indicate that students' communication and participation in science influenced the ways they perceived themselves as active participants within the classroom community. More specifically, students were observed to appropriate particular discourse practices introduced by the teacher to frame scientific disciplinary knowledge and investigations. Thus, emerging academic identities and developing literate practices were documented via analysis of discursive (spoken, written, and enacted) classroom interactions. A unique feature of this research is that it investigated how students' identities changed through participation in inquiry-based science activities. At this point, the importance of communication in science has not been extensively studied from this perspective. Research to date has focused on either the social or cognitive aspects of interaction. This research contributes to the improvement in participation of underserved, underrepresented students in science, a major equity concern for the state and nation.

Academic Language in Preschool: Research and Context

ERIC Educational Resources Information Center

Michael Luna, Sara

2017-01-01

Developing and scaffolding academic language is an important job of preschool teachers. This Teaching Tip provides five strategies that extend the topic of academic language by integrating previous research and field-based data into classroom practice.

Visualising the invisible: a network approach to reveal the informal social side of student learning.

PubMed

Hommes, J; Rienties, B; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

2012-12-01

World-wide, universities in health sciences have transformed their curriculum to include collaborative learning and facilitate the students' learning process. Interaction has been acknowledged to be the synergistic element in this learning context. However, students spend the majority of their time outside their classroom and interaction does not stop outside the classroom. Therefore we studied how informal social interaction influences student learning. Moreover, to explore what really matters in the students learning process, a model was tested how the generally known important constructs-prior performance, motivation and social integration-relate to informal social interaction and student learning. 301 undergraduate medical students participated in this cross-sectional quantitative study. Informal social interaction was assessed using self-reported surveys following the network approach. Students' individual motivation, social integration and prior performance were assessed by the Academic Motivation Scale, the College Adaption Questionnaire and students' GPA respectively. A factual knowledge test represented student' learning. All social networks were positively associated with student learning significantly: friendships (β = 0.11), providing information to other students (β = 0.16), receiving information from other students (β = 0.25). Structural equation modelling revealed a model in which social networks increased student learning (r = 0.43), followed by prior performance (r = 0.31). In contrast to prior literature, students' academic motivation and social integration were not associated with students' learning. Students' informal social interaction is strongly associated with students' learning. These findings underline the need to change our focus from the formal context (classroom) to the informal context to optimize student learning and deliver modern medics.

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

PubMed

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

2012-02-01

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

Modifying the Classroom Environment to Increase Engagement and Decrease Disruption with Students Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Guardino, Caroline; Antia, Shirind D.

2012-01-01

The goal of this study was to examine the effect of physical modifications on the academic engagement and disruptive behavior of Deaf or Hard-of-Hearing students in self-contained classrooms. Three classrooms at a school for the Deaf were modified after consultation with the classroom teachers. The modifications of the classroom environment…

Just Do It! Reducing Academic Procrastination of Secondary Students

ERIC Educational Resources Information Center

Xu, Ziwei

2016-01-01

Academic procrastination is a common problem among secondary students. This paper provides secondary teachers with evidence-based strategies to reduce or prevent academic procrastination in their classrooms. Given that reducing academic procrastination is a responsibility for teachers as well as students, the paper describes teacher-administered…

Help Seeking among Peers: The Role of Goal Structure and Peer Climate

ERIC Educational Resources Information Center

Shim, Sungok Serena; Kiefer, Sarah M.; Wang, Cen

2013-01-01

With a sample of 373 middle school students, the present longitudinal study examined the role of the classroom peer climate in mediating the relation between perceptions of classroom goal structures and academic help seeking among peers. Classroom goal structures were measured in the fall and classroom peer climate and help seeking among peers…

The Multigrade Classroom: A Resource Handbook for Small, Rural Schools. Book 2: Classroom Organization.

ERIC Educational Resources Information Center

Vincent, Susan, Ed.

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies key issues…

A pilot study of nursing student's perceptions of academic dishonesty: a generation Y perspective.

PubMed

Arhin, Afua O

2009-01-01

As a result of the proliferation of technology, academic dishonesty in colleges and universities is becoming a major global problem of higher education. Unfortunately, it is documented in published research that today's student appears to normalize academic dishonest behaviors. This paper reports on a pilot study that tested an instrument that explored the perceptions of cheating in undergraduate nursing students. The instrument explored scenarios that represented dishonest behaviors in examination situations; dishonest behaviors relevant to classroom assignments; and scenarios that represented dishonest behaviors towards practical laboratory experiences. The participants in this study were quite clear on the definition of academic dishonesty in examination situations but had difficulty identifying academic dishonest behaviors during classroom and laboratory assignments. This paper further discusses these findings from the unique point of view of the characteristics of Generation Yers and the resulting implications for successful strategies that may curtail academic dishonesty.

The "flipped classroom" approach: Stimulating positive learning attitudes and improving mastery of histology among medical students.

PubMed

Cheng, Xin; Ka Ho Lee, Kenneth; Chang, Eric Y; Yang, Xuesong

2017-07-01

Traditional medical education methodologies have been dramatically impacted by the introduction of new teaching approaches over the past few decades. In particular, the "flipped classroom" format has drawn a great deal of attention. However, evidence regarding the effectiveness of the flipped model remains limited due to a lack of outcome-based studies. In the present study, a pilot histology curriculum of the organ systems was implemented among 24 Traditional Chinese Medicine (TCM) students in a flipped classroom format at Jinan University. As a control, another 87 TCM students followed a conventional histology curriculum. The academic performance of the two groups was compared. In addition, a questionnaire was administered to the flipped classroom group. The test scores for the flipped classroom participants were found to be significantly higher compared to non-participants in the control group. These results suggest that students may benefit from using the flipped classroom format. Follow-up questionnaires also revealed that most of the flipped classroom participants undertook relatively more earnest preparations before class and were actively involved in classroom learning activities. The teachers were also found to have more class time for leading discussions and delivering quizzes rather than repeating rote didactics. Consequently, the increased teaching and learning activities contributed to a better performance among the flipped classroom group. This pilot study suggests that a flipped classroom approach can be used to improve histology education among medical students. However, future studies employing randomization, larger numbers of students, and more precise tracking methods are needed before definitive conclusions can be drawn. Anat Sci Educ 10: 317-327. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Self-determination, behavioral engagement, disaffection, and academic performance: a mediational analysis.

PubMed

González, Antonio; Paoloni, Paola Verónica

2014-11-14

The present study examined the role of behavioral engagement and disaffection as mediators between self-determination and academic performance. Participants were 545 secondary students (53.4% girls) aged 12 to 19 years. Variables were assessed in the Spanish language classroom over a nine-month period. Students estimated their self-determination, and their teachers assessed student engagement, disaffection, and performance. Structural equation models corroborated the hypotheses: the types of self-determination differentially predicted engagement (R 2 = .39) and disaffection (R 2 = .24), and were progressively more adaptive the higher the autonomy; self-determination, behavioral engagement, and disaffection predicted performance (R 2 = .43); engagement and disaffection partially mediated the relationship from external regulation (β = -.097; p < .002; Confidence Interval = -.177, -.051), identified regulation (β = .109; p < .006; CI = .054, .165), and intrinsic motivation (β = .139; p < .002; CI = .086, .206) to performance. The implications of these findings for current theory and educational intervention are discussed.

Future's Learning Environments in Health Education: The Effects of Smart Classrooms on the Academic Achievements of the Students at Health College

ERIC Educational Resources Information Center

Sevindik, Tuncay

2010-01-01

The aim of this study is to determine the effectiveness of smart classrooms on the academic achievement of the nursing students. The sample of the research included 66 Health College students in Elazig. The sampling group was randomly chosen from second year students of Nursing and Midwife Education. The research was carried out with experimental…

Educational Intervention/Case Study: Implementing an Elementary-Level, Classroom-Based Media Literacy Education Program for Academically At-Risk Middle-School Students in the Non-Classroom Setting

ERIC Educational Resources Information Center

Draper, Michele; Appregilio, Seymour; Kramer, Alaina; Ketcherside, Miranda; Campbell, Summer; Stewart, Brandon; Rhodes, Darson; Cox, Carol

2015-01-01

Media literacy education teaches youth to critically examine the influence of media messages on health and substance use behavior. A small group of low-achieving middle school students at high risk for substance abuse attending an afterschool academic remediation program received a media literacy intervention intended for elementary students in a…

A Short-Term Longitudinal Study of the Relationship between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Prekindergarten Program

ERIC Educational Resources Information Center

Googe, Heather Smith

2011-01-01

The purpose of my study was to evaluate the relationship between classroom process quality and child language and academic outcomes from the beginning of the pre-kindergarten year to the beginning of the kindergarten year for one cohort of children participating in a state-funded pre-kindergarten program in South Carolina. Data for my study were…

The Brief Classroom Interaction Observation-Revised: An Observation System to Inform and Increase Teacher Use of Universal Classroom Management Practices

ERIC Educational Resources Information Center

Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Wachsmuth, Sean; Newcomer, Lori

2015-01-01

Schools are increasingly using multi-tiered prevention models to address the academic and behavior needs of students. The foundation of these models is the implementation of universal, or Tier 1, practices designed to support the academic and behavioral needs of the vast majority of students. To support teachers in the use of effective Tier 1…

Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting.

PubMed

Moraros, John; Islam, Adiba; Yu, Stan; Banow, Ryan; Schindelka, Barbara

2015-02-28

Flipped Classroom is a model that's quickly gaining recognition as a novel teaching approach among health science curricula. The purpose of this study was four-fold and aimed to compare Flipped Classroom effectiveness ratings with: 1) student socio-demographic characteristics, 2) student final grades, 3) student overall course satisfaction, and 4) course pre-Flipped Classroom effectiveness ratings. The participants in the study consisted of 67 Masters-level graduate students in an introductory epidemiology class. Data was collected from students who completed surveys during three time points (beginning, middle and end) in each term. The Flipped Classroom was employed for the academic year 2012-2013 (two terms) using both pre-class activities and in-class activities. Among the 67 Masters-level graduate students, 80% found the Flipped Classroom model to be either somewhat effective or very effective (M = 4.1/5.0). International students rated the Flipped Classroom to be significantly more effective when compared to North American students (X(2) = 11.35, p < 0.05). Students' perceived effectiveness of the Flipped Classroom had no significant association to their academic performance in the course as measured by their final grades (r s = 0.70). However, students who found the Flipped Classroom to be effective were also more likely to be satisfied with their course experience. Additionally, it was found that the SEEQ variable scores for students enrolled in the Flipped Classroom were significantly higher than the ones for students enrolled prior to the implementation of the Flipped Classroom (p = 0.003). Overall, the format of the Flipped Classroom provided more opportunities for students to engage in critical thinking, independently facilitate their own learning, and more effectively interact with and learn from their peers. Additionally, the instructor was given more flexibility to cover a wider range and depth of material, provide in-class applied learning opportunities based on problem-solving activities and offer timely feedback/guidance to students. Yet in our study, this teaching style had its fair share of challenges, which were largely dependent on the use and management of technology. Despite these challenges, the Flipped Classroom proved to be a novel and effective teaching approach at the graduate level setting.

Language Development: Understanding Language Diversity in the Classroom

ERIC Educational Resources Information Center

Levey, Sandra; Polirstok, Susan

2010-01-01

Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative. With chapters written by respected…

“Flipped classroom” for academic and career advising: an innovative technique for medical student advising

PubMed Central

Amini, Richard; Laughlin, Brady S; Smith, Kathy W; Siwik, Violet P; Adamas-Rappaport, William J; Fantry, George T

2018-01-01

Introduction Career advising for medical students can be challenging for both the student and the adviser. Our objective was to design, implement, and evaluate a “flipped classroom” style advising session. Methods We performed a single-center cross-sectional study at an academic medical center, where a novel flipped classroom style student advising model was implemented and evaluated. In this model, students were provided a document to review and fill out prior to their one-on-one advising session. Results Ninety-four percent (95% CI, 88%–100%) of the medical students surveyed felt that the advising session was more effective as a result of the outline provided and completed before the session and that the pre-advising document helped them gain a better understanding of the content to be discussed at the session. Conclusion Utilization of the flipped classroom style advising document was an engaging advising technique that was well received by students at our institution. PMID:29785150

A Comparative Study of the Impacts and Students' Perceptions of Indoor and Outdoor Learning in the Science Classroom

ERIC Educational Resources Information Center

Dhanapal, Saroja; Lim, Cally Cheng Yee

2013-01-01

The increasing awareness among educators around the world on the specialities of indoor and outdoor learning in enhancing students' academic performance and development of skills and attitudes influenced the purposes and background of this research study (Fagerstam, 2012; Jordet, 2010; Martin, 2010; Rickinson et al., 2004). Two key purposes…

Commentary: Attitude Adjustment--Educating PhD Scientist for Business Careers

ERIC Educational Resources Information Center

Schuster, Sheldon M.

2011-01-01

The PhD graduate from a US research academic institution who has worked 5-7 years to solve a combination of laboratory and computational problems after an in-depth classroom experience is likely superbly trained in at least a subset of the life sciences and the underlying methodology and thought processes required to perform high level research.…

Emotions Influence Cognition: The Missing Ingredient in School Evaluations.

PubMed

Hoffman, Leon; Catapano, Carrie

2015-01-01

In this paper we describe an intake evaluation process of elementary schoolchildren who have exhibited difficulties in a more traditional school environment. We show how a dynamic understanding of the child's emotional life and the child's emotions affects his or her behavior, cognitive development, and academic performance. We illustrate how to utilize this understanding in planning an approach in the classroom.

Math Achievement in Early Adolescence: The Role of Parental Involvement, Teachers' Behavior, and Students' Motivational Beliefs about Math

ERIC Educational Resources Information Center

Levpuscek, Melita Puklek; Zupancic, Maja

2009-01-01

Contributions of parental involvement in educational pursuits as well as math teachers' classroom behavior to students' motivation and performance in math were investigated. By the end of the first school term, 365 Slovene eighth graders reported on their parents' academic involvement (pressure, support, and help) and their math teachers' behavior…

Boys Only: One Co-Educational Primary School's Experience of a Classroom for Boys

ERIC Educational Resources Information Center

Price, Christopher D.

2011-01-01

Concern over retention of boys as well as poor academic performance and behaviour, in a New Zealand co-educational primary school, led the school to trial, a "boys-only class". This case study reports interview and questionnaire commentary obtained at the beginning and end of the year from the principal, the teacher, pupils and parents,…

All Students Are Not Equal: A Case Study of Geometry Teachers' Instructional Strategies When Trained in Multiple-Intelligence-Based Practices in Secondary Classrooms

ERIC Educational Resources Information Center

Davis, Cassandre Y.

2017-01-01

Over 50% of secondary students failed the geometry end-of-course test in a Florida school district, indicating a need to improve academic performance. Secondary school students' learning characteristics and the effectiveness of teachers' instructional strategies are imperative to educational success. In this qualitative case study, geometry…

A Menu of Activities in Different Intelligence Areas to Differentiate Instruction for Upper Elementary Students Related to the Book "Because of Winn-Dixie"

ERIC Educational Resources Information Center

Elser, Caroline F.; Rule, Audrey C.

2008-01-01

Today's elementary classrooms are becoming more diverse, requiring teachers to provide effective instruction to children with a wide range of academic performance, ability, background, and interest. This work focuses on the development of a menu of differentiated instructional activities for teaching literacy to upper elementary students. The…

Improved Academic Performance and Student Perceptions of Learning through Use of a Cell Phone-Based Personal Response System

ERIC Educational Resources Information Center

Ma, Sihui; Steger, Daniel G.; Doolittle, Peter E.; Stewart, Amanda C.

2018-01-01

Personal response systems, such as clickers, have been widely used to improve the effectiveness of teaching in various classroom settings. Although hand-held clicker response systems have been the subject of multiple prior studies, few studies have focused on the use of cell phone-based personal response system (CPPRS) specifically. This study…

What Price Discipline? A Veteran Teacher's View. OSSC Bulletin Vol. 24, No. 4.

ERIC Educational Resources Information Center

Lundberg, R. Donald

Teachers can improve classroom discipline in a number of ways. An objective grading system that is based on academic performance alone will assure students that they are being fairly graded, whether or not they are liked by the teacher. Discipline and self respect are related and hinge upon the perception in students that they are learning…

A Comparison of Fifth Grade Children Receiving Both a Traditional and a Technology Based Means of Instruction in Social Studies.

ERIC Educational Resources Information Center

Larson, Thomas Donald

With advances being made in the area of technology and increased emphasis being placed on use of technology in the classroom, teachers and administrators are questioning the effectiveness of technology driven teaching aids. The present issue revolves around whether students' academic performance can be enhanced by using and incorporating…

After Years of Scrutiny, Hundreds of Teams Still Fail to Make the NCAA's Grade

ERIC Educational Resources Information Center

Sander, Libby

2009-01-01

Despite years of prodding from officials at the National Collegiate Athletic Association (NCAA) to bolster athletes' performance in the classroom, nearly 10 percent of all athletics teams in the NCAA's top division failed to meet the association's annual benchmark for academic progress, new data show. Of the 6,300 or so teams in Division I, the…

The Stroop Test and Its Relationship to Academic Performance and General Behaviour of Young Students

ERIC Educational Resources Information Center

Imbrosciano, Anthony; Berlach, Richard G.

2005-01-01

The test developed by Stroop some 70 years ago is used, among other purposes, as an indicator of attention disorder and general mood fluctuations. The present research attempted to determine whether a correlation existed between the Stroop Test, student ability as defined by a standardised IQ test, and general classroom behaviour. This study…

The Daybook Defense: How Reflection Fosters the Identity Work of Readers and Writers

ERIC Educational Resources Information Center

Vetter, Amy; Myers, Joy; Reynolds, Jeanie; Stumb, Adrienne; Barrier, Coley

2017-01-01

Classrooms play a large part in shaping youths' identities as readers and writers. Due to the pressures of high-stakes exams, for example, reading and writing identities are often defined by a set of academic skills that students can or cannot perform. Such rigid concepts of readers and writers often cause secondary students to believe that their…

Towards a Whole-School Approach to the Pastoral Care Module in a Postgraduate Certificate of Education Programme: A South African Experience

ERIC Educational Resources Information Center

Schoeman, Sonja

2015-01-01

This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers practice effective pastoral care in their classrooms and promote the learners' academic engagement and performance. A non-experimental survey research…

Comparison of Two Small-Group Learning Methods in 12th-Grade Physics Classes Focusing on Intrinsic Motivation and Academic Performance

ERIC Educational Resources Information Center

Berger, Roland; Hanze, Martin

2009-01-01

Twelfth-grade physics classes with 344 students participated in a quasi-experimental study comparing two small-group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the self-determination theory of motivation,…

Comparing Student Achievement in Single-Gender and Coeducational Classrooms Using the Tennessee Comprehensive Achievement Program

ERIC Educational Resources Information Center

Young, La Sandra M.

2016-01-01

Schools across the nation are faced with an increased urgency to seek innovative strategies to improve low academic performance of students as mandated by No Child Left Behind Legislation (Friend, 2006). Specifically, in the state of Tennessee in schools such as those located in the Shelby County Schools District who have experienced low student…

Hybrid Lecture-Online Format Increases Student Grades in an Undergraduate Exercise Physiology Course at a Large Urban University

ERIC Educational Resources Information Center

McFarlin, Brian K.

2008-01-01

Hybrid courses allow students additional exposure to course content that is not possible in a traditional classroom environment. This exposure may lead to an improvement in academic performance. In this report, I describe the transition of a large undergraduate exercise physiology course from a traditional lecture format to a hybrid…

Understanding Children's Self-Regulation within Different Classroom Contexts

ERIC Educational Resources Information Center

Timmons, Kristy; Pelletier, Janette; Corter, Carl

2016-01-01

In this study, children's self-regulation was observed, along with other social and academic activities in kindergarten classrooms during whole group, small group, transition and play contexts. We examined how children's self-regulation and engagement differed among classroom grouping, play and transition contexts. Results showed that students…

A Point System Approach to Secondary Classroom Management

ERIC Educational Resources Information Center

Xenos, Anthony J.

2012-01-01

This article presents guiding principles governing the design, implementation, and management of a point system to promote discipline and academic rigor in a secondary classroom. Four considerations are discussed: (1) assigning appropriate point values to integral classroom behaviors and tasks; (2) determining the relationship among consequences,…

Academic self-handicapping: the role of self-concept clarity and students' learning strategies.

PubMed

Thomas, Cathy R; Gadbois, Shannon A

2007-03-01

Self-handicapping is linked to students' personal motivations, classroom goal structure, academic outcomes, global self-esteem and certainty of self-esteem. Academic self-handicapping has yet to be studied with respect to students' consistency in self-description and their description of themselves as learners. This study examined students' self-esteem and self-concept clarity as well as their tendencies to employ deep- or surface-learning approaches and self-regulate while learning in relation to their self-handicapping tendencies and exam performance. Participants were 161 male and female Canadian, first-year university students. Participants completed a series of questionnaires that measured their self-esteem, self-concept clarity, approaches to learning, self-regulation and reflections on performance prior to and following their exam. Self-handicapping was negatively correlated with self-concept clarity, deep learning, self-regulated learning and exam grades, and positively correlated with surface learning and test anxiety. Regression analyses showed that self-concept clarity, self-regulation, surface-learning and test anxiety scores predicted self-handicapping scores. Self-concept clarity, test anxiety scores, academic self-efficacy and self-regulation were predictors of mid-term exam grades. This study showed that students' self-concept clarity and learning strategies are related to their tendencies to self-handicap and their exam performance. The role of students' ways of learning and their self-concept clarity in self-handicapping and academic performance was explored.

The Effects of a Flipped Classroom Model of Instruction on Students' Performance and Attitudes Towards Chemistry

NASA Astrophysics Data System (ADS)

Olakanmi, Eunice Eyitayo

2017-02-01

This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of using flipped model of instruction, students were divided in two groups. For the first group called the experimental group, a "flipped classroom" was used in which the students were given video lessons and reading materials, before the class to be revised at home. On the other hand, the second group followed traditional methodology, and it was used as control. The rate of reaction knowledge test and the chemistry attitude scale were administered. In addition, the researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to enrich the data. Students were interviewed at the end of the research in order to enrich the qualitative data also. Findings from this study reveal that the flipped instruction model facilitates a shift in students' conceptual understanding of the rate of chemical reaction significantly more than the control condition. Positive significant differences were found on all assessments with the flipped class students performing higher on average. Students in the flipped classroom model condition benefited by preparing for the lesson before the classes and had the opportunity to interact with peers and the teacher during the learning processes in the classroom. The findings support the notion that teachers should be trained or retrained on how to incorporate the flipped classroom model into their teaching and learning processes because it encourages students to be directly involved and active in the learning.

An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

PubMed

Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

2014-10-27

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, d.f. = 15). Conclusion: The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

The Effects of Individual versus Cooperative Testing in a Flipped Classroom on the Academic Achievement, Motivation toward Science, and Study Time for 9th Grade Biology Students

ERIC Educational Resources Information Center

McCall, Megan O'Neill

2017-01-01

This study examined the effects of cooperative testing versus traditional or individual testing and the impacts on academic achievement, motivation toward science, and study time for 9th grade biology students. Research questions centered on weekly quizzes given in a flipped classroom format for a period of 13 weeks. The study used a mixed methods…

Effects of physical activity on schoolchildren's academic performance: The Active Smarter Kids (ASK) cluster-randomized controlled trial.

PubMed

Resaland, Geir K; Aadland, Eivind; Moe, Vegard Fusche; Aadland, Katrine N; Skrede, Turid; Stavnsbo, Mette; Suominen, Laura; Steene-Johannessen, Jostein; Glosvik, Øyvind; Andersen, John R; Kvalheim, Olav M; Engelsrud, Gunn; Andersen, Lars B; Holme, Ingar M; Ommundsen, Yngvar; Kriemler, Susi; van Mechelen, Willem; McKay, Heather A; Ekelund, Ulf; Anderssen, Sigmund A

2016-10-01

To investigate the effect of a seven-month, school-based cluster-randomized controlled trial on academic performance in 10-year-old children. In total, 1129 fifth-grade children from 57 elementary schools in Sogn og Fjordane County, Norway, were cluster-randomized by school either to the intervention group or to the control group. The children in the 28 intervention schools participated in a physical activity intervention between November 2014 and June 2015 consisting of three components: 1) 90min/week of physically active educational lessons mainly carried out in the school playground; 2) 5min/day of physical activity breaks during classroom lessons; 3) 10min/day physical activity homework. Academic performance in numeracy, reading and English was measured using standardized Norwegian national tests. Physical activity was measured objectively by accelerometry. We found no effect of the intervention on academic performance in primary analyses (standardized difference 0.01-0.06, p>0.358). Subgroup analyses, however, revealed a favorable intervention effect for those who performed the poorest at baseline (lowest tertile) for numeracy (p=0.005 for the subgroup∗group interaction), compared to controls (standardized difference 0.62, 95% CI 0.19-1.07). This large, rigorously conducted cluster RCT in 10-year-old children supports the notion that there is still inadequate evidence to conclude that increased physical activity in school enhances academic achievement in all children. Still, combining physical activity and learning seems a viable model to stimulate learning in those academically weakest schoolchildren. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom.

PubMed

Bellinger, David B; DeCaro, Marci S; Ralston, Patricia A S

2015-12-01

Mindfulness enhances emotion regulation and cognitive performance. A mindful approach may be especially beneficial in high-stakes academic testing environments, in which anxious thoughts disrupt cognitive control. The current studies examined whether mindfulness improves the emotional response to anxiety-producing testing situations, freeing working memory resources, and improving performance. In Study 1, we examined performance in a high-pressure laboratory setting. Mindfulness indirectly benefited math performance by reducing the experience of state anxiety. This benefit occurred selectively for problems that required greater working memory resources. Study 2 extended these findings to a calculus course taken by undergraduate engineering majors. Mindfulness indirectly benefited students' performance on high-stakes quizzes and exams by reducing their cognitive test anxiety. Mindfulness did not impact performance on lower-stakes homework assignments. These findings reveal an important mechanism by which mindfulness benefits academic performance, and suggest that mindfulness may help attenuate the negative effects of test anxiety. Copyright © 2015 Elsevier Inc. All rights reserved.

The Climate of Inclusive Classrooms: The Pupil Perspective

ERIC Educational Resources Information Center

Tetler, Susan; Baltzer, Kirsten

2011-01-01

This paper offers insights into learning experiences in inclusive classrooms, gained by giving voices to pupils about their perceptions of themselves and their opinions on classroom climate. A positive response pattern is identified concerning academic and social dimensions of schools, while the overall picture concerning the dimension of…

The Concept of Academic Politeness in a Multicultural University Classroom.

ERIC Educational Resources Information Center

Fukuya, Yoshinori

This study explored a context-embedded concept of politeness in a discussion-type, multicultural university classroom. The graduate-level class, Language Planning, had 33 students from a variety of cultural backgrounds. Looking below the surface of specific classroom incidents, situated on the politeness-impoliteness continuum, the research…

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

ERIC Educational Resources Information Center

Demirdag, Seyithan

2015-01-01

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

Psychosocial Environment and Student Self-Handicapping in Secondary School Mathematics Classes: A Cross-National Study.

ERIC Educational Resources Information Center

Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

2002-01-01

Presents an investigation of the relationship between classroom environment and self-handicapping in Australian, Canadian, and British secondary schools. Explores student perceptions of classroom environment, self-handicapping, and academic efficacy. Reports that classroom environment scales accounted for variance in self-handicapping beyond what…

Working Memory Interventions with Children: Classrooms or Computers?

ERIC Educational Resources Information Center

Colmar, Susan; Double, Kit

2017-01-01

The importance of working memory to classroom functioning and academic outcomes has led to the development of many interventions designed to enhance students' working memory. In this article we briefly review the evidence for the relative effectiveness of classroom and computerised working memory interventions in bringing about measurable and…

Positive Classroom Environments = Positive Academic Results

ERIC Educational Resources Information Center

Wilson-Fleming, LaTerra; Wilson-Younger, Dylinda

2012-01-01

This article discusses the effects of a positive classroom environment and its impact on student behavior and achievement. It also provides strategies for developing expectations for student achievement and the importance of parental involvement. A positive classroom environment is essential in keeping behavior problems to a minimum. There are a…

Scholar Dollars: Their Use in Classroom Management.

ERIC Educational Resources Information Center

Deery, Ruth

Suggestions and background information to help teachers use classroom currency to influence students' behavior and academic efforts are provided. There are five parts to the publication. Part 1 discusses the many uses of classroom currency in teaching economics content, for motivation, and in discipline. For example, if teachers find that…

Discourse Itineraries in an EAP Classroom: A Collaborative Critical Literacy Praxis

ERIC Educational Resources Information Center

Chun, Christian Wai

2010-01-01

This classroom ethnography documents the developing critical literacy pedagogy of an English for Academic Purposes (EAP) instructor over the course of several terms. My research, which involved extensive collaboration with the EAP instructor, explores how specific classroom practices and discourses are enacted and mediated through dialogic…

Secondary Pre-Service Teachers' Perceptions of an Ideal Classroom Environment

ERIC Educational Resources Information Center

Bartelheim, Frederick J.; Conn, Daniel R.

2014-01-01

The classroom environment can impact students' motivation and engagement, and can influence students' academic learning. In some cases, pre-service teachers' influence on the classroom environment may not always be conducive for student learning. This exploratory study investigated pre-service teachers' perceptions of an ideal classroom…

Classroom Strategies and Behaviors Facilitating Continued Scholastic Growth

ERIC Educational Resources Information Center

Scott-Moore, Charlotte; Mitchell, Ronald

2017-01-01

The researchers conducted a qualitative study involving two rural public school districts in Tennessee. The purpose of this study was to discover classroom strategies and behaviors that enable regular classroom teachers to facilitate continued scholastic growth of fourth and fifth grade students who had experienced notable academic gains in their…

SMART Teaching in New and Old Classrooms

ERIC Educational Resources Information Center

Saunders, Gunter; Oradini, Federica; Clements, Mark

2017-01-01

The University of Westminster is undertaking a major classroom refurbishment program that is linked to a new approach to staff development in mobile learning. Feedback obtained from academic staff and students previously highlighted how classrooms should be changed so as to promote more active forms of curriculum delivery. Both technology and…

Classroom Management and the Socially Disadvantaged.

ERIC Educational Resources Information Center

Ogletree, Earl

Because of their deficits in academic attainments and different cultural styles, socially disadvantaged children create more potential than other children for classroom management problems. To improve classroom management, teachers should maintain a clean room and train their students to enter that room in an orderly fashion. In dealing with their…

Classroom Implementation. Issues in Assessment.

ERIC Educational Resources Information Center

Malinowski, Patricia A., Ed.

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

School-readiness profiles of children with language impairment: linkages to home and classroom experiences.

PubMed

Pentimonti, Jill M; Justice, Laura M; Kaderavek, Joan N

2014-01-01

This study represents an effort to advance our understanding of the nature of school readiness among children with language impairment (LI), a population of children acknowledged to be at risk of poor academic achievement. The academic, social-emotional, and behavioural competencies with which children arrive at kindergarten affect the nature of their future educational experiences, and their overall academic achievement. To examine whether there are reliable profiles that characterize children with LI just prior to kindergarten entrance, and the extent to which profile membership is associated with characteristics of children's homes and preschool experiences. Questions addressed were twofold: (1) To what extent are there reliable profiles of children with LI with respect to their school readiness? (2) To what extent is children's profile membership associated with characteristics of their homes and preschool classrooms? Participants were 136 children with LI from early childhood special education classrooms. We utilized latent class analysis (LCA) to classify individuals into profiles based on individual responses on school readiness measures. We then used multilevel hierarchical generalized linear models to examine the relations between profile membership and children's home/classroom experiences. LCA analyses revealed that a four-profile solution was the most appropriate fit for the data and that classroom experiences were predictive of these profiles, such that children in classrooms with more instructional/emotional support were more likely to be placed in profiles characterized by higher school readiness skills. These results suggest that the school readiness profiles of young children with LI are associated with the quality of children's classroom experiences, and that high-quality classroom experiences can be influential for ensuring that young children with LI arrive in kindergarten ready to learn. © 2014 Royal College of Speech and Language Therapists.

Perceived Instructor Affective Support in Relation to Academic Emotions and Motivation in College

ERIC Educational Resources Information Center

Sakiz, Gonul

2012-01-01

The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major…

Measuring preschool learning engagement in the laboratory.

PubMed

Halliday, Simone E; Calkins, Susan D; Leerkes, Esther M

2018-03-01

Learning engagement is a critical factor for academic achievement and successful school transitioning. However, current methods of assessing learning engagement in young children are limited to teacher report or classroom observation, which may limit the types of research questions one could assess about this construct. The current study investigated the validity of a novel assessment designed to measure behavioral learning engagement among young children in a standardized laboratory setting and examined how learning engagement in the laboratory relates to future classroom adjustment. Preschool-aged children (N = 278) participated in a learning-based Tangrams task and Story sequencing task and were observed based on seven behavioral indicators of engagement. Confirmatory factor analysis supported the construct validity for a behavioral engagement factor composed of six of the original behavioral indicators: attention to instructions, on-task behavior, enthusiasm/energy, persistence, monitoring progress/strategy use, and negative affect. Concurrent validity for this behavioral engagement factor was established through its associations with parent-reported mastery motivation and pre-academic skills in math and literacy measured in the laboratory, and predictive validity was demonstrated through its associations with teacher-reported classroom learning behaviors and performance in math and reading in kindergarten. These associations were found when behavioral engagement was observed during both the nonverbal task and the verbal story sequencing tasks and persisted even after controlling for child minority status, gender, and maternal education. Learning engagement in preschool appears to be successfully measurable in a laboratory setting. This finding has implications for future research on the mechanisms that support successful academic development. Copyright © 2017 Elsevier Inc. All rights reserved.

Improving teacher perceptions of parent involvement patterns: Findings from a group randomized trial.

PubMed

Herman, Keith C; Reinke, Wendy M

2017-03-01

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few experimental studies have evaluated programs and practices to promote it. In this group randomized trial, we examined the effects of the Incredible Years Teacher Classroom Management program (IY TCM) on teacher perceptions of contact and comfort with parents. One hundred five classrooms with 1818 students were randomly assigned to an IY TCM or to a control, business as usual condition. Measures of key constructs included teacher ratings of parent and student behaviors, direct observations in the classroom, and a standardized academic achievement test. Latent transition analysis (LTA) was used to identify patterns of involvement over time and to determine if intervention condition predicted postintervention patterns and transitions. Four patterns of involvement were identified at baseline and at follow-up; parents of students with academic and behavior problems were most likely to be in classes with the least adaptive involvement patterns. Intervention status predicted group membership at follow-up. Specifically, intervention classroom parents were significantly more likely to transition to more adaptive teacher-rated parenting profiles at follow-up compared to control classroom parents. This is the first randomized trial we are aware of that has found that teacher training can alter teacher perceptions of parent involvement patterns. Clinical implications for students with behavior and academic problems are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Academic Self-Handicapping and Achievement Goals: A Further Examination.

PubMed

Midgley, Carol; Urdan, Tim

2001-01-01

This study extends previous research on the relations among students' personal achievement goals, perceptions of the classroom goal structure, and reports of the use of self-handicapping strategies. Surveys, specific to the math domain, were given to 484 7th-grade students in nine middle schools. Personal performance-avoid goals positively predicted handicapping, whereas personal performance-approach goals did not. Personal task goals negatively predicted handicapping. Perceptions of a performance goal structure positively predicted handicapping, and perceptions of a task goal structure negatively predicted handicapping, independent of personal goals. Median splits used to examine multiple goal profiles revealed that students high in performance-avoid goals used handicapping more than did those low in performance-avoid goals regardless of the level of task goals. Students low in performance-avoid goals and high in task goals handicapped less than those low in both goals. Level of performance-approach goals had little effect on the relation between task goals and handicapping. Copyright 2001 Academic Press.

The flipped classroom: now or never?

PubMed

Hawks, Sharon J

2014-08-01

Pedagogical changes and new models of delivering educational content should be considered in the effort to address the recommendations of the 2007 Institute of Medicine report and Benner's recommendations on the radical transformation of nursing. Transition to the nurse anesthesia practice doctorate addresses the importance of these recommendations, but educational models and specific strategies on how to implement changes in educational models and systems are still emerging. The flipped classroom (FC) is generating a considerable amount of buzz in academic circles. The FC is a pedagogical model that employs asynchronous video lectures, reading assignments, practice problems, and other digital, technology-based resources outside the classroom, and interactive, group-based, problem-solving activities in the classroom. This FC represents a unique combination of constructivist ideology and behaviorist principles, which can be used to address the gap between didactic education and clinical practice performance. This article reviews recent evidence supporting use of the FC in health profession education and suggests ways to implement the FC in nurse anesthesia educational programs.

Translanguaging in a middle school science classroom: Constructing scientific arguments in English and Spanish

NASA Astrophysics Data System (ADS)

Licona, Peter R.

This dissertation investigates translanguaging in an English/Spanish dual language middle school science classroom as the teacher and students worked through a curriculum unit focusing on socioscientific issues and implementing a scientific argumentation framework. Translanguaging is the process in which bilingual speakers fluidly and dynamically draw from their full linguistic repertoire to perform a communicative act. Using ethnographically informed data collection in conjunction with discourse analysis, teacher translanguaging was examined for its related functions in the science classroom and how teacher translanguaging afforded opportunities for framing and supporting scientific argumentation. Results suggest that the functions of teacher translanguaging fell into three main themes: maintaining classroom culture, facilitating the academic task, and framing epistemic practices. Of the three categories of translanguaging, framing epistemic practices proved to be of paramount importance in the teacher presenting and supporting the practice of scientific argumentation. Implications from this study are relevant for pre-service science teacher preparation and in-service science teacher professional development for teachers working with emergent bilingual students.

Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school.

PubMed

Aunola, Kaisa; Leskinen, Esko; Nurmi, Jari-Erik

2006-03-01

It has been suggested that children's learning motivation and interest in a particular subject play an important role in their school performance, particularly in mathematics. However, few cross-lagged longitudinal studies have been carried out to investigate the prospective relationships between academic achievement and task motivation. Moreover, the role that the classroom context plays in this development is largely unknown. The aim of the study was to investigate the developmental dynamics of maths-related motivation and mathematical performance during children's transition to primary school. The role of teachers' pedagogical goals and classroom characteristics on this development was also investigated. A total of 196 Finnish children were examined four times: (0) in October during their preschool year; (1) in October and (2) April during their first grade of primary school; and (3) in October during their second grade. Children's mathematical performance was tested at each measurement point. Task motivation was examined at measurement points 2, 3, and 4 using the Task-value scale for children. First-grade teachers were interviewed in November about their pedagogical goals and classroom characteristics. The results showed that children's mathematical performance and related task motivation formed a cumulative developmental cycle: a high level of maths performance at the beginning of the first grade increased subsequent task motivation towards mathematics, which further predicted a high level of maths performance at the beginning of the second grade. The level of maths-related task motivation increased in those classrooms where the teachers emphasized motivation or self-concept development as their most important pedagogical goal.

Validation Evidence for the Elementary School Version of the MUSIC® Model of Academic Motivation Inventory (Pruebas de validación para el Modelo MUSIC® de Inventario de Motivación Educativa para Escuela Primaria)

ERIC Educational Resources Information Center

Jones, Brett D.; Sigmon, Miranda L.

2016-01-01

Introduction: The purpose of our study was to assess whether the Elementary School version of the MUSIC® Model of Academic Motivation Inventory was valid for use with elementary students in classrooms with regular classroom teachers and student teachers enrolled in a university teacher preparation program. Method: The participants included 535…

The Undesirable Behaviors of Students in Academic Classrooms, and the Discipline Strategies Used by Faculty Members to Control Such Behaviors from the Perspective of the College of Education Students in King Saud University

ERIC Educational Resources Information Center

Al Qahtani, Norah Saad Sultan

2016-01-01

This study aimed to identify the undesirable students' behaviors in academic classrooms, and the disciplinary, preventive and therapeutic strategies that will be used by faculty members to control those behaviors from the perspective of the College of Education's students in King Saud University. The results of the study has shown that the…

A Summative Evaluation of the Effectiveness of Classroom-Embedded, Individualistic, Computer-Based Learning for Middle School Students Placed at Academic Risk in Schools with a High Proportion of Title I Eligible Students

ERIC Educational Resources Information Center

DeLoach, Regina M.

2011-01-01

The purpose of this "post hoc," summative evaluation was to evaluate the effectiveness of classroom-embedded, individualistic, computer-based learning for middle school students placed at academic risk in schools with a high proportion of Title I eligible students. Data were mined from existing school district databases. For data (n = 393)…

The Relationship between Language Proficiency and Student Performance on a Locally Developed Mathematics Placement Exam at a Community College in Southern California

ERIC Educational Resources Information Center

Kasouha, Abeir

2011-01-01

With the open door enrollment polices that community colleges have, diversity is increasingly present in community colleges. This diversity includes ability levels, ethnicity, and English as a Second Language learners (ESL). This raises a big issue of having a big gap in academic preparation among students within the same classroom. To solve this…

Families and Schools Together: An Experimental Analysis of a Parent-Mediated Multi-Family Group Program for American Indian Children

ERIC Educational Resources Information Center

Kratochwill, T.R.; McDonald, L.; Levin, J.R.; Young Bear-Tibbetts, H.; Demaray, M.K.

2004-01-01

The goals of this randomized intervention study were to: (a) increase academic performance among American Indian children ages 4-9 years and (b) reduce classroom problem behaviors. To achieve these goals, the multi-family group program called Families and Schools Together (FAST) was adapted with three American Indian Nations in Wisconsin. Over 3…

Evaluating the Effects of Formal Corrective Feedback on Off-Task/On-Task Behavior of Mild Intellectually Disabled Students: An Action Research Study

ERIC Educational Resources Information Center

George, Kevin

2016-01-01

The off-task behavior demonstrated by the study participants appears to interfere with classroom instruction, contribute to poor academic performance and in many instances lead to disciplinary actions such as suspension. The purpose of the study entailed determining if formal corrective feedback has an effect on the off-task/on-task behavior of…

Enhanced Academic Performance Using a Novel Classroom Physical Activity Intervention to Increase Awareness, Attention and Self-Control: Putting Embodied Cognition into Practice

ERIC Educational Resources Information Center

McClelland, Elizabeth; Pitt, Anna; Stein, John

2015-01-01

When language is processed, brain activity occurs not only in the classic "language areas" such as Broca's area, but also in areas which control movement. Our systems of understanding, including higher level cognition, are rooted in bodily awareness which needs to be developed as a precursor to intellectual reasoning. Cognition is…

Crossing the "line": College students and academic integrity in nursing.

PubMed

Bultas, Margaret W; Schmuke, Ashley D; Davis, Renée L; Palmer, Janice L

2017-09-01

Researchers have shown a relationship between academic integrity in the classroom and acts of dishonest behavior in the clinical setting which is concerning for nursing faculty and the health care field. The purpose of this study was to compare the attitudes toward academic integrity and the frequency of behaviors related to academic dishonesty in nursing and non-nursing students at a religiously affiliated institution. A cross-sectional, descriptive design was used to collect data regarding the knowledge, behavior, perceptions, and attitudes related to academic integrity via an online survey. Nursing students and non-nursing students who attended a religiously affiliated (Jesuit) University in the United States were surveyed for this study. Results of the study suggest upper division and second degree nursing students are less tolerant and more condemnatory of cheating than younger students. Frequent dishonest classroom behaviors include asking and telling other students what was on the exam while the most frequent dishonest clinical behaviors included documenting findings that were not assessed or findings that were false. Recommendations for nursing faculty include frequent and timely discussion of expected behaviors and values of nurses in order to support students' development of honesty and integrity beyond the classroom and into the clinical setting. Copyright © 2017 Elsevier Ltd. All rights reserved.

Differential Effectiveness of Interdependent and Dependent Group Contingencies in Reducing Disruptive Classroom Behavior

ERIC Educational Resources Information Center

Hartman, Kelsey; Gresham, Frank

2016-01-01

Disruptive behavior in the classroom negatively affects all students' academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom. The Good Behavior Game is a Tier 1 classwide intervention that utilizes an interdependent group…

Teaching Big Ideas in Diverse Middle School Classrooms

ERIC Educational Resources Information Center

Conderman, Greg; Bresnahan, Val

2008-01-01

With the increase of diversity in classrooms and conflicting or confusing advice from experts, teachers may feel pulled in many directions as they race to cover the curriculum. Successfully meeting the challenge of teaching in diverse classrooms depends, in part, on using research-based instructional methods that boost academic skills and foster…

Putting Civility in Its Place--Free Speech in the Classroom

ERIC Educational Resources Information Center

Ben-Porath, Sigal R.

2017-01-01

Academic freedom gives professors broad discretion over expressions and interactions in the classroom. Free speech guidelines and First Amendment protections permit students to speak their minds too, but they offer very limited guidance as to how classrooms should operate. While professors should obviously work within free speech parameters in the…

Focusing Elementary Students with Active Classrooms: Exploring Teachers' Perceptions of Self-Initiated Practices

ERIC Educational Resources Information Center

Foran, Christine A.; Mannion, Cynthia; Rutherford, Gayle

2017-01-01

The aim of our study was to explore the perceptions of elementary teachers who routinely prioritized physical activity in their classrooms. Researchers are reporting improved student academic test results following physical activity sessions, however, classroom teachers are challenged in balancing curricular and other expectations. Hence, teachers…

The Construction of Collective Identity in Malaysian ESL Secondary Classrooms

ERIC Educational Resources Information Center

Idrus, Faizah; Nazri, Nas Idayu Mohd

2016-01-01

This study seeks to identify the construction of collective identity in ESL classroom among students in a secondary school in Selangor, Malaysia. Identity construction can be helpful in supporting students academically and socially, especially in the English language classrooms. Being non-native speakers, students may have the tendency to feel…

Students with Learning Disabilities in the Music Classroom

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2012-01-01

There are a number of disabilities that music educators may never encounter among their students in the music classroom; however, all music educators will have students with learning disabilities. Students with learning disabilities may have a variety of "presenting problems" that limit their academic and social success in the music classroom. The…

Solving Problems in Hawaiian-American Classrooms: Excellent Teaching and Cultural Factors. Technical Report #2.

ERIC Educational Resources Information Center

Gallimore, Ronald; And Others

This paper describes a community research project which preceded the development of the Kamehameha Early Education Project (KEEP). The community project was designed to assist teachers in solving classroom behavior and academic problems. The initial focus on workshops and theories proved inadequate for dealing with daily classroom problems. A…

Teachers' Experiences Using Service-Learning in the High School Classroom

ERIC Educational Resources Information Center

Maguire, Lisa

2016-01-01

Teachers are looking for meaningful ways to connect with students and instill in them an understanding and appreciation for academic content that will extend beyond the classroom. Service-learning is a teaching pedagogy that connects classroom content with real-world problems that allow students to practice applying knowledge and skills while…

A Comparison of Actual and Preferred Classroom Environments as Perceived by Middle School Students

ERIC Educational Resources Information Center

Lai, Hsiang-Ru; Chou, Wei-Lun; Miao, Nae-Fang; Wu, Yu-Ping; Lee, Pi-Hsia; Jwo, Jiunn-Chern

2015-01-01

Background: A good classroom environment can promote students' learning motivation and affect their academic efficacy and adaptation. This study compares the perceptions of Taiwanese middle school students regarding actual and preferred classroom environments and explores the association with sex and grade level. Methods: Data were collected using…

Classroom Social Capital: Development of a Measure of Instrumental Social Support within Academic Settings

ERIC Educational Resources Information Center

Shecter, Julie

2009-01-01

Many universities implement programs and interventions to increase students' perceived instrumental social support within the classroom setting, yet to date, no measures exist to adequately assess such perceptions. In response to this need, the current research developed an operational definition of instrumental classroom social support and also…

Shared-Reading Volume in Early Childhood Special Education Classrooms

ERIC Educational Resources Information Center

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…

The Role of Children's Adaptability in Classrooms Characterized by Low or High Teacher Emotional Support Consistency

ERIC Educational Resources Information Center

Brock, Laura L.; Curby, Timothy W.

2016-01-01

Teachers' social interactions with children are a salient aspect of the classroom environment. An emerging line of research suggests teachers' emotional support consistency is an important predictor of children's academic and social outcomes. Yet individual differences determine the contribution of classroom affordances to children's adjustment.…

Exploring the Complexity of Classroom Management: 8 Components of Managing a Highly Productive, Safe, and Respectful Urban Environment

ERIC Educational Resources Information Center

Jones, Karrie A.; Jones, Jennifer L.; Vermette, Paul J.

2013-01-01

Creating a learning environment where all students can thrive academically requires an understanding of the complexities of classroom management. The notions of "discipline," "conformity" and "obedience" that have littered discussions of classroom management in the past are no longer sufficient to describe the diverse…

Reading anxiety, classroom anxiety, language motivation, reader self-perception, and arabic achievement of Arab-American students learning arabic as a second language.

PubMed

Alkhateeb, Haitham M

2014-12-01

The present study assessed the relations between reading anxiety, classroom anxiety, language motivation, and readers' self-perception for a sample of Arab-American students in Arabic classes. The effects of sex, grade, and years studying Arabic on academic achievement were examined as well. Measures were administered to 118 middle school students (56 boys, 62 girls; M age = 13.0 yr., SD = 0.8), and teachers reported academic grades in Arabic. Reading anxiety was significantly correlated with classroom anxiety and reader self-perception. Classroom anxiety scores were significantly correlated with motivation and reader self-perception. Significant positive correlations were found between language motivation and reader self-perception scores, and between years studying Arabic and reader self-perception scores. Boys in the second year of Arabic had significantly lower classroom anxiety than girls, and students in Grade 7 had higher reader self-perception than those in Grade 8. Classroom anxiety, language motivation, and reader self-perception significantly predicted Arabic achievement. Pedagogical implications are discussed.

Classroom Age Composition and the School Readiness of 3- and 4-Year-Olds in the Head Start Program

PubMed Central

Ansari, Arya; Purtell, Kelly; Gershoff, Elizabeth

2015-01-01

The federal Head Start program, designed to improve the school readiness of children from low-income families, often serves 3- and 4-year-old children in the same classrooms. Given the developmental differences between 3 and 4 year olds, it is unknown if educating them together in the same classrooms benefits one, both, or neither. Using data from the Family and Child Experiences Survey 2009 cohort, this study leveraged a peer effects framework to examine the associations between mixed-age classrooms and the school readiness of a nationally representative sample of newly enrolled 3- (n= 1,644) and 4-year-old (n= 1,185) Head Start children. Results revealed that 4-year-old children displayed fewer gains in academic skills during the preschool year when they were enrolled in classrooms with a greater number of 3 year olds; effect sizes corresponded to four-to-five months of academic development. In contrast, classroom age composition was not consistently associated with 3-year-old's school readiness. PMID:26566635

Effects of Academic and Non-Academic Instructional Approaches on Preschool English Language Learners' Classroom Engagement and English Language Development

ERIC Educational Resources Information Center

Markova, Ivana

2017-01-01

This research compared the relative impact of different preschool activities on the development of bilingual students' English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic)…

A case study of technology-enhanced active learning in introductory cellular biology

NASA Astrophysics Data System (ADS)

Chacon Diaz, Lucia Bernardette

Science teaching and learning in higher education has been evolving over the years to encourage student retention in STEM fields and reduce student attrition. As novel pedagogical practices emerge in the college science classroom, research on the effectiveness of such approaches must be undertaken. The following research applied a case study research design in order to evaluate the experiences of college students in a TEAL classroom. This case study was conducted during the 2017 Summer Cellular and Organismal Biology course at a four-year Hispanic Serving Institution located in the Southwest region of the United States. The main components evaluated were students' exam performance, self-efficacy beliefs, and behaviors and interactions in the Technology-Enhanced Active Learning (TEAL) classroom. The findings suggest that students enrolled in a TEAL classroom are equally capable of answering high and low order thinking questions. Additionally, students are equally confident in answering high and low order thinking items related to cellular biology. In the TEAL classroom, student-student interactions are encouraged and collaborative behaviors are exhibited. Gender and ethnicity do not influence self-efficacy beliefs in students in the TEAL room, and the overall class average of self-efficacy beliefs tended to be higher compared to exam performance. Based on the findings of this case study, TEAL classrooms are greatly encouraged in science higher education in order to facilitate learning and class engagement for all students. Providing students with the opportunity to expand their academic talents in the science classroom accomplishes a crucial goal in STEM higher education.

Using the Flipped Classroom to Bridge the Gap to Generation Y

PubMed Central

Gillispie, Veronica

2016-01-01

Background: The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. Methods: During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional 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. Results: 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. Conclusion: 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. PMID:27046401

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

PubMed

Gillispie, Veronica

2016-01-01

The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional 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.

Gender integration in coeducational classrooms: Advancing educational research and practice.

PubMed

Fabes, Richard A; Martin, Carol Lynn; Hanish, Laura D; DeLay, Dawn

2018-06-01

Despite the fact that most boys and girls are in classrooms together, there is considerable variation in the degree to which their classrooms reflect gender integration (GI). In some classrooms, boys' and girls' relationships with each other are generally positive and harmonious. However, in other classes, students tend to only work with classmates of the same gender (i.e., gender segregation, GS), and cross-gender interactions seldom occur or, when they do, they may not be positive. As such, the coeducational context of schools provides no assurance that boys and girls work effectively together to learn, solve academic problems, and support one another in their academic efforts. The purpose of this perspective paper is to call attention to the importance of studying and understanding the role of GI in contemporary U.S. coeducational classrooms. Some of the costs associated with the failure to consider GI also are identified, as are implications for future research and educational practice. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Scientific inquiry as social and linguistic practice: Language socialization pathways in a ninth-grade physics class

NASA Astrophysics Data System (ADS)

Braden, Sarah Katherine

English Language Learners (ELLs) in K-12 schools in the United States. have lower standardized test scores and lower high school graduation rates than their native-English speaking peers. Similar performance gaps exist for Latino/a students when compared to White non-Latino/a students, even if they are not identified as English learners and were schooled in the United States. Language minority students are also underrepresented in STEM (science, technology, engineering, and mathematics) fields. Equity in access to STEM degrees and professions is a social justice issue with economic implications. STEM careers provide economic security for individuals and growth in STEM industries is important for the United States economy. As the demographics in the United States change to include more workers from language minority backgrounds, it has become even more imperative to ensure equitable access to STEM careers. Traditional approaches to studying equity for K-12 language minority students in the sciences focus on narrowly defined pedagogical methods aimed at improving the performance of language learners on science assessments. However, language socialization research using ethnographic methods suggests that students' classroom-based social positioning shapes their learning and their affiliation or disaffiliation with particular disciplines. Thus, this dissertation explores science expertise as a discursively constructed stance not as a set of acquired facts. In this dissertation research, I use ethnography and classroom discourse analysis to study peer group interactions and explore how language minority students either achieve or do not achieve science expert status in their physics lab groups. In order to trace the language socialization pathways of three Spanish-English bilingual Latina students, it was also necessary to document community-level norms related to academic success. The findings in this dissertation center on these two phenomena: classroom-level identities related to academic success during lab work and the experiences of language minority students as they navigated social interactions during lab tasks. Classroom-level findings suggest that students oriented to three local identities related to academic success: (1) the science expert, (2) the good student, and (3) the good assistant. Looking across the socialization pathways of the Latina students in the class revealed that their identities as Latinas and Spanish-speakers intersected with their ability to articulate science expert status in complicated ways. I conclude this dissertation with implications for research on Latino/as in STEM, classroom discourse studies, language socialization research, and science teacher education.

A Research Synthesis of the Associations between Socioeconomic Background, Inequality, School Climate, and Academic Achievement

ERIC Educational Resources Information Center

Berkowitz, Ruth; Moore, Hadass; Astor, Ron Avi; Benbenishty, Rami

2017-01-01

Educational researchers and practitioners assert that supportive school and classroom climates can positively influence the academic outcomes of students, thus potentially reducing academic achievement gaps between students and schools of different socioeconomic status (SES) backgrounds. Nonetheless, scientific evidence establishing directional…

Self-reflection and academic performance: is there a relationship?

PubMed

Lew, Magdeleine D N; Schmidt, Henk G

2011-10-01

The purposes of the present study were two-fold: first, to evaluate whether reflection journal writing was effective in promoting self-reflection and learning, and whether students become better at self-reflection if they engage continuously in reflection journal writing. To that end, the reflection journals of 690 first-year applied science students at a local polytechnic were studied by means of an automated coding procedures using software. Data was collected twice, once at the beginning and again towards the end of an academic year. Outcomes of the textual content analyses revealed that students reflected on both the process and contents of their learning: critical review of past learning experiences, learning strategies and summaries of what was learned. Correlational analyses showed weak to moderate inter-relationships between the textual categories and their classroom and knowledge acquisition test grades. Taken together, the findings suggest that self-reflection on both how and what students have learned does lead to improvements in academic performance, although to a limited extent.

Academic self-handicapping: relationships with learning specific and general self-perceptions and academic performance over time.

PubMed

Gadbois, Shannon A; Sturgeon, Ryan D

2011-06-01

Academic self-handicapping (ASH) tendencies, strategies students employ that increase their chances of failure on assessments while protecting self-esteem, are correlated with classroom goal structures and to learners' general self-perceptions and learning strategies. In particular, greater ASH is related to poorer academic performance but has yet to be examined with respect to learners' performance across a series of tests. This research was designed to examine the relationship between students' ASH tendencies and their self-concept clarity, learning strategies, and performance on a series of tests in a university course. A total of 209 (153 female; 56 male) Canadian university psychology students participated in this study. Participants' ASH tendencies, self-concept clarity, approaches to learning, and self-regulatory learning strategies were assessed along with expected grades and hours of study in the course from which they were recruited. Finally, students' grades were obtained for the three tests for the course from which they were recruited. Students reporting greater self-handicapping tendencies reported lower self-concept clarity, lower academic self-efficacy, greater test anxiety, more superficial learning strategies, and scored lower on all tests in the course. The relationships of ASH scores and learner variables with performance varied across the three performance indices. In particular, ASH scores were more strongly related to second and third tests, and prior performances were accounted for. ASH scores accounted for a relatively small but significant proportion of variance for all three tests. These results showed that ASH is a unique contributing factor in student performance outcomes, and may be particularly important after students complete the initial assessment in a course. ©2010 The British Psychological Society.

The effects of breakfast on behavior and academic performance in children and adolescents

PubMed Central

Adolphus, Katie; Lawton, Clare L.; Dye, Louise

2013-01-01

Breakfast consumption is associated with positive outcomes for diet quality, micronutrient intake, weight status and lifestyle factors. Breakfast has been suggested to positively affect learning in children in terms of behavior, cognitive, and school performance. However, these assertions are largely based on evidence which demonstrates acute effects of breakfast on cognitive performance. Less research which examines the effects of breakfast on the ecologically valid outcomes of academic performance or in-class behavior is available. The literature was searched for articles published between 1950–2013 indexed in Ovid MEDLINE, Pubmed, Web of Science, the Cochrane Library, EMBASE databases, and PsychINFO. Thirty-six articles examining the effects of breakfast on in-class behavior and academic performance in children and adolescents were included. The effects of breakfast in different populations were considered, including undernourished or well-nourished children and adolescents from differing socio-economic status (SES) backgrounds. The habitual and acute effects of breakfast and the effects of school breakfast programs (SBPs) were considered. The evidence indicated a mainly positive effect of breakfast on on-task behavior in the classroom. There was suggestive evidence that habitual breakfast (frequency and quality) and SBPs have a positive effect on children's academic performance with clearest effects on mathematic and arithmetic grades in undernourished children. Increased frequency of habitual breakfast was consistently positively associated with academic performance. Some evidence suggested that quality of habitual breakfast, in terms of providing a greater variety of food groups and adequate energy, was positively related to school performance. However, these associations can be attributed, in part, to confounders such as SES and to methodological weaknesses such as the subjective nature of the observations of behavior in class. PMID:23964220

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

PubMed Central

Villanueva, Idalis; Valladares, Maria; Goodridge, Wade

2016-01-01

Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological and physiological measures such as salivary biomarkers and galvanic skin responses are rarely included, limiting the wealth of information that can be obtained to better understand student performance. A laboratory protocol to study undergraduate students' responses to classroom events (e.g., exams) is presented. Participants were asked to complete a representative exam for their degree. Before and after the laboratory exam session, students completed an academic achievement emotions self-report and an interview that paralleled these questions when participants wore a galvanic skin sensor and salivary biomarkers were collected. Data collected from the three methods resulted in greater depth of information about students' performance when compared to the self-report. The work can expand educational research capabilities through more comprehensive methods for obtaining nearer to real-time student responses to an examination activity. PMID:26891278

Academic Language in Early Childhood Classrooms

ERIC Educational Resources Information Center

Barnes, Erica M.; Grifenhagen, Jill F.; Dickinson, David K.

2016-01-01

This article defines academic language by examining the central features of vocabulary, syntax, and discourse function. Examples of each feature are provided, as well as methods of identifying them in oral language and printed text. We describe a yearlong study that found teachers used different types of academic language based on instructional…

Occluded Academic Genres: An Analysis of the MBA Thought Essay

ERIC Educational Resources Information Center

Loudermilk, Brandon Conner

2007-01-01

Several strands of research in applied linguistics have increasingly focused their attention on the application of genre theory to the classroom. In advanced academics, the genres of disciplinary communities serve gate-keeping functions that students must negotiate in order to succeed in their academic endeavors. Often without explicit…

Academic Dishonesty among Gifted and High-Achieving Students

ERIC Educational Resources Information Center

Geddes, Kimberly A.

2011-01-01

Gifted high school students are essentially absent in the research concerning academic integrity; however, over the past few years, educators of gifted students have noticed an increase in the occurrences of academic dishonesty among students in gifted classrooms (Abilock, 2009). This research may be analyzed to provide some insight into the…

Perspective: Academic Controversies as a Vital Instructional Tool.

ERIC Educational Resources Information Center

Johnson, David W.; Johnson, Roger T.

1997-01-01

Advocates the use of academic controversies (student research and classroom debate on an issue with clearly defined positions). Identifies three ways that this educates students about civil justice: (1) students learn citizenship skills; (2) provides a procedure for resolving civil justice problems; and (3) increases academic learning. (MJP)

Corporate-Academic Partnerships: Creating a Win-Win in the Classroom

ERIC Educational Resources Information Center

Deeter-Schmelz, Dawn Reneé

2015-01-01

For instructors seeking ways to provide sales students with experiential learning projects designed to develop and enhance skills in an authentic environment, corporate-academic partnerships offer a viable option. The author describes a unique and innovative corporate-academic integrated project, including course content, role plays, and corporate…