The TQM "Walk the Talk" Classroom Pilot Program.

ERIC Educational Resources Information Center

Leigh, David

The "Walk the Talk" classroom model was developed at Temple Junior College, in Texas, to help teachers include the principles of total quality management (TQM) in the classroom. This report presents results from a pilot project in which 29 teachers implemented the model. Following a brief summary, key elements of the model and the pilot…

Toward a More Inclusive Multicultural Education: Methods for Including LGBT Themes in K-12 Classrooms

ERIC Educational Resources Information Center

Flores, Gabriel

2012-01-01

Although multicultural education scholars and the National Association for Multicultural Education (NAME) have encouraged the implementation of lesbian, gay, bisexual, and transgender themes in the classroom (NAME, 2005), many classroom educators look the other way because of fear, retaliation, or personal discomfort. The following article will…

Cards in the Classroom: Mathematics and Methods.

ERIC Educational Resources Information Center

Baker, Robert N.

This report researches the use of a standard deck of playing cards in entry-level college mathematics classrooms. The study looks at published research on the use of cards, and reviews pedagogic concerns directly related to the implementation of playing cards in the classroom--including the appropriateness of manipulatives, the link to cooperative…

The Challenges of Implementing Group Work in Primary School Classrooms and Including Pupils with Special Educational Needs

ERIC Educational Resources Information Center

Baines, Ed; Blatchford, Peter; Webster, Rob

2015-01-01

Findings from two studies are discussed in relation to the experiences and challenges faced by teachers trying to implement effective group work in schools and classrooms and to reflect on the lessons learnt about how to involve pupils with special educational needs (SEN). The first study reports on UK primary school teachers' experiences of…

Epistemological Syncretism in a Biology Classroom: A Case Study

NASA Astrophysics Data System (ADS)

Bennett, William D.; Park, Soonhye

2011-02-01

In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice. An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom practice was predominantly teacher-centered. A case study was then performed in order to investigate the underlying issues that contributed to his classroom practice. Data sources included preliminary and follow-up interviews and classroom observations. Data analysis indicated that factors that prevented the epistemological conflict from reaching a resolution included Mr. Hobbs' beliefs about learning, contextual teaching factors, personal experiences as a student, and views of the nature of science. The findings from this case indicate that science teachers possess complex belief systems that are not immediately obvious to either the teacher or science teacher educators, and science teacher educators need to address teacher beliefs when they encourage teachers to implement reformed teaching practices.

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

PubMed

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

2015-11-01

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

Classroom Assessment in Mathematics: Views from a National Science Foundation Working Conference (Greensboro, North Carolina, May 16-18, 1997).

ERIC Educational Resources Information Center

Bright, George W., Ed.; Joyner, Jeane M., Ed.

This document presents papers from a National Science Foundation (NSF) working conference to identify research issues and implementation strategies that support quality classroom assessment. Papers include: (1) "Understanding and Improving Classroom Assessment: Summary of Issues Raised" (George W. Bright and Jeane M. Joyner); (2) "Recommendations…

Building a Positive Environment in Classrooms through Feedback and Praise

ERIC Educational Resources Information Center

Al-Ghamdi, Asmaa

2017-01-01

There are many important pedagogical factors that need to be implemented in classrooms including language classrooms in order to build an incentive learning environment for the students. This paper sheds light on two of these main pedagogical factors which are feedback and praise. The main purpose of this paper is to alter negative perceptions…

The Relationship between Teachers' Implementation of Classroom Management Practices and Student Behavior in Elementary School

ERIC Educational Resources Information Center

Gage, Nicholas A.; Scott, Terrance; Hirn, Regina; MacSuga-Gage, Ashley S.

2018-01-01

Teachers' classroom management practices have a direct impact on their students' probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which…

Ratio Tables to Promote Proportional Reasonings in the Primary Classroom

ERIC Educational Resources Information Center

Dole, Shelley

2008-01-01

There are many classroom activities that can be implemented with primary students that introduce and immerse them in ratio investigations. Some enjoyable tasks include finding the ratio of tongue rollers to non-tongue rollers in the classroom; left-hand dominant to right-hand dominant; right-thumb over left-thumb when clasping the hands to…

Confronting the realities of implementing contextual learning ideas in a biology classroom

NASA Astrophysics Data System (ADS)

Akers, Julia B.

1999-10-01

The purpose of this study was to describe the implementation of contextual learning practices in a biology class. Research contends that contextual learning classrooms are active learning environments where students are involved in "hands-on" team projects and the teacher assumes a facilitator role. In this student-centered classroom, students take ownership and responsibility for their own learning. This study examined these assertions and other factors that emerged as the study developed. The research methods used were qualitative. The subject for this study was a biology teacher with twenty-six years of experience who implemented contextual learning practices in two of her biology classes in the 1997--98 school year. As the teacher confronted contextual learning, we engaged in collaborative research that included fourteen interviews transcribed verbatim for analysis, classroom observations and the teacher's written reports. Throughout the study, factors developed that adversely affected contextual learning practices. These factors were discipline, curriculum, and administrative decisions over which the teacher had no control. These are examined along with their consequences for implementing a contextual classroom. Successful practices that worked in the teacher's classroom were also determined and included the teacher's "failure is not an option" policy, mandatory tutoring, behavior contracts, high expectations and teamed projects. Besides contextual learning, a key component of the study was the collaborative research process and its meaning to the subject, the researcher and future researchers who attempt this collaborative approach. The study's conclusion indicate that scheduling, multiple repeaters, discipline and the state Standards of Learning moved the teacher away from contextual learning practices to a more teacher-directed classroom. Two recommendations of this study are that further research is needed to study how the state Standards of Learning have affected instructional practices and the effect of administrative decisions that influence the level of teacher success in the classroom.

How Static is the Statics Classroom? An investigation into how innovations, specifically Research-Based Instructional Strategies, are adopted into the Statics Classroom

NASA Astrophysics Data System (ADS)

Cutler, Stephanie Leigh

The purpose of this dissertation is to investigate how educational research, specifically Research-Based Instructional Strategies (RBIS), is adopted by education practice, specifically within the engineering Statics classroom. Using a systematic approach, changes in classroom teaching practices were investigated from the instructors' perspective. Both researchers and practitioners are included in the process, combining efforts to improve student learning, which is a critical goal for engineering education. The study is divided into 3 stages and each is discussed in an individual manuscript. Manuscript 1 provides an assessment of current teaching practices; Manuscript 2 explores RBIS use by Statics instructors and perceived barriers of adoption; and Manuscript 3 evaluates adoption using Fidelity of Implementation. A common set of concurrent mixed methods was used for each stage of this study. A quantitative national survey of Statics instructors (n =166) and 18 qualitative interviews were conducted to examine activities used in the Statics classroom and familiarity with nine RBIS. The results of this study show that lecturing is the most common activity throughout Statics classrooms, but is not the only activity. Other common activities included working examples and students working on problems individually and in groups. As discussed by the interview participants, each of Rogers' characteristics influenced adoption for different reasons. For example, Complexity (level of difficulty with implementation of an RBIS) was most commonly identified as a barrier. His study also evaluated the Fidelity of Implementation for each RBIS and found it to be higher for RBIS that were less complex (in terms of the number of critical components). Many of the critical components (i.e. activities required for implementation, as described in the literature) were found to statistically distinguish RBIS users and non-users. This dissertation offers four contributions: (1) an understanding of current practices in Statics; (2) the instructor perspective of the barriers to using RBIS in the classroom; (3) the use of Fidelity of Implementation as a unique evaluation of RBIS adoption, which can be used by future engineering education researchers; and (4) a systematic approach of exploring change in the classroom, which offers new perspectives and approaches to accelerate the adoption process.

"Project Psychology": A Classroom Competition

ERIC Educational Resources Information Center

Fleck, Bethany K. B.; Hussey, Heather D.

2009-01-01

The authors describe an original and unique series of classroom group-work activities organized as a competitive game called "Project Psychology," which was implemented in an Introduction to Psychology course. The project goals included increasing student participation, interest, content comprehension, and motivation. Fostering…

Clicker Implementation Models

ERIC Educational Resources Information Center

White, Peter J. T.; Delaney, David G.; Syncox, David; Akerberg, Oscar Avila; Alters, Brian

2011-01-01

Student response systems can help instructors integrate active learning into their classrooms. Such technology is known by a variety of names, including classroom response systems, student response systems, audience response systems, electronic response systems, personal response systems, zappers, and clickers. The "system" consists of three…

ConfChem Conference on Select 2016 BCCE Presentations: Putting Your Own Personal Twist on a Flipped Organic Classroom and Selling the Idea to Students

ERIC Educational Resources Information Center

Thomas, Ashleigh L. P.

2017-01-01

This paper presents gradual implementation of active learning approaches in an organic chemistry classroom based on student feedback and strategies for getting students on-board with this new approach. Active learning techniques discussed include videos, online quizzes, reading assignments, and classroom activities. Preliminary findings indicate a…

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

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

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

PubMed

Pierce, Richard; Fox, Jeremy

2012-12-12

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

Contextual factors related to implementation of classroom physical activity breaks.

PubMed

Carlson, Jordan A; Engelberg, Jessa K; Cain, Kelli L; Conway, Terry L; Geremia, Carrie; Bonilla, Edith; Kerner, Jon; Sallis, James F

2017-09-01

Brief structured physical activity in the classroom is effective for increasing student physical activity. The present study investigated the association between implementation-related contextual factors and intervention implementation after adoption of a structured classroom physical activity intervention. Six elementary-school districts adopted structured classroom physical activity programs in 2013-2014. Implementation contextual factors and intervention implementation (structured physical activity provided in past week or month, yes/no) were assessed using surveys of 337 classroom teachers from 24 schools. Mixed-effects models accounted for the nested design. Availability of resources (yes/no, ORs = 1.91-2.93) and implementation climate z-scores (ORs = 1.36-1.47) were consistently associated with implementation. Teacher-perceived classroom behavior benefits (OR = 1.29) but not student enjoyment or health benefits, and time (OR = 2.32) and academic (OR = 1.63) barriers but not student cooperation barriers were associated with implementation (all z-scores). Four implementation contextual factor composites had an additive association with implementation (OR = 1.64 for each additional favorable composite). Training and technical assistance alone may not support a large proportion of teachers to implement structured classroom physical activity. In addition to lack of time and interference with academic lessons, school climate related to whether administrators and other teachers were supportive of the intervention were key factors explaining whether teachers implemented the intervention. Evidence-based implementation strategies are needed for effectively communicating the benefits of classroom physical activity on student behavior and improving teacher and administrator climate/attitudes around classroom physical activity.

Implementing a Primary Prevention Social Skills Intervention in Urban Preschools: Factors Associated with Quality and Fidelity

PubMed Central

Wenz-Gross, Melodie; Upshur, Carole

2012-01-01

Research Findings Preschool behavior problems are of increasing concern to early childhood educators. Preventive interventions are being developed, but implementation in under-resourced child care programs is challenging. This study describes the implementation of an adapted Second Step curriculum to increase children’s social skills and decrease behavior problems in preschool classrooms. Teacher training/coaching, organizational supports, and procedures for sustainability are described. Measures included baseline classroom characteristics, lesson completion and fidelity, and teacher satisfaction. Teachers completed 88% of the lessons across two years. Follow-up monitoring in Year 3, once all training was terminated, found 95% of lessons were delivered with higher fidelity than the first two years. Teachers were satisfied with training, felt the curriculum improved children’s social skills, and stated they would continue to use the curriculum. Lesson completion and fidelity were associated with various teacher characteristics, training attendance, classroom characteristics, teacher and child turnover, and the percent of children with developmental delays in the classroom. Practice Results support the implementation strategy and suggest that paying attention to teacher morale, general skill development, and a period of on-going support for training is important and will lead to sustainable and high implementation rates. PMID:22791957

Classroom implementation of the practices learned in the Master of Chemistry Education program by the School District of Philadelphia's high school chemistry teachers

NASA Astrophysics Data System (ADS)

Jayaraman, Uma Devi

This dissertation reports the results of an exploratory case study utilizing quantitative and qualitative methodologies intended to ascertain the extent and differences of implementation of research-based instructional practices, learned in an intensive 26-month professional development, in their urban classrooms. Both the extent and differences in the implementation of practices were investigated in relation to the lesson design and implementation, content, and classroom culture aspects of research-based practices. Additionally, this research includes the concerns of the teachers regarding the factors that helped or hindered the implementation of research-based practices in their classrooms. Six graduates of the Master of Chemistry Education Program who were teaching a chemistry course in a high school in the School District of Philadelphia at the time of the study (2006-8), were the case. The teachers completed a concerns questionnaire with closed and open-ended items, and rated their perceptions of the extent of implementation of the practices in their urban classrooms. Additionally, the teachers were observed and rated by the researcher using a reform-teaching observation protocol and were interviewed individually. Also, the teachers submitted their lesson plans for the days they were observed. Data from these sources were analyzed to arrive at the findings for this study. The research findings suggest that the group of teachers in the study implemented the research-based practices in their classrooms to a low extent when compared to the recommended practices inherent to the MCE Program. The extents of implementation of the practices differed widely among the teachers, from being absent to being implemented at a high level, with inconsistent levels of implementation from various data sources. Further, the teachers expressed the depth of knowledge (gained in the MCE Program), formal laboratory exercises and reports, administrative support, self-motivated students, and group/collaborative work as several factors that enabled or would have enabled the implementation of practices. Among the many factors that hindered the implementation of the practices in their urban classrooms were, the core curriculum and pacing schedule, followed by test preparation, administrative paper-work, large class-size, students not prepared for student-centered work, poor math and reading skills of students, students' lack of motivation, unsupportive department head, unresponsive administration, and lack of resources.

RE-AIM Analysis of a School-Based Nutrition Education Intervention in Kindergarteners.

PubMed

Larsen, Andrew L; Liao, Yue; Alberts, Janel; Huh, Jimi; Robertson, Trina; Dunton, Genevieve F

2017-01-01

Few nutrition interventions in kindergarten classes have been evaluated, and none has been tested for program effectiveness, implementation, and dissemination. Building a Healthy Me (BHM) is a nutrition intervention for kindergarteners that is classroom-based and includes a family component. This study evaluated the public health impact of BHM in California kindergarten classrooms using the RE-AIM (reach, efficacy, adoption, implementation, and maintenance) framework. A quasi-experimental design assessed pre-to-post changes in nutrition knowledge, dietary consumption, and parent behaviors of 25 intervention classrooms (414 students, 264 parents); and postintervention differences in nutrition knowledge between the intervention classrooms and 4 control classrooms measured at postintervention only (103 students). Intervention students improved in knowledge of food groups and healthy breakfast/snack options, and scored higher than control students in food group knowledge at postintervention (ps < .05). Parents of intervention group children increased their use of food labels, and intervention group children increased intake of several healthy foods and decreased intake of candy and fried potatoes (ps < .05). The BHM program reached 41% of kindergarteners attending public schools in California, and teachers implemented most lesson material. The BHM program was effective, implemented with fidelity, and broadly disseminated, highlighting its potential public health impact for kindergarteners. © 2016, American School Health Association.

Visible Disability in the College Classroom.

ERIC Educational Resources Information Center

Mossman, Mark

2002-01-01

Investigates how disability is discovered, constructed, and performed in a certain type of cultural practice, that is, in a postmodern, undergraduate college classroom. Argues that the implementation of an autobiographical pedagogy must extend beyond the dimensions of race, gender, and sexuality and must include disabled persons in these…

Approaches to Classroom-Based Computational Science.

ERIC Educational Resources Information Center

Guzdial, Mark

Computational science includes the use of computer-based modeling and simulation to define and test theories about scientific phenomena. The challenge for educators is to develop techniques for implementing computational science in the classroom. This paper reviews some previous work on the use of simulation alone (without modeling), modeling…

An Integrative Review of Flipped Classroom Teaching Models in Nursing Education.

PubMed

Njie-Carr, Veronica P S; Ludeman, Emilie; Lee, Mei Ching; Dordunoo, Dzifa; Trocky, Nina M; Jenkins, Louise S

Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches. Copyright © 2016 Elsevier Inc. All rights reserved.

Teacher training as a behavior change process: principles and results from a longitudinal study.

PubMed

Kealey, K A; Peterson, A V; Gaul, M A; Dinh, K T

2000-02-01

For students to realize the benefits of behavior change curricula for disease prevention, programs must be implemented effectively. However, implementation failure is a common problem documented in the literature. In this article, teacher training is conceptualized as a behavior change process with explicit teacher motivation components included to help effect the intended behavior (i.e., implementation). Using this method, the Hutchinson Smoking Prevention Project, a randomized controlled trial in school-based smoking prevention, conducted 65 in-service programs, training nearly 500 teachers (Grades 3-10) from 72 schools. Implementation was monitored by teacher self-report and classroom observations by project staff. The results were favorable. All eligible teachers received training, virtually all trained teachers implemented the research curriculum, and 89% of observed lessons worked as intended. It is concluded that teacher training conceptualized as a behavior change process and including explicit teacher motivation components can promote effective implementation of behavior change curricula in public school classrooms.

Uncovering Substance: Teaching Revision in High School Classrooms

ERIC Educational Resources Information Center

Early, Jessica Singer; Saidy, Christina

2014-01-01

This article shares the process and outcomes from a three-day revision workshop designed and implemented in a diverse high school language arts classroom. The revision workshop included: direct instruction, self-reflection, and peer feedback to provide struggling writers with opportunities to take part in substantive revision. The authors examine…

Student Inquiry in the Research Process, Part 4: Inquiry Research Investigation.

ERIC Educational Resources Information Center

Preddy, Leslie B.

2003-01-01

Explains a hands-on, classroom teacher/library media specialist collaborative model for implementing the inquiry approach to the research process into the classroom and school library media center. Topics include the investigation phase; source notes; primary sources; interviews; community resources; storyboards; and peer conferences. (LRW)

An Evaluation of CHAMPS: A Classroom Management Program

ERIC Educational Resources Information Center

Minnear, Holly J.

2015-01-01

This dissertation was designed to examine the impact of Conversation, Help, Activity, Movement, Participation, Success (CHAMPS), a classroom management program in elementary schools in a district in North Carolina. The participants included principals and teachers who attended a 2-day training course and implemented the CHAMPS program at their…

An Interactive Online Approach to Small-Group Student Presentations and Discussions

ERIC Educational Resources Information Center

Thor, Der; Xiao, Nan; Zheng, Meixun; Ma, Ruidan; Yu, Xiao Xi

2017-01-01

Student presentations had been widely implemented across content areas, including health sciences education. However, due to various limitations, small-group student presentations in the classroom may not reach their full potential for student learning. To address challenges with presentations in the classroom, we redesigned the assignment by…

Achieving Standards in a Fiber Optic Mathematics Classroom.

ERIC Educational Resources Information Center

Zbiek, Rose Mary; Foletta, Gina M.

1995-01-01

In response to standards set by the National Council of Teachers of Mathematics, K-12 teachers were interviewed to investigate issues related to implementing standards in K-12 fiber optic mathematics classes. Issues include: achieving student-centered classrooms; incorporating technology into distance education; and structuring assessment so more…

Implementation of an Integrated, Portable Transformer Condition Monitoring Instrument in the Classroom and On-Site

ERIC Educational Resources Information Center

Chatterjee, B.; Dey, D.; Chakravorti, S.

2010-01-01

The development of integrated, portable, transformer condition monitoring (TCM) equipment for classroom demonstrations as well as for student exercises conducted in the field is discussed. Demonstrations include experimentation with real-world transformers to illustrate concepts such as polarization and depolarization current through oil-paper…

Standing in the Middle of a Cyclone: Online Education Comes of Age.

ERIC Educational Resources Information Center

Maeroff, Gene I.

2002-01-01

Discusses online learning and the possible impact on classroom-based courses. Highlights include profits and online courses; problems with classroom learning; hybrid courses; potential for interactivity; adult learners and online courses; policies regarding the implementation of online learning; and a sidebar on the nature of interaction. (LRW)

Using Dance to Deepen Student Understanding of Geometry

ERIC Educational Resources Information Center

Moore, Candice; Linder, Sandra M.

2012-01-01

This article provides an example of a collaborative effort between a dance specialist and four third-grade classroom teachers at an arts magnet school. They developed a dance and geometry integration project including implementation strategies, assessment tools, and reflections completed by both the classroom teacher and the third-grade students.…

Extending Engineering Design Graphics Laboratories to Have a CAD/CAM Component: Implementation Issues.

ERIC Educational Resources Information Center

Juricic, Davor; Barr, Ronald E.

1996-01-01

Reports on a project that extended the Engineering Design Graphics curriculum to include instruction and laboratory experience in computer-aided design, analysis, and manufacturing (CAD/CAM). Discusses issues in project implementation, including introduction of finite element analysis to lower-division students, feasibility of classroom prototype…

Teachers' perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation.

PubMed

Tönsing, Kerstin M; Dada, Shakila

2016-12-01

Although the provision of assistive technology for students with disabilities has been mandated in South African education policy documents, limited data are available on the implementation of aided augmentative and alternative communication (AAC) in classrooms. This pilot investigation used a concurrent mixed-methods survey design to determine the extent to which aided AAC was implemented to foster students' expressive communication in preschool to Grade 3 classrooms in special schools from six urban school districts in the Gauteng (the smallest, most affluent and most densely populated of the nine South African provinces), and also obtained teachers' perceptions of this process. A total of 26 teachers who taught students who used aided AAC for expression participated. Although there is evidence of provision and also implementation of aided AAC in classrooms, various limitations still exist. Teachers identified an array of factors that influenced the implementation of aided AAC, including those related to themselves, the classroom context, the characteristics of aided AAC, students using AAC, and other stakeholders. These factors are discussed in the light of international literature as well as the local context, and are used as a basis to suggest a research agenda for AAC in the South African education system.

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

NASA Astrophysics Data System (ADS)

Savasci, Funda; Berlin, Donna F.

2012-02-01

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

The function of questions in Omani fourth grade inquiry-based science classrooms: A sociocultural perspective

NASA Astrophysics Data System (ADS)

Al-Shaibani, Madiha Ahmed

2005-11-01

Studies indicate that science education reforms are globally converging. Many countries are adopting the globally advocated science education reforms for the purpose of obtaining the competitive edge in science education and technology that are viewed as the driving forces of modern economies. Globally, science education reforms are emphasizing paradigm shifts in which constructivist instructional are foregrounded. Many science education curricular documents advocate teaching science through engaging students in scientific inquiry. As a result, science classrooms are becoming more student-centered where students are typically actively engaged in inquiry learning. Even though inquiry instruction has become the common approach in teaching science, the actual implementation of inquiry in classrooms indicates that there is a big gap between the intended inquiry advocated in curricula documents and the actual practices in classroom settings. One of the main features of inquiry instruction is student questions. Authentic student questions are essential for the initiating and main scientific inquiry. However, studies have also illustrated the rarity of student questions in classrooms. This dearth in student questions has been attributed to the discursive practices in classrooms. Classrooms that implement the traditional IRE discourse structure tend to have less student questions. On the other hand, reflective questioning is considered a more appropriate classroom discourse structure because it intentionally invites student questions and engages students in classroom discussions. This qualitative study addresses the issue of questioning in fourth grade inquiry-based science classrooms of the Omani Basic Education system. Methods employed in this study included: participant observation, individual interviews, focus group interviews and the collection of artifacts. Findings of this study illustrated the rarity of student questions in the classrooms. However this investigation also revealed the connection between teacher beliefs and implementation of reforms. Teachers whose beliefs were aligned with reforms came closer to implementing reform initiatives as opposed to teachers whose beliefs were not aligned with reform initiatives. The findings of this study were inconclusive when it came to linking teachers' questioning practices to teachers' understanding of inquiry methods.

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…

An Investigation of Higher-Order Thinking Skills in Smaller Learning Community Social Studies Classrooms

ERIC Educational Resources Information Center

Fischer, Christopher; Bol, Linda; Pribesh, Shana

2011-01-01

This study investigated the extent to which higher-order thinking skills are promoted in social studies classes in high schools that are implementing smaller learning communities (SLCs). Data collection in this mixed-methods study included classroom observations and in-depth interviews. Findings indicated that higher-order thinking was rarely…

ChickScope: An Interactive MRI Classroom Curriculum Innovation for K-12.

ERIC Educational Resources Information Center

Bruce, B. C.; Carragher, B. O.; Damon, B. M.; Dawson, M. J.; Eurell, J. A.; Gregory, C. D.; Lauterbur, P. C.; Marjanovic, M. M.; Mason-Fossum, B.; Morris, H. D.; Potter, C. S.; Thakkar, U.

1997-01-01

Describes ChickScope, a 21-day chick embryonic development project, to demonstrate the remote control of a magnetic resonance imaging (MRI) instrument through the World Wide Web. Topics include remote instrumentation and the Web, teacher-based implementation, impact in elementary and secondary school classrooms, and future directions. (Author/LRW)

Implementing Concepts of Pharmaceutical Engineering into High School Science Classrooms

ERIC Educational Resources Information Center

Kimmel, Howard; Hirsch, Linda S.; Simon, Laurent; Burr-Alexander, Levelle; Dave, Rajesh

2009-01-01

The Research Experience for Teachers was designed to help high school science teachers develop skills and knowledge in research, science and engineering with a focus on the area of pharmaceutical particulate and composite systems. The experience included time for the development of instructional modules for classroom teaching. Results of the…

Issues in Assessment: Implementation.

ERIC Educational Resources Information Center

Malinowski, Patricia A., Ed.

This collection of articles is the third in a series on assessment produced by Finger Lakes Community College (New York). It deals with classroom assessment as an ongoing process that can be of significant value to teachers as well as to students. Assessment at the college and assessment in the classroom in general are explored. Articles include:…

Rewiring the History and Social Studies Classroom: Needs, Frameworks, Dangers, and Proposals.

ERIC Educational Resources Information Center

Bass, Randy; Rosenzweig, Roy

This paper discusses the implementation of technology in social studies education. The first section addresses reasons why technology is used in social studies education, including the goal of making the social studies classroom a site of active learning and critical thinking. The second section describes three frameworks for using technology to…

Using food as a tool to teach science to 3 grade students in Appalachian Ohio.

PubMed

Duffrin, Melani W; Hovland, Jana; Carraway-Stage, Virginia; McLeod, Sara; Duffrin, Christopher; Phillips, Sharon; Rivera, David; Saum, Diana; Johanson, George; Graham, Annette; Lee, Tammy; Bosse, Michael; Berryman, Darlene

2010-04-01

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007-2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3(rd)-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3(rd)-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4(th) grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations.

Implementation of Multiple Intelligences Supported Project-Based Learning in EFL/ESL Classrooms

ERIC Educational Resources Information Center

Bas, Gokhan

2008-01-01

This article deals with the implementation of Multiple Intelligences supported Project-Based learning in EFL/ESL Classrooms. In this study, after Multiple Intelligences supported Project-based learning was presented shortly, the implementation of this learning method into English classrooms. Implementation process of MI supported Project-based…

Re-Envisioning the Archaic Higher Education Learning Environment: Implementation Processes for Flipped Classrooms

ERIC Educational Resources Information Center

Rabidoux, Salena; Rottmann, Amy

2018-01-01

Flipped classrooms are often utilized in PK-12 classrooms; however, there is also a growing trend of flipped classrooms in higher education. This paper presents the benefits and limitations of implementing flipped classrooms in higher education as well as resources for integrating a flipped classroom design to instruction. The various technology…

Transfer of training through a science education professional development program

NASA Astrophysics Data System (ADS)

Sowards, Alan Bosworth

Educational research substantiates that effective professional development models must be developed in order for reform-based teaching strategies to be implemented in classrooms. This study examined the effectiveness of an established reform-based science education professional development program, Project LIFE. The study investigated what impact Project LIFE had on participants implementation of reform-based instruction in their classroom three years after participation in the science inservice program. Participants in the case studies described use of reform-based instruction and program factors that influenced transfer of training to their classrooms. Subjects of the study were 5th--10th grade teachers who participated in the 1997--98 Project LIFE professional development program. The study employed a mixed design including both qualitative and quantitative methodology. The qualitative data was collected from multiple sources which included: an open-ended survey, classroom observations, structured interviews, and artifacts. Three purposeful selection of teachers for case studies were made with teacher approval and authorization from building principals. Interview responses from the three case studies were further analyzed qualitatively using the microcomputer software NUD*IST. Tables and figures generated from NUD*IST graphically represented the case study teachers response and case comparison to six established categories: (1) continued implementation of reform-based instruction, (2) use of reform-based instruction, (3) program factors supporting transfer of training, (4) professional development, (5) goals of Project LIFE, and (6) critical issues in science education. Paired t-tests were used to analysis the quantitative data collected from the Survey of Attitudes Toward Science and Science Teaching. The study concluded the 1997--98 Project LIFE participants continued to implement reform-based instruction in their classrooms three years later. According to the teachers the program factors having the most influence on transferring training to their classroom were the positive responses from students; reflections with other teachers regarding instructional activities and strategies; modeling of activities and strategies they received from Project LIFE staff while participating in the program; and teachers commitment to reform-based instruction. These findings are important in enhancing national science reform goals. In order for teachers to be able to implement science-reform-based instruction in their classrooms they must experience effective professional development models. Designers of professional development programs must understand which factors in staff development programs most contribute to transfer of training.

R [to the Fifth Power]: The Sustained Silent Reading Makeover that Transformed Readers

ERIC Educational Resources Information Center

Kelley, Michelle; Clausen-Grace, Nicki

2006-01-01

This article reports on a retooled Sustained Silent Reading (SSR) block in an intermediate classroom designed to meet the needs of all students. The authors discuss the benefits and obstacles to SSR and include the framework and classroom management tips that aided their successful implementation of an independent reading block. Students engaged…

Promoting Formative Assessment in a Connected Classroom Environment: Design and Implementation of Digital Resources

ERIC Educational Resources Information Center

Cusi, Annalisa; Morselli, Francesca; Sabena, Cristina

2017-01-01

This paper is based on a design-based research project investigating how to use digital resources to help activate formative assessment processes in the classroom. Performed as part of FaSMEd, a European Union project, our own project adopts a comprehensive theoretical framework, including the different functionalities of technology, formative…

Task-Based Language Teaching in Online Ab Initio Foreign Language Classrooms

ERIC Educational Resources Information Center

Lai, Chun; Zhao, Yong; Wang, Jiawen

2011-01-01

Task-based language teaching (TBLT) has been attracting the attention of researchers for more than 2 decades. Research on various aspects of TBLT has been accumulating, including the evaluation studies on the implementation of TBLT in classrooms. The evaluation studies on students' and teachers' reactions to TBLT in the online courses are starting…

Implementing and Assessing the Effects of Theatre Infused Reading Instruction in Sixth, Seventh, and Eighth Grade Middle School English Classrooms

ERIC Educational Resources Information Center

Eyerly, William J., Jr.

2017-01-01

Theatre instructional techniques, including reader's theatre and process drama teaching strategies, have been employed as instructional strategies in classrooms to enhance reading comprehension and vocabulary learning in students. In this era of increasing accountability for educational outcomes, quantifying what, if any, impact such instructional…

Galileo Teacher Training Program - MoonDays

NASA Astrophysics Data System (ADS)

Heenatigala, T.; Doran, R.

2012-09-01

Moon is an excellent tool for classroom education. Many teachers fail to implement lunar science in classroom at several levels though - lack of guidance, finding the right materials, and implanting lessons in the school curriculum - just to name a few. To overcome this need, Galileo Teacher Training Program (GTTP) [1] present MoonDays, a resource guide for teachers globally which can be used both in and out of classroom. GTTP MoonDays includes scientific knowledge, hands-on activities, computing skills, creativity and disability based lesson plans.

Getting Real: Implementing Assessment Alternatives in Mathematics.

ERIC Educational Resources Information Center

Hopkins, Martha H.

1997-01-01

Recounts experiences of a university professor who returned to the elementary classroom and attempted to implement the National Council of Teachers of Mathematics Standards and appropriate assessment methods, including nontraditional paper-and-pencil tasks, journal-like writing assignments, focused observations, and performance-based assessments…

Why won't they listen: Negotiating the technological and social context for science teaching

NASA Astrophysics Data System (ADS)

Liuzzo, Anna M.

The purpose of this study was to gather information to identify the obstacles and the impact an implementation of technology had in a middle school science classroom. This study explored a teaching environment where the teacher planned on using a variety of technology tools including laptops, probeware, hardware and software to promote scientific study. This study took place in two phases consisting of three consecutive years. In phase one the teacher reported great success. In phase two a shift in the school implementation created a significant impact on the learning taking place. This study identified the obstacles faced by a teacher providing an environment that combined her pedagogy with technology implementation. This teacher's pedagogy included research-based practices such a authentic problem-based learning, scientific inquiry, conceptual understanding of problem solving, connections to real-life situations and the use of metacognition in her practice. This study looked to determined if this implementation had an effect on student engagement and achievement; how the nature of technical and professional development impacted the implementation; and the barriers that were faced in creating a student-centered, technology rich approach to science. This qualitative study was conducted meeting the criteria of a case study of one teacher. The participant teacher's accounts of events through interviews were the primary source of data. In addition, multiple sources of information were also gathered. These included the teacher's reflective journal, student interviews, student focus groups, student artifacts, classroom observations, field notes, e-mail correspondences and students' test scores. This study proposes to contribute to the growing research evidence of implementation in the classroom and to identify specific obstacles that hinder success. The current state of education is calling for reform.

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

NASA Astrophysics Data System (ADS)

Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-12-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

Early Childhood Inclusion in Turkey

ERIC Educational Resources Information Center

Diken, Ibrahim H.; Rakap, Salih; Diken, Ozlem; Tomris, Gozde; Celik, Secil

2016-01-01

Inclusion of young children with disabilities into regular preschool classrooms is a common practice that has been implemented for several decades in industrialized nations around the world, and many developing countries including Turkey have been developing and implementing laws, regulation, and services to support inclusion and teaching in…

The Implementation of Content Enhancement Routines for Improved Content Literacy for Middle and Secondary Social Studies Students

ERIC Educational Resources Information Center

Little, Mary E.; Hahs-Vaughn, Debbie L.

2007-01-01

The increased demands for access to and accountability for mastery of the general education curriculum by all students, including students with disabilities, is a current reality within schools. A number of factors have been suggested to promote school reform, classroom implementation, and increase the rates of high fidelity implementation of…

Actual versus Implied Physics Students: How Students from Traditional Physics Classrooms Related to an Innovative Approach to Quantum Physics

ERIC Educational Resources Information Center

Bøe, Maria Vetleseter; Henriksen, Ellen Karoline; Angell, Carl

2018-01-01

Calls for renewal of physics education include more varied learning activities and increased focus on qualitative understanding and history and philosophy of science (HPS) aspects. We have studied an innovative approach implementing such features in quantum physics in traditional upper secondary physics classrooms in Norway. Data consists of 11…

Using food as a tool to teach science to 3rd grade students in Appalachian Ohio

PubMed Central

Duffrin, Melani W.; Hovland, Jana; Carraway-Stage, Virginia; McLeod, Sara; Duffrin, Christopher; Phillips, Sharon; Rivera, David; Saum, Diana; Johanson, George; Graham, Annette; Lee, Tammy; Bosse, Michael; Berryman, Darlene

2010-01-01

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007–2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3rd-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3rd-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4th grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. PMID:20975982

The Flipped Classroom and Cooperative Learning: Evidence from a Randomised Experiment

ERIC Educational Resources Information Center

Foldnes, Njål

2016-01-01

This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecture-based classroom. We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With…

From teachers' perspective: Implementation of literacy materials in middle school science

NASA Astrophysics Data System (ADS)

Weingartner, Judith A.

Documentation of adolescents' difficulty in comprehending textbooks spans a century. For just as long, researchers have advocated that explicit instruction of reading strategies can help students' comprehension of text; many have recommended that the best place to teach these strategies is within the content classroom (science, math, etc.), and taught by the content teacher. Despite this research, reading strategy instruction in content classrooms is not a common occurrence. In a large district with 300 middle school science teachers, some science teachers expressed concern about their students' reading difficulties with the district's science text. In response to those concerns, the middle school science coordinator organized a small committee to develop the Reading Strategies Handbook for Middle School Science for Teachers (the Handbook), believing that this tool would guide teachers' in implementing the Handbook's reading strategies and improve students' comprehension of the text. This was a qualitative study that explored 11 middle school science teachers' responses to implementing the Handbook. Data for this study were gathered through an e-mailed questionnaire, a classroom visitation, and one interview with each teacher participant. The study found that teachers' varied backgrounds influenced their beliefs about teaching and learning, and impacted their classroom practices. Teachers faced their district's expectations to implement reading strategies in the Handbook with minimal support and cited influences beyond their control that created tension with their decision whether to implement the Handbook. Teachers commented that a "one size fits all" curriculum and textbook-specific issues influenced their degree of using the Handbook's reading strategies. In addition, teachers identified time and pressure to cover curriculum as obstacles to implementing the Handbook. Implications of these findings include: (a) Professional development studies related to content literacy are needed that include attention to teachers' beliefs and attitudes, and (b) Policy makers need to direct funding for the professional development needs of content-area teachers.

Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education

NASA Astrophysics Data System (ADS)

Berry, Ayora

The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers' engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study included twenty-six teachers and data was collected pre-, mid-, and post-program using teacher surveys and a curriculum analysis instrument. The second study evaluated teachers' perceptions of the ECS model as a curriculum authoring tool and the quality of the curriculum units they developed. The study included sixty-two participants and data was collected post-program using teacher surveys and a curriculum analysis instrument. The third study evaluated teachers' experiences implementing ECS units in the classroom with a focus on identifying the benefits, challenges and solutions associated with project-based engineering in the classroom. The study included thirty-one participants and data was collected using an open-ended survey instrument after teachers completed implementation of the ECS curriculum unit. Results of these three studies indicate that teachers can be prepared to integrate engineering in the classroom using a CDB professional development model. Teachers reported an increase in engineering content knowledge, improved their self-efficacy in curriculum planning, and developed high quality instructional units that were aligned to engineering design practices and STEM educational standards. The ECS instructional model was acknowledged as a valuable tool for developing and implementing engineering education in the classroom. Teachers reported that ECS curriculum design aligned with their teaching goals, provided a framework to integrate engineering with other subject-area concepts, and incorporated innovative teaching strategies. After implementing ECS units in the classroom, teachers reported that the ECS model engaged students in engineering design challenges that were situated in a real world context and required the application of interdisciplinary content knowledge and skills. Teachers also reported a number of challenges related to scheduling, content alignment, and access to resources. In the face of these obstacles, teachers presented a number of solutions that included optimization of one's teaching practice, being resource savvy, and adopting a growth mindset.

Integration of Engineering Education by High School Teachers to Meet Standards in the Physics Classroom

NASA Astrophysics Data System (ADS)

Kersten, Jennifer Anna

In recent years there has been increasing interest in engineering education at the K-12 level, which has resulted in states adopting engineering standards as a part of their academic science standards. From a national perspective, the basis for research into engineering education at the K-12 level is the belief that it is of benefit to student learning, including to "improve student learning and achievement in science and mathematics; increase awareness of engineering and the work of engineers; boost youth interest in pursuing engineering as a career; and increase the technological literacy of all students" (National Research Council, 2009a, p. 1). The above has led to a need to understand how teachers are currently implementing engineering education in their classrooms. High school physics teachers have a history of implementing engineering design projects in their classrooms, thus providing an appropriate setting to look for evidence of quality engineering education at the high school level. Understanding the characteristics of quality engineering integration can inform curricular and professional development efforts for teachers asked to implement engineering in their classrooms. Thus, the question that guided this study is: How, and to what extent, do physics teachers represent quality engineering in a physics unit focused on engineering? A case study research design was implemented for this project. Three high school physics teachers were participants in this study focused on the integration of engineering education into the physics classroom. The data collected included observations, interviews, and classroom documents that were analyzed using the Framework for Quality K-12 Engineering Education (Moore, Glancy et al., 2013). The results provided information about the areas of the K-12 engineering framework addressed during these engineering design projects, and detailed the quality of these lesson components. The results indicate that all of the design projects contained components of the indicators central to engineering education, although with varied degrees of success. In addition, each design project contained aspects important to the development of students' understanding of engineering and that promote important professional skills used by engineers. The implications of this work are discussed at the teacher, school, professional development, and policy levels.

Teachers' perceptions of effective science, technology, and mathematics professional development and changes in classroom practices

NASA Astrophysics Data System (ADS)

Boriack, Anna Christine

The purpose of this study is to examine teachers' perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional development that results in changes in classroom practices was developed. Data from two programs that provided professional development to teachers in the areas of technology, mathematics, and science was used to inform the conceptual framework. These two programs were Target Technology in Texas (T3) and Mathematics, Science, and Technology Teacher Preparation Academies (MSTTPA). This dissertation used a multiple article format to explore each program separately, yet the proposed conceptual framework allowed for comparisons to be made between the two programs. The first study investigated teachers' perceptions of technology-related professional development after their districts had received a T3 grant. An online survey was administrated to all teachers to determine their perceptions of technology-related professional development along with technology self-efficacy. Classroom observations were conducted to determine if teachers were implementing technology. The results indicated that teachers did not perceive professional development as being effective and were not implementing technology in their classrooms. Teachers did have high technology self-efficacy and perceived adequate school support, which implies that effective professional development may be a large factor in whether or not teachers implement technology in their classrooms. The second study evaluated participants' perceptions of the effectiveness of mathematics and science professional development offered through a MSTTP academy. Current and former participants completed an online survey which measured their perceptions of academy activities and school environment. Participants also self-reported classroom implementation of technology. Interviews and open-ended survey questions were used to provide further insight into academy activities. The results indicated that academy participants perceived effective academy activities along with a supportive school environment. Additionally, participants reported sometimes implementing technology in their classrooms. These findings suggest that several factors might influence the successful classroom implementation of professional development. The data which supports the conceptual framework shows that effective professional development may play a key role in successful classroom implementation. Future professional development activities should be designed around characteristics for effective professional development to increase the likelihood that classroom implementation might occur.

Movement integration in elementary classrooms: Teacher perceptions and implications for program planning.

PubMed

Webster, Collin A; Zarrett, Nicole; Cook, Brittany S; Egan, Cate; Nesbitt, Danielle; Weaver, R Glenn

2017-04-01

Movement integration (MI), which involves infusing physical activity (PA) into regular classroom time in schools, is widely recommended to help children meet the national guideline of 60min of PA each day. Understanding the perspective of elementary classroom teachers (ECTs) toward MI is critical to program planning for interventions/professional development. This study examined the MI perceptions of ECTs in order to inform the design and implementation of a school-based pilot program that focused in part on increasing children's PA through MI. Twelve ECTs (Grades 1-3) from four schools were selected to participate based on their responses to a survey about their use of MI. Based on the idea that MI programming should be designed with particular attention to teachers who integrate relatively few movement opportunities in their classrooms, the intent was to select the teacher who reported integrating movement the least at her/his respective grade level at each school. However, not all of these teachers agreed to participate in the study. The final sample included two groups of ECTs, including eight lowest integrating teachers and four additional teachers. Each ECT participated in an interview during the semester before the pilot program was implemented. Through qualitative analysis of the interview transcripts, four themes emerged: (a) challenges and barriers (e.g., lack of time), (b) current and ideal resources (e.g., school support), (c) current implementation processes (e.g., scheduling MI into daily routines), and (e) teachers' ideas and tips for MI (e.g., stick with it and learn as you go). The themes were supported by data from both groups of teachers. This study's findings can inform future efforts to increase movement opportunities for children during regular classroom time. Copyright © 2017 Elsevier Ltd. All rights reserved.

Using an adaptive expertise lens to understand the quality of teachers' classroom implementation of computer-supported complex systems curricula in high school science

NASA Astrophysics Data System (ADS)

Yoon, Susan A.; Koehler-Yom, Jessica; Anderson, Emma; Lin, Joyce; Klopfer, Eric

2015-05-01

Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention. Purpose: We propose a model of adaptive expertise to better understand teachers' classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas. Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14-47% advanced science proficiency. Design and methods: We used a holistic multiple case study methodology and collected data during the 2011-2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings. Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise. Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach.

The Effect of Using Flipped Classroom in Teaching Calculus on Students' Achievements at University of Tabuk

ERIC Educational Resources Information Center

Albalawi, Abdullah S.

2018-01-01

This study aimed at investigating the effectiveness of using flipped classrooms in teaching the Math2 course for the preparatory year's students at the University of Tabuk, Saudi Arabia. The Math2 course was organized via an (ADDE) design model, with recorded videos of the topics included in the study; it was implemented by a Moodle platform and…

Expert Recommended Strategies for Classroom Management for Beginning Teachers Placed in Hard-to-Staff Schools in Urban School Districts

ERIC Educational Resources Information Center

Alexis, Chelly C.

2014-01-01

Purpose: The purpose of this study was to get the opinion of a panel of experts as to which classroom management strategies should be implemented in urban school district mentoring programs to help beginning teachers who are placed in hard-to-staff schools in Los Angeles County, California. Methodology: This Delphi study included 20 expert mentors…

What Today's Educational Technology Needs: Defensible Evaluations and Realistic Implementation.

ERIC Educational Resources Information Center

Roweton, William E.; And Others

It is argued that in order to make computer assisted instruction effective in the schools, educators should pay more attention to implementation issues (including modifying teacher attitudes, changing classroom routines, and offering realistic technical training and support) and to producing understandable product and performance evaluations.…

Teacher Decision Making and the Implementation of an Integrated Arts Curriculum

ERIC Educational Resources Information Center

Devono, Mary K.

2009-01-01

This study examines the impact of teacher decision making upon implementing an integrated arts curriculum. Qualitative research methods, including interviews, lesson plan document analysis, and teacher discussion of student artwork comprise the research data from eight elementary classroom teachers. This study is designed to add to the descriptive…

Evidence-Based Practices in Special Education: Current Assumptions and Future Considerations

ERIC Educational Resources Information Center

Russo-Campisi, Jacqueline

2017-01-01

Background: The research on evidence-based practices (EBP) in special education has shifted over the last decade from identifying efficacious interventions to exploring issues that impede implementation in the classroom. Common barriers to implementation include absence of training and resources, limited collaboration between researchers and…

Classroom listening assessment: strategies for speech-language pathologists.

PubMed

Johnson, Cheryl DeConde

2012-11-01

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

Deep ocean research meets the special education classroom

NASA Astrophysics Data System (ADS)

Turner, A.; Turner, M.; Edwards, K. J.; Scientific Team Of Iodp Expedition 327

2010-12-01

The scientific activities carried out on board the JOIDES Resolution during IODP Expedition 327: Juan de Fuca Hydrogeology (summer 2010) are exciting to elementary-level students and provide an excellent opportunity to use that enthusiasm to teach concepts outlined in state-mandated curricula. This is especially important for special education classrooms where individualized education plans are implemented to bring students up to these standards when regular classrooms have failed to do so. Using concepts from drilling and coring to geobiology and sedimentology, we have developed cross-curricular lesson plans for elementary special education students with learning and cognitive disabilities. All lesson plans include hands-on, visual and auditory activities and are aimed at using students' natural interest in real research to drive home simple concepts like integers, geography, pressure and descriptive writing. Because special education classrooms more often than not include children with variable abilities in all subjects, the lesson plans developed in this project can be adapted for several levels so that every child in the classroom can participate.

Teachers' Experience in Implementing Cooperative Learning in the Classrooms (Phenomenological Research at Junior High School Classrooms in Ponorogo, East Java, Indonesia)

ERIC Educational Resources Information Center

Harjali

2017-01-01

This study aimed to investigate the teachers' perception toward the implementation of cooperative learning in the classroom. The research applied a qualitative phenomenological design that used a purposeful sample of six teachers at Junior High School Classrooms in Ponorogo, East Java, Indonesia. Data collected via in-depth interviews, participant…

Research, Perspectives, and Recommendations on Implementing the Flipped Classroom

PubMed Central

Rotellar, Cristina

2016-01-01

Flipped or inverted classrooms have become increasingly popular, and sometimes controversial, within higher education. Many educators have touted the potential benefits of this model and initial research regarding implementation has been primarily positive. The rationale behind the flipped classroom methodology is to increase student engagement with content, increase and improve faculty contact time with students, and enhance learning. This paper presents a summary of primary literature regarding flipped classrooms, discusses concerns and unanswered questions from both a student and faculty member perspective, and offers recommendations regarding implementation. PMID:27073287

A theory of planned behaviour-based analysis of TIMSS 2011 to determine factors influencing inquiry teaching practices in high-performing countries

NASA Astrophysics Data System (ADS)

Pongsophon, Pongprapan; Herman, Benjamin C.

2017-07-01

Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers' classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching through analysing data relating to high-performing countries retrieved from the 2011 Trends in International Mathematics and Science Study assessments. Data analysis was completed through structural equation modelling using a polychoric correlation matrix for data input and diagonally weighted least squares estimation. Adequate fit of the full model to the empirical data was realised. The model demonstrates that the extent the teachers participated in academic collaborations was positively related to their occupational satisfaction, confidence in teaching inquiry, and classroom inquiry practices. Furthermore, the teachers' confidence with implementing inquiry was positively related to their classroom inquiry implementation and occupational satisfaction. However, perceived student-generated constraints demonstrated a negative relationship with the teachers' confidence with implementing inquiry and occupational satisfaction. Implications from this study include supporting teachers through promoting collaborative opportunities that facilitate inquiry-based practices and occupational satisfaction.

An Evaluation of the Implementation of the National ICT Policy for Education in Namibian Rural Science Classrooms

ERIC Educational Resources Information Center

Ngololo, Elizabeth N.; Howie, Sarah J.; Plomp, Tjeerd

2012-01-01

Information Communication Technology (ICT) implementation in Namibian schools is still in its infancy in rural science classrooms at junior secondary school level. The research reported in this paper adapted the Four-in-Balance model that reflects the pillars of the use of ICT in classrooms. In order to explore the extent of the implementation in…

Effects of Top-Down and Bottom-Up Elementary School Standards Reform in an Underperforming California District

ERIC Educational Resources Information Center

Mason, Bryce; Mason, DeWayne A.; Mendez, Memo; Nelsen, Gregg; Orwig, Russ

2005-01-01

In this article we describe how an underperforming school district used research and theory on curriculum, assessment, implementation, and school and classroom organization to develop and implement district standards and improve the achievement of elementary school students. Key reforms included teachers developing essential curriculum standards,…

Teachers Working Cooperatively with Parents and Caregivers when Implementing LGBT Themes in the Elementary Classroom

ERIC Educational Resources Information Center

Flores, Gabriel

2014-01-01

Many teachers are interested in having a more inclusive multicultural education that includes lesbian, gay, bisexual, and transgender (LGBT) themes and gay-themed children's literature; unfortunately, research has found that many teachers do not implement gay themes in their multicultural education curriculum because of fear of criticism from…

Reinvention of Classroom Practice Innovations

ERIC Educational Resources Information Center

Sansom, David W.

2017-01-01

Experienced teachers are introduced to classroom practice innovations during in-service education and training (INSET) programmes. Teachers return to particular teaching contexts in schools and other institutions after INSET and it is here teachers implement innovations and change classroom practice. However, this implementation is not certain;…

A mixed-methods exploration of implementation of a comprehensive school healthy eating model one year after scale-up.

PubMed

Naylor, Patti-Jean; McKay, Heather A; Valente, Maria; Mâsse, Louise C

2016-04-01

To study the implementation of a school-based healthy eating (HE) model one year after scale-up in British Columbia (BC). Specifically, to examine implementation of Action Schools! BC (AS! BC) and its influence on implementation of classroom HE activities, and to explore factors associated with implementation. Diffusion of Innovations, Social Cognitive and Organizational Change theories guided our approach. We used a mixed-methods research design including focus group interviews (seven schools, sixty-two implementers) and a cross-sectional multistage survey to principals (n 36, 92 % response rate) and teachers of grades 4 to 7 (n 168, 70 % response rate). Self-reported implementation of classroom HE activities and reported use of specific AS! BC HE activities were primary implementation measures. Thematic analysis of focus group data and multilevel mixed-effect logistic regression analyses of survey data were conducted. Elementary schools across BC, Canada. Thirty-nine school districts, thirty-six principals, 168 grade 4 to 7 teachers. Forty-two per cent of teachers in registered schools were implementing AS! BC HE in their classrooms. Users were 6·25 times more likely to have delivered a HE lesson in the past week. Implementation facilitators were school champions, technical support and access to resources; barriers were lack of time, loss of leadership or momentum. Implementation predictors were teacher training, self-efficacy, experience with the physical activity component of AS! BC, supportive school climate and parental post-secondary education. Our findings reinforce that continued teacher training and support are important public health investments that contribute to successful implementation of school-based HE models after scale-up.

A measure to evaluate classroom teaching practices in nursing.

PubMed

Herinckx, Heidi; Munkvold, Julia Paschall; Winter, Elisabeth; Tanner, Christine A

2014-01-01

The Oregon Consortium for Nursing Education (OCNE) Classroom Teaching Fidelity Scale was created to measure the implementation of the OCNE curriculum and its related pedagogy. OCNE is a partnership of eight community colleges and the five-campus state-supported university. OCNE developed a shared competency-based curriculum and pedagogical practices. An essential part of the OCNE evaluation was to measure the extent the curriculum and pedagogical model were implemented on each partner campus. The scale was developed using a multistep methodology, including review of the literature and OCNE guidelines and materials, frequent consultation with local and national advisory boards, and multiple observations of OCNE classrooms over a two-year period. Fidelity scores are reported for 10 OCNE colleges observed in 2009. CONCLUSlON: The creation and use of this fidelity scale and similar measures may contribute to the emerging science of nursing education by more clearly documenting educational reform efforts..

"…Because There's Nobody Who Can Just Sit That Long": Teacher Perceptions of Classroom-Based Physical Activity and Related Management Issues

ERIC Educational Resources Information Center

Stylianou, Michalis; Kulinna, Pamela Hodges; Naiman, Tyler

2016-01-01

Classroom teachers are increasingly called upon to help increase pupils' physical activity (PA). Grounded in Guskey's model of teacher change, this study was part of an intervention that provided classroom teachers with training for implementing classroom-based PA (CBPA). The study examined teachers' attempts to implement CBPA and focused on their…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Eilert, P.L.; Hoeschele, M.

This paper discussed a market-transformation program to reduce energy use in modular school classrooms, a large part of new construction activities in California's schools. Today's modular classrooms cost more to operate than is necessary to provide effective, comfortable learning conditions for students and teachers. Although past resource acquisition programs have created a demand for efficient products and services, modular classrooms remain poorly differentiated in this respect. The cost-effectiveness of a range of potential energy efficiency measures (EEM's) were evaluated including lighting, alternative HVAC options, and improved envelope features. Viable EEM's were combined in two separate packages. The first includes measuresmore » that can easily be implemented and are projected to reduce operating costs by 30%. The second implements a daylighting system, a two-stage evaporative cooler, and radiant heating, resulting in projected annual energy cost savings over 60%. Transforming the market for modular classrooms is accomplished using natural market forces, rather than financial incentives directed at an entire industry. Proactive efforts are focused on the manufacturing industry's change leaders to commercialize energy-efficient products. Lost market share and peer pressure do the heavy lifting of convincing market followers to upgrade their products. Demand for efficient classrooms is increased by educating schools about the new products' financial advantages, comfort enhancements, and environmental benefits. As new products become established in the marketplace, support will be gradually withdrawn. The relevance of this work extends beyond California, given other States' programs to reduce class size, and the Presidents initiative to reduce class size nationally.« less

Increasing In-Service Teacher Implementation of Classroom Management Practices through Consultation, Implementation Planning, and Participant Modeling

ERIC Educational Resources Information Center

Hagermoser Sanetti, Lisa M.; Williamson, Kathleen M.; Long, Anna C. J.; Kratochwill, Thomas R.

2018-01-01

Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical…

Powerful Learning Environments: The Critical Link between School and Classroom Cultures.

ERIC Educational Resources Information Center

Finnan, Christine; Schnepel, Katherine C.; Anderson, Lorin W.

2003-01-01

Evaluated classrooms within four Accelerated Schools Project (ASP) schools, operationalizing the ASP principles, values, and concepts of a "powerful learning environment" (PLE), examining how similarly PLE was implemented in different classrooms and schools, and analyzing the relation between degree of implementation and differences in…

Physics Notes

ERIC Educational Resources Information Center

School Science Review, 1972

1972-01-01

Twelve ideas are presented for physics teachers to implement in the laboratory or classroom. Topics covered include electromagnetic induction, microbalance, capacitors, determination of light velocity, and the compound pendulum. Information regarding laboratory equipment is also provided. (PS)

Designing Summer Research Experiences for Teachers and Students That Promote Classroom Science Inquiry Projects and Produce Research Results

NASA Astrophysics Data System (ADS)

George, L. A.; Parra, J.; Rao, M.; Offerman, L.

2007-12-01

Research experiences for science teachers are an important mechanism for increasing classroom teachers' science content knowledge and facility with "real world" research processes. We have developed and implemented a summer scientific research and education workshop model for high school teachers and students which promotes classroom science inquiry projects and produces important research results supporting our overarching scientific agenda. The summer training includes development of a scientific research framework, design and implementation of preliminary studies, extensive field research and training in and access to instruments, measurement techniques and statistical tools. The development and writing of scientific papers is used to reinforce the scientific research process. Using these skills, participants collaborate with scientists to produce research quality data and analysis. Following the summer experience, teachers report increased incorporation of research inquiry in their classrooms and student participation in science fair projects. This workshop format was developed for an NSF Biocomplexity Research program focused on the interaction of urban climates, air quality and human response and can be easily adapted for other scientific research projects.

Developing a Fidelity of Implementation Measure for the "Responsive Classroom" Approach

ERIC Educational Resources Information Center

Nathanson, Lori

2009-01-01

This study examines the psychometric properties, reliability, and validity of a measure designed to assess fidelity of implementation of the "Responsive Classroom"[R] ("RC") approach. The Classroom Practices Teacher Survey (CPTS) assesses teachers' use of the "RC" approach, a social and emotional learning (SEL) intervention currently under…

Implementation and Critical Assessment of the Flipped Classroom Experience

ERIC Educational Resources Information Center

Scheg, Abigail G., Ed.

2015-01-01

In the past decade, traditional classroom teaching models have been transformed in order to better promote active learning and learner engagement. "Implementation and Critical Assessment of the Flipped Classroom Experience" seeks to capture the momentum of non-traditional teaching methods and provide a necessary resource for individuals…

Inquiry Teaching in High School Chemistry Classrooms: The Role of Knowledge and Beliefs

ERIC Educational Resources Information Center

Roehrig, Gillian H.; Luft, Julie A.

2004-01-01

The call for implementation of inquiry-based teaching in secondary classrooms has taken on a new sense of urgency, hence several instructions models are developed to assists teachers in implementing inquiry in their classrooms. The role of knowledge and beliefs in inquiry teaching are examined.

A Preliminary Analysis of a Behavioral Classrooms Needs Assessment

ERIC Educational Resources Information Center

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

2016-01-01

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

Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework

ERIC Educational Resources Information Center

Parker, Caroline E.; Stylinski, Cathlyn D.; Bonney, Christina R.; Schillaci, Rebecca; McAuliffe, Carla

2015-01-01

Technology applications aligned with science, technology, engineering, and math (STEM) workplace practices can engage students in real-world pursuits but also present dramatic challenges for classroom implementation. We examined the impact of teacher professional development focused on incorporating these workplace technologies in the classroom.…

Master and novice secondary science teachers' understandings and use of the learning cycle

NASA Astrophysics Data System (ADS)

Reap, Melanie Ann

2000-09-01

The learning cycle paradigm had been used in science classrooms for nearly four decades. This investigation seeks to reveal how the 1earning cycle, as originally designed, is currently understood and implemented by teachers in authentic classroom settings. The specific purposes of this study were: (1) to describe teachers who use the learning cycle and compare their understandings and perceptions of the learning cycle procedure in instruction; (2) to elicit novice and master teacher perspectives on their instruction and determine their perception of the process by which learning cycles are implemented in the science classroom; (3) to describe the context of science instruction in the novice and master teacher's classroom to ascertain how the teacher facilitates implementation of the learning cycle paradigm in their authentic classroom setting. The study used a learning cycle survey, interviews and classroom observations using the Learning Cycle Teacher Behavior Instruments and the Verbal Interaction Category System to explore these features of learning cycle instruction. The learning cycle survey was administered to a sample of teachers who use the learning cycle, including master and novice learning cycle teachers. One master and one novice learning cycle teacher were selected from this sample for further study. Analysis of the surveys showed no significant differences in master and novice teacher understandings of the learning cycle as assessed by the instrument. However, interviews and observations of the selected master and novice learning cycle teachers showed several differences in how the paradigm is understood and implemented in the classroom. The master learning cycle teacher showed a more developed teaching philosophy and had more engaged, extensive interactions with students. The novice learning cycle teacher held a more naive teaching philosophy and had fewer, less developed interactions with students. The most significant difference was seen in the use of questioning and discussion. The master teacher used diverse questioning techniques and guided students in discussion of their findings while the novice teachers used more rote response questions and controlled the discussion. The findings of this study have implications for science teacher education, especially in the preparation of teachers in science methods courses and student teaching, and in in-service education programs.

Validating a Fidelity Scale to Understand Intervention Effects in Classroom-Based Studies

ERIC Educational Resources Information Center

Buckley, Pamela; Moore, Brooke; Boardman, Alison G.; Arya, Diana J.; Maul, Andrew

2017-01-01

K-12 intervention studies often include fidelity of implementation (FOI) as a mediating variable, though most do not report the validity of fidelity measures. This article discusses the critical need for validated FOI scales. To illustrate our point, we describe the development and validation of the Implementation Validity Checklist (IVC-R), an…

Building Enrollment Through Curriculum Change: The Implementation of a Comprehension-Based Program in Spanish.

ERIC Educational Resources Information Center

Long, Donna R.

1985-01-01

Describes the implementation of a first-year comprehension-based Spanish language program at New Mexico State University. Includes a discussion of the history of the program and of the problems encountered in changing a traditional curriculum. Also describes the materials, classroom practice, and testing and evaluation techniques used in the…

Effects of a Tier 3 Self-Management Intervention Implemented with and without Treatment Integrity

ERIC Educational Resources Information Center

Lower, Ashley; Young, K. Richard; Christensen, Lynnette; Caldarella, Paul; Williams, Leslie; Wills, Howard

2016-01-01

This study investigated the effects of a Tier 3 peer-matching self-management intervention on two elementary school students who had previously been less responsive to Tier 1 and Tier 2 interventions. The Tier 3 self-management intervention, which was implemented in the general education classrooms, included daily electronic communication between…

Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors.

PubMed

Williford, Amanda P; Wolcott, Catherine Sanger; Whittaker, Jessica Vick; Locasale-Crouch, Jennifer

2015-11-01

This study examined the relationship among baseline program and teacher characteristics and subsequent implementation of Banking Time. Banking Time is a dyadic intervention intended to improve a teacher's interaction quality with a specific child. Banking Time implementation was examined in the current study using a sample of 59 teachers and preschool children displaying disruptive behaviors in the classroom (~three children per classroom). Predictors included preschool program type, teacher demographic characteristics (personal and professional), and teacher beliefs (self-efficacy, authoritarian beliefs, and negative attributions about child disruptive behavior). Multiple measures and methods (i.e., teacher report, consultant report, independent observations) were used to assess implementation. We created three implementation composite measures (dosage, quality, and generalized practice) that had high internal consistencies within each composite but were only modestly associated with one another, suggesting unique constructs of implementation. We found that type of preschool program was associated with dosage and quality. Aspects of teacher demographics related to all three implementation composites. Teacher beliefs predicted dosage and generalized practice. Results suggest that the factors that predict the implementation of Banking Time vary as a function of the type of implementation being assessed.

Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks

ERIC Educational Resources Information Center

Dinkel, Danae M.; Lee, Jung-Min; Schaffer, Connie

2016-01-01

This study examined teachers' zone of proximal development for classroom physical activity breaks by assessing teachers' knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n = 346 teachers) took part in a short online survey. Descriptive statistics were calculated and chi-square…

Teachers' Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

ERIC Educational Resources Information Center

Moore, Tara C.; Wehby, Joseph H.; Oliver, Regina M.; Chow, Jason C.; Gordon, Jason R.; Mahany, Laura A.

2017-01-01

Teachers' reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed "Survey of Classroom and Behavior Management." On average, teachers reported to…

Implementation of Positive Behavior Intervention and Supports in Louisiana

ERIC Educational Resources Information Center

Hill, Juanita Mathis

2013-01-01

Many teachers have expressed their concern about continuous classroom disruption. Time taken to correct undesired behaviors is reducing the number of instructional minutes in the classroom on a daily basis. Instead of relying solely on classroom rules, the teacher who wishes to implement Positive Behavior Intervention and Supports should use and…

Transitions in Classroom Technology: Instructor Implementation of Classroom Management Software

ERIC Educational Resources Information Center

Ackerman, David; Chung, Christina; Sun, Jerry Chih-Yuan

2014-01-01

The authors look at how business instructor needs are fulfilled by classroom management software (CMS), such as Moodle, and why instructors are sometimes slow to implement it. Instructors at different universities provided both qualitative and quantitative responses regarding their use of CMS. The results indicate that the top needs fulfilled by…

People and Environment: Understanding Global Relationships.

ERIC Educational Resources Information Center

Clearing: Nature and Learning in the Pacific Northwest, 1984

1984-01-01

Discusses impacts of global resources and environment, focusing on food, fisheries, forests, energy, water, and air. Includes graphs, charts, maps, and tables of the current environmental situation; they are suitable for classroom use. Also includes suggested guidelines for implementing a global studies program and an annotated list of resource…

Making Connections through Drama Education.

ERIC Educational Resources Information Center

Jardine, Laurie

1993-01-01

Describes an approach to teaching William Shakespeare's "A Midsummer Night's Dream" that centers on the theme of romantic love. Provides examples of the exercises used in the classroom, including exercises which implement dramatic activities by the students. (HB)

Challenges and strategies for effectively teaching the nature of science: A qualitative case study

NASA Astrophysics Data System (ADS)

Koehler, Catherine M.

This year long, qualitative, case study examines two, experienced, high school, biology teachers as they facilitated nature of science (NOS) understandings in their classrooms. This study explored three research questions: (1) In what ways do experienced teachers' conceptions of NOS evolve over one full year as a result of participating in a course that explicitly address NOS teaching and learning? (2) In what ways do experienced teachers' pedagogical practices evolve over one full year as a result of participating in a course that explicitly address NOS teaching and learning?, and (3) What are the challenges facing experienced teachers in their attempts to implement NOS understandings in their science, high school classrooms? This study was conducted in two parts. In Part I (fall 2004 semester), the participants were enrolled in a graduate course titled, Teaching the Nature of Science , where they were introduced to: (1) NOS, (2) a strategy, the Model for Teaching NOS (MTNOS), which helped them facilitate teaching NOS understandings through inquiry-based activities, and (3) participated in "real" science activities that reinforced their conceptions of NOS. In Part II (spring 2005 semester), classroom observations were made to uncover how these teachers implemented inquiry-based activities emphasizing NOS understanding in their classrooms. Their conceptions of NOS were measured using the Views of the Nature of Science questionnaire. Results demonstrated that each teacher's conceptions of NOS shifted slightly during course the study, but, for one, this was not a permanent shift. Over the year, one teacher's pedagogical practices changed to include inquiry-based lessons using MTNOS; the other, although very amenable to using prepared inquiry-based lessons, did not change her pedagogical practices. Both reported similar challenges while facilitating NOS understanding. The most significant challenges included: (1) time management; (2) the perception that NOS was a content area, and (3) using an inquiry-based model in their classroom. This study describes a curricular and pedagogical model for lesson planning and implementation of inquiry-based activities that promotes NOS understandings in the classroom. It defines the challenges encountered while fostering these understandings, and suggests that NOS needs to be integrated across the educational life span of all students.

Reframing implementation as an organisational behaviour problem.

PubMed

Clay-Williams, Robyn; Braithwaite, Jeffrey

2015-01-01

The purpose of this paper is to report on a process evaluation of a randomised controlled trial (RCT) intervention study that tested the effectiveness of classroom- and simulation-based crew resource management courses, alone and in combination, and identifies organisational barriers and facilitators to implementation of team training programmes in healthcare. The RCT design consisted of a before and after study with a team training intervention. Quantitative data were gathered on utility and affective reactions to training, and on teamwork knowledge, attitudes, and behaviours of the learners. A sample of participants was interviewed at the conclusion of the study. Interview responses were analysed, alongside qualitative elements of the classroom course critique, to search for evidence, context, and facilitation clues to the implementation process. The RCT method provided scientifically robust data that supported the benefits of classroom training. Qualitative data identified a number of facilitators to implementation of team training, and shed light on some of the ways that learning was diffused throughout the organisation. Barriers to successful implementation were also identified, including hospital time and resource constraints and poor organisational communication. Quantitative randomised methods have intermittently been used to evaluate team training interventions in healthcare. Despite two decades of team training trials, however, the authors do not know as well as the authors would like what goes on inside the "black box" of such RCTs. While results are usually centred on outcomes, this study also provides insight into the context and mechanisms associated with those outcomes and identifies barriers and facilitators to successful intervention implementation.

High school science teachers' perceptions of telecommunications utilizing a Concerns-Based Adoption Model (CBAM)

NASA Astrophysics Data System (ADS)

Slough, Scott Wayne

The purpose of this study was to describe high school science teachers' perceptions of telecommunications. The data were collected through open-ended ethnographic interviews with 24 high school science teachers from five different high schools in a single suburban school district who had been in an emerging telecommunications-rich environment for two and one-half years. The interview protocol was adapted from Honey and Henriquez (1993), with the Concerns-Based Adoption Model (CBAM) (Bailey & Palsha, 1992) providing a conceptual framework for data analysis. For this study, the emerging telecommunications-rich environment included a district-wide infrastructure that had been in place for two and one-half years that included a secure district-wide Intranet, 24 network connections in each classroom, full Internet access from the network, four computers per classroom, and a variety of formal and informal professional development opportunities for teachers. Categories of results discussed include: (a) teacher's profession use of telecommuunications; (b) teachers' perceptions of student's use of telecommunications; (c) teachers' perceptions of barriers to the implementation of telecommunications; (d) teachers' perceptions of supporting conditions for the implementation of telecommunications; (e) teachers' perceptions of the effect of telecommunications on high school science instruction; (f) teachers' perceptions of the effect of telecommunications on student's learning in high school science; and (g) the demographic variables of the sex of the teacher, years of teaching experience, school assignment within the district, course assignment(s), and academic preparation. Implications discussed include: (a) telecommunications can be implemented successfully in a variety of high school science classrooms with adequate infrastructure support and sufficient professional development opportunities, including in classes taught by females and teachers who were not previously computer experts; (b) confirmation of the basic tenets of the CBAM model; (c) the need for a model that addresses nonstatic innovations; (d) the need for a model that addresses concerns of teachers who choose not to implement telecommunications; (e) the need for new assessment strategies; (f) informal professional development, teachers teaching other teachers, is essential in implementing telecommunications; (g) the pressure that telecommunications places upon the science curriculum; and (h) space and safety concerns associated with telecommunications in the science laboratory space.

Teachers' Perspectives about Implementing ICT in Music Education

ERIC Educational Resources Information Center

Eyles, Anne-Maree

2018-01-01

This article provides insights into the current state of Information and Communication Technologies (ICT) implementation in music classrooms throughout Queensland, Australia, through the perspectives of classroom music teachers with regard to organisational practices that influence the implementation of ICT in music education. Using explanatory…

Implementation of Teacher Consultation and Coaching in Urban Schools: A Mixed Method Study

PubMed Central

Cappella, Elise; Jackson, Daisy R.; Kim, Ha Yeon; Bilal, Caroline; Holland, Sibyl; Atkins, Marc S.

2015-01-01

Guided by implementation science scholarship and school mental health research, the current study uses qualitative and quantitative data to illuminate the barriers, opportunities, and processes underlying the implementation of a teacher consultation and coaching model (BRIDGE) in urban elementary schools. Data come from five public elementary schools, 12 school mental health staff (BRIDGE consultants), and 18 teachers participating in a classroom-randomized trial of BRIDGE. Findings from directed content analysis of teacher focus group and interview data suggest that aspects of the BRIDGE intervention model, school organization and classroom contexts, and teachers/consultants and their relationship were relevant as implementation facilitators or barriers. In addition, case study analysis of intervention materials and fidelity tools from classrooms with moderate-to-high dosage and adherence suggest variation in consultation and coaching by initial level of observed classroom need. Results illuminate the need for implementation research to extend beyond simple indicators of fidelity to the multiple systems and variation in processes at play across levels of the implementation context. PMID:27293490

Implementing a Robotics Curriculum in an Early Childhood Montessori Classroom

ERIC Educational Resources Information Center

Elkin, Mollie; Sullivan, Amanda; Bers, Marina Umaschi

2014-01-01

This paper explores how robotics can be used as a new educational tool in a Montessori early education classroom. It presents a case study of one early educator's experience of designing and implementing a robotics curriculum integrated with a social science unit in her mixed-age classroom. This teacher had no prior experience using robotics in…

The Common Core State Standards: An Opportunity to Enhance Formative Assessment in History/Social Studies Classrooms

ERIC Educational Resources Information Center

Ateh, Comfort M.; Wyngowski, Aaron J.

2015-01-01

This article discusses the opportunity that the Common Core State Standards (CCSS) present for enhancing formative assessment (FA) in history and social studies classrooms. There is evidence that FA can enhance learning for students if implemented well. Unfortunately, teachers continue to be challenged in implementing FA in their classrooms. We…

Using a Semantic Diagram to Structure a Collaborative Problem Solving Process in the Classroom

ERIC Educational Resources Information Center

Cai, Huiying; Lin, Lin; Gu, Xiaoqing

2016-01-01

This study provides an in-depth look into the implementation process of visualization-based tools for structuring collaborative problem solving (CPS) in the classroom. A visualization-based learning platform--the semantic diagram for structuring CPS in a real classroom was designed and implemented. Metafora, the preliminary vehicle of the semantic…

Common Core Math in the K-8 Classroom: Results from a National Teacher Survey

ERIC Educational Resources Information Center

Bay-Williams, Jennifer

2016-01-01

Successful implementation of the Common Core State Standards for Mathematics (CCSS-M) should result in noticeable differences in primary and middle school math classrooms across the United States. "Common Core Math in the K-8 Classroom: Results from a National Teacher Survey" takes a close look at how educators are implementing the…

Exploring Formative Assessment in Primary School Classrooms: Developing a Framework of Actions and Strategies

ERIC Educational Resources Information Center

Antoniou, Panayiotis; James, Mary

2014-01-01

The importance of formative assessment in facilitating student learning has been well established in the literature. However, defining and implementing formative assessment in classroom settings is a rather complicated task. The aim of this study is to explore formative assessment, as implemented in primary classrooms in Cyprus, and develop a…

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…

The Contribution of Teachers' Peer-and Self-Assessment for the Implementation of Active Learning Strategies: Perceptions of Ethiopia Primary School Teachers

ERIC Educational Resources Information Center

Mengistie, Solomon Melesse

2014-01-01

The present study tries to investigate the contribution of primary school teachers' peer- and self- assessment for effective implementation of active learning in their actual classrooms. In this study, areas in which self-reflection and peer assessment include three broad categories, such as methods of teaching and learning, instructional resource…

First Year Implementation of a Project-Based Learning Approach: The Need for Addressing Teachers' Orientations in the Era of Reform

ERIC Educational Resources Information Center

Rogers, Meredith A. Park; Cross, Dionne I.; Gresalfi, Melissa Sommerfeld; Trauth-Nare, Amy E.; Buck, Gayle A.

2011-01-01

The purpose of this study was to examine the extent to which three teachers' professional experience and existing orientations toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based learning (PBL)). Data sources included interviews, videotapes of classroom activity,…

The Implementation of Integrated Science Technology, Engineering and Mathematics (STEM) Instruction Using Robotics in the Middle School Science Classroom

ERIC Educational Resources Information Center

Ntemngwa, Celestin; Oliver, J. Steve

2018-01-01

The research study reported here was conducted to investigate the implementation of integrated STEM lessons within courses that have a single subject science focus. The purpose also included development of a pedagogical theory. This technology-based teaching was conceptualized by school administrators and teachers in order to provide middle school…

Efficacy of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) primary version.

PubMed

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

2015-03-01

A multisite cluster randomized trial was conducted to examine the effects of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007) on students' classroom social behavior. The final sample included 432 students across 38 second grade classrooms. Social skills and problem behaviors were measured via the SSIS rating scale for all participants, and direct observations were completed for a subsample of participants within each classroom. Results indicated that the SSIS-CIP demonstrated positive effects on teacher ratings of participants' social skills and internalizing behaviors, with the greatest changes occurring in classrooms with students who exhibited lower skill proficiency prior to implementation. Statistically significant differences were not observed between treatment and control participants on teacher ratings of externalizing problem behaviors or direct observation.

Assessing Understanding of Biological Processes: Elucidating Students' Models of Meiosis.

ERIC Educational Resources Information Center

Kindfield, Ann C.

1994-01-01

Presents a meiosis reasoning problem that provides direct access to students' current models of chromosomes and meiosis. Also included in the article are tips for classroom implementation and a summary of the solution evaluation. (ZWH)

Implementing Green Walls in Schools.

PubMed

McCullough, Michael B; Martin, Michael D; Sajady, Mollika A

2018-01-01

Numerous studies in applied pedagogical design have shown that, at all educational levels, direct exposure to the natural environment can enhance learning by improving student attention and behaviors. Implementing green walls-a "vertical garden," or "living wall" interior wall that typically includes greenery, a growing medium (soil or substrate) and a water delivery system-provides environmental health benefits, but also provides a practical application within classrooms for minimizing directed attention fatigue in students by connecting them to "outdoor nature" within the indoor environment. Hands-on "project-based" learning is another pedagogical strategy that has proved to be effective across the spectrum of educational levels and across subject areas. Green walls have the potential to inspire critical thinking through a combination of project-based learning strategies and environmental education. The authors have outlined a curriculum involving the implementation of an indoor living wall system within a classroom-learning environment, incorporating project-based learning modules that interact with the wall. In conjunction with the passive health benefits of a green wall, project-based curriculum models can connect students interactively with indoor nature and have the potential to inspire real-world thinking related to science, technology, engineering, art, and mathematics fields within the indoor learning environment. Through a combination of these passive and interactive modes, students are connected to nature in the indoor environment regardless of weather conditions outdoors. Future research direction could include post-construction studies of the effectiveness of project-based curricula related to living walls, and the long-term impacts of implementing green walls in classrooms on school achievement and student behaviors.

How commercial and ``violent'' video games can promote culturally sensitive science learning: some questions and challenges

NASA Astrophysics Data System (ADS)

Kwah, Helen

2012-12-01

In their paper, Muñoz and El-Hani propose to bring video games into science classrooms to promote culturally sensitive ethics and citizenship education. Instead of bringing "educational" games, Muñoz and El-Hani take a more creative route and include games such as Fallout 3® precisely because they are popular and they reproduce ideological and violent representations of gender, race, class, nationality, science and technology. However, there are many questions that arise in bringing these commercial video games into science classrooms, including the questions of how students' capacities for critical reflection can be facilitated, whether traditional science teachers can take on the role of using such games in their classrooms, and which video games would be most appropriate to use. In this response, I raise these questions and consider some of the challenges in order to further the possibility of implementing Muñoz and El-Hani's creative proposal for generating culturally sensitive science classrooms.

Physical Science Connected Classrooms: Case Studies

ERIC Educational Resources Information Center

Irving, Karen; Sanalan, Vehbi; Shirley, Melissa

2009-01-01

Case-study descriptions of secondary and middle school classrooms in diverse contexts provide examples of how teachers implement connected classroom technology to facilitate formative assessment in science instruction. Connected classroom technology refers to a networked system of handheld devices designed for classroom use. Teachers were…

Implementing Performance Assessment in the Classroom.

ERIC Educational Resources Information Center

Brualdi, Amy

1999-01-01

Provides advice on implementing performance assessment in the classroom. Outlines the basic steps from defining the purpose of the assessment to giving the student feedback. Advice is also given about scoring rubrics. (SLD)

Professional development that works: Impacting elementary science teachers' learning and practice during the implementation of an inquiry-oriented science curriculum

NASA Astrophysics Data System (ADS)

Schlang, Jodi A.

One of the most important factors for developing science literacy for all students is teacher knowledge of science content and pedagogy. This study was designed to evaluate the impact of professional development on teacher learning, changes in teacher behavior, and student learning. The goal was to develop a deeper understanding of how the Elementary Science Teaching and Learning (ESTL) program affected teacher learning and changed teacher behavior in the classroom. This study also provided insight into the effect of the ESTL program on student learning during the first year of the professional development. This mixed method case study was used to examine the link between participation in the ESTL program, teacher learning, changes in teacher classroom behavior, and student learning. Qualitative observations and videotaped sessions provided rich description of the professional development and implementation of inquiry-oriented strategies in participant's classrooms. Artifacts and interviews provided evidence of teacher learning and changes in teacher behaviors. Quantitative data included self-report survey data examining changes in teacher behavior and the measurement of student learning used both science district assessment scores and CSAP writing scores. Key findings include: (1) teacher learning was reported in the areas of questioning and scope and sequence of the curriculum occurred; (2) statistically significant changes teacher behavior were reported and were noted in teacher interviews; (3) participation in the ESTL program did not positively impact student learning; (4) unanticipated findings include the role of camaraderie in professional development and the role of additional training in teacher's confidence in both their own teaching and in helping others; and, (5) teacher's perceptions identified the role of inquiry-based science curriculum as providing the rich experiences necessary for improved student writing. Overall participation in the ESTL program increased the implementation of inquiry-oriented strategies and it strengthened teacher inquiry-based science teaching in the classroom even though no increases were found in student test scores.

Relationship Between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents With Disabilities.

PubMed

Boardman, Alison G; Buckley, Pamela; Vaughn, Sharon; Roberts, Gregory; Scornavacco, Karla; Klingner, Janette K

2016-11-01

This study examines the interaction between the fidelity of implementation of a set of research-based strategies-Collaborative Strategic Reading (CSR)-and outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies in middle school language arts and reading classrooms (Study 1) and middle school social studies and science classrooms (Study 2). The authors use a definition of fidelity that includes both the amount of CSR instruction delivered by teachers and the quality of implementation. Although there were no main effects for quality or amount of CSR instruction, in both studies there was an interaction effect between quality of implementation and special education status. The study used a within-groups design and multilevel analyses, and the results demonstrate that higher quality CSR instruction was associated with higher reading outcomes for students with disabilities. This finding was consistent across Study 1 and Study 2. Implications for practice and future research are discussed. © Hammill Institute on Disabilities 2016.

Experiences of Teachers Using Whole Brain Teaching in Their Classrooms

ERIC Educational Resources Information Center

Silverstein, Andrea Lynn

2013-01-01

This dissertation details the experiences of eight teachers who use Whole Brain Teaching (WBT) in their classrooms. Teachers were asked questions regarding factors that impeded the implementation of WBT, administrators' perceptions prior and after the implementation of WBT, and students' reactions to the implementation of WBT. Since teachers…

Implementation Strategies of Inclusive Education in Cypriot Classrooms

ERIC Educational Resources Information Center

Angelides, Panayiotis; Hajisoteriou, Christina

2013-01-01

This research examined the implementation strategies used by the participant teachers in order to practice inclusion in their classrooms. To this end, we investigated the participant teachers' perceptions of their roles and the barriers faced in the implementation of inclusion. Interviews and observations were carried out with four teachers in…

Facilitating Elementary Science Teachers' Implementation of Inquiry-Based Science Teaching

ERIC Educational Resources Information Center

Qablan, Ahmad M.; DeBaz, Theodora

2015-01-01

Preservice science teachers generally feel that the implementation of inquiry-based science teaching is very difficult to manage. This research project aimed at facilitating the implementation of inquiry-based science teaching through the use of several classroom strategies. The evaluation of 15 classroom strategies from 80 preservice elementary…

Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module

PubMed Central

Fox, Jeremy

2012-01-01

Objective. To implement a “flipped classroom” model for a renal pharmacotherapy topic module and assess the impact on pharmacy students’ performance and attitudes. Design. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Assessment. Students’ performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students’ opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Conclusion. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students’ improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities. PMID:23275661

Teacher Implementation of Reform-Based Mathematics and Implications for Algebra Readiness: A Qualitative Study of 4th Grade Classrooms

ERIC Educational Resources Information Center

Sher, Stephen Korb

2011-01-01

This study looked at 4th grade classrooms to see "how" teachers implement NCTM standards-based or reform-based mathematics instruction and then analyzed it for the capacity to improve students' "algebra readiness." The qualitative study was based on classroom observations, teacher and administrator interviews, and teacher surveys. The study took…

Integrating iPad Technology into the Classroom: A Study Investigating the Experiences Educators Encounter

ERIC Educational Resources Information Center

Byno, Kristin Jacobson

2014-01-01

This phenomenological case study was designed to investigate the experiences educators encounter when implementing iPad technology into middle school math classrooms at a middle school in Northeast Texas. The growing popularity of the iPad mobile device has made the technology an attractive tool that can be implemented into K-12 classrooms,…

Inquiry-Based Educational Design for Large-Scale High School Astronomy Projects Using Real Telescopes

NASA Astrophysics Data System (ADS)

Fitzgerald, Michael; McKinnon, David H.; Danaia, Lena

2015-12-01

In this paper, we outline the theory behind the educational design used to implement a large-scale high school astronomy education project. This design was created in response to the realization of ineffective educational design in the initial early stages of the project. The new design follows an iterative improvement model where the materials and general approach can evolve in response to solicited feedback. The improvement cycle concentrates on avoiding overly positive self-evaluation while addressing relevant external school and community factors while concentrating on backward mapping from clearly set goals. Limiting factors, including time, resources, support and the potential for failure in the classroom, are dealt with as much as possible in the large-scale design allowing teachers the best chance of successful implementation in their real-world classroom. The actual approach adopted following the principles of this design is also outlined, which has seen success in bringing real astronomical data and access to telescopes into the high school classroom.

Should laptops be allowed in the classroom? Two viewpoints: viewpoint 1: laptops in classrooms facilitate curricular advancement and promote student learning and viewpoint 2: deconstructing and rethinking the use of laptops in the classroom.

PubMed

Spallek, Heiko; von Bergmann, HsingChi

2014-12-01

This Point/Counterpoint article discusses the pros and cons of deploying one aspect of instructional technology in dental education: the use of laptops in the classroom. Two opposing viewpoints, written by different authors, evaluate the arguments. Viewpoint 1 argues that laptops in classrooms can be a catalyst for rapid curricular advancement and prepare dental graduates for the digital age of dentistry. As dental education is not limited to textual information, but includes skill development in spatial relationships and hands-on training, technology can play a transformative role in students' learning. Carefully implemented instructional technology can enhance student motivation when it transforms students from being the objects of teaching to the subjects of learning. Ubiquitous access to educational material allows for just-in-time learning and can overcome organizational barriers when, for instance, introducing interprofessional education. Viewpoint 2 argues that, in spite of widespread agreement that instructional technology leads to curricular innovation, the notion of the use of laptops in classrooms needs to be deconstructed and rethought when effective learning outcomes are sought. Analyzing the purpose, pedagogy, and learning product while applying lessons learned from K-12 implementation leads to a more complex picture of laptop integration in dental classrooms and forms the basis for questioning the value of such usage. For laptop use to contribute to student learning, rather than simply providing opportunity for students to take notes and access the Internet during class, this viewpoint emphasizes that dental educators need to think carefully about the purpose of this technology and to develop appropriate pedagogical strategies to achieve their objectives. The two viewpoints agree that significant faculty development efforts should precede any introduction of technology into the educational process and that technology alone cannot change education. While the first viewpoint emphasizes the pivotal role of technology in bringing dental education into the contemporary digital world, the second viewpoint focuses on challenges surrounding laptop usage in the classroom including the alignment of instructional methods with learning objectives.

Acid Rain Classroom Projects.

ERIC Educational Resources Information Center

Demchik, Michael J.

2000-01-01

Describes a curriculum plan in which students learn about acid rain through instructional media, research and class presentations, lab activities, simulations, design, and design implementation. Describes the simulation activity in detail and includes materials, procedures, instructions, examples, results, and discussion sections. (SAH)

Implementation of lesson study in physics teaching by group of teachers in Solok West Sumatera

NASA Astrophysics Data System (ADS)

Yurnetti, Y.

2018-04-01

This article based of collaborative classroom action research with science teachers group or MGMP at Solok West Sumatera; based on their willingness to implementation of lesson study by this group. The study started by discussing some problems according to the implementation of the lesson study, establishing the teaching materials, developing learning tools, defining the model teachers, conducting classroom activities, and reflecting by discussions. The preparation of this study includes some learning material according to temperature and heat; the observation form that led by observer teachers; teachers’s model impression and open questionnaire implementation of lesson study that applied to the students and teachers. This research got some information about the strengths and weaknesses of learning using lesson study from the students involved. To conclude, the implementation of lesson study should be able to support the principle of collaborative in learning. The challenge of this study is how to make a condition to gather some teachers in one school at a certain time because they have the schedule at their own school.

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

NASA Astrophysics Data System (ADS)

Enyedy, Noel; Goldberg, Jennifer

2004-11-01

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

The Implementation of Action Research for the Improvement of Biology Teaching and Learning in Senior Secondary Schools in Nigeria

ERIC Educational Resources Information Center

Udeani, U. N.; Atagana, H. I.; Esiobu, G. O.

2016-01-01

The main objective of the study was to implement an action research strategy to improve the teaching and learning of biology in senior secondary schools in Nigeria. Specifically the following research questions were raised: (1) What are the levels of intellectual challenge included in the activities used for classroom and laboratory instructions?…

Implementing Curriculum-Based Learning Portfolio: A Case Study in Taiwan

ERIC Educational Resources Information Center

Chen, Shu-Chin Susan; Cheng, Yu-Pay

2011-01-01

The main purpose of this descriptive research is to examine and document the development of a curriculum-based learning portfolio model for children in a preschool for three-six-year-olds in Taiwan. Data collection methods adopted include classroom observation, in-depth interviews, questionnaires and documentation. Participants include a preschool…

Expectations and Implementations of the Flipped Classroom Model in Undergraduate Mathematics Courses

ERIC Educational Resources Information Center

Naccarato, Emilie; Karakok, Gulden

2015-01-01

The flipped classroom model is being used more frequently in undergraduate mathematics courses. As with any new teaching model, in-depth investigations of both various implementation styles and how the new model improves student learning are needed. Currently, many practitioners have been sharing their implementations of this model. However, there…

Implementing a Flipped Classroom Approach in a University Numerical Methods Mathematics Course

ERIC Educational Resources Information Center

Johnston, Barbara M.

2017-01-01

This paper describes and analyses the implementation of a "flipped classroom" approach, in an undergraduate mathematics course on numerical methods. The approach replaced all the lecture contents by instructor-made videos and was implemented in the consecutive years 2014 and 2015. The sequential case study presented here begins with an…

Enhancing Classroom Management Using the Classroom Check-up Consultation Model with In-Vivo Coaching and Goal Setting Components

ERIC Educational Resources Information Center

Kleinert, Whitney L.; Silva, Meghan R.; Codding, Robin S.; Feinberg, Adam B.; St. James, Paula S.

2017-01-01

Classroom management is essential to promote learning in schools, and as such it is imperative that teachers receive adequate support to maximize their competence implementing effective classroom management strategies. One way to improve teachers' classroom managerial competence is through consultation. The Classroom Check-Up (CCU) is a structured…

Classroom Environment in the Implementation of an Innovative Curriculum Project in Science Education.

ERIC Educational Resources Information Center

Suarez, Mercedes; Pias, Rosa; Membiela, Pedro; Dapia, Dolores

1998-01-01

Analyzes the perceptions of students, teachers, and external observers in order to study the influence of classroom environment on the implementation of an innovative project in science education. Contains 33 references. (DDR)

Technology Solutions for Schools.

ERIC Educational Resources Information Center

Association of School Business Officials International, Reston, VA.

This publication is the third of three publications to assist school business officials with the challenges of improving school facilities. This report explores issues relating to technology implementation in school buildings, including cost and finance issues, space requirements, classroom configuration, equity in technology availability,…

The Irie Classroom Toolbox: developing a violence prevention, preschool teacher training program using evidence, theory, and practice.

PubMed

Baker-Henningham, Helen

2018-05-01

In this paper, I describe the development of the Irie Classroom Toolbox, a school-based violence prevention, teacher training program for use with children aged 3-6 years. In-depth interviews were conducted with Jamaican preschool teachers, who had participated in a trial of a classroom behavior management program, at posttest (n = 35) and 5 years later (n = 20). An on-going process evaluation was also conducted. Teachers' preferred behavior management strategies and training methods were documented, and enablers and barriers to implementation were identified. Teachers were most likely to adopt strategies that they liked, found easy to use, and were effective. These included paying attention to positive behavior and explicitly teaching children the expected behavior. Teachers preferred active, hands-on training strategies based on social-cognitive theories. Enablers to intervention implementation included positive teacher-facilitator relationships, choice, collaborative problem solving, teachers recognizing benefits of the intervention, group support, and provision of materials. Barriers to intervention implementation were also identified. These data were integrated with behavior change theory (i.e., the behavior change wheel and theoretical domains framework) to develop an intervention grounded in common core elements of evidence-based programs while also utilizing teachers' perspectives. The resulting program is a low cost, adaptable intervention that should be suitable for training preschool teachers in other low-resource settings. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of The New York Academy of Sciences.

Integrating Health Education in Core Curriculum Classrooms: Successes, Challenges, and Implications for Urban Middle Schools.

PubMed

Rajan, Sonali; Roberts, Katherine J; Guerra, Laura; Pirsch, Moira; Morrell, Ernest

2017-12-01

School-based health education efforts can positively affect health behaviors and learning outcomes; however, there is limited available time during the school day for separate health education classes. The purpose of this study was to assess the feasibility and sustainability of implementing a classroom-based health education program that integrates skill development with health learning. A wait-list control study design was conducted among 168 6th graders in 2 urban schools. Data on program implementation, feasibility, and health outcomes were collected from students at 3 time points and from 5 teachers across the implementation of the 10-week program. There were barriers to implementation, including time limitations, unexpected school-wide disruptions, and variations in student reading ability and teacher preparedness. However, analyses revealed there were significant increases in self-efficacy regarding fruit and vegetable consumption and outcome expectations following program implementation, which were also sustained post-program implementation. Despite inconsistent implementation in the wait-list control school, small gains were also noted following the completion of the program. Integrating health education efforts within core curricula classes can lead to favorable outcomes. However, implementation barriers must be actively addressed by schools and program developers to improve program fidelity and maximize the sustainability of program gains. © 2017, American School Health Association.

Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study

NASA Astrophysics Data System (ADS)

Martin, Anita M.; Hand, Brian

2009-01-01

This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to quantify changes in classroom environments as related to reform as defined by the National Research Council ( National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council ( Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice. This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues involved in implementing embedded elements of argument in the elementary classroom.

The effects of a professional development program for physics teachers on their teaching and the learning of their students

NASA Astrophysics Data System (ADS)

Lee, Mee-Kyeong

The purposes of the study were (1) to investigate the effects of the 2000 Iowa Professional Development Program on classroom teaching and student learning and (2) to examine the effectiveness of Constructivist/STS approaches in terms of student perceptions regarding their science classrooms, student attitudes toward science, and student creativity. The 2000 Iowa Professional Development Program which focused on Constructivist/STS approaches was carried out at the University of Iowa for visiting Korean physics teachers. Several methods of data collection were used, including observations by means of classroom videotapes, teacher perception surveys, teacher interviews, and student surveys. The data collected was analyzed using both quantitative and qualitative methods. Major findings include: (1) The 2000 Iowa Professional Development Program did not significantly influence teacher perceptions concerning their teaching in terms of Constructivist/STS approaches in their classrooms. (2) The 2000 Iowa Professional Development Program significantly influenced improvement in teaching practices regarding Constructivist/STS approaches. (3) Students taught with Constructivist/STS approaches perceived their learning environments as more constructivist than did those taught with traditional methods. (4) Students taught with Constructivist/STS approaches improved significantly in the development of more positive attitudes toward science, while such positive attitudes decreased among students taught with traditional methods. (5) Students taught with Constructivist/STS approaches improved significantly in their use of creativity skills over those taught in traditional classrooms. (6) Most teachers favored the implementation of Constructivist/STS approaches. They perceived that students became more interested in lessons utilizing such approaches over time. The major difficulties which the teachers experienced with regard to the implementation of Constructivist/STS teaching include: inability to cover required curriculum content; getting away from textbooks; acceptance by parents, community, and supervisors; motivating students to be involved in classroom activities; and lack of materials for Constructivist/STS teaching. The results imply that efforts to improve educational conditions, in tandem with more consistent and ongoing professional development programs, are necessary to encourage teachers to use what they learned, to keep their initial interest and ideas alive, and to contribute specifically to the reform of science education.

The Flipped Classroom and College Physics Students' Motivation and Understanding of Kinematics Graphs

ERIC Educational Resources Information Center

Cagande, Jeffrey Lloyd L.; Jugar, Richard R.

2018-01-01

Reversing the traditional classroom activities, in the flipped classroom model students view lectures at home and perform activities during class period inside the classroom. This study investigated the effect of a flipped classroom implementation on college physics students' motivation and understanding of kinematics graphs. A Solomon four-group…

Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom

ERIC Educational Resources Information Center

Mehring, Jeff

2016-01-01

The flipped classroom can support the implementation of a communicative, student-centered learning environment in the English as a foreign language classroom. Unfortunately, there is little research which supports the incorporation of flipped learning in the English as a foreign language classroom. Numerous studies have focused on flipped learning…

BIOINFORMATICS IN THE K-8 CLASSROOM: DESIGNING INNOVATIVE ACTIVITIES FOR TEACHER IMPLEMENTATION

PubMed Central

Shuster, Michele; Claussen, Kira; Locke, Melly; Glazewski, Krista

2016-01-01

At the intersection of biology and computer science is the growing field of bioinformatics—the analysis of complex datasets of biological relevance. Despite the increasing importance of bioinformatics and associated practical applications, these are not standard topics in elementary and middle school classrooms. We report on a pilot project and its evolution to support implementation of bioinformatics-based activities in elementary and middle school classrooms. Specifically, we ultimately designed a multi-day summer teacher professional development workshop, in which teachers design innovative classroom activities. By focusing on teachers, our design leverages enhanced teacher knowledge and confidence to integrate innovative instructional materials into K-8 classrooms and contributes to capacity building in STEM instruction. PMID:27429860

Bioethics in the Laboratory: Synthesis and Interactivity.

ERIC Educational Resources Information Center

Murray, Kevin J.

1999-01-01

Describes the implementation of a bioethics laboratory exercise that incorporates a variety of instructional strategies. In the activity, General Biology students consider relevant and interesting topics of bioethical importance and prepare classroom presentations on the different viewpoints normally attendant to ethical topics. Includes an…

Pride in Oklahoma.

ERIC Educational Resources Information Center

Moore, Gordon; Blackburn, Bob L.

This booklet is intended to be used as background material by social studies and history classroom teachers as they develop and implement educational programs on Oklahoma's heritage. It includes background information on the land and people of Oklahoma (geology, climate, topography, vegetation, animals, prehistoric peoples, French explorers,…

Flipping & Clicking Your Way to Higher-Order Learning

ERIC Educational Resources Information Center

Garver, Michael S.; Roberts, Brian A.

2013-01-01

This innovative system of teaching and learning includes the implementation of two effective learning technologies: podcasting ("flipping") and classroom response systems ("clicking"). Students watch lectures in podcast format before coming to class, which allows the "entire" class period to be devoted to active…

Engagement matters: lessons from assessing classroom implementation of steps to respect: a bullying prevention program over a one-year period.

PubMed

Low, Sabina; Van Ryzin, Mark J; Brown, Eric C; Smith, Brian H; Haggerty, Kevin P

2014-04-01

Steps to Respect: A Bullying Prevention Program (STR) relies on a social-ecological model of prevention to increase school staff awareness and responsiveness, foster socially responsible beliefs among students, and teach social-emotional skills to students to reduce bullying behavior. As part of a school-randomized controlled trial of STR, we examined predictors and outcomes associated with classroom curriculum implementation in intervention schools. Data on classroom implementation (adherence and engagement) were collected from a sample of teachers using a weekly on-line Teacher Implementation Checklist system. Pre-post data related to school bullying-related outcomes were collected from 1,424 students and archival school demographic data were obtained from the National Center for Education Statistics. Results of multilevel analyses indicated that higher levels of program engagement were influenced by school-level percentage of students receiving free/reduced lunch, as well as classroom-level climate indicators. Results also suggest that higher levels of program engagement were related to lower levels of school bullying problems, enhanced school climate and attitudes less supportive of bullying. Predictors and outcomes related to program fidelity (i.e., adherence) were largely nonsignificant. Results suggest that student engagement is a key element of program impact, though implementation is influenced by both school-level demographics and classroom contexts.

Retrospective evaluation of factors that influence the implementation of CATCH in southern Illinois schools.

PubMed

Bice, Matthew R; Brown, Stephen L; Parry, Thomas

2014-09-01

Coordinated Approach to Child Health (CATCH) is a school health program implemented in southern Illinois that focuses on physical activity and nutrition and consists of a classroom curriculum, physical education framework, and cafeteria guidelines. Though many schools agreed to implement CATCH, some schools implemented it better than others. This study examined implementation practices of classroom and physical education teachers and cafeteria supervisors. We surveyed 284 school employees at 36 elementary schools located in southern Illinois. Attention focused on organizational readiness, commitment to change, school leadership, implementation barriers, and innovation perceptions concerning degree of implementation of CATCH. Organizational readiness and implementation barriers were significant predictors of degree of implementation for school employees. Additionally, organizational readiness was reported a significant predictor of classroom teacher degree of implementation whereas leadership was a significant predictor of degree of implementation by physical education teachers. Data from this study can be used to enhance implementation of CATCH as well as other school health programs. This study provides educators evidence of why school employees have different implementation practices, evidence of what constructs influence degree of implementation most, and some explanation of school employee degree of implementation. © 2014 Society for Public Health Education.

Fidelity of Implementation of Research Experience for Teachers in the Classroom

NASA Astrophysics Data System (ADS)

Sen, Tapati

In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson’s (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom implementation. Data was collected from teacher documents, interviews, and observations. The findings revealed various factors that were responsible for an ineffective implementation of the research experience in the classroom such as research experience, curriculum support, availability of resources, and school curriculum. Implications and recommendations for future programs are discussed in the study.

Instant Recess®: a practical tool for increasing physical activity during the school day.

PubMed

Whitt-Glover, Melicia C; Ham, Sandra A; Yancey, Antronette K

2011-01-01

An increased prevalence of overweight/obesity among children has led to school district level policies to increase physical activity (PA) among elementary school students. Interventions are needed that increase activity levels without sacrificing time spent in academics. We evaluated a policy implementation intervention for to increase in-school PA in elementary schools in Forsyth County, North Carolina, in a randomized study with a delayed intervention control group. The study included third- through fifth-grade classrooms in eight elementary schools. Instant Recess® was used to introduce 10-minute PA breaks in classrooms on schedules determined by teachers. Direct observation was used to measure activity levels, other student behaviors, and teacher behaviors related to PA in the classrooms. Twenty-eight visits to schools were made during the spring and fall semesters of 2009. At baseline 11% to 44% of intervention and control schools were engaged in classroom-based PA. PA increased from baseline to spring follow-up in intervention schools and was maintained the following fall. Control schools decreased PA from baseline to spring and increased PA once they began the intervention. Students in classrooms engaged in Instant Recess exhibited statistically significant increases in light (51%) and moderate-intensity (16%) PA and increases in time spent in on-task behavior (11%). Control schools experienced similar benefits after they began implementing Instant Recess. Instant Recess is useful for increasing PA and improving behavior among elementary school children. Additional research may be needed to understand how to create policies supporting classroom activity breaks and how to assess policy adherence.

Descriptive Indicators of Future Teachers' Technology Integration in the PK-12 Classroom: Trends from a Laptop-Infused Teacher Education Program

ERIC Educational Resources Information Center

Hughes, Joan E.

2013-01-01

This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon…

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

NASA Astrophysics Data System (ADS)

Poland, Donna Lorraine

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

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

ERIC Educational Resources Information Center

Pollan, Savannah; Wilson-Younger, Dylinda

2012-01-01

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

Individual and School Organizational Factors that Influence Implementation of the PAX Good Behavior Game Intervention.

PubMed

Domitrovich, Celene E; Pas, Elise T; Bradshaw, Catherine P; Becker, Kimberly D; Keperling, Jennifer P; Embry, Dennis D; Ialongo, Nicholas

2015-11-01

Evidence-based interventions are being disseminated broadly in schools across the USA, but the implementation levels achieved in community settings vary considerably. The current study examined the extent to which teacher and school factors were associated with implementation dosage and quality of the PAX Good Behavior Game (PAX GBG), a universal classroom-based preventive intervention designed to improve student social-emotional competence and behavior. Specifically, dosage (i.e., number of games and duration of games) across the school year and quality (i.e., how well the game is delivered) of PAX GBG implementation across four time points in a school year were examined. Hierarchical linear modeling was used to examine the association between teacher-level factors (e.g., demographics, self-reports of personal resources, attitudes toward the intervention, and workplace perceptions) and longitudinal implementation data. We also accounted for school-level factors, including demographic characteristics of the students and ratings of the schools' organizational health. Findings indicated that only a few teacher-level factors were significantly related to variation in implementation. Teacher perceptions (e.g., fit with teaching style, emotional exhaustion) were generally related to dosage, whereas demographic factors (e.g., teachers' age) were related to quality. These findings highlight the importance of school contextual and proximal teacher factors on the implementation of classroom-based programs.

The Effect of a Professional Development Classroom Management Model on At-Risk Elementary Students' Misbehaviors

ERIC Educational Resources Information Center

Reglin, Gary; Akpo-Sanni, Joretta; Losike-Sedimo, Nonofo

2012-01-01

The problem in the study was that at-risk elementary school students had too many classroom disruptive behaviors. The purpose was to investigate the effect a Professional Development Classroom Management Model would have on reducing these students' misbehaviors. The study implemented a classroom management model to improve the classroom management…

Implementing Flipped Classroom in Blended Learning Environments: A Proposal Based on the Cognitive Flexibility Theory

ERIC Educational Resources Information Center

Andrade, Mariel; Coutinho, Clara

2017-01-01

Flipped Classroom is an issue that gains increased attention in Blended Learning models. Generally, in the traditional classroom, the teacher uses the time in the classroom to explain the theoretical and conceptual body content and leaves the practices and exercises as extracurricular activities. In the Flipped Classroom, students study at home…

Computers in mathematics: teacher-inservice training at a distance

NASA Astrophysics Data System (ADS)

Friedman, Edward A.; Jurkat, M. P.

1993-01-01

While research and experience show many advantages for incorporation of computer technology into secondary school mathematics instruction, less than 5 percent of the nation's teachers are actively using computers in their classrooms. This is the case even though mathematics teachers in grades 7 - 12 are often familiar with computer technology and have computers available to them in their schools. The implementation bottleneck is in-service teacher training and there are few models of effective implementation available for teachers to emulate. Stevens Institute of Technology has been active since 1988 in research and development efforts to incorporate computers into classroom use. We have found that teachers need to see examples of classroom experience with hardware and software and they need to have assistance as they experiment with applications of software and the development of lesson plans. High-band width technology can greatly facilitate teacher training in this area through transmission of video documentaries, software discussions, teleconferencing, peer interactions, classroom observations, etc. We discuss the experience that Stevens has had with face-to-face teacher training as well as with satellite-based teleconferencing using one-way video and two- way audio. Included are reviews of analyses of this project by researchers from Educational Testing Service, Princeton University, and Bank Street School of Education.

Excellent Beginnings: Evaluation of Phase I (1991-1994).

ERIC Educational Resources Information Center

Brickman, Alan

In 1991 the Plan for Social Excellence, Inc., funded three elementary schools to design and implement a comprehensive early childhood education program. This funding initiative, entitled "Excellent Beginnings," supports programs that include innovative curriculum and classroom-management strategies, extensive parent participation, the use of high…

A Planning Guide for Instructional Networks, Part II.

ERIC Educational Resources Information Center

Daly, Kevin F.

1994-01-01

This second in a series of articles on planning for instructional computer networks focuses on site preparation, installation, service, and support. Highlights include an implementation schedule; classroom and computer lab layouts; electrical power needs; workstations; network cable; telephones; furniture; climate control; and security. (LRW)

Promoting Undergraduate Research through Integrative Learning

ERIC Educational Resources Information Center

Lewis, Elise C.

2017-01-01

Educators in higher education often seek innovative pedagogies to include in their classrooms. This article describes an integrative learning experience and details the planning, implementation, considerations, and benefits of creating a major-specific undergraduate research day. The event created an opportunity for students to gain confidence and…

Computers in the Classroom--Bane or Boon.

ERIC Educational Resources Information Center

Getman, G. N.

1983-01-01

The author cautions that far from being an educational panacea, computers may actually be frustrating or even harmful for children with visual problems, including difficulties with visual-tactual development, visual attention span, and nearsightedness. A coordinated program implemented by education and clinicians is advocated. (CL)

Technology-Supported Change: A Staff Development Opportunity.

ERIC Educational Resources Information Center

Bradshaw, Lynn K.

1997-01-01

Implementing technology in a classroom is a personal process that varies from teacher to teacher. The Concerns-Based Adoption Model identifies seven stages of concern that teachers may experience, from awareness to refocusing ideas. Innovative staff development strategies include establishing organizational structures to support technological and…

Evaluation of a flipped classroom approach to learning introductory epidemiology.

PubMed

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

2018-04-02

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

Implementing Reform: Teachers' Beliefs about Students and the Curriculum

NASA Astrophysics Data System (ADS)

Bartiromo, Tara; Etkina, Eugenia

2009-11-01

This paper presents findings on how consistent teachers' perceptions of their students, their own role in the classroom, and the reformed curriculum are with the actual implementation of the reformed curriculum in the classroom. This study shows that the five participating teachers were consistent with their perceptions and their actual behavior in the classroom. The teachers who were engaged in designing the curriculum demonstrated consistent reformed teaching views and behaviors. The degree to which the teachers viewed the curriculum as useful to them and their students was an indicator of how reformed their teaching was as measured by the Reformed Teaching Observation Protocol (RTOP) [1][2]. Finally, it was determined that faithful implementation of a curriculum can mean faithfully implementing the theoretical foundation of the curriculum materials during instruction instead of implementing every component or lesson of the reformed curriculum.

A case study of an experienced teacher's beliefs and practice during implementation of an inquiry-based approach in her elementary science classroom

NASA Astrophysics Data System (ADS)

Martin, Anita Marie Benna

The purpose of this study was to examine the relationship between one teacher's beliefs and her practices. This study examined this relationship during the implementation of reform by the teacher in the area of science as recommended by the National Science Education Standards (NRC, 1996). This study was a single case study of one experienced elementary teacher who was implementing the Science Writing Heuristic (SWH) approach in her science classroom. The study's focus was on the relationship between the teacher's beliefs and her practice during this innovation, as well as the factors that influenced that relationship. Data were collected from multiple sources such as routinely scheduled interviews, classroom observations, researcher's fieldnotes, teacher's written reflections, professional development liaison reflections, student responses, video-tape analysis, think-aloud protocol, audio-tapes of student discourse, metaphor analysis, and Reformed Teacher Observation Protocol (RTOP) scores. Data analysis was conducted using two different approaches: constant comparative method and RTOP scores. Results indicate that a central belief of this teacher was her beliefs about how students learn. This belief was entangled with other more peripheral beliefs such as beliefs about the focus of instruction and beliefs about student voice. As the teacher shifted her central belief from a traditional view of learning to one that is more closely aligned with a constructivist' view, these peripheral beliefs also shifted. This study also shows that the teacher's beliefs and her practice were consistent and entwined throughout the study. As her beliefs shifted, so did her practice and it supports Thompson's (1992) notion of a dialectic relationship between teacher beliefs and practice. Additionally, this study provides implications for teacher education and professional development. As teachers implement reform efforts related to inquiry in their science classrooms, professional development should include opportunities for teachers to reflect on their beliefs about how students learn, in comparison to the beliefs that underlie the reform. Reflective components of professional development are necessary for shifts in teacher beliefs and could improve reform efforts in teachers' instructional practices. Teacher inservice programs should also include opportunities for preservice teachers to reflect upon their beliefs about how students learn.

Implementation of utaut model to understand the use of virtual classroom principle in higher education

NASA Astrophysics Data System (ADS)

Aditya, B. R.; Permadi, A.

2018-03-01

This paper describes implementation of Unified Theory of Acceptance and User of Technology (UTAUT) model to assess the use of virtual classroom in support of teaching and learning in higher education. The purpose of this research is how virtual classroom that has fulfilled the basic principle can be accepted and used by students positively. This research methodology uses the quantitative and descriptive approach with a questionnaire as a tool for measuring the height of virtual classroom principle acception. This research uses a sample of 105 students in D3 Informatics Management at Telkom University. The result of this research is that the use of classroom virtual principle are positive and relevant to the students in higher education.

Selection and Implementation of Skill Acquisition Programs by Special Education Teachers and Staff for Students With Autism Spectrum Disorder.

PubMed

Kodak, Tiffany; Cariveau, Tom; LeBlanc, Brittany A; Mahon, Jacob J; Carroll, Regina A

2018-01-01

The present investigation examined special education teachers' selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers' classrooms. The results of the observations showed that participants did not consistently implement components of trial-based instruction as described in the literature, and there were differences in implementation depending on the types of skills targeted during instruction.

Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms

NASA Astrophysics Data System (ADS)

Parker, Lesley H.; Rennie, Léonie J.

2002-09-01

Debate continues over the benefits, or otherwise, of single-sex classes in science and mathematics, particularly for the performance of girls. Previous research and analyses of the circumstances surrounding the implementation of single-sex classes warn that the success of the strategy requires due consideration of the nature of the instructional environment for both boys and girls, together with appropriate support for the teachers involved. This article reports the circumstances under which teachers were able to implement gender-inclusive strategies in single-sex science classes in coeducational high schools and documents some of the difficulties faced. The study was part of the Single-Sex Education Pilot Project (SSEPP) in ten high schools in rural and urban Western Australia. Qualitative and quantitative data were gathered during the project from teachers, students and classroom observations. Overall, it was apparent that single-sex grouping created environments in which teachers could implement gender-inclusive science instructional strategies more readily and effectively than in mixed-sex settings. Teachers were able to address some of the apparent shortcomings of the students' previous education (specifically, the poor written and oral communication of boys and the limited experience of girls with 'hands-on' activities and open-ended problem solving). Further, in same-sex classrooms, sexual harassment which inhibited girls' learning was eliminated. The extent to which teachers were successful in implementing gender-inclusive instructional strategies, however, depended upon their prior commitment to the SSEPP as a whole, and upon the support or obstacles encountered from a variety of sources, including parents, the community, students, and non-SSEPP teachers.

Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers.

PubMed

Finlon, Kristy J; Izard, Carroll E; Seidenfeld, Adina; Johnson, Stacy R; Cavadel, Elizabeth Woodburn; Ewing, E Stephanie Krauthamer; Morgan, Judith K

2015-11-01

Effectiveness studies of preschool social-emotional programs are needed in low-income, diverse populations to help promote the well-being of at-risk children. Following an initial program efficacy study 2 years prior, 248 culturally diverse Head Start preschool children participated in the current effectiveness trial and received either the Emotion-Based Prevention Program (EBP) or the I Can Problem Solve (ICPS) intervention. Pre- and postdata collection included direct child assessment, teacher report, parent interview, and independent observations. Teachers implementing the EBP intervention demonstrated good and consistent fidelity to the program. Overall, children in EBP classrooms gained more emotion knowledge and displayed greater decreases in negative emotion expressions and internalizing behaviors across the implementation period as compared to children in ICPS classrooms. In addition, cumulative risk, parental depressive symptoms, and classroom climate significantly moderated treatment effects. For children experiencing more stress or less support, EBP produced more successful outcomes than did ICPS. These results provide evidence of EBP sustainability and program effectiveness, as did previous findings that demonstrated EBP improvements in emotion knowledge, regulation skills, and behavior problems replicated under unsupervised program conditions.

Science Teachers' Response to the Digital Education Revolution

NASA Astrophysics Data System (ADS)

Nielsen, Wendy; Miller, K. Alex; Hoban, Garry

2015-08-01

We report a case study of two highly qualified science teachers as they implemented laptop computers in their Years 9 and 10 science classes at the beginning of the `Digital Education Revolution,' Australia's national one-to-one laptop program initiated in 2009. When a large-scale investment is made in a significant educational change, it is important to consider teachers perspectives and responses to such change and we draw from sociocultural perspectives for our analysis. Through interviews and classroom observations, our interpretive analysis identified four key tensions and contradictions. These include the following: (1) barriers to innovative science teaching; (2) maintaining classroom and school connectivity; (3) teacher versus student expectations; and (4) changes to classroom management. Analysis leads to implications for the future of this and similar programs. The study shows that while these two teachers were committed to developing and delivering technology-rich science lessons, there were many factors that challenge how the implementation progressed. The findings from this study have implications for the continued engagement of teachers in this and other jurisdictions considering the introduction of one-to-one laptop programs.

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

PubMed

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

2015-06-01

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

Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention.

PubMed

Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Newcomer, Lori; David, Kimberly

2013-11-01

Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.

Monitoring Implementation of Active Learning Classrooms at Lethbridge College, 2014-2015

ERIC Educational Resources Information Center

Benoit, Andy

2017-01-01

Having experienced preliminary success in designing two active learning classrooms, Lethbridge College developed an additional eight active learning classrooms as part of a three-year initiative spanning 2014-2017. Year one of the initiative entailed purchasing new audio-visual equipment and classroom furniture followed by installation. This…

Developing a Learning Classroom: Moving beyond Management through Relationships, Relevance, and Rigor

ERIC Educational Resources Information Center

Cooper, Nic; Garner, Betty K.

2012-01-01

All too often, managing a classroom means gaining control, dictating guidelines, and implementing rules. Designed for any teacher struggling with student behavior, motivation, and engagement, "Developing a Learning Classroom" explores how to create a thriving, learning-centered classroom through three critical concepts: relationships, relevance,…

A Lesson in Classroom Size Reduction.

ERIC Educational Resources Information Center

Hymon, Steve

1997-01-01

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

STEM Teacher Efficacy in Flipped Classrooms

ERIC Educational Resources Information Center

Kelly, Daniel; Denson, Cameron

2017-01-01

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

A Handbook for Classroom Management that Works

ERIC Educational Resources Information Center

Marzano, Robert J.; Gaddy, Barbara B.; Foseid, Maria C.; Foseid, Mark P.; Marzano, Jana S.

2005-01-01

Use this handbook in self-help, study group, and teacher workshop situations to implement the research-based classroom management practices from the ASCD best-seller "Classroom Management That Works". The authors guide you through the classroom management approaches that support higher student achievement and provide you with hundreds of…

A Study of Classroom Inquiry and Reflection among Preservice Teachers Candidates

ERIC Educational Resources Information Center

Duquette, Cheryll; Dabrowski, Leah

2016-01-01

The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed…

"Finding the Joy in the Unknown": Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms

NASA Astrophysics Data System (ADS)

Quigley, Cassie F.; Herro, Dani

2016-06-01

In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.

Consider Clicking In: Using Audience Response Systems to Spark Discussion

ERIC Educational Resources Information Center

Barbour, Joshua B.

2013-01-01

Audience response systems, also known as clickers, hold much promise for use in the communication classroom. Yet potential benefits notwithstanding, implementing new technology in the classroom also offers challenges for faculty who must master it themselves while managing students' learning. Successful clicker implementation, like the…

Favorite Lesson Plans: Powerful Standards-Based Activities.

ERIC Educational Resources Information Center

Wilen, William W., Ed.

This collection of lesson plans helps social studies teachers and teacher educators implement the various national and state standards in their classrooms. The collection illustrates how classroom implementation can be achieved through the application of the powerful teaching and learning principles devised by National Council for the Social…

Investigating the applicability of activity-based quantum mechanics in a few high school physics classrooms

NASA Astrophysics Data System (ADS)

Escalada, Lawrence Todd

Quantum physics is not traditionally introduced in high school physics courses because of the level of abstraction and mathematical formalism associated with the subject. As part of the Visual Quantum Mechanics project, activity-based instructional units have been developed that introduce quantum principles to students who have limited backgrounds in physics and mathematics. This study investigates the applicability of one unit, Solids & Light, that introduces quantum principles within the context of learning about light emitting diodes. An observation protocol, attitude surveys, and questionnaires were used to examine the implementation of materials and student-teacher interactions in various secondary physics classrooms. Aspects of Solids & Light including the use of hands-on activities, interactive computer programs, inexpensive materials, and the focus on conceptual understanding were very applicable in the various physics classrooms observed. Both teachers and students gave these instructional strategies favorable ratings in motivating students to make observations and to learn. These ratings were not significantly affected by gender or students, attitudes towards physics or computers. Solid's & Light was applicable in terms of content and teaching style for some teachers. However, a mismatch of teaching styles between some instructors and the unit posed some problems in determining applicability. Observations indicated that some instructors were not able to utilize the exploratory instructional strategy of Solid's & Light. Thus, Solids & Light must include additional support necessary to make the instructor comfortable with the subject matter and pedagogical style. With these revisions, Solids & Light, will have all the key components to make its implementation in a high school physics classroom a successful one.

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

NASA Astrophysics Data System (ADS)

de los Santos, Xeng

Designing professional development that effectively supports teachers in learning new and often challenging practices remains a dilemma for teacher educators. Within the context of current reform efforts in science education, such as the Next Generation Science Standards, teacher educators are faced with managing the dilemma of how to support a large number of teachers in learning new practices while also considering factors such as time, cost, and effectiveness. Implementation of educative, reform-aligned curricula is one way to reach many teachers at once. However, one question is whether large-scale curriculum implementation can effectively support teachers in learning and sustaining new teaching practices. To address this dilemma, this study used a comparative, multiple case study design to investigate how secondary science teachers engaged in sensemaking about implementation of an innovative science curriculum across the settings of professional development and classroom enactment. In using the concept of sensemaking from organizational theory, I focused specifically on how teachers' roles in social organizations influenced their decisions to implement the curriculum in particular ways, with differing outcomes for their own learning and students' engagement in three-dimensional learning. My research questions explored: (1) patterns in teachers' occasions of sensemaking, including critical noticing of interactions among themselves, the curriculum, and their students; (2) how teachers' social commitments to different communities influenced their sensemaking; and, (3) how sustained sensemaking over time could facilitate teacher learning of rigorous and responsive science teaching practices. In privileging teachers' experiences in the classroom using the curriculum with their students, I used data generated primarily from teacher interviews with their case study coaches about implementation over the course of one school year. Secondary sources of data included artifacts such as teacher-modified curriculum materials, classroom observation notes, and video-recordings of classroom instruction and professional development sessions. Data analysis involved descriptive coding of the interview transcripts and searching for linguistic markers related to components of an occasions of sensemaking. Findings show that teachers engaged in sensemaking about curriculum implementation in multiple and different ways that were either productive or unproductive for their learning of rigorous and responsive science teaching practices. Teachers that had productive outcomes for teacher learning were engaged in sustained sensemaking that involved critical noticing of interactions between the curriculum, themselves, and their students, with the goal of bridging the gap between what the curriculum offered and what their students could do. In contrast, teachers that had unproductive outcomes for teacher learning were engaged in sensemaking that often involved critical noticing of only one aspect and were motivated by local obligations. Four themes emerged: sustained sensemaking over time, the influence of school communities, teacher learning of content, and the influence of teachers' beliefs. Using these findings and themes, I present a model for teacher sensemaking within the context of long-term professional development around implementation of an innovative curriculum, with a mechanism for how teacher learning could occur over time. Implications for science teacher professional development and learning and directions for future research are offered.

The Effect of the Extinction Procedure in Function-Based Intervention

ERIC Educational Resources Information Center

Janney, Donna M.; Umbreit, John; Ferro, Jolenea B.; Liaupsin, Carl J.; Lane, Kathleen L.

2013-01-01

In this study, we examined the contribution of the extinction procedure in function-based interventions implemented in the general education classrooms of three at-risk elementary-aged students. Function-based interventions included antecedent adjustments, reinforcement procedures, and function-matched extinction procedures. Using a combined ABC…

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

PubMed

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

2018-04-01

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

"Post It on the Wall!": Using Facebook to Complement Student Learning in Gender and Women's Studies Courses

ERIC Educational Resources Information Center

Alexander, Susan M.; Sapra, Sonalini

2013-01-01

College professors, including those in women's studies, are increasingly implementing pedagogical methods that include online social networking tools such as YouTube, Facebook, Friendster, Del.icio.us, blogs, etc., to enhance face-to-face discussions in the classroom. The sharing of up-to-the-minute information on a site that students are already…

A Case Study of a Collaborative Speech-Language Pathologist

ERIC Educational Resources Information Center

Ritzman, Mitzi J.; Sanger, Dixie; Coufal, Kathy L.

2006-01-01

This study explored how a school-based speech-language pathologist implemented a classroom-based service delivery model that focused on collaborative practices in classroom settings. The study used ethnographic observations and interviews with 1 speech-language pathologist to provide insights into how she implemented collaborative consultation and…

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

ERIC Educational Resources Information Center

Dolly, John P.; And Others

1978-01-01

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

Crossing the Chasm with Classroom Response Systems

ERIC Educational Resources Information Center

Towns, Marcy H.

2010-01-01

Research and literature on the adoption of technology provides a useful lens through which to view the adoption and implementation of classroom response systems (CRS). The technology adoption life cycle describes groups of adopters in ways that are helpful in understanding the adoption and sustained implementation of CRS in chemistry departments.…

Fluent Reading in Special Primary Education

ERIC Educational Resources Information Center

Houtveen, Anthonia A. M.; van de Grift, Wim J. C. M.; Brokamp, Saskia K.

2014-01-01

The learning gains in reading of students in 57 classrooms in special primary education doubled as a result of implementing the Reading Impulse in Special Education (RISE) programme. Raising the scheduled reading time with 1.5 hr in all classrooms and implementing standards-based teaching characterised by "monitoring of pupil progress",…

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

ERIC Educational Resources Information Center

Barry, Colleen

2016-01-01

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

New Media Resistance: Barriers to Implementation of Computer Video Games in the Classroom

ERIC Educational Resources Information Center

Rice, John W.

2007-01-01

Computer video games are an emerging instructional medium offering strong degrees of cognitive efficiencies for experiential learning, team building, and greater understanding of abstract concepts. As with other new media adopted for use by instructional technologists for pedagogical purposes, barriers to classroom implementation have manifested…

Dual Language Teachers' Stated Barriers to Implementation of Culturally Relevant Pedagogy

ERIC Educational Resources Information Center

Freire, Juan A.; Valdez, Verónica E.

2017-01-01

Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing…

Graphic Narratives: Cognitive and Pedagogical Choices for Implementation in the English Language Arts Classroom

ERIC Educational Resources Information Center

Dulaney, Margaret Anne

2012-01-01

There is little empirical research that investigates the implementation of graphic narratives into the English language arts classroom, subsequently leading to misperceptions and misconceptions about their educative uses. Despite sequential arts' long history, graphic narratives continue to experience a marginalized existence within the…

The Flipped Classroom: Implementing Technology to Aid in College Mathematics Student's Success

ERIC Educational Resources Information Center

Buch, George R.; Warren, Carryn B.

2017-01-01

August 2016 there was a call (Braun, Bremser, Duval, Lockwood & White, 2017) for post-secondary instructors to use active learning in their classrooms. Once such example of active learning is what is called the "flipped" classroom. This paper presents the need for, and the methodology of the flipped classroom, results of…

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…

Implementing iPads in the Inclusive Classroom Setting

ERIC Educational Resources Information Center

Maich, Kimberly; Hall, Carmen

2016-01-01

This column provides practical suggestions to help guide teachers in utilizing classroom sets of iPads. Following a brief introduction to tablet technology in inclusive classrooms and the origin of these recommendations from a case study focus group, important elements of setting up classroom iPad use, from finding funding to teaching apps, are…

Graphing in Groups: Learning about Lines in a Collaborative Classroom Network Environment

ERIC Educational Resources Information Center

White, Tobin; Wallace, Matthew; Lai, Kevin

2012-01-01

This article presents a design experiment in which we explore new structures for classroom collaboration supported by a classroom network of handheld graphing calculators. We describe a design for small group investigations of linear functions and present findings from its implementation in three high school algebra classrooms. Our coding of the…

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

ERIC Educational Resources Information Center

Jennings, Patricia A.; Greenberg, Mark T.

2009-01-01

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

Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers.

ERIC Educational Resources Information Center

Thousand, Jacqueline S., Ed.; And Others

This book offers practical guidelines for implementing cooperative-collaborative learning in the classroom. Included are research reviews, sample lesson plan formats, suggestions for peer coaching, and forms and materials that teachers may duplicate. The book's 17 chapters are divided into three sections on cooperative group learning; partner…

Impact of Comprehensive School Reform on Social Capital and Pedagogical Change

ERIC Educational Resources Information Center

Uekawa, Kazuaki; Aladjem, Daniel K.; Zhang, Yu

2006-01-01

We evaluated the role that social capital among teachers plays in affecting teacher pedagogy in the context of comprehensive school reform (CSR). CSR implementation was designed to change school- and classroom-level processes, including organization and governance, curriculum and instruction, professional development (PD), and parental…

Graduate Student Perceptions and Experiences of Professional Development Activities

ERIC Educational Resources Information Center

Rizzolo, Sonja; DeForest, Aubreena R.; DeCino, Daniel A.; Strear, Molly; Landram, Suzanne

2016-01-01

Graduate higher education has done little to assess and understand graduate students' needs and experiences beyond the classroom. Therefore, we conducted a phenomenological study using multiple data collection tools, including survey and focus groups from two different time periods to implement a multiphase needs assessment. The goal of the…

Contemporary Issues in Science. Implementation Manual.

ERIC Educational Resources Information Center

Staten Island Continuum of Education, NY.

Contemporary Issues in Science Program (CIIS) is designed to provide teachers and students with the necessary tools and strategies for bringing contemporary scientific issues into the classroom. Provided in this document are discussions of the three major elements in the program, support elements, and major activities. Major elements include the…

A Guide to Curriculum Development in Social Studies.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford.

The purpose of this guide is to assist curriculum planners in local school districts as they develop and implement their own programs of study. The guide is written for several audiences, including: boards of education; district, school, and departmental administrators; curriculum committees; and classroom teachers. The guide begins with a brief…

Scale Up in Education: Volume 2: Issues in Practice

ERIC Educational Resources Information Center

Schneider, Barbara, Ed.; McDonald, Sarah-Kathryn, Ed.

2006-01-01

This book explores the challenges of implementing and assessing educational interventions in varied classroom contexts. Included are reflections on the challenges of designing studies for improving the instructional core of schools, guidelines for establishing evidence of interventions' impacts across a wide range of settings, and an assessment of…

50 Ways to Supplement Housing and Home Furnishings.

ERIC Educational Resources Information Center

Sawatzky, Joyce

This publication presents classroom instructional materials in separate units for use in teaching and implementing a housing and home furnishings component in the home economics curriculum at the secondary level. Units given are included for living space design; living space and human needs; housing selection; home finance; construction and…

Student Academic Achievement: Report to the Provost.

ERIC Educational Resources Information Center

Leas, David E.

In fall 1991, the faculty and staff of New Mexico State University-Alamogordo (NMSU-A) designed and implemented a strategic planning process which incorporates a comprehensive annual review of various aspects of student academic achievement (SAA). The faculty-based SAA assessment process includes activities focused on classroom instruction,…

A Formative Study: Inquiry and Informational Text with Fifth-Grade Bilinguals

ERIC Educational Resources Information Center

Moses, Lindsey

2014-01-01

This article includes the findings from a formative experiment implementing inquiry with informational texts in a fifth-grade bilingual classroom after the completion of state assessments. The pedagogical goals were focused on facilitating engaged reading and writing for native Spanish-speakers and building content knowledge and related academic…

Scaffolding the Science: Problem Based Strategies for Teaching Interdisciplinary Undergraduate Research Methods

ERIC Educational Resources Information Center

Keebaugh, Alaine; Darrow, Lyndsey; Tan, David; Jamerson, Heather

2009-01-01

Previous research has highlighted the effectiveness of Problem-Based Learning (PBL) in multiple disciplinary settings, including medicine, teacher education, business, allied health, and the social sciences. Yet interdisciplinary educators have very little information about how to implement PBL in classrooms where multiple disciplines are…

Peer Tutoring Systems: Applications in Classroom and Specialized Environments

ERIC Educational Resources Information Center

Heron, Timothy E.; Villareal, Donna M.; Yao, Ma; Christianson, Rebecca J.; Heron, Kathleen M.

2006-01-01

Peer-mediated approaches have been used for years to improve the academic behaviors of students, especially those with disabilities. The most systematized and well researched of the peer-mediated approaches relates to peer tutoring systems, which include specific elements of training, implementation, and evaluation. The purpose of this article is…

The Building Blocks of Preschool Success

ERIC Educational Resources Information Center

Beauchat, Katherine A.; Blamey, Katrin L.; Walpole, Sharon

2010-01-01

Written expressly for preschool teachers, this engaging book explains the "whats," "whys," and "how-tos" of implementing best practices for instruction in the preschool classroom. The authors show how to target key areas of language and literacy development across the entire school day, including whole-group and small-group activities, center…

The Importance of Appropriate Nutrition and Nutrition Education.

ERIC Educational Resources Information Center

Fuhr, Janet E.; Barclay, Kathy H.

1998-01-01

Discusses how nutrition education may be implemented in early childhood classrooms. Describes the incidence of malnutrition and obesity, and topics covered--the food pyramid, vegetable growth, and nutritional needs--through several integrated nutrition units including: (1) the bread basket; (2) potatoes; (3) vegetable soup; (4) fruit basket; (5)…

Design and Implementation of High School Reform: Perspectives from Research and Practice

ERIC Educational Resources Information Center

Smith, Thomas M.

2016-01-01

There has been a proliferation of high school reform models and interventions over the past few decades aimed at improving the nation's high schools, including increasing graduation requirements, introducing technology to classrooms, grouping ninth-grade students into their own "academies," reorienting the curriculum toward particular…

RE-AIM Analysis of a School-Based Nutrition Education Intervention in Kindergarteners

ERIC Educational Resources Information Center

Larsen, Andrew L.; Liao, Yue; Alberts, Janel; Huh, Jimi; Robertson, Trina; Dunton, Genevieve F.

2017-01-01

Background: Few nutrition interventions in kindergarten classes have been evaluated, and none has been tested for program effectiveness, implementation, and dissemination. Building a Healthy Me (BHM) is a nutrition intervention for kindergarteners that is classroom-based and includes a family component. This study evaluated the public health…

Assessing Inclusion: Strategies for Success. Hot Topics Series.

ERIC Educational Resources Information Center

Philipsen, Maike, Ed.

This collection of 16 readings focuses on the implementation and evaluation of efforts to include students with special needs in general education classrooms. The readings are: (1) "From Segregation to Integration: A Brief History of Special Education and Inclusion" (Katie Blenk and Doris Landau Fine); (2) "National Study on Inclusion: Overview…

Creating Technology-Enriched Classrooms: Implementational Challenges in Turkish Education

ERIC Educational Resources Information Center

Kurt, Serhat

2014-01-01

This paper provides an overview of the status of educational technology in Turkey. In the face of severe social and economic challenges, many developing nations, including Turkey, are looking to education as a potential remedy. Recognizing that in an increasingly technology-dependent world, information and communications technology skills and…

Tape It Yourself: Videotapes for Teacher Education

ERIC Educational Resources Information Center

Ebsworth, Miriam Eistein; Feknous, Barbara; Loyet, Dianne; Zimmerman, Spencer

2004-01-01

This paper describes the development and implementation of a series of videotapes of ESL classes for a pre-service teacher education program grounded in experiential learning theory. The videos included footage of ESL classrooms, and tapes edited and supplemented with interviews of ESL teachers. Our experience demonstrates that-with relatively low…

`Just Be Quiet and Listen to Exactly What He's Saying': Conceptualising power relations in inquiry-oriented classrooms

NASA Astrophysics Data System (ADS)

Donnelly, Dermot Francis; McGarr, Oliver; O'Reilly, John

2014-08-01

Interest in inquiry-based science education (IBSE) often pays little heed to the complex power relations that exist within classrooms. A common obstacle to inquiry is that it strongly diverges from current classroom culture and hence, is outside the sphere of teachers' and students' experiences. Teachers and students bring expectations to the classroom that are entrenched in traditional practices and influenced by dynamics of power that exist within all teacher-student relationships. This study, which emerged during a wider study of the use of a Virtual Chemistry Lab in supporting IBSE, explores how classroom discourse constructs and maintains power relations that either stifle or facilitate inquiry-based approaches in two science lessons. Research methods included teacher interviews, student focus groups, video-recorded lessons, and student self-assessments. Findings indicate distinctive features of power inside the classroom that impact on inquiry-based instruction, such as predominant teacher monitoring on task completion over task understanding, lack of student engagement in ownership of scientific ideas, and prevailing norms of what effective teacher questioning is. We discuss implications for IBSE change efforts, highlighting that well-established power relations currently represent an important limiting factor in the capacity of teachers' IBSE implementation.

Advancing Climate Change Education: Student Engagement and Teacher Talk in the Classroom

NASA Astrophysics Data System (ADS)

Holthuis, N.; Saltzman, J.; Lotan, R.; Mastrandrea, M. D.; Diffenbaugh, P.; Gray, S.; Kloser, M.

2011-12-01

Stanford's Global Climate Change: Professional Development for K-12 Teachers is a unique collaboration between the Stanford School of Education and School of Earth Sciences to provide teacher professional development on the science of global climate change, pedagogical strategies, and curriculum materials. Scientists and education specialists developed a curriculum for middle and high school science classrooms. It addresses the fundamental issues of climate science, the impacts of climate change on society and on global resources, mitigation and adaptation strategies. This project documents in detail the full circle of curriculum development, teacher professional development, classroom implementation, analysis of student achievement data, and curriculum revision. Ongoing evaluation has provided understanding of the unique conditions and requirements of climate change education. In a sample of 750 secondary students in 25 Bay Area classrooms, we found statistically significant differences between post- (x=11.56, sd=4.75) and pre- (x=8.64, sd=4.58) test scores on standardized items and short open-ended essay questions. Through systematic classroom observations (300 observations in 25 classrooms), we documented student engagement and interactions, and the nature of teachers' talk in the classroom. We found that on average, 73.4% of the students were engaged, 14.4% were interacting with peers, and about 12.1% were disengaged. We also documented teacher talk (165 observations) and found that on the average, teachers delivered factual content and talked about classroom processes and spent less time on scientific argumentation, reasoning and/ or analysis. We documented significant differences in the quality of implementation among the teachers. Our study suggests that in addition to strengthening content knowledge and pedagogical content knowledge, professional development for teachers needs to include classroom management strategies, explicit modeling of collaborative work, and greater attention to the quality of teachers' questions and interactions with the students to enhance the quality of student talk and understanding. In our final year of the project, we will focus our observations more tightly on the nature of teacher and student talk to explore student understanding of climate change.

Development of an Instrument for Assessing the Effectiveness of Chemistry Classroom Teaching

NASA Astrophysics Data System (ADS)

Zheng, Changlong; Fu, Lihai; He, Peng

2014-04-01

Classroom teaching is a main frontier of the implementation of new curricular ideas in China. The study reported in this article is concerned with the effectiveness of system of classroom teaching (SCT) in chemistry lessons. According to the Systems Science theory, we took a macroscopic view on the SCT, arguing that SCT is a hierarchy of system, which includes class system, plate system, unit system, and primitive system. In this study, we focused on primitive system of classroom teaching (PrS)—the lowest level in a SCT. Using focus group interviews, this study investigated the variables related to the effectiveness of PrS. We found a total of 21 such variables. To identify the main factors underlying the effectiveness of PrS, we further used exploratory factor analysis and confirmatory factor analysis. We found five main factors: rational use of time, quality of teaching behavior chain, match degree, quality of using resource and technology, and rationality of primitive content. Based on these findings, we constructed an evaluation scale for assessing the effectiveness of primitive system of chemistry classroom teaching.

Classroom Modules for Nanotechnology Undergraduate Education: Development, Implementation and Evaluation

ERIC Educational Resources Information Center

Shabani, R.; Massi, L.; Zhai, L.; Seal, S.; Cho, H. J.

2011-01-01

In order to address the challenges and restrictions given by a traditional classroom lecture environment, the top-down and bottom-up nanotechnology teaching modules were developed, implemented and evaluated. Then based on the hypothesis that instructors could further develop students' interest in this emerging area through the introduction of the…

Implementation of a Self-Monitoring Application to Improve On-Task Behavior: A High-School Pilot Study

ERIC Educational Resources Information Center

Wills, Howard P.; Mason, Benjamin A.

2014-01-01

Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high-school students in order to assess the effectiveness of a technologically delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students…

Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey

ERIC Educational Resources Information Center

Kurt, Gökçe

2017-01-01

The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in…

Energy and Conservation Education: Activities for the Classroom, Grades 4-6. Implementation Handbook.

ERIC Educational Resources Information Center

Energy and Man's Environment, Inc., Portland, OR.

The instructional materials and classroom activities described in the document are intended to aid teachers in grades four through six develop and implement educational programs dealing with energy-related issues. The document is presented in four sections. Section I explains the organization of the document and summarizes how teachers should…

A Flipped Classroom Approach to Teaching Systems Analysis, Design and Implementation

ERIC Educational Resources Information Center

Tanner, Maureen; Scott, Elsje

2015-01-01

This paper describes a flipped classroom approach followed to teach systems analysis, design and implementation at university level. The techniques employed are described. These techniques were underpinned by a theory of coherent practice: a pedagogy that provides a framework for the design of highly structured interventions to guide students in…

The Design, Implementation, and Formative Evaluation of a Classroom Aide Professional Development Training Program

ERIC Educational Resources Information Center

Dulfer, Katherine J.

2013-01-01

This dissertation focused on the process of designing, implementing, and formatively evaluating an eight week Classroom Aide Professional Development Training Program (CAPD-TP) on behavior management and academic instruction within the context of a New Jersey state approved private special education school for students with behavioral and/or…

Implementing and Assessing a Flipped Classroom Model for First-Year Engineering Design

ERIC Educational Resources Information Center

Saterbak, Ann; Volz, Tracy; Wettergreen, Matthew

2016-01-01

Faculty at Rice University are creating instructional resources to support teaching first-year engineering design using a flipped classroom model. This implementation of flipped pedagogy is unusual because content-driven, lecture courses are usually targeted for flipping, not project-based design courses that already incorporate an abundance of…

Implementing the Finnish Literacy Curriculum in a First-Grade Classroom

ERIC Educational Resources Information Center

Räisänen, Sari; Korkeamäki, Riitta-Liisa

2015-01-01

This study investigated the first author's process of implementing new literacy practices as a teacher in a Finnish first-grade classroom from a poststructuralist perspective by using nexus analysis (NA). We concentrated on two essential concepts in NA, Bourdieu's habitus and Goffman's interaction order, which we linked to Grundy's curriculum…

Implementation of a Collaborative Series of Classroom-Based Undergraduate Research Experiences Spanning Chemical Biology, Biochemistry, and Neurobiology

ERIC Educational Resources Information Center

Kowalski, Jennifer R.; Hoops, Geoffrey C.; Johnson, R. Jeremy

2016-01-01

Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research collaboration across departments. Specifically,…

PIRPOSAL Model of Integrative STEM Education: Conceptual and Pedagogical Framework for Classroom Implementation

ERIC Educational Resources Information Center

Wells, John G.

2016-01-01

The PIRPOSAL model is both a conceptual and pedagogical framework intended for use as a pragmatic guide to classroom implementation of Integrative STEM Education. Designerly questioning prompted by a "need to know" serves as the basis for transitioning student designers within and among multiple phases while they progress toward an…

Promoting Student Achievement through Educational Practices in Middle School Math Transitioning Classrooms

ERIC Educational Resources Information Center

Jackson, Viola Towels

2016-01-01

There is a plethora of research pertaining to Response to Intervention (RTI) implementation at the elementary school setting. However, research studies on teachers' perceptions relative to implementing RTI in a middle school tier-based classroom had not been conducted. The purpose of this qualitative case study was to examine teachers' perception…

Olweus Bullying Prevention Program: Components Implemented by Elementary Classroom and Specialist Teachers

ERIC Educational Resources Information Center

Cecil, Heather; Molnar-Main, Stacie

2015-01-01

We investigated implementation fidelity of programmatic activities of the Olweus Bullying Prevention Program (OBPP) among 2,022 teachers, 88.5% female, from 88 elementary schools located in Pennsylvania. Results indicated that the majority of respondents had attended the school kick-off event, posted the rules in the classroom, and explained the…

PBL as a Framework for Implementing Video Games in the Classroom

ERIC Educational Resources Information Center

Watson, William R.; Fang, Jun

2012-01-01

Video games and problem-based learning (PBL) are both significant trends in progressive approaches to education. The literature demonstrates a fit between the two approaches, indicating they may be mutually beneficial. With limited literature on implementing games in the classroom, and a growing body of researchers highlighting the importance of…

Analysis of Teaching Resources for Implementing an Interdisciplinary Approach in the K-12 Classroom

ERIC Educational Resources Information Center

Yarker, Morgan B.; Park, Soonhye

2012-01-01

Articles from the National Science Teacher Association (NSTA) publications were analyzed to investigate resources available for teachers who want to implement interdisciplinary approaches into the science classroom. All articles in each journal from 2004 through 2008 were read an analyzed; approximately 13% of Science & Children (elementary), 21%…

Implementing Technology in the Classroom: Paths to Success and Failure.

ERIC Educational Resources Information Center

Harvey, Glen; And Others

This paper discusses the change process experienced by teachers participating in a study of a computer-based language arts instructional program for the early elementary grades--the Apple Learning Series: Early Language (ALS-EL). The study explored ways in which the teachers were implementing ALS-EL in their classrooms before attempting to…

Do Teacher Attitudes Impact Literacy Strategy Implementation in Content Area Classrooms?

ERIC Educational Resources Information Center

McCoss-Yergian, Tanya; Krepps, Loddie

2010-01-01

The purpose of this study was to identify beliefs about content area literacy commonly held by teachers and to evaluate whether or not these collective professional convictions and suppositions affect disciplinary instructors' implementation of content area reading strategies in their classrooms. A mixed methodology was applied to gather both…

Challenges Faced by Teachers Implementing Socio-Scientific Issues as Core Elements in Their Classroom Practices

ERIC Educational Resources Information Center

Bossér, Ulrika; Lundin, Mattias; Lindahl, Mats; Linder, Cedric

2015-01-01

Teachers may face considerable challenges when implementing socio-scientific issues (SSI) in their classroom practices, such as incorporating student-centred teaching practices and exploring knowledge and values in the context of socioscientific issues. This year-long study explores teachers' reflections on the process of developing their…

The Gender Divide: The Effectiveness of Departmentalized Gender-Inclusive Classrooms

ERIC Educational Resources Information Center

Olson, Christine A.

2010-01-01

In an effort to implement school reform to meet the needs of a changing society, schools have taken action to assist students in achieving proficiency on standardized tests by implementing departmentalized gender-inclusive classroom environments in the public school system. Research conducted in M. Gurian and P. Henley's (2001) "Boys and…

Active Learning in the Middle Grades Classroom: Overcoming the Barriers to Implementation

ERIC Educational Resources Information Center

Edwards, Susan

2015-01-01

The Association for Middle Level Education advocates for instruction that incorporates active learning and multiple learning approaches in middle grades classrooms. The aim of this qualitative study was to examine middle level teachers who are able to implement active learning and multiple learning approaches within the standardized testing and…

Use of Coaching and Behavior Support Planning for Students with Disruptive Behavior within a Universal Classroom Management Program

ERIC Educational Resources Information Center

Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Wang, Ze; Newcomer, Lori; King, Kathleen

2014-01-01

Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors…

The Effects of Room Design on Computer-Supported Collaborative Learning in a Multi-Touch Classroom

ERIC Educational Resources Information Center

Mercier, Emma M.; Higgins, Steven E.; Joyce-Gibbons, Andrew

2016-01-01

While research indicates that technology can be useful for supporting learning and collaboration, there is still relatively little uptake or widespread implementation of these technologies in classrooms. In this paper, we explore one aspect of the development of a multi-touch classroom, looking at two different designs of the classroom environment…

Using Tablet PCs in the Classroom: An Investigation of Students' Expectations and Reactions

ERIC Educational Resources Information Center

Bonds-Raacke, Jennifer M.; Raacke, John D.

2008-01-01

The purposes of the current experiments were to investigate: (a) students' expectations with regard to the use of Tablet PCs within the classroom, (b) students' attitudes toward the implementation of Tablet PCs within the classroom, and (c) the resulting classroom environment from the use of various technologies. Results indicated that although…

Using "First Principles of Instruction" to Design Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory Studies

ERIC Educational Resources Information Center

Lo, Chung Kwan; Hew, Khe Foon

2017-01-01

Flipping the classroom is a current pedagogical innovation in many schools and universities. Although interest in flipped classroom (or Inverted Classroom) continues to grow, its implementation so far has been driven more by teachers' intuitive beliefs, rather than empirically-based principles. Many studies merely replace in-class instructions…

Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation

ERIC Educational Resources Information Center

Rinke, Carol R.; Gimbel, Steven J.; Haskell, Sophie

2013-01-01

Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by…

The Lions Quest Program in Turkey: Teachers' Views and Classroom Practices

ERIC Educational Resources Information Center

Gol-Guven, Mine

2016-01-01

This is a pilot study to explore the classroom implementation of the Lions Quest Program in Turkey. Teachers of first through eighth grades at two elementary schools who applied the program were interviewed about the program and their classroom practices while they were also observed and their classrooms were also observed. Considerable program…

WOWW: A Solution Orientated Approach to Enhance Classroom Relationships and Behaviour within a Primary Three Class

ERIC Educational Resources Information Center

Fernie, Lynne; Cubeddu, Daniela

2016-01-01

A Working on What Works (WOWW) approach was utilised over six sessions in a mainstream Scottish primary class to enhance classroom relationships and behaviours. The aim of the intervention was to manage everyday classroom problems within a natural classroom environment. WOWW incorporates positive psychology and implements a solution-focused…

Designing and Implementing Group Contingencies in the Classroom: A Teacher's Guide

ERIC Educational Resources Information Center

Chow, Jason C.; Gilmour, Allison F.

2016-01-01

Group contingencies are a positive, proactive classroom management technique that works well as Tier 1 of a multi-tiered system of behavior support. These programs are adaptable to student and classroom needs and work well to support the behavior of students with disabilities in general education classrooms. Off-the-shelf programs exist, but…

Teaching chemistry concepts using differentiated instruction via tiered labs and activity menus

NASA Astrophysics Data System (ADS)

Collins, Betsy C.

Today's high school classrooms are composed of students with different levels of knowing and ways of understanding. Differentiating the type of work that they are asked to do to achieve the same objective is one way to meet each student's special circumstances on a somewhat equal playing field. By doing so, students are being challenged at their level rather than just blindly going through the same motions that they see others around them doing. Offering students choices to better understand a concept places the student in the driver seat of their educational journey. The purpose of this research project was to design and implement choice activities within the chemistry classroom to more appropriately teach and assess chemistry concepts and assess understanding of those concepts. These choice activities included tiered-laboratory investigations and activity menus. This project was implemented over the course of two trimesters in a high school chemistry classroom. Topics covered included calculating and interpreting density and applying significant figures, calculating and interpreting percent composition with the mole concept, and stoichiometry. The effectiveness of the tiered-labs and activity menus were evaluated using pre and post test comparisons, student surveys, and general in-class observations. Gains in conceptual understanding and student motivation were documented. These findings indicated that allowing choice and leveling of skills to achieve the same conceptual understanding promoted student learning and the overall enjoyment and motivation for learning.

The Effects of Practice-Based Training on Graduate Teaching Assistants’ Classroom Practices

PubMed Central

Becker, Erin A.; Easlon, Erin J.; Potter, Sarah C.; Guzman-Alvarez, Alberto; Spear, Jensen M.; Facciotti, Marc T.; Igo, Michele M.; Singer, Mitchell; Pagliarulo, Christopher

2017-01-01

Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K–12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were selected based on their previous characterization as dimensions of active learning. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 h of video footage. We investigated the relationship between frequency of GTA implementation of target techniques and student exam scores; however, we observed no significant relationship. Although GTAs adopted and used many of the target techniques with high frequency, techniques that enforced student participation were not stably adopted, and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices. PMID:29146664

Improving Online Teaching by Using Established Best Classroom Teaching Practices.

PubMed

Price, Jill M; Whitlatch, Joy; Maier, Cecilia Jane; Burdi, Melissa; Peacock, James

2016-05-01

This pilot study explored the effectiveness of an online workshop provided to faculty teaching one course in a large online RN-to-baccalaureate nursing (BSN) program. This exploration helped to fill a gap in knowledge related to implementing best classroom teaching practices into distance education for online nursing students. Focus groups with purposeful sampling (three focus groups: two faculty focus groups with a total of 11 faculty and one student focus group with a total of six students) were used to assess the effectiveness of the workshop and faculty and student perceptions of the seven best classroom teaching practices. Themes derived from the faculty focus groups included reaffirmation, commitments from students, and opportunities for instructor improvement. Themes derived from the student focus group included engagement, availability, encouragement, and diverse learning. Online teaching recommendations, created from the emerged themes of the study, could be considered to improve teaching practices of online nurse educators. J Contin Educ Nurs. 2016;47(5):222-227. Copyright 2016, SLACK Incorporated.

Reach and effectiveness of DVD and in-person diabetes self-management education.

PubMed

Glasgow, Russell E; Edwards, Linda L; Whitesides, Holly; Carroll, Nikki; Sanders, Tristan J; McCray, Barbara L

2009-12-01

To evaluate the reach and effectiveness of a diabetes self-management DVD compared to classroom-based instruction. A hybrid preference/randomized design was used with participants assigned to Choice v. Randomized and DVD v. Class conditions. One hundred and eighty-nine adults with type 2 diabetes participated. Key outcomes included self-management behaviours, process measures including DVD implementation and hypothesized mediators and clinical risk factors. In the Choice condition, four times as many participants chose the mailed DVD as selected Class-based instruction (38.8 v. 9.4%, p<0.001). At the 6-month follow-up, the DVD produced results generally not significantly different than classroom-based instruction, but a combined Class plus DVD condition did not improve outcomes beyond those produced by the classes alone. The DVD appears to have merit as an efficient and appealing alternative to brief classroom-based diabetes education, and the hybrid design is recommended to provide estimates of programme reach.

Implementation of case studies in undergraduate didactic nursing courses: a qualitative study.

PubMed

Dutra, Danette K

2013-07-04

The implementation of unfolding scenario-based case studies in the didactic classroom is associated with learner-centered education. The utilization of learner-centered pedagogies, such as case studies, removes the focus from the instructor and instead places it on the student. Learner-centered pedagogies are believed to improve students' levels of cognition. The purpose of this study was to examine how nurse educators are implementing the pedagogies of case studies in their undergraduate didactic courses. The goal was to examine, document, report, and, ultimately, implement the strategies. Purposeful sampling was utilized in this qualitative, multisite-designed study. For each of the four participants, three separate site visits were completed. Observations and post-observational interviews took place at each site visit. Transcribed data from interviews, observations, and course documents were imported into the computer program Nvivo8. Repetitive comparative analysis was utilized to complete the data coding process. The guiding research question of this study sought to investigate the implementation strategies of case studies in didactic nursing courses. The implementation of case studies by the participants reflected two primary patterns: Formal Implementation (FI) and Informal Implementation (II) of case studies. The FI of case studies was further divided into two subcategories: Formal Implementation of case studies used Inside the Classroom setting (FIIC) and Formal Implementation of cases studies used Outside of the Classroom (FIOC). Results of this investigation have led to an increased understanding of implementation strategies of unfolding scenario-based case studies in undergraduate nursing didactic courses. Data collected were rich in the description of specific methodologies for utilization of case studies and may serve as a resource for faculty in development of creative strategies to enhance the didactic classroom experience.

Implementation of case studies in undergraduate didactic nursing courses: a qualitative study

PubMed Central

2013-01-01

Background The implementation of unfolding scenario-based case studies in the didactic classroom is associated with learner-centered education. The utilization of learner-centered pedagogies, such as case studies, removes the focus from the instructor and instead places it on the student. Learner-centered pedagogies are believed to improve students’ levels of cognition. The purpose of this study was to examine how nurse educators are implementing the pedagogies of case studies in their undergraduate didactic courses. The goal was to examine, document, report, and, ultimately, implement the strategies. Methods Purposeful sampling was utilized in this qualitative, multisite-designed study. For each of the four participants, three separate site visits were completed. Observations and post-observational interviews took place at each site visit. Transcribed data from interviews, observations, and course documents were imported into the computer program Nvivo8. Repetitive comparative analysis was utilized to complete the data coding process. Results The guiding research question of this study sought to investigate the implementation strategies of case studies in didactic nursing courses. The implementation of case studies by the participants reflected two primary patterns: Formal Implementation (FI) and Informal Implementation (II) of case studies. The FI of case studies was further divided into two subcategories: Formal Implementation of case studies used Inside the Classroom setting (FIIC) and Formal Implementation of cases studies used Outside of the Classroom (FIOC). Conclusion Results of this investigation have led to an increased understanding of implementation strategies of unfolding scenario-based case studies in undergraduate nursing didactic courses. Data collected were rich in the description of specific methodologies for utilization of case studies and may serve as a resource for faculty in development of creative strategies to enhance the didactic classroom experience. PMID:23826925

"Miss, How do you Write Hipotesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study

NASA Astrophysics Data System (ADS)

Ortega, Irasema

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching. Our research team followed the participants over a five-year period. This study focuses on data from Years 1, 3, and 5. The data collected included classroom observations and interviews. In addition, classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, the teachers implemented inquiry lessons and utilized instructional materials that promoted academic language skills and science competencies among their ELL students. Conversely, standardized testing, teaching assignment, and school culture played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts among university science educators and school administrators to provide professional development opportunities and support for the implementation of inquiry and language practices among early career science teachers of ELL students.

Clickers in the Flipped Classroom: Bring Your Own Device (BYOD) to Promote Student Learning

ERIC Educational Resources Information Center

Hung, Hsiu-Ting

2017-01-01

Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics…

A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning

NASA Astrophysics Data System (ADS)

Borges, Sheila Ivelisse

Statistics indicate that students who reside in forgotten places do not engage in science-related careers. This is problematic because we are not tapping into diverse talent that could very well make scientific strides and because there is a moral obligation for equity as discussed in Science for all (AAAS, 1989). Research suggests that one of the reasons for this disparity is that students feel alienated from science early on in their K--12 education due to their inability to connect culturally with their teachers (Tobin, 2001). Urban students share an urban culture, a way of knowing and being that is separate from that of the majority of the teacher workforce whom have not experienced the nuances of urban culture. These teachers have challenges when teaching in urban classrooms and have a myriad of difficulties such as classroom management, limited access to experienced science colleagues and limited resources to teach effectively. This leads them to leaving the teaching profession affecting already high teacher attrition rates in urban areas (Ingersol, 2001). In order to address these issues a culturally relevant pedagogy, called reality pedagogy (Emdin, 2011), was implemented in an urban science classroom using a bricolage (Denzin & Lincoln, 2005) of different theories such as social capital (Bourdieu, 1986) and critical race theory (Ladson-Billings & Tate, 1995), along with reality pedagogy to construct a qualitative sociocultural lens. Reality pedagogy has five tools, which are cogenerative dialogues, coteaching, cosmopolitanism, context, and content. In this longitudinal critical ethnography a science teacher in an alternative teaching certification program was supported for two years as she implemented the tools of reality pedagogy with her urban students. Findings revealed that the science teacher enacted four racial microaggressions against her students, which negatively affected the teacher-student relationship and science teaching and learning. As the tools of reality pedagogy were implemented the teacher-student relationship in the science classroom changed from negative to positive. This then impacted the teachers' decision whether to stay in the teaching profession. Where initially she wanted to leave teaching due to the disconnect with her culturally diverse urban students she decided to stay teaching in urban schools as a consequence of implementing reality pedagogy. In addition, students together with their science teacher were able to redefine the traditional science curriculum by including their community health and science concerns. This led to an increase in students' interest in school science because their urban science interests were incorporated in the science curriculum. Moreover, in order to inform other science teacher educators and teachers on how to implement reality pedagogy this study describes how it was implemented, the challenges that were encountered, and recommendations of an effective sequence of the tools.

A Literature Review: The Effect of Implementing Technology in a High School Mathematics Classroom

ERIC Educational Resources Information Center

Murphy, Daniel

2016-01-01

This study is a literature review to investigate the effects of implementing technology into a high school mathematics classroom. Mathematics has a hierarchical structure in learning and it is essential that students get a firm understanding of mathematics early in education. Some students that miss beginning concepts may continue to struggle with…

Literacy in the History Classroom: A Cross Case Analysis of Teacher Implemented Participatory Action Research

ERIC Educational Resources Information Center

D'warte, Jacqueline Ann

2010-01-01

This qualitative study researches a participatory action research project undertaken by 12 history teachers in two urban school districts. In this project middle and high school teachers were engaged in a yearlong action research project that involved them in implementing literacy strategies within their classrooms and reflecting on the use and…

"Who Polluted the Potomac?" The Translation and Implementation of a US Environmental Story in Brazilian and Turkish Classrooms

ERIC Educational Resources Information Center

Oliveira, Alandeom W.; Colak, Huseyin; Akerson, Valarie L.

2009-01-01

In this study we examine how elementary teachers in Brazil and Turkey approached the translation and subsequent classroom implementation of an instructional activity that promotes environmental awareness through a combination of student role playing and teacher oral delivery of an environmental story about river pollution. A discourse analysis…

Seven Simple Secrets: What the Best Teachers Know and Do!

ERIC Educational Resources Information Center

Breaux, Annette L.; Whitaker, Todd

2006-01-01

Implementing the secrets presented in this book will change your life both in and out of the classroom. But most importantly, implementing these secrets will enhance the lives of every student you teach. The following are contained in this book: Secret One: The Secret of Planning; Secret Two: The Secret of Classroom Management; Secret Three: The…

Exploring the Impact of Reality Pedagogy: Understanding Its Implementation on Urban Immigrant Students

ERIC Educational Resources Information Center

Taher, Tanzina; Mensah, Felicia Moore; Emdin, Christopher

2017-01-01

This ethnographic case study follows two urban immigrant students in their yearlong journey in an urban science classroom where the first two pedagogic tools of reality pedagogy (cogenerative dialogue and co-teaching) were implemented. This study examines the role reality pedagogy plays in the science classroom for these two students, while…

Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: A Framework and Research Review

ERIC Educational Resources Information Center

Kaendler, Celia; Wiedmann, Michael; Rummel, Nikol; Spada, Hans

2015-01-01

This article describes teacher competencies for implementing collaborative learning in the classroom. Research has shown that the effectiveness of collaborative learning largely depends on the quality of student interaction. We therefore focus on what a "teacher" can do to foster student interaction. First, we present a framework that…

Response to Intervention for Gifted Students: Implementation by Classroom Teachers in Colorado

ERIC Educational Resources Information Center

Nichols, Leslie

2012-01-01

The purpose of this study was to examine the level of implementation that preK-12 regular classroom teachers have achieved in using the educational innovation Response to Intervention (RTI) to deliver gifted education services in Colorado. The methodology used was a mixed methods approach utilizing the online Stages of Concern Questionnaire,…

Collaboration to Achieve Whole School SEL across a Large, Urban District

ERIC Educational Resources Information Center

Porche, Michelle; Grossman, Jenny; Biro, Nova; MacKay, Nancy; Rivers, Sojourner

2014-01-01

Research on social and emotional learning (SEL) has largely focused on classroom interventions and student-­ and classroom­-level outcomes. Few studies have examined whole­-school and district-­level SEL implementations, or how to ensure that SEL programs are implemented effectively and sustained over time. This study examines both process…

An Investigation of Traditional Professional Development versus Reform Professional Development and the Implementation of Strategies, Curriculum and Classroom Environment by Prekindergarten Teachers

ERIC Educational Resources Information Center

Oliver-Brooks, Helen

2013-01-01

The purpose of this study is to investigate differences between traditional conventional professional development and high quality reflective professional development and curriculum implementation of classroom practices. This study examined the extent to which professional development activities were associated with increased levels of curriculum…

Feasibility and Acceptability of Adapting the Eating in the Absence of Hunger Assessment for Preschoolers in the Classroom Setting

PubMed Central

Soltero, Erica G.; Ledoux, Tracey; Lee, Rebecca E.

2015-01-01

Eating in the Absence of Hunger (EAH) represents a failure to self-regulate intake leading to overconsumption. Existing research on EAH has come from the clinical setting, limiting our understanding of this behavior. The purpose of this study was to describe the adaptation of the clinical EAH paradigm for preschoolers to the classroom setting and evaluate the feasibility and acceptability of measuring EAH in the classroom. The adapted protocol was implemented in childcare centers in Houston, Texas (N=4) and Phoenix, Arizona (N=2). The protocol was feasible, economical, and time efficient, eliminating previously identified barriers to administering the EAH assessment such as limited resources and the time constraint of delivering the assessment to participants individually. Implementation challenges included difficulty in choosing palatable test snacks that were in compliance with childcare center food regulations and the limited control over the meal that was administered prior to the assessment. The adapted protocol will allow for broader use of the EAH assessment and encourage researchers to incorporate the assessment into longitudinal studies in order to further our understanding of the causes and emergence of EAH. PMID:26172567

Developing teachers' models for assessing students' competence in mathematical modelling through lesson study

NASA Astrophysics Data System (ADS)

Aydogan Yenmez, Arzu; Erbas, Ayhan Kursat; Cakiroglu, Erdinc; Alacaci, Cengiz; Cetinkaya, Bulent

2017-08-01

Applications and modelling have gained a prominent role in mathematics education reform documents and curricula. Thus, there is a growing need for studies focusing on the effective use of mathematical modelling in classrooms. Assessment is an integral part of using modelling activities in classrooms, since it allows teachers to identify and manage problems that arise in various stages of the modelling process. However, teachers' difficulties in assessing student modelling work are a challenge to be considered when implementing modelling in the classroom. Thus, the purpose of this study was to investigate how teachers' knowledge on generating assessment criteria for assessing student competence in mathematical modelling evolved through a professional development programme, which is based on a lesson study approach and modelling perspective. The data was collected with four teachers from two public high schools over a five-month period. The professional development programme included a cyclical process, with each cycle consisting of an introductory meeting, the implementation of a model-eliciting activity with students, and a follow-up meeting. The results showed that the professional development programme contributed to teachers' knowledge for generating assessment criteria on the products, and the observable actions that affect the modelling cycle.

School-based smoking prevention: the teacher training process.

PubMed

Tortu, S; Botvin, G J

1989-03-01

Effective in-service teacher training must be regarded as a critical aspect of the implementation of any innovative school-based smoking prevention curriculum. Inadequate training or lack of training often leads to implementation failure, which, in turn, may be interpreted as program failure. To be effective, teacher training must include a presentation of the theory underlying the program, a demonstration of the skills to be learned, an opportunity to practice the new skills being taught, feedback, and coaching for application. Training activities must include a training workshop and ongoing consultation during the teacher's first experience with classroom implementation. Adequate preparation before the beginning of training will help to ensure that the necessary components are combined in a meaningful training sequence.

Preventing alcohol misuse in young people aged 9-11 years through promoting family communication: an exploratory evaluation of the Kids, Adults Together (KAT) Programme

PubMed Central

2011-01-01

Background Alcohol misuse by young people is an important public health issue, and has led to the development of a range of prevention interventions. Evidence concerning the most effective approaches to intervention design and implementation is limited. Parental involvement in school-based interventions is important, but many programmes fail to recruit large numbers of parents. This paper reports findings from an exploratory evaluation of a new alcohol misuse prevention programme - Kids, Adults Together (KAT), which comprised a classroom component, engagement with parents through a fun evening for families with children aged 9-11 years, and a DVD. The evaluation aimed to establish the programme's theoretical basis, explore implementation processes and acceptability, and identify plausible precursors of the intended long-term outcomes. Methods Documentary analysis and interviews with key personnel examined the programme's development. Classroom preparation and KAT family events in two schools were observed. Focus groups with children, and interviews with parents who attended KAT family events were held immediately after programme delivery, and again after three months. Interviews with head teachers and with teachers who delivered the classroom preparation were conducted. Follow-up interviews with programme personnel were undertaken. Questionnaires were sent to parents of all children involved in classroom preparation. Results KAT achieved high levels of acceptability and involvement among both children and parents. Main perceived impacts of the programme were increased pro-social communication within families (including discussions about harmful parental alcohol consumption), heightened knowledge and awareness of the effects of alcohol consumption and key legal and health issues, and changes in parental drinking behaviours. Conclusions KAT demonstrated promise as a prevention intervention, primarily through its impact on knowledge and communication processes within families, and its ability to engage with large numbers of parents. A key programme mechanism was the classroom preparation's facilitation of parental involvement in the family fun evening. The programme also incorporated features identified in the literature as likely to increase effectiveness, including a focus on harm reduction, interactive delivery, and targeting primary-school-age children. Further research is needed to test and develop programme theory through implementation in different school contexts, and to examine potential longer-term impacts, and the feasibility of large scale delivery. PMID:22004185

Implementation of Flipped Education into Turkish EFL Teaching Context

ERIC Educational Resources Information Center

Boyraz, Serkan; Ocak, Gürbüz

2017-01-01

This study aims to search for the effect of Flipped Classroom/Education (FC) on academic success and retention of knowledge in EFL context and learner opinions about this new teaching approach. Research includes two groups studying at compulsory English preparation class in 2013-2014 academic year. The research employs a quasi-experimental method…

Faculty Perceptions of Moving a Face-to-Face Course to Online Instruction

ERIC Educational Resources Information Center

Chiasson, Kari; Terras, Katherine; Smart, Kathy

2015-01-01

This qualitative study explores the experiences of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face classroom. The categories from the data analysis included planning, implementation, and reflection. Within the categories, eight themes emerged from the data. The themes addressed…

Keep Your Eye on the Prize: Implementing AAC within the Broader Context of Communicative Competence

ERIC Educational Resources Information Center

DeThorne, Laura Segebart; Hengst, Julie; Fisher, Kim; King, Amie

2014-01-01

Electronic technologies are playing an increasing role in mediating patterns of social interaction within the classroom. This trend includes augmentative and alternative communication (AAC) systems like light-weight smart tablets. AAC in general has proven effective for many children in regard to decreasing challenging behavior, enabling…

The Scope of Cooperative Work in the Classroom from the Viewpoint of Primary School Teachers

ERIC Educational Resources Information Center

Fernandez-Lozano, M P.; Gonzalez-Ballesteros, M.; De-Juanas, A.

2012-01-01

Introduction: Different international organisms, including UNESCO, insist on the importance of collaborative teamwork to face today's challenges. This skill should be fostered from the early stages of education, and consequently, it is particularly important that Primary School teacher training institutions draw up proposals and implement new…

An Adapted Dialogic Reading Program for Turkish Kindergarteners from Low Socio-Economic Backgrounds

ERIC Educational Resources Information Center

Ergül, Cevriye; Akoglu, Gözde; Sarica, Ayse D.; Karaman, Gökçe; Tufan, Mümin; Bahap-Kudret, Zeynep; Zülfikar, Deniz

2016-01-01

The study aimed to examine the effectiveness of the Adapted Dialogic Reading Program (ADR) on the language and early literacy skills of Turkish kindergarteners from low socio-economic (SES) backgrounds. The effectiveness of ADR was investigated across six different treatment conditions including classroom and home based implementations in various…

Teaching Creativity in the Marketing Curriculum

ERIC Educational Resources Information Center

Ramocki, Stephen P.

2014-01-01

The purpose of this paper is to provide a relatively consolidated and heuristic framework that educators can use to implement the teaching of creativity in the classroom. Toward this goal, the paper provides a review of what the marketing education literature has accomplished in the area of creative pedagogy, namely, including brief summaries of…

Science, Technology, and Society: A Perspective on the Enhancement of Scientific Education

ERIC Educational Resources Information Center

Courville, Keith

2009-01-01

(Purpose) This literature review discusses the history and application of science, technology, and society (STS) teaching methodologies. (Findings) Topics addressed in this paper include: (1) developmental history of STS; (2) fundamental beliefs of STS practitioners; (3) STS methodology in the classroom; (4) Difficulty in implementing STS; (5) STS…

What's the Use of Land? A Secondary School Social Studies Project.

ERIC Educational Resources Information Center

Jefferson County Public Schools, Lakewood, CO.

A land use unit using information from space programs is intended to help secondary teachers develop, plan, and implement land use programs in the social studies classroom. The subject of this unit is a flood control dam in Colorado. Interdisciplinary curriculum includes activities in mapmaking, environmental and mathematical studies, local…

A Classroom Collaborative Strategy Designed To Improve Oral Motor Skill Deficits in Developmentally Delayed Pre-Kindergarten Students.

ERIC Educational Resources Information Center

Hoffman, Lorri J.

This practicum report describes the design and implementation of an oral motor program to increase the verbal communication skills of seven pre-kindergarten children with developmental delays, including hypotonia in oral motor development with moderate to severe articulation difficulties. Collaborative planning by the pre-kindergarten special…

An Examination of the Implementation of Mathematics Lessons in a Chinese Kindergarten Classroom in the Setting of Standards Reform

ERIC Educational Resources Information Center

Hu, Bi Ying; Quebec Fuentes, Sarah; Ma, Jingjing; Ye, Feiwei; Roberts, Sherron Killingsworth

2017-01-01

In China, the "2001 Kindergarten Education Guidelines (Trial)", or "New Outline", delineates what constitutes high-quality, developmentally appropriate practices in all early childhood education curriculum domains, including mathematics. The "New Outline" is known for advocating a child-centered, play-based approach…

Pioneer Mentoring in Teacher Preparation: From the Voices of Women Religious.

ERIC Educational Resources Information Center

Keating, Kevina; Traviss, Mary Peter

This book includes the observations of educational leaders and classroom teachers within religious institutions recognized as pioneers in implementing a teacher preparation model that has prepared thousands of Catholic school teachers nationwide. It is based on a study that interviewed 60 women religious belonging to 12 religious institutions that…

Learned Helplessness in Inclusive Music Classrooms: Voices of Hong Kong Primary Schools Music Teachers

ERIC Educational Resources Information Center

Wong, Marina Wai-yee; Chik, Maria Pik-yuk

2015-01-01

In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported…

Florida's EETT Leveraging Laptops Initiative and Its Impact on Teaching Practices

ERIC Educational Resources Information Center

Dawson, Kara; Cavanaugh, Cathy; Ritzhaupt, Albert D.

2008-01-01

This study measures changes in teaching practices that occurred during a school year that included laptop implementation and professional development. The changes were documented through direct observations of more than 400 classrooms in more than 50 K-12 schools in 11 Florida districts. Trained observers used two valid observation instruments to…

Music Teacher Perceptions of a Model of Technology Training and Support in Virginia

ERIC Educational Resources Information Center

Welch, Lee Arthur

2013-01-01

A plethora of technology resources currently exists for the music classroom of the twenty-first century, including digital audio and video, music software, electronic instruments, Web 2.0 tools and more. Research shows a strong need for professional development for teachers to properly implement and integrate instructional technology resources…

Administrative and Supervisory Support Functions for the Implementation of Effective Educational Programs for Low Income Students.

ERIC Educational Resources Information Center

Gersten, Russell; Carnine, Douglas

An attempt to identify methods of human resource management that emerge as schools and classrooms become more effective, this literature review emphasizes the importance of administrator "support functions," which include feedback to teachers, monitoring of teacher and student performance, incentives for teachers, and visible commitment…

Active Supervision, Precorrection, and Explicit Timing: A High School Case Study on Classroom Behavior

ERIC Educational Resources Information Center

Haydon, Todd; Kroeger, Stephen D.

2016-01-01

One proactive approach to increasing student engagement in schools is implementing Positive Behavior Intervention and Support (PBIS) strategies. PBIS focuses on prevention and concentrates on quality-of-life issues that include improved academic achievement, enhanced social competence, and safe learning and teaching environments. This study is a…

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

NASA Astrophysics Data System (ADS)

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

2014-12-01

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

Using portfolios to assess learning in chemistry: One school's story of evolving assessment practice

NASA Astrophysics Data System (ADS)

Weaver, Starlin Dawn

The purpose of this study was to investigate the process of implementing an alternative form of assessment in chemistry classrooms. The current reform of science education involves the implementation of varied forms of instruction; it stands to reason that assessment will evolve with the curriculum (Baxter, Shavelson, Goldman & Pine, 1992). In an era for which the exclusive use of multiple-choice and similar tests i.e., fill-in the-blank, matching, and true/false are inappropriate measures of student abilities (Hamm & Adams, 1991), portfolios can offer a suitable alternative assessment, as well as a means for evaluation (Paulson, Paulson & Meyer, 1991). This study was conducted in a small math, science and technology high school and focused on three individual teachers and twelve of their students. The research focused on how teachers defined portfolios and implemented this assessment tool in their classrooms and how students and teachers perceived the use and value of the process. This study employed qualitative methodology using individual interviews, document analyses, and classroom observations. Data sources included documents, transcripts of interviews and fieldnotes. The primary research questions were: How do the teachers define and implement portfolios? How do the teachers' definitions of portfolios change during implementation? What are the students' understandings of portfolios and how they are used and do the students' understandings change? What do teachers and students believe portfolios represent regarding the learning that occurs in the science classroom? and What do the data collected via this study demonstrate about portfolios as a valid means of assessing student progress? The teachers' and students' definitions addressed four of the six components of portfolios identified in the literature. Both groups recognized a defined use, evidence, student and teacher made decisions, and reflection as key portfolio elements. Each group failed to identify the components of a defined goal and teacher student conferences. Portfolios were viewed by the teachers and students as a valuable tool. This value was defined in terms of student self assessment and evaluation, teacher assessment and evaluation, college admission, goal setting, promotion of student organizational skills and recognition of student success.

Implementing a flipped classroom approach in a university numerical methods mathematics course

NASA Astrophysics Data System (ADS)

Johnston, Barbara M.

2017-05-01

This paper describes and analyses the implementation of a 'flipped classroom' approach, in an undergraduate mathematics course on numerical methods. The approach replaced all the lecture contents by instructor-made videos and was implemented in the consecutive years 2014 and 2015. The sequential case study presented here begins with an examination of the attitudes of the 2014 cohort to the approach in general as well as analysing their use of the videos. Based on these responses, the instructor makes a number of changes (for example, the use of 'cloze' summary notes and the introduction of an extra, optional tutorial class) before repeating the 'flipped classroom' approach the following year. The attitudes to the approach and the video usage of the 2015 cohort are then compared with the 2014 cohort and further changes that could be implemented for the next cohort are suggested.

All Together Now: Measuring Staff Cohesion in Special Education Classrooms

PubMed Central

Kratz, Hilary E.; Locke, Jill; Piotrowski, Zinnia; Ouellette, Rachel R.; Xie, Ming; Stahmer, Aubyn C.; Mandell, David S.

2015-01-01

This study sought to validate a new measure, the Classroom Cohesion Survey (CCS), designed to examine the relationship between teachers and classroom assistants in autism support classrooms. Teachers, classroom assistants, and external observers showed good inter-rater agreement on the CCS and good internal consistency for all scales. Simple factor structures were found for both teacher- and classroom assistant–rated scales, with one-factor solutions for both scales. Paired t tests revealed that on average, classroom assistants rated classroom cohesion stronger than teachers. The CCS may be an effective tool for measuring cohesion between classroom staff and may have an important impact on various clinical and implementation outcomes in school settings. PMID:26213443

Using Classroom Assessment To Change Both Teaching and Learning.

ERIC Educational Resources Information Center

Steadman, Mimi

1998-01-01

Summarizes results of a study on implementation and impact of classroom assessment techniques (CATs) in community colleges, examining how classroom assessment has been applied by teachers, documenting changes in teaching behaviors, and considering costs and benefits. Also examines students' experiences and satisfaction with courses taught using…

Primary Physical Education (PE): School Leader Perceptions about Classroom Teacher Quality Implementation

ERIC Educational Resources Information Center

Lynch, Timothy; Soukup, Gregory J., Sr.

2017-01-01

Quality physical education (QPE) in primary school optimises children's well-being. However, international research indicates that the preparation of classroom teachers is impeded by systemic barriers, resulting in low-classroom teacher confidence, competence and subsequent interest. This empirical research investigates school principal…

Effects of Targeted Professional Development on Teachers' Specific Praise Rates

ERIC Educational Resources Information Center

Simonsen, Brandi; Freeman, Jennifer; Dooley, Kathryn; Maddock, Eleanor; Kern, Laura; Myers, Diane

2017-01-01

Classroom management continues to be a concern for educators, administrators, and policymakers. Although evidence-based classroom management practices exist, teachers often receive insufficient training and support to implement these practices successfully. Schools need reliable and efficient ways to support teachers' classroom management. This…

Evaluating the Flipped Classroom: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Wozny, Nathan; Balser, Cary; Ives, Drew

2018-01-01

Despite recent interest in flipped classrooms, rigorous research evaluating their effectiveness is sparse. In this study, the authors implement a randomized controlled trial to evaluate the effect of a flipped classroom technique relative to a traditional lecture in an introductory undergraduate econometrics course. Random assignment enables the…

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,…

Preventing Challenging Behaviors in Preschool: Effective Strategies for Classroom Teachers

ERIC Educational Resources Information Center

Coleman, Janelle C.; Crosby, Megan G.; Irwin, Heather K.; Dennis, Lindsay R.; Simpson, Cynthia G.; Rose, Chad A.

2013-01-01

This article provides practical strategies and techniques that early childhood educators can implement in their classrooms to effectively manage challenging behaviors. The specific strategies addressed fall under the following categories: (a) classroom management, (b) reinforcement, and (c) communication. Suggestions are made for how parents can…

A Brief Overview of Open Classroom Education.

ERIC Educational Resources Information Center

Newman, Sally

This brief overview is intended for educators concerned with the realities of implementation and techniques for operational success in open classroom education. Presented are enumerations of statements on 1) essential environmental components that exist in a successful classroom in which the childs' needs, intellectual, and social abilities are…

Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model

ERIC Educational Resources Information Center

Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Khalil, Mahmood; Ron, Salit

2013-01-01

The model of the six mirrors of the classroom and its use in teaching biology in a cooperative learning mode were implemented in high school classrooms. In this study we present: a) The model of the six mirrors of the classroom (MSMC). b) Cooperative learning settings: 1. The Group Investigation; 2. The Jigsaw Method; and 3. Peer Tutoring in Small…

Flipped classroom model for learning evidence-based medicine.

PubMed

Rucker, Sydney Y; Ozdogan, Zulfukar; Al Achkar, Morhaf

2017-01-01

Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice.

Flipped classroom model for learning evidence-based medicine

PubMed Central

Rucker, Sydney Y; Ozdogan, Zulfukar; Al Achkar, Morhaf

2017-01-01

Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice. PMID:28919831

Overcoming Constraints of Building Successful Partnerships Incorporating STEM Research Into K-12 Classrooms

NASA Astrophysics Data System (ADS)

Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

2011-12-01

The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE is currently in its second year of partnering ten graduate students from the STEM fields of Geosciences, Engineering and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to increase inquiry and technology experiences in science and math while enhancing graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in the classrooms. Each graduate student is responsible for the development of two lessons each month of the school year that are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach throughout the local community. Numerous challenges were met during the formation of the program as well as throughout the first year in which the project management team worked together to find solutions ensuring that INSPIRE maintained successful partnerships for all involved. Proposed solutions of the following key components were identified by INSPIRE through the development, implementation, and continuous evaluation (internal and external) of the first year of the program as areas that can pose challenges to the construction of strong relationships between STEM research and K-12 classrooms: initializing the partnerships with the K-12 classrooms and STEM graduate fields at the university; maintaining strong partnerships; providing appropriate training and support; developing sound resources involving STEM research, inquiry, and technology; implementing STEM graduate research into the classroom; clarifying potential benefits for all involved partners (school districts, teacher, university departments, graduate students and K-12 students); improving management methods; and planning for sustainability of partnerships and resources developed including synergy with other university outreach projects.

Mobile Phone Radiation and Cancer

NASA Astrophysics Data System (ADS)

Plotz, Thomas

2017-04-01

A possible link between cancer and the usage of mobile phones has been widely discussed in the media in the last 10 years. It is no surprise that students keep asking their physics teacher for advice regarding the handling of mobile phones and mobile phone radiation. This article aims to help teachers include this interesting topic in the classroom. It provides basic information and summarizes the facts made available by 11 recent peer-reviewed studies. First some information about the physical facts and medical information on brain cancer are given. Then the different studies are presented. Last but not least, different possibilities to implement this topic in the high school classroom are given.

Implementation of inclusive education for children with intellectual and developmental disabilities in African countries: a scoping review.

PubMed

Okyere, Christiana; Aldersey, Heather Michelle; Lysaght, Rosemary; Sulaiman, Surajo Kamilu

2018-04-25

To advance understanding of practices that support inclusion of children with intellectual and developmental disabilities in inclusive education classrooms in Africa by conducting a review of the extant literature. Five academic databases were searched supplemented by a hand search of key journals and references of included studies. Two authors independently screened studies via a reference manager (Covidence) which allowed for blinding. A third author was consulted in cases of conflict. Thirty articles that provided empirical evidence of inclusive education implementation were included. Eight articles highlighted practices that support inclusion of children with intellectual and developmental disabilities. Using Bronfenbrenner's bioecological framework, findings revealed that inclusive education implementation is influenced by factors on the bio level, micro level, meso level, and macro level. Recommendations for promoting inclusive education implementation are provided. Inclusion goes beyond teachers and requires strong commitment of other stakeholders such as families and governments. To guarantee the smooth inclusion of children with special education needs and particularly with intellectual and developmental disabilities, a set of practices validated through rigorous research as supportive and unique and that can be universal to Africa is wise. Implications for rehabilitation A number of strategies were identified that can improve the classroom inclusion of children with intellectual and developmental disabilities. Development of policies that support such strategies could improve implementation. Inclusion goes beyond teachers. Rehabilitation professionals (i.e. occupational therapists) and educational professionals should partner to identify practical solutions to the challenges of creating inclusive environments for children with special education needs. Committing more resources and time towards the development and implementation of special education policies can advance the successful inclusion of children with special education needs.

The Effects of Implementing a Reading Workshop in Middle School Language Arts Classrooms

ERIC Educational Resources Information Center

Thomas, Angela Falter

2012-01-01

Two language arts teachers in a small, rural middle school set a goal of improving their reading instruction and ultimately their students' learning. The two teachers implemented Reading Workshop as their new methodology for teaching reading to all six of their 7th and 8th grade classes. Interviews and classroom observations, over the course of…

The Effects of an Intervention Coach on the Implementation of Writing Workshop in a First Grade Classroom

ERIC Educational Resources Information Center

Holman, Linda A.

2010-01-01

The study documented the experience of a classroom teacher and an intervention coach as they collaborated to implement writing workshop with first grade students. Qualitative and quantitative data were collected using a pre-post design to study the impact of intervention coaching on the teacher's knowledge and the students. writing development. A…

Examining the Influence of Treatment Integrity: Accuracy of Daily Report Card Intervention Implementation and Student Outcome

ERIC Educational Resources Information Center

Vujnovic, Rebecca Kate

2010-01-01

Given the deficits associated with ADHD and the significant prevalence, it is important to explore evidence based treatments for ADHD in the classroom and the efficacy with which the classroom teachers implement such interventions. The current investigation is a secondary analysis to investigate the integrity of a Daily Report Card (DRC)…

Classroom Implementation of Context-Based Chemistry Education by Teachers: The Relation between Experiences of Teachers and the Design of Materials

ERIC Educational Resources Information Center

Vos, Martin Anton Jozef; Taconis, Ruurd; Jochems, Wim M. G.; Pilot, Albert

2011-01-01

Worldwide, a tendency is visible in which upper secondary science curricula are innovated in the direction of context-based education. Crucial to these innovations is the way teachers interact with newly developed teaching materials and implement them in classroom practice. The focus of our research is to identify characteristics of the…

Implementing the Flipped Classroom Methodology to the Subject "Applied Computing" of Two Engineering Degrees at the University of Barcelona

ERIC Educational Resources Information Center

Iborra Urios, Montserrat; Ramírez Rangel, Eliana; Badia Córcoles, Jordi Hug; Bringué Tomàs, Roger; Tejero Salvador, Javier

2017-01-01

This work is focused on the implementation, development, documentation, analysis, and assessment of the flipped classroom methodology, by means of the just-in-time teaching strategy, for a pilot group (1 out of 6) in the subject "Applied Computing" of both the Chemical and Materials Engineering Undergraduate Degrees of the University of…

Implementation Evaluation Study: Flipped Classroom Professional Development with Faculty Members to Enhance Students' Engagement in Higher Education

ERIC Educational Resources Information Center

Alebrahim, Fatimah Hussain

2016-01-01

The purpose of this qualitative study was to explore student engagement in higher education by evaluating training provided by experienced faculty members for those faculty desiring to implement a flipped classroom. A case study was utilized; data were collected in the form of online observation, in-class observation, student focus group…

A Case Study of the Implementation of Conflict Resolution in a Second Grade Classroom.

ERIC Educational Resources Information Center

LeBlanc, Patrice R.; Lacey, Candace; Adler, Alison

This case study evaluated a second grade teacher and her students and the implementation of a conflict resolution program in the classroom; the goals of the evaluation were to provide descriptive data on the success or failure of the program and why those results occurred, and to make recommendations for program improvement. The study used…

Jordanian Social Studies Teachers' Perceptions of Competency Needed for Implementing Technology in the Classroom

ERIC Educational Resources Information Center

Al Bataineh, Mohammad; Anderson, Sharon

2015-01-01

This study used a cross-sectional, ten-point Likert-type scale survey design, to examine the perception of Jordanian seventh to twelfth-grade social studies teachers of the competency needed for technology implementation in their classrooms. The instrument for this study was a modified version of a survey developed by Kelly (2003) called the…

Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom

ERIC Educational Resources Information Center

Lennox, Maria; Garvis, Susanne; Westerveld, Marleen

2017-01-01

This paper explores teachers' and teacher assistants' self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their…

Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom

ERIC Educational Resources Information Center

Dias, Michael; Eick, Charles J.; Brantley-Dias, Laurie

2011-01-01

A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly…

Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional Development as Related to Classroom Technology Integration

ERIC Educational Resources Information Center

Tweed, Stephanie

2013-01-01

The purpose of this quantitative study was to identify the combination of factors that pertain to the implementation of new technologies in the classroom. Specifically, the study was an analysis of the age of the teacher, years of teaching experience, quality of professional development, and teacher self-efficacy as defined by Bandura (1997) to…

Literacy Coaching: A Case Study of How a Literacy Coach Provides Support for a Kindergarten Teacher and a Second Grade Teacher

ERIC Educational Resources Information Center

Hung, Carrie

2012-01-01

Coaching is a professional development approach that is utilized to support classroom teachers' implementation of research-based teaching strategies and methods. Studies have shown that coaching supports classroom teachers' implementation of teaching strategies and methods; however, there is little research on what coaches do to support…

Connectedness through a Strong Form of TBLT, Classroom Implementation of the CEFR, Cyclical Learning, and Learning-Oriented Assessment

ERIC Educational Resources Information Center

O'Dwyer, Fergus; Imig, Alexander; Nagai, Noriko

2014-01-01

This paper, fundamentally a procedural paper, outlines pedagogical practices which others may want to adapt for their own purposes. We demonstrate how a strong form of task-based language learning and teaching (TBLT), classroom implementation of the CEFR, cyclical learning, and assessment fulfilling roles, such as informing the next learning…

A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom

ERIC Educational Resources Information Center

Robinson, Susan Rubino

2012-01-01

This qualitative phenomenological study sought to explore the perceptions of experienced teachers regarding cooperative learning training and its implementation in the classroom. Twelve total participants, nine teachers and three administrators, volunteered for this six-week study at a private, K3-12 school in Broward County, Florida. The study's…

Learners' Metaphorical Images about Classroom Management in a Social Constructivist Learning Environment

ERIC Educational Resources Information Center

Akar, Hanife; Yildirim, Ali

2006-01-01

The purpose of this study was to understand the conceptual change teacher candidates went through in the process of a constructivist-learning environment in Classroom Management Course. Teacher candidates' metaphorical images about classroom management were obtained before and after a social constructivist curriculum implementation. Prior to the…

Classroom Techniques for Black Male Student Retention.

ERIC Educational Resources Information Center

Gardenhire, John Fouts

This paper describes and encourages the application of 20 classroom techniques to enhance the retention and success of black male college students. Though retention enhancement programs work best when institution-wide support and commitment are behind them, the techniques described here can be implemented in the classroom with significant results…

Evidence-Based Practice: Integrating Classroom Curriculum and Field Education

ERIC Educational Resources Information Center

Tuchman, Ellen; Lalane, Monique

2011-01-01

This article describes the use of problem-based learning to teach the scope and consequences of evidence-based practices in mental health through an innovative assignment that integrates classroom and field learning. The authors illustrate the planning and implementation of the Evidence-Based Practice: Integrating Classroom Curriculum and Field…

Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise

ERIC Educational Resources Information Center

Simonsen, Brandi; Myers, Diane; DeLuca, Carla

2010-01-01

Classroom management skills are critical for teachers. Yet teachers receive little training in classroom management, and empirical research on teacher training in classroom management is lacking. This study was conducted to investigate the effects of explicit training and performance feedback on teachers' implementation of three classroom…

Guided Reading in Inclusive Middle Years Classrooms

ERIC Educational Resources Information Center

Lyons, Wanda; Thompson, Scott Anthony

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Pedagogical Tools for Peacebuilding Education: Engaging and Empathizing with Diverse Perspectives in Multicultural Elementary Classrooms

ERIC Educational Resources Information Center

Parker, Christina

2016-01-01

This qualitative study used classroom observations, teacher and student interviews, and document analysis to examine the degree to which peacebuilding dialogue processes were implemented in 3 elementary school classrooms and how diverse students, particularly newcomer immigrants, experienced these pedagogies. The study critically examines how…

A Qualitative Study Investigating Facility Managers' Perceptions of the Classroom Learning Environment

ERIC Educational Resources Information Center

Parr, Eric Shannon

2017-01-01

Facility managers have the challenge of adhering to community college policies and procedures while fulfilling requirements of administration, students, and teachers concerning specific needs of classroom aesthetics. The role of facility manager and how specific entities affect perceptions of the design and implementation of classroom aesthetics…

Providing for Student Voice in Classroom Management: Teachers' Views

ERIC Educational Resources Information Center

Lewis, Ramon; Burman, Eva

2008-01-01

Recent research indicates that teachers would prefer to allow for more student voice in classroom discipline decision-making than is currently the case. This paper identifies factors that teachers suggest inhibit them from implementing their ideas of best disciplinary practice. It also examines which classroom discipline issues teachers are…

Technology-Based Classroom Assessments: Alternatives to Testing

ERIC Educational Resources Information Center

Salend, Spencer J.

2009-01-01

Although many teachers are using new technologies to differentiate instruction and administer tests, educators are also employing a range of technology-based resources and strategies to implement a variety of classroom assessments as alternatives to standardized and teacher-made testing. Technology-based classroom assessments focus on the use of…

The Three Fs of Classroom Management

ERIC Educational Resources Information Center

Daniels, Mark L.

2009-01-01

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

``Who polluted the Potomac?'' The translation and implementation of a US environmental story in Brazilian and Turkish classrooms

NASA Astrophysics Data System (ADS)

Oliveira, Alandeom W.; Colak, Huseyin; Akerson, Valarie L.

2009-03-01

In this study we examine how elementary teachers in Brazil and Turkey approached the translation and subsequent classroom implementation of an instructional activity that promotes environmental awareness through a combination of student role playing and teacher oral delivery of an environmental story about river pollution. A discourse analysis showed that translation into Portuguese was literal, an approach that fostered a classroom implementation that emphasized detached transmission of knowledge (the teacher frequently interrupted her delivery to provide textual, contextual and recontextualizing information to students). In contrast, translation into Turkish was free, that is, with many modifications that led to a decontextualized and detached text. Implementation of this text was focused on the creation of student involvement, being dominated by oral strategies such as religious analogies (heaven and hell), and parallel repetitions of statements of shared guilt. Based on these findings, it was concluded that neither translation promoted an equivalent form of environmental instruction (i.e., involved transmission of environmental knowledge). Furthermore, an argument is made that effective translation requires that original and translated curricula foster analogous levels of involvement (or detachment) as well as equivalent forms of classroom relationships and social roles (pragmatic equivalence).

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

PubMed Central

Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors’ alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. PMID:26033871

Expectancy violation in physics and mathematics classes in a student-centered classroom

NASA Astrophysics Data System (ADS)

Alvarado, Carolina; Dominguez, Angeles; Rodriguez, Ruth; Zavala, Genaro

2012-02-01

This report analyzes the results of the implementation at a large private Mexican university of the Pedagogical Expectancy Violation Assessment (PEVA), developed by Gaffney, Gaffney and Beichner [1]. The PEVA was designed to evaluate shifts of the first student's expectations due to the initial orientation and experiences in the classroom. The data was collected at the Student-Centered Learning (ACE) classroom, based on the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classroom. Three professors participated with their groups during the first semester they implemented their courses in this environment. Participants were enrolled either in a Pre-Calculus, Differential Equations, or Electricity and Magnetism course. The results indicate shifts in students' expectations during the semester and reveals differences in shifts among the different courses.

Teaching Environmental Health Science for Informed Citizenship in the Science Classroom and Afterschool Clubs.

PubMed

Keselman, Alla; Levin, Daniel M; Hundal, Savreen; Kramer, Judy F; Matzkin, Karen; Dutcher, Gale

2012-08-01

In the era of growing concerns about human-induced climate change and sustainable development, it is important for the schools to prepare students for meaningful engagement with environmental policies that will determine the future of our society. To do this, educators need to face a number of challenges. These include deciding on the science knowledge and skills needed for informed citizenship, identifying teaching practices for fostering such knowledge and skills, and finding ways to implement new practices into the tightly packed existing curriculum. This paper describes two collaborative efforts between the U.S. National Library of Medicine (NLM) and University of Maryland College of Education that attempt to meet these challenges. The focus of both projects is on helping students develop information seeking and evaluation and argumentation skills, and applying them to complex socio-scientific issues that have bearing on students' daily lives. The first effort involves co-designing an afterschool environmental health club curriculum with an interdisciplinary team of middle school teachers. The second effort is the development and implementation of a week-long school drinking water quality debate activity in a high school environmental science classroom. Both projects center on Tox Town, an NLM web resource that introduces students to environmental health issues in everyday environments. The paper describes successes and challenges of environmental health curriculum development, including teachers' and researchers' perception of contextual constraints in the club and classroom setting, tensions inherent in co-design, and students' experience with socio-scientific argumentation.

Teaching Environmental Health Science for Informed Citizenship in the Science Classroom and Afterschool Clubs

PubMed Central

Keselman, Alla; Levin, Daniel M.; Hundal, Savreen; Kramer, Judy F.; Matzkin, Karen; Dutcher, Gale

2013-01-01

In the era of growing concerns about human-induced climate change and sustainable development, it is important for the schools to prepare students for meaningful engagement with environmental policies that will determine the future of our society. To do this, educators need to face a number of challenges. These include deciding on the science knowledge and skills needed for informed citizenship, identifying teaching practices for fostering such knowledge and skills, and finding ways to implement new practices into the tightly packed existing curriculum. This paper describes two collaborative efforts between the U.S. National Library of Medicine (NLM) and University of Maryland College of Education that attempt to meet these challenges. The focus of both projects is on helping students develop information seeking and evaluation and argumentation skills, and applying them to complex socio-scientific issues that have bearing on students’ daily lives. The first effort involves co-designing an afterschool environmental health club curriculum with an interdisciplinary team of middle school teachers. The second effort is the development and implementation of a week-long school drinking water quality debate activity in a high school environmental science classroom. Both projects center on Tox Town, an NLM web resource that introduces students to environmental health issues in everyday environments. The paper describes successes and challenges of environmental health curriculum development, including teachers’ and researchers’ perception of contextual constraints in the club and classroom setting, tensions inherent in co-design, and students’ experience with socio-scientific argumentation. PMID:24382985

Stakeholders' views of the introduction of assistive technology in the classroom: How family-centred is Australian practice for students with cerebral palsy?

PubMed

Karlsson, P; Johnston, C; Barker, K

2017-07-01

With family-centred care widely recognized as a cornerstone for effective assistive technology service provision, the current study was undertaken to investigate to what extent such approaches were used by schools when assistive technology assessments and implementation occurred in the classroom. In this cross-sectional study, we compare survey results from parents (n = 76), school staff (n = 33) and allied health professionals (n = 65) with experience in the use of high-tech assistive technology. Demographic characteristics and the stakeholders' perceived helpfulness and frequency attending assessment and set-up sessions were captured. To evaluate how family-centred the assistive technology services were perceived to be, the parents filled out the Measure of Processes of Care for Caregivers, and the professionals completed the Measure of Processes of Care for Service Providers. Descriptive statistics and one-way analysis of variance were used to conduct the data analysis. Findings show that parents are more involved during the assessment stage than during the implementation and that classroom teachers are often not involved in the initial stage. Speech pathologists in particular are seen to be to a great extent helpful when implementing assistive technology in the classroom. This study found that family-centred service is not yet fully achieved in schools despite being endorsed in early intervention and disability services for over 20 years. No statistically significant differences were found with respect to school staff and allied health professionals' roles, their years of experience working with students with cerebral palsy and the scales in the Measure of Processes of Care for Service Providers. To enhance the way technology is matched to the student and successfully implemented, classroom teachers need to be fully involved in the whole assistive technology process. The findings also point to the significance of parents' involvement, with the support of allied health professionals, in the process of selecting and implementing assistive technology in the classroom. © 2017 John Wiley & Sons Ltd.

A Study of the Use of the Three-Minute Classrooom Walk-Through Observation Method for Determining the Implementation of New Instructional Strategies

ERIC Educational Resources Information Center

Notgrass, Patty J.

2012-01-01

Principals are responsible for ensuring the effectiveness of the instructional programs, including staff development, on their campuses. Instructional leaders must utilize practices that allow them to fulfill this responsibility. This qualitative, collective case study examined the effectiveness of the three-minute classroom walk-through…

Increasing Inclusive Students' Achievement through Use of USATestPrep's Integrated Learning Systems

ERIC Educational Resources Information Center

Elom, Roslynn Darnell

2017-01-01

Integrated learning systems (ILS) are effective ways to increase academic achievement for students, including those with disabilities. However, many teachers do not fully or properly implement this type of educational technology in their classroom teaching. The purpose of this qualitative bounded case study was to examine the perceptions of high…

Literacy Block: Meeting the Needs of All Learners; A Summative Program Evaluation

ERIC Educational Resources Information Center

Pelletier, Nancy L.

2011-01-01

This summative program evaluation study investigated the Response to Intervention (RTI) pilot literacy block program that was implemented in first and second grade classrooms in a small southeastern suburban school. All 111 students in the first and second grade were involved in this RTI model during the 2010-2011 school year including special…

Story Drama in the Special Needs Classroom: Step-by-Step Lesson Plans for Teaching through Dramatic Play

ERIC Educational Resources Information Center

Carleton, Jessica Perich

2012-01-01

Introducing drama to the learning experience is guaranteed to enrich a child's development, and is an especially effective approach for children with special educational needs, including those with autism spectrum disorders. This practical handbook offers teachers an array of simple and easy-to-implement theatrical techniques that will enhance…

Mind the Comprehension Iceberg: Avoiding Titanic Mistakes with the CCSS

ERIC Educational Resources Information Center

Hollenbeck, Amy Feiker; Saternus, Kara

2013-01-01

As teachers and leaders move forward in implementing the Common Core State Standards within classrooms across 46 states, it is essential to consider the question of what knowledge is included in the English Language Arts Standards, and what knowledge is not present. The authors of the Common Core delineate an increasingly complex body of knowledge…

Circle Solutions, a Philosophy and Pedagogy for Learning Positive Relationships: What Promotes and Inhibits Sustainable Outcomes?

ERIC Educational Resources Information Center

Roffey, Sue; McCarthy, Florence

2013-01-01

Educators are increasingly aware that the efficacy of social and emotional learning (SEL) is dependent on implementation factors, not just program content. These include the philosophy underpinning an intervention, the beliefs as well as the skills of facilitators, and the classroom/whole school context in which the intervention takes place. This…

A Brief Study of Cafeteria Facilities and Operations, with Recommendations for Implementation.

ERIC Educational Resources Information Center

Okamura, James T.

The facilities and operations of the school lunch program in the public schools of Hawaii are reviewed. Several types of school lunch programs are described including--(1) traditional school lunch programs, (2) kitchen and classroom dining, (3) central and decentralized dining, (4) home school-feeder school system, (5) central kitchen, and (6) the…

Interactive Whiteboards in Early Childhood Mathematics: Strategies for Effective Implementation in Pre-K-Grade 3

ERIC Educational Resources Information Center

Linder, Sandra M.

2012-01-01

Teachers are using technological innovations--including interactive whiteboards--in pre-K-grade 3 classrooms across the country. An IWB is a wall-mounted, touch-sensitive flat screen. When connected to a computer (or another electronic device) and a projector, it displays enlarged instructional content (such as a math word problem, pictures or…

Artists in Schools: "Kick Starting" or "Kicking Out" Dance from New Zealand Classrooms

ERIC Educational Resources Information Center

Snook, Barbara; Buck, Ralph

2014-01-01

New Zealand primary school teachers have access to a comprehensive arts curriculum that includes dance, drama, music, and visual arts. This research focused on several teachers' reality of implementing the dance curriculum in New Zealand primary schools, drawing on Snook's (2012) study in this field. Our research valued the voices of teachers,…

Firesafety...For the Rest of Your Life. Secondary School Fire Safety and Arson Resource.

ERIC Educational Resources Information Center

New York State Dept. of State, Albany. Office of Fire Prevention and Control.

This manual consists of nine sections that are designed to provide the secondary classroom teacher with the resources necessary to implement and maintain an effective fire prevention education curriculum. The first three sections provide background information including: (1) a synopsis of the fire problem at the national, state, and local level;…

The Best Ideas Come from Teachers like You!

ERIC Educational Resources Information Center

Instructor, 2007

2007-01-01

Several teachers share their ideas for classroom activities. These include: (1) combining science and art on Earth Day; (2) implementing an inexpensive incentive scheme to get students to bring their signed papers back to school on time; (3) involving students in a virtual zoo; (4) planting real grass in Easter Bunny baskets; and (5) creating own…

A Model to Improve Teacher Performance in Implementing Individual Instructional Programs for Exceptional Children in a Mainstream Education. Midi Report.

ERIC Educational Resources Information Center

Vidaurri, Otilia V.

Described is a teacher development center, an inservice program designed to develop competencies for individualizing instruction in 73 regular and special educators attending 2-week training sessions. It is explained that training focused on 12 content modules (including teacher communication and guidance, classroom management, and organization of…

Adapting Self-Regulated Strategy Development in Persuasive Writing for Adolescents Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Vostal, Brooks R.; Ward, Megan S.

2015-01-01

Within the special education community, research and policy focus on teachers implementing evidence-based instructional practices with fidelity. However, special education teachers may have to adapt evidence-based practices if the research supporting those practices has not yet included studies that represent populations in the classrooms (i.e.,…

Awareness of Christian College Professors Concerning English Language Learners in the Content-Based Classroom and Implementation of Effective Practices

ERIC Educational Resources Information Center

Roedding, Amy L.

2013-01-01

In an effort to understand Christian college professors' levels of awareness to the needs of English Language Learners (ELLs) in content-based classrooms and to identify effective practices for language learning that are being implemented, a quantitative study using descriptive research was carried out. A survey was used to collect data to…

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.…

The Impact of Self-Efficacy and Professional Development on Implementation of Web 2.0 Tools in Elementary Classrooms

ERIC Educational Resources Information Center

Ward, Stephen

2015-01-01

This study sought to understand the impact of self-efficacy and professional development on the implementation of specific Web 2.0 tools in the elementary classroom. There were three research questions addressed in this QUAN-Qual study. Quantitative data were collected through three surveys with 48 total participants: the Web 2.0 tools Utilization…

Implementation of a Research-Based Lab Module in a High School Chemistry Curriculum: A Study of Classroom Dynamics

ERIC Educational Resources Information Center

Pilarz, Matthew

2013-01-01

For this study, a research-based lab module was implemented in two high school chemistry classes for the purpose of examining classroom dynamics throughout the process of students completing the module. A research-based lab module developed for use in undergraduate laboratories by the Center for Authentic Science Practice in Education (CASPiE) was…

A Quantitative Study of an Interactive Whiteboard Implementation in a Suburban School District: Years of Teaching Experience and Grade Level Taught Compared to Peak Stage of Concern

ERIC Educational Resources Information Center

Kotch, Jason M.

2011-01-01

Integrating technology into the classroom is thought to motivate students, keep them engaged, increase available resources, and improve student achievement. Interactive whiteboards (IWBs) are currently being implemented in many classrooms. The purpose of this causal-comparative quantitative study was to identify if years of teaching experience or…

Implementation of Co-Teaching Approach in an Inclusive Classroom: Overview of the Challenges, Readiness, and Role of Special Education Teacher

ERIC Educational Resources Information Center

Hamdan, Abdul Rahim; Anuar, Muhammad Khairul; Khan, Aqeel

2016-01-01

The objective of this study was to determine the relationship aspect of the challenge, readiness, and the role of special education teacher (SET) in implementing common approaches in inclusive classrooms. Experiences as a moderator were used to see the effect of the co-teaching component. This study used a sampling method that involved 240…

Who Are We Not Calling On? A Study of Classroom Participation and the Implementation of the Name Card Method.

ERIC Educational Resources Information Center

Carter, Angela

This study involved observing a second-grade classroom to investigate how the teacher called on students, noting whether the teacher gave enough attention to students who raised their hands frequently by calling on them and examining students' responses when called on. Researchers implemented a new method of calling on students using name cards,…

Implementing Dynamic Assessment of Vocabulary Development as a Trialogical Learning Process: A Practice of Teacher Support in Primary Education Schools

ERIC Educational Resources Information Center

van der Veen, Chiel; Dobber, Marjolein; van Oers, Bert

2016-01-01

Dynamic Assessment (DA) has received a considerable amount of attention in the educational sciences and beyond. DA combines instruction or feedback with assessment or testing within a single activity. DA has great potential for classroom practices, but has not been implemented in many classrooms yet. In this article, we argue that teacher…

Tapping the Potential of Skill Integration as a Conduit for Communicative Language Teaching

ERIC Educational Resources Information Center

Wu, Shu-hua; Alrabah, Sulaiman

2014-01-01

The purpose of this classroom-based study was to discover the kinds of skill integration tasks that were employed by English teachers in Kuwait and to measure their attitudes toward implementing the skill integration technique in their classrooms. Data collection involved recording 25 hours of classroom-based observations, conducting interviews…

Deep Exploration of the Flipped Classroom before Implementing

ERIC Educational Resources Information Center

Logan, Brenda

2015-01-01

This paper is a review of the literature that attempts to explain and document the literature on the flipped classroom. It examines 49 studies that explain the flipped approach in the classroom. This paper, particularly, delineates the history, the theory, benefits, criticisms, recommended practices, and what the research on flipping reveals.…

Time for Technology: Successfully Integrating Technology in Elementary School Classrooms.

ERIC Educational Resources Information Center

English, Susan J.

This study, conducted in March 2001, surveyed 142 grades 2-4 classroom teachers regarding their use of educational technology. The purpose of the study was to demonstrate the importance of providing teachers with the necessary time to investigate, implement, and fully integrate technology into their classrooms. While it is imperative that schools…

Making Meaning of Inclusive Education: Classroom Practices in Finnish and South African Classrooms

ERIC Educational Resources Information Center

Engelbrecht, Petra; Savolainen, Hannu; Nel, Mirna; Koskela, Teija; Okkolin, Mari-Anne

2017-01-01

This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education…

Word Study Instruction in the K-2 Classroom

ERIC Educational Resources Information Center

Williams, Cheri; Phillips-Birdsong, Colleen; Hufnagel, Krissy; Hungler, Diane; Lundstrom, Ruth P.

2009-01-01

This article describes nine tips for implementing a word study program in the K-2 classroom. These tips are based on the results of four classroom-based qualitative research projects collaboratively conducted by a university professor and four primary-grade teacher-researchers. The article suggests that through small-group word study instruction…

Mathematics in the K-8 Classroom and Library

ERIC Educational Resources Information Center

McKinney, Sueanne; Hinton, KaaVonia

2010-01-01

Two experts on education offer a rich and diverse selection of children's literature and teaching strategies for the K-8 mathematics classroom. To date, a vast majority of classrooms continue to fall short in the implementation and direction of NCTM Principles and Standards for School Mathematics (PSSM), in part because most of these classrooms…

The Practicality of Implementing Connected Classroom Technology in Secondary Mathematics and Science Classrooms

ERIC Educational Resources Information Center

Shirley, Melissa L.; Irving, Karen E.; Sanalan, Vehbi A.; Pape, Stephen J.; Owens, Douglas T.

2011-01-01

Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations such as CCT have been demonstrated to positively impact student achievement when integrated…

Teachers' Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers' Preparation Programmes and In-Service Conditions

ERIC Educational Resources Information Center

Ficarra, Laura; Quinn, Kevin

2014-01-01

In the present investigation, teachers' self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and…

Teacher Self-Assessment of Evidence-Based Classroom Practices: Preliminary Findings across Primary, Intermediate and Secondary Level Teachers

ERIC Educational Resources Information Center

Borgmeier, Chris; Loman, Sheldon L.; Hara, Motoaki

2016-01-01

The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional…

"Choose, Explore, Analyze": A Multi-Tiered Approach to Social Media in the Classroom

ERIC Educational Resources Information Center

Rosatelli, Meghan

2015-01-01

In this essay, social media are presented as complex tools that require student involvement from potential classroom implementation to the post-mortem. The "choose, explore, analyze" approach narrows social media options for the classroom based on student feedback and allows students and teachers to work together to understand why and…

Put Students in Charge: A Variation on the Jigsaw Discussion

ERIC Educational Resources Information Center

Benton, Raymond, Jr.

2016-01-01

In this article Raymond Benton, Jr. describes how he implemented a variation on Eliot Aronson's (Aronson et al. 1978) "jigsaw classroom" activity. While there are similarities between Aronson's jigsaw classroom and what is described here, there are differences as well. In Aronson's system, the classroom was divided into subgroups. Each…

Implementation and Acceptability of an Adapted Classroom Check-Up Coaching Model to Promote Culturally Responsive Classroom Management

ERIC Educational Resources Information Center

Pas, Elise T.; Larson, Kristine E.; Reinke, Wendy M.; Herman, Keith C.; Bradshaw, Catherine P.

2016-01-01

Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is…

Say Cheese! A Snapshot of Elementary Teachers' Engagement and Motivation for Classroom Assessment

ERIC Educational Resources Information Center

Black, Glenda L.

2014-01-01

Assessment is a complex function requiring an understanding of student learning, assessment principles, practices, and purposes of data to implement effective classroom assessment. The purpose of this study was to add to the growing base of knowledge about teachers' engagement with assessment data and their motivation for classroom assessment.…

Opinions of Prospective Classroom Teachers about Their Competence for Individualized Education Program (IEP)

ERIC Educational Resources Information Center

Debbag, Murat

2017-01-01

This research aims to determine the opinions of prospective classroom teachers about preparation and implementation of Individualized Education Program (IEP). In this study, a qualitative research method was used. The participants were 20 classroom-teaching students that had been selected through the purposive sampling method. In the study, the…

How Tablets Are Utilized in the Classroom

ERIC Educational Resources Information Center

Ditzler, Christine; Hong, Eunsook; Strudler, Neal

2016-01-01

New technologies are a large part of the educational landscape in the 21st century. Emergent technologies are implemented in the classroom at an exponential rate. The newest technology to be added to the daily classroom is the tablet computer. Understanding students' and teachers' perceptions about the role of tablet computers is important as this…

The Passion-Driven Classroom: A Framework for Teaching and Learning

ERIC Educational Resources Information Center

Maiers, Angela; Sandvold, Amy

2011-01-01

Discover ways to cultivate a thriving and passionate community of learners--in your classroom! In this book, educators and consultants Angela Maiers and Amy Sandvold show you how to spark and sustain your students' energy, excitement, and love of learning. This book presents ideas for planning and implementing a Clubhouse Classroom, where passion…

Coaching to Build Support for Inquiry-Based Teaching

ERIC Educational Resources Information Center

Bransfield, Paula; Holt, Patrice; Nastasi, Patricia

2007-01-01

In teaching science today, the emphasis is on inquiry-based pedagogies, with the expectation that students in the science classroom will be exposed to the theories and practices of scientists in the science community. However, for many science teachers, implementing inquiry in the classroom is a daunting task. In the traditional classroom setting,…

Technology-Enhanced Multimedia Instruction in Foreign Language Classrooms: A Mixed Methods Study

ERIC Educational Resources Information Center

Ketsman, Olha

2012-01-01

Technology-enhanced multimedia instruction in grades 6 through 12 foreign language classrooms was the focus of this study. The study's findings fill a gap in the literature through the report of how technology-enhanced multimedia instruction was successfully implemented in foreign language classrooms. Convergent parallel mixed methods study…

Implementing the Flipped Classroom: An Exploration of Study Behaviour and Student Performance

ERIC Educational Resources Information Center

Boevé, Anja J.; Meijer, Rob R.; Bosker, Roel J.; Vugteveen, Jorien; Hoekstra, Rink; Albers, Casper J.

2017-01-01

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students' study behaviour throughout a flipped course…

Cameras in Self-Contained Classrooms: Legal, Professional and Student Implications

ERIC Educational Resources Information Center

Ivie, Ashlee

2016-01-01

This paper examines the use of cameras in self-contained special education classrooms. It begins with an examination of the legal framework used when administrators are contemplating the implementation of video surveillance within the classroom. It gives a brief summary of the Family Educational Rights and Privacy Act, Individuals with…

Music Teaching for Young Children at a Developmentally Appropriate Practice Classroom in Taiwan

ERIC Educational Resources Information Center

Lee, Pyng-Na; Lin, Sheng-Hsi

2013-01-01

This study attempts to enhance the understanding of a music curriculum that represents holistic and meaningful learning for young children at a developmentally appropriate practice (DAP) classroom in Taiwan. The study participant implementing DAP was selected through purposive sampling by the Classroom Practice Inventory and pilot study. A…

Supporting Elementary Age Students with Significant Disabilities in General Education Classrooms: Personal Perspectives on Inclusion.

ERIC Educational Resources Information Center

Coots, Jennifer J.; Bishop, Kathryn D.; Grenot-Scheyer, Marquita

1998-01-01

Findings of a study in which four elementary general-education teachers commented on the inclusion of students with significant disabilities within general-education classrooms indicated that children with disabilities were described and observed as full classroom members. Difficulties were related to designing and implementing appropriate and…

Impact of a Classroom Behavior Management Intervention on Teacher Risk Ratings for Student Behavior

ERIC Educational Resources Information Center

Hansen, William B.; Bishop, Dana C.; Jackson-Newsom, Julia

2010-01-01

Classroom behavior management interventions have been used successfully with drug prevention programs to prevent subsequent antisocial behavior and substance use among youth. This article presents results from implementation of the All Stars Challenge, a classroom-based behavior management component to a drug prevention program for fifth graders.…

Teaching and Social Change: Reflections on a Freirean Approach in a College Classroom.

ERIC Educational Resources Information Center

Solorzano, Daniel G.

1989-01-01

Reflects on the implementation of Paulo Freire's problem-posing method in an East Los Angeles College (California) course on the media portrayal of Chicanos. Examines Freire's pedagogy and its application in the classroom, and critiques the process. Describes recent work applying the Freirean methodology in college classrooms. (Author/LS)

Implementing an Intervention in Special Education to Promote Social Skills in an Inclusive Setting

ERIC Educational Resources Information Center

Puckett, Kathleen; Mathur, Sarup R.; Zamora, Roxanne

2017-01-01

This study examined the effects of instruction, delivered in a special education classroom, to improve classroom behaviors and support the emergence of social skills in an inclusive classroom for two fourth grade male students with behavioral concerns. The intervention consisted of peer mentoring, interactive social narratives, video modeling and…

Assessment Training: A Precondition for Teachers' Competencies and Use of Classroom Assessment Practices

ERIC Educational Resources Information Center

Koloi-Keaikitse, Setlhomo

2016-01-01

Student assessment, particularly at classroom level, remains an integral part of teaching and learning and is a driving force for the implementation of educational policies and practices in many countries. Nevertheless, problems associated with teachers' classroom assessment practices continue to exist in schools and research shows that teachers…

Clickers to the Rescue: Technology Integration Helps Boost Literacy Scores

ERIC Educational Resources Information Center

Moratelli, Katelyn; DeJarnette, Nancy K.

2014-01-01

Literacy assessment scores in an urban 5th grade classroom left much to be desired. In this diverse classroom population, typical urban distractions such as poverty, crime, English as a second language, and lack of parental support contribute to extremely low literacy scores. This classroom study examined the effects of implementing clickers, a…

Benefits of Using Online Student Response Systems in Japanese EFL Classrooms

ERIC Educational Resources Information Center

Mork, Cathrine-Mette

2014-01-01

Online student response systems (OSRSs) are fast replacing classroom response systems (CRSs), also known as personal or audience response systems or "clickers". OSRSs can more easily be implemented in the classroom because they are web-based and allow students to use any browser and device to do the "clicking" required to…

Bringing Next-Generation Sequencing into the Classroom through a Comparison of Molecular Biology Techniques

ERIC Educational Resources Information Center

Bowling, Bethany; Zimmer, Erin; Pyatt, Robert E.

2014-01-01

Although the development of next-generation (NextGen) sequencing technologies has revolutionized genomic research and medicine, the incorporation of these topics into the classroom is challenging, given an implied high degree of technical complexity. We developed an easy-to-implement, interactive classroom activity investigating the similarities…

Classroom Dynamic Assessment: A Critical Examination of Constructs and Practices

ERIC Educational Resources Information Center

Davin, Kristin J.

2016-01-01

This article explores the implementation of dynamic assessment (DA) in an elementary school foreign language classroom by considering its theoretical basis and its applicability to second language (L2) teaching, learning, and development. In existing applications of L2 classroom DA, errors serve as a window into learners' instructional needs and…

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…

Teaching nursing concepts through an online discussion board.

PubMed

Hudson, Kandi Ann

2014-09-01

Barriers to course content engagement and student learning in nursing education abound. Some of these barriers include content overload, classroom time constraints, and large student numbers. One way to overcome these issues is the implementation of active learning strategies in the classroom. Despite the positive learning outcomes associated with active learning strategies described in the education literature, traditional passive learning strategies continue to be used by nurse educators in the classroom. This article details the results of a pilot study using an active teaching strategy—an online discussion board—which was designed to improve the learning engagement of beginning nursing students enrolled in their first face-to-face nursing course. The results of the semester-long pilot study indicated a favorable student response to the active teaching strategy and improved overall success in the course by the students who participated fully in the online discussions.

An exploration of equitable science teaching practices for students with learning disabilities

NASA Astrophysics Data System (ADS)

Morales, Marlene

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The Teaching Science to Students with Learning Disabilities Inventory, the case study teachers demonstrated characteristics of successful teachers of diverse learners developed by Lynch (2000). Overall, the qualitative findings revealed that the case study teachers were unsure how to provide equitable science teaching practices to all students, particularly to students with learning disabilities. They provided students with a variety of learning experiences that entailed high expectations for all; however, these experiences were similar for all students. Had the teachers fully implemented equitable science teaching practices, students would have had multiple options for taking in the information and making sense of it in each lesson. Teaching that includes using a variety of validated practices that take into account students' individualized learning needs can promote aspects of equitable science teaching practices. Finally, this study provides implications for teacher education programs and professional development programs. As teachers implement science education reform efforts related to equitable science teaching practices, both teacher education programs and professional development programs should include opportunities for teachers to reflect on their beliefs about how students with learning disabilities learn and provide them with a variety of validated teaching practices that will assist them in teaching students with learning disabilities in the general education classroom while implementing science reform efforts.

What are the Effects of Implementing Learning-Focused Strategies in Biology and Physical Science Classrooms?

NASA Astrophysics Data System (ADS)

Simmons, Robin

The objective of this study was to determine if Learning-Focused Strategies (LFS) implemented in high school science courses would affect student achievement and the pass rate of biology and physical science Common District Assessments (CDAs). The LFS, specific teaching strategies contained in the Learning-Focused Strategies Model (LFSM) Program were researched in this study. The LFSM Program provided a framework for comprehensive school improvement to those schools that implemented the program. The LFSM Program provided schools with consistent training in the utilization of exemplary practices and instruction. A high school located in the suburbs of Atlanta, Georgia was the focus of this investigation. Twelve high school science classrooms participated in the study: six biology and six physical science classes. Up-to-date research discovered that the strategies contained in the LFSM Program were research-based and highly effective for elementary and middle school instruction. Research on its effectiveness in high school instruction was the main focus of this study. This investigation utilized a mixed methods approach, in which data were examined qualitatively and quantitatively. Common District Assessment (CDA) quantitative data were collected and compared between those science classrooms that utilized LFS and those using traditional instructional strategies. Qualitative data were generated through classroom observations, student surveys, and teacher interviews. Individual data points were triangulated to determine trends of information reflecting the effects of implementing LFS. Based on the data collected in the research study, classrooms utilizing LFS were more successful academically than the classrooms using traditional instructional methods. Derived from the quantitative data, students in LFS classrooms were more proficient on both the biology and physical science Unit 1 CDAs, illustrating the effectiveness of LFS in the science classroom. Key terms: Cognitive teaching strategies, College readiness, Common District Assessments (CDAs), Concept maps, Constructivism, Curriculum, Differentiated Instruction, Instruction, Formative assessments, Learning-Focused Strategies (LFS), Learning-Focused Strategies Model (LFSM), No Child Left Behind (NCLB), Post-secondary institution, Remediation courses, School improvement grant, School reform, Secondary institution, Traditional instructional strategies.

The development and implementation of a teacher education model in environmental science education for Indian Certificate of Secondary Education (ICSE) schools

NASA Astrophysics Data System (ADS)

Patil, Anuradha

This research study is concerned with the teaching of Environmental Science in the ninth and tenth grades of ICSE schools in Mumbai, India and the development and implementation of a new teacher education model. The instructional strategies practiced by the teachers were investigated using a questionnaire, semi-structured interview schedule and classroom observation. Based on these data, a new model of teacher education was developed with the help of a small cohort of teachers. The rationale for the model was that it should be a non-prescriptive framework that provided a coherently organized, concise guide for environmental education teachers that incorporated modern perspectives on content knowledge, effective pedagogical practices including constructivist approaches and active learning, and a set of guidelines for effectively integrating pedagogy with science content knowledge. The model was in the form of a two-way matrix, with the columns providing the pedagogy and the rows indicating the content knowledge. The intersections of the columns and rows to form individual cells of the matrix yielded a synthesis of pedagogical content knowledge (PCK). The model was discussed with the participating teachers, who prepared revised lesson plans using the model and delivered the lessons, which were observed by the researcher. On using the model, the teaching became more student-centered, as the teachers strove to include constructive and inquiry-based approaches. The use of technology enhanced the effectiveness of the lessons and teachers evaluated the students on all three domains of learning (i.e., affective, cognitive, and psychomotor). Most teachers agreed that it was possible to use the model to plan their lesson and implement it in the classroom; however, they needed to put in more time and effort to get used to a change in their teaching methodology. There is no doubt that teacher professional development is a long process and change does not occur immediately. This model is a transitional one and future development of the model may include more emphasis on further refinements in an approximation toward a thoroughgoing constructivist classroom practice, including a more transactional approach than used here.

Relationship among science teacher personality characteristics and degree of teacher classroom implementation after in-service workshop

NASA Astrophysics Data System (ADS)

Sechler, Phares Lochiel Coleman

State departments of public instruction require that teachers periodically update their licenses throughout their teaching careers. Various professional development events such as in-service workshops, university offerings, and special innovative programs provide opportunities for novice and experienced teachers to grow professionally. The "Team Science" workshop was designed from models supported by research that described guidelines for successful workshop strategies. In evaluating the workshop, the question was asked "Why did not all teachers implement the ideas from the workshop in their science classrooms?" This study investigates the possible relationship between teacher personality characteristics and implementation of technology innovations. Team Science was an extensive workshop program planned to develop science teachers' expertise in using computer and video technology to teach in physical science, chemistry, and physics classrooms in rural school in North Carolina. Upon evaluating the four-year effort, it was found that the 23 participants implemented the technological strategies at various levels. At the higher end of the range of technology use, some teachers exhibited complete integration of the computers and interfacing devices into both the laboratory work and the classroom inquiry. At the lower end of the range, some teachers used the technology very little. The resulting question emerged from the data collected: Do specific teacher personality characteristics (independent variables) correlate with the degree of implementation (dependent variable) of the innovative ideas and tools used in the teacher's science classroom after the in-service workshop? To determine if there were any significant personality traits, each teacher was given five personality tests. The tests were Hunt's Conceptual Development Test, the Paragraph Completion Test; James Rest's Defining Issues Test; Simmons Personal Survey, an emotional tendency test; the Myers-Briggs Type Indicator; and Riggs and Enochs Self-Efficacy Test. The data were analyzed using descriptive statistics, multiple regression, and factor analysis to see what variables were predictors of implementation. The regression analysis revealed that subtests from Myers-Briggs Type Indicator, Simmons Personal Survey, Hunt's Paragraph Completion Test, and Rest's Defining Issues Test could be used to predict implementation. Factor analysis indicated teachers who implemented the technology were "risk takers" and "flexible planners."

Incorporating Science News Into Middle School Curricula: Current Events in the 21st Century Classroom

NASA Astrophysics Data System (ADS)

Dimaggio, E.

2010-12-01

Middle school students are instructed with the aid of textbooks, lectures, and activities to teach topics that satisfy state standards. However, teaching materials created to convey standard-aligned science concepts often leave students asking how the content relates to their lives and why they should be learning it. Conveying relevance, especially in science when abstract concepts can often be incorrectly perceived as irrelevant, is important for student learning and retention. One way to create an educational link between classroom content and everyday life is through the use of scientific current events. Students read, hear, and watch media coverage of natural events (such as the Haiti or Chile earthquakes in 2010), but do not necessarily relate the scientific information from media sources to classroom studies. Taking advantage of these brief ‘teachable moments’-when student interest is high- provides a valuable opportunity to make classroom-to-everyday life associations and to incorporate inquiry based learning. To address this need, we are creating pre-packaged current event materials for middle school teachers in Arizona that align to state standards and which are short, effective, and easy to implement in the classroom. Each lesson takes approximately 15 minutes to implement, allowing teachers time to facilitate brief but meaningful discussions. Materials are assembled within approximately one week of the regional or global science event (e.g., volcanic eruptions, earthquakes) and may include a short slide show, maps, videos, pictures, and real-time data. A listserv is used to send biweekly emails to subscribed instructors. The email contains the current event topic, specific Arizona science standards addressed, and a link to download the materials. All materials are hosted on the Arizona State University Education Outreach website and are archived. Early implementation efforts have been received positively by participating teachers. In one case, students were shown data on the recent 8.8 magnitude Chile earthquake (including epicenter, magnitude, and focus) as well as photos and a short video. Students then viewed real-time earthquakes and plate boundaries in Google Earth using KML files downloaded from the USGS website. During the ensuing discussion, and with minimal teacher direction, students made the connection between the recent earthquake and the convergent plate boundary along Chile that they had previously studied in their earth science unit. Additionally, students asked numerous questions allowing the classroom discussion to expand to topics of interest to each student population. Current events help demonstrate to students that, unlike fact-filled textbooks suggest, science is not static and scientists are actively investigating many ‘textbook’ concepts. Showing students the process and progressive nature of scientific information reinforces critical thinking rather than pure memorization.

An Exploration of Elementary Teachers' Beliefs and Perceptions About Science Inquiry: A Mixed Methods Study

NASA Astrophysics Data System (ADS)

Hamadeh, Linda

In order for science-based inquiry instruction to happen on a large scale in elementary classrooms across the country, evidence must be provided that implementing this reform can be realistic and practical, despite the challenges and obstacles teachers may face. This study sought to examine elementary teachers' knowledge and understanding of, attitudes toward, and overall perceptions of inquiry-based science instruction, and how these beliefs influenced their inquiry practice in the classroom. It offered a description and analysis of the approaches elementary science teachers in Islamic schools reported using to promote inquiry within the context of their science classrooms, and addressed the challenges the participating teachers faced when implementing scientific inquiry strategies in their instruction. The research followed a mixed method approach, best described as a sequential two-strand design (Teddlie & Tashakkori, 2006). Sequential mixed designs develop two methodological strands that occur chronologically, and in the case of this research, QUAN→QUAL. Findings from the study supported the notion that the school and/or classroom environment could be a contextual factor that influenced some teachers' classroom beliefs about the feasibility of implementing science inquiry. Moreover, although teacher beliefs are influential, they are malleable and adaptable and influenced primarily by their own personal direct experiences with inquiry instruction or lack of.

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.

The understandings and meanings eight seventh and eighth grade Latinas gave to science

NASA Astrophysics Data System (ADS)

Parker, Carolyn Ann

My study examined the experiences of eight seventh and eighth grade girls of Central American descent, in and out of the science classroom. The study was interpretive in design and explored the question, "How did the eight participants understand and make meaning of science?" Guided by a sociocultural perspective and a socially critical stance, I explored issues of educational access, particularly to science, mediated by the relationships and experiences formed by families, peers, science classrooms, schools, and society. Data sources included monthly individual interviews, regular focus group meetings, school observations, and interviews with teachers and family members. Findings include the importance of school science experiences that emphasize hands-on activities and the study of topics relevant to students' everyday lives. School influences that I discuss include English-as-a-Second Language learning, English language ability and its effect on classroom interactions, ability grouping, standardized testing, and teachers' instructional practices. Out-of-school influences I examine include the national science education reform movement, familial expectations, and society and the media's portrayal of science and the scientist. The implications and recommendations of the study are particularly germane to practice. Recommendations for the science classroom include a continued emphasis on hands-on science experiences that incorporate high academic expectations for all students, including second-language learners. Moreover, curriculum should be connected and relevant to students' everyday experiences. Recommendations for outside-the-science classroom include a thoughtful examination of the educational environment created by a school's tracking policy and continued support of meaningful professional development experiences for teachers. Future research and the subsequent development of theory should include a further analysis of the influence of gender, ethnicity, science, and recently immigrated students. A study of the influence of English-language ability on students' educational experiences would be especially informative. Studies like this can assist the science education community to implement gender and culturally-equitable curricula, instructional materials, and assessment strategies that could better meet the needs of students who have historically been underrepresented in the discipline, including, but not limited to, second-language learners and recent immigrants to the United States.

Connecting Teachers and Students with Science Experts: NASA's Expedition Earth and Beyond Program

NASA Astrophysics Data System (ADS)

Graff, P. V.; Stefanov, W. L.; Willis, K. J.; Runco, S.; McCollum, T.; Baker, M.; Mailhot, M.; Lindgren, C. F.

2010-12-01

Classroom teachers are challenged with engaging and preparing today’s students for the future. Activities are driven by state required skills, education standards, and high stakes testing. How can educators teach required standards and motivate students to not only learn essential skills, but also acquire a sense of intrigue to want to learn more? One way is to allow students to take charge of their learning and conduct student-driven research. NASA’s Expedition Earth and Beyond program, based at the NASA Johnson Space Center, is designed to do just that. The program, developed by both educators and scientists, promotes inquiry-based investigations in classrooms (grades 5-14) by using current NASA data. By combining the expertise of teachers, who understand the everyday challenges of working with students, and scientists, who work with the process of science as they conduct their own research, the result is a realistic and useable means in which to promote authentic research in classrooms. NASA’s Expedition Earth and Beyond Program was created with the understanding that there are three important aspects that enable teachers to implement authentic research experiences in the classroom. These aspects are: 1) Standards-aligned, inquiry based curricular resources and an implementation structure to support student-driven research; 2) Professional development opportunities to learn techniques and strategies to ensure seamless implementation of resources; and 3) Ongoing support. Expedition Earth and Beyond provides all three of these aspects and adds two additional and inspiring motivators. One is the opportunity for student research teams to request new data. Data requested and approved would be acquired by astronauts orbiting Earth on the International Space Station. This aspect is part of the process of science structure and provides a powerful way to excite students. The second, and perhaps more significant motivator, is the creation of connections between science experts and classrooms. Scientists are able to connect with participating classrooms on a variety of different levels, including being a mentor. These powerful connections provide extraordinary opportunities for students to develop the rigor and relevance of their research, along with encouraging them to have a sense of pride in the work they are doing in school. Providing teachers with skills and the confidence to promote authentic research investigations in the classroom will equip them to create science literate students, and by extension, improve the public understanding of science. The opportunity to connect classrooms with science experts creates personal experiences that are engaging, motivating and impactful. These impactful experiences will help prepare today’s students to become the next generation of scientists or perhaps science educators who can help continue these powerful connections for generations to come.

From the teacher's eyes: facilitating teachers noticings on informal formative assessments (IFAs) and exploring the challenges to effective implementation

NASA Astrophysics Data System (ADS)

Sezen-Barrie, Asli; Kelly, Gregory J.

2017-01-01

This study focuses on teachers' use of informal formative assessments (IFAs) aimed at improving students' learning and teachers' recognition of students' learning processes. The study was designed as an explorative case study of four middle school teachers and their students at a charter school in the northeastern U.S.A. The data collected for the study included a history of teaching questionnaire, video records of the teachers' IFA practices, ethnographic interviews with teachers, and field notes from classroom observations. These data were analysed from a sociolinguistic perspective focusing on the ways that classroom discourse and reflective interview conversations constructed ways of viewing assessment. The findings from the analysis of the classroom discourse showed that teachers use three different types of IFA cycles, labelled as connected, non-connected, and repeating. Teachers' reflections on video cases show that teachers can learn to view in-the-moment interactions in new ways that can guide IFAs. We concluded that teachers' perspectives on the effectiveness of IFAs are an important, but often neglected, part of building a robust, interactive classroom assessment portfolio.

Opportunities and Challenges of Implementing Instructional Games in Mathematics Classrooms: Examining the Quality of Teacher-Student Interactions during the Cover-Up and Un-Cover Games

ERIC Educational Resources Information Center

Heshmati, Saeideh; Kersting, Nicole; Sutton, Taliesin

2018-01-01

This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that…

Invisible Obstacles on the Implementation of Multiple Intelligences Theory in K-8 Classrooms in Turkey

ERIC Educational Resources Information Center

Kaya, Osman Nafiz; Ebenezer, Jazlin

2006-01-01

The aim of this study was to investigate the factors affecting the implementation of Multiple Intelligences (MI) Theory in K-8 classrooms in Turkey. First, it was made meetings in small groups (3 or 4) with 38 teachers in one of the first MI schools in Turkey during the first semesters. They were 22 elementary teachers from Grades 1 to 5 and 16…

Making Sense of Standards: Implementation Issues and the Impact on Teaching Practice. Children Achieving: Philadelphia's Education Reform. Progress Report Series 1996-1997.

ERIC Educational Resources Information Center

Simon, Elaine; Foley, Ellen; Passantino, Claire

The focus of this report is the way standards are influencing instruction in Philadelphia classrooms and how the various parts of the system are working together to support standards-driven instruction at the classroom level. The 1996-97 school year was still an early one in the implementation of standards-based instruction in Philadelphia. The…

Ethnographic case study of a high school science classroom: Strategies in stem education

NASA Astrophysics Data System (ADS)

Sohn, Lucinda N.

Historically, science education research has promoted that learning science occurs through direct physical experiences. In recent years, the need for best practices and student motivation have been highlighted in STEM research findings. In response to the instructional challenges in STEM education, the National Research Council has provided guidelines for improving STEM literacy through best practices in science and mathematics instruction. A baseline qualitative ethnographic case study of the effect of instructional practices on a science classroom was an opportunity to understand how a teacher and students work together to learn in an International Baccalaureate life science course. This study was approached through an interpretivist lens with the assumption that learning science is socially constructed. The following were the research questions: 1.) How does the teacher implement science instruction strategies in the classroom? 2.) In what ways are students engaged in the classroom? 3.) How are science concepts communicated in the classroom? The total 35 participants included a high school science teacher and two classes of 11th grade students in the International Baccalaureate program. Using exploratory qualitative methods of research, data was collected from field notes and transcripts from a series of classroom observations, a single one-on-one interview with the teacher and two focus groups with students from each of the two classes. Three themes emerged from text coded using initial and process coding with the computer assisted qualitative data analysis software, MAXQDA. The themes were: 1.) Physical Forms of Communication Play Key Role in Instructional Strategy, 2.) Science Learning Occurs in Casual Environment Full of Distractions, and 3.) Teacher Persona Plays Vital Role in Classroom Culture. The findings provided insight into the teacher's role on students' motivation to learn science. The recommendation for STEM programs and new curriculum is a holistic and sustainable model for development and implementation. This approach brings together the researcher and practitioner to design effective and specific programs tailored to student needs. The implication of using an effective team model to plan and coordinate individualized STEM initiatives is a long-term commitment to overall STEM literacy, thereby fostering increased access to STEM careers for all learners.

A Model-Based Investigation of Learner Attitude towards Recently Introduced Classroom Technology

ERIC Educational Resources Information Center

Manochehri, Nick-Naser; Sharif, Khurram

2010-01-01

The major aim of this study was to uncover the influence of recently introduced classroom technology on a student's learning attitude. Research was conducted in a Gulf Cooperation Council (GCC) region university where classroom technology was being implemented for the first time. Hence specific attention was being given to the careful management…

Implementing a Flipped Classroom: A Case Study of Biology Teaching in a Greek High School

ERIC Educational Resources Information Center

Gariou-Papalexiou, Angeliki; Papadakis, Spyros; Manousou, Evangelia; Georgiadu, Irene

2017-01-01

The purpose of this study was to investigate the application of the model of the "flipped classroom" as a complementary method to school distance education in junior high school Biology. The "flipped classroom" model attempts a different way of organizing the educational process according to which the traditional methods of…

Constructivism in Practice: An Exploratory Study of Teaching Patterns and Student Motivation in Physics Classrooms in Finland, Germany and Switzerland

ERIC Educational Resources Information Center

Beerenwinkel, Anne; von Arx, Matthias

2017-01-01

For the last three decades, moderate constructivism has become an increasingly prominent perspective in science education. Researchers have defined characteristics of constructivist-oriented science classrooms, but the implementation of such science teaching in daily classroom practice seems difficult. Against this background, we conducted a…

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…

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 Best App Is the Teacher" Introducing Classroom Scripts in Technology-Enhanced Education

ERIC Educational Resources Information Center

Montrieux, H.; Raes, A.; Schellens, T.

2017-01-01

A quasi-experimental study was set up in secondary education to study the role of teachers while implementing tablet devices in science education. Three different classroom scripts that guided students and teachers' actions during the intervention on two social planes (group and classroom level) are compared. The main goal was to investigate which…

Evaluation of the utility of a discrete-trial functional analysis in early intervention classrooms.

PubMed

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

2013-01-01

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

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…

Evidence Based Interventions: An Examination of Pre-Service Training, Professional Development, and Classroom Implementation

ERIC Educational Resources Information Center

Hoover, Kristin Nicole

2013-01-01

The purpose of the study was to examine the relationship between EBI training for special education teachers and their practice of classroom interventions for children with an autism spectrum disorder (ASD). Evaluating the usage of EBIs in the classroom is imperative because of the many obligations educators have to uphold federal compliances…

The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students' Performances and Attitudes

ERIC Educational Resources Information Center

Al-Harbi, Sarah S.; Alshumaimeri, Yousif A.

2016-01-01

The aim of this study was to apply the flipped classroom strategy in teaching English grammar to examine its impact on secondary school students' performances, perceptions, and attitudes toward learning English independently. The researcher implemented the flipped classroom strategy by selecting videos based on the students' textbook and uploading…

Voices from Team-Teaching Classrooms: A Case Study in Junior High Schools in Japan

ERIC Educational Resources Information Center

Fujimoto-Adamson, Naoki

2010-01-01

Team-teaching between a Japanese teacher of language (JTL) and a native-English speaker assistant language teacher (ALT) has been widely implemented in English-language classrooms in Japanese schools for more than 20 years under the Japan Exchange Teaching Program (JET) launched in 1987. This study focuses on the classroom roles and…

Evaluation of the Preschool Life Skills Program in Head Start Classrooms: A Systematic Replication

ERIC Educational Resources Information Center

Hanley, Gregory P.; Fahmie, Tara A.; Heal, Nicole A.

2014-01-01

In an attempt to address risk factors associated with extensive nonfamilial child care, we implemented the preschool life skills (PLS) program (Hanley, Heal, Tiger, & Ingvarsson, 2007) in two community-based Head Start classrooms. A multiple baseline design across classrooms, repeated across skills, showed that the program resulted in a 5-fold…

A Happy and Engaged Class without Cell Phones? It's Easier than You Think

ERIC Educational Resources Information Center

Katz, Louise; Lambert, Warren

2016-01-01

Although there have been many suggestions for incorporating cell phone use into classroom activities, there have been few suggestions for removing cell phone use from the classroom. This article presents an easy-to-implement method using positive reinforcement that effectively removes cell phones from the classroom in a way that is highly endorsed…

Land Application Training Center - A Field Based Classroom

NASA Astrophysics Data System (ADS)

Godfrey, Jonathan; Lindbo, David L.; McLaughlin, Rich

2015-04-01

More and more professionals have to be licensed or certified to perform activities related to soil and the environment. Many certification programs have been solely based on classroom instruction with no field experience. We saw this as a gap in training that could lead to problems with implementation and job performance. As a result we developed a field based training center to assist with both certification training and continuing education of environmental professionals. The center broke ground in 1997 and has expanded over the years to include soils and waste application, wetland restoration, and sediment and erosion control demonstrations. This presentation describes the individual components and outlines the courses offered at the training center.

Calories in the classroom: celebration foods offered and consumed during classroom parties at an elementary school in a low-income, urban community.

PubMed

Isoldi, Kathy K; Dalton, Sharron

2012-08-01

The school food environment is an important area of exploration in investigating the potential for schoolchildren to consume foods and beverages containing excess calories on school grounds. Several venues offer schoolchildren access to lownutrient, calorie-dense foods and beverages. Classroom celebrations offer such a venue; however, little is known about current practices during these events. Trained observers recorded foods and beverages offered, activities engaged in, and goody bag distribution during six separate classroom celebrations. Additionally, foods and beverages consumed by 24 individual students were recorded in detail for calorie estimation. The majority of food items offered during classroom celebrations were low-nutrient, calorie-dense items. The mean caloric contribution for all 24 students was 444 ± 221 calories, with a range of 130–905 calories, and a median intake of 386 calories. Mean total estimated calorie intake per grade level was 225 ± 90, 286 ± 105, and 550 ± 212 calories for students in prekindergarten, kindergarten, and 1st grade, respectively. Only one-third of all the parties observed included activities other than eating. Our observations reveal that food items offered during classroom celebrations offer children opportunities to consume low-nutrient, calorie-dense foods and beverages on the school campus. More research is needed to support these findings, and to identify the best practice to implement for effective school wellness policies aimed at regulating classroom celebrations.

Bringing Global Climate Change Education to Alabama Middle School and High School Classrooms

NASA Astrophysics Data System (ADS)

Lee, M.; Mitra, C.; Percival, E.; Thomas, A.; Lucy, T.; Hickman, E.; Cox, J.; Chaudhury, S. R.; Rodger, C.

2013-12-01

A NASA-funded Innovations in Climate Education (NICE) Program has been launched in Alabama to improve high school and middle school education in climate change science. The overarching goal is to generate a better informed public that understands the consequences of climate change and can contribute to sound decision making on related issues. Inquiry based NICE modules have been incorporated into the existing course of study for 9-12 grade biology, chemistry, and physics classes. In addition, new modules in three major content areas (earth and space science, physical science, and biological science) have been introduced to selected 6-8 grade science teachers in the summer of 2013. The NICE modules employ five E's of the learning cycle: Engage, Explore, Explain, Extend and Evaluate. Modules learning activities include field data collection, laboratory measurements, and data visualization and interpretation. Teachers are trained in the use of these modules for their classroom through unique partnership with Alabama Science in Motion (ASIM) and the Alabama Math Science Technology Initiative (AMSTI). Certified AMSTI teachers attend summer professional development workshops taught by ASIM and AMSTI specialists to learn to use NICE modules. During the school year, the specialists in turn deliver the needed equipment to conduct NICE classroom exercises and serve as an in-classroom resource for teachers and their students. Scientists are partnered with learning and teaching specialists and lead teachers to implement and test efficacy of instructional materials, models, and NASA data used in classroom. The assessment by professional evaluators after the development of the modules and the training of teachers indicates that the modules are complete, clear, and user-friendly. The overall teacher satisfaction from the teacher training was 4.88/5.00. After completing the module teacher training, the teachers reported a strong agreement that the content developed in the NICE modules should be included in the Alabama secondary curriculum. Eventually, the NICE program has the potential to reach over 200,000 students when the modules are fully implemented in every school in the state of Alabama. The project can give these students access to expertise and equipment, thereby strengthening the connections between the universities, state education administrators, and the community.

"Finding the Joy in the Unknown": Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms

ERIC Educational Resources Information Center

Quigley, Cassie F.; Herro, Dani

2016-01-01

In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and…

Tinkering with Teachers: The Case for 3D Printing in the Education Library

ERIC Educational Resources Information Center

Elrod, Rachael

2016-01-01

Opportunities to utilize 3D printing in the K-12 classroom are growing every day. This paper describes the process of implementing a 3D printing service in the Education Library of The University of Florida, Gainesville, a large, doctoral-degree granting, research university. Included are examples of lesson plans featuring 3D printing, creation of…

"It's Different Now:" How Exit Exams Are Affecting Teaching and Learning in Jackson and Austin

ERIC Educational Resources Information Center

Zabala, Dalia; Minnici, Angela; Kober, Nancy, Ed.

2007-01-01

Since much of the previous research on exit exams, including CEP's own work, has looked at national patterns of implementation and passing rates, this study aimed to benefit policy and practice by focusing on the local level. Specifically, case studies were conducted in Jackson, MS and Austin, TX that examined how classroom instruction and other…

Connecting Cultures & Classrooms. K-12 Curriculum Guide: Language Arts, Science, Social Studies. Indian Education for All

ERIC Educational Resources Information Center

Fox, Sandra J., Ed.

2006-01-01

This curriculum guide is but one of the resources that the Montana Office of Public Instruction is providing to help teachers implement Indian Education for All. The philosophy of this document promotes the use of Indian literature as an instructional tool. There are no textbooks presently for including aspects of Montana Indian cultures into the…

A Descriptive Study of the Pilot Implementation of Student Learning Objectives in Arizona and Utah. REL 2016-102

ERIC Educational Resources Information Center

Makkonen, Reino; Tejwani, Jaclyn; Rodriguez, Fernando, Jr.

2015-01-01

Approximately 30 states are now adopting teacher evaluation policies that include student learning objectives (SLOs), which are classroom-specific student test growth targets set by teachers and approved (and scored) by principals. Today state and district leaders are trying to determine the appropriate level of guidance and oversight to provide…

An Analysis of Specialized Reading Instruction in High School English Classes for Students with Disabilities Included in General Education

ERIC Educational Resources Information Center

Beasley, Kathy Rosvold

2010-01-01

This study is a qualitative case study that examined and analyzed the instructional strategies implemented by high school English teachers when teaching reading to students with disabilities in inclusive classrooms. Ten teachers who teach high school English on collaborative teams made up of a general and a special educator participated in the…

Do Effects of Social-Emotional Learning Programs Vary by Level of Parent Participation? Evidence from the Randomized Trial of INSIGHTS

ERIC Educational Resources Information Center

McCormick, Meghan P.; Cappella, Elise; O'Connor, Erin; Hill, Jennifer L.; McClowry, Sandee

2016-01-01

Social-Emotional Learning (SEL) programs aim to improve students' social-emotional competencies in order to enhance their achievement. Although SEL programs typically implement classroom curricula, some programs also include a component for parents. Yet, little is known about the types of parents likely to participate in services, and whether…

Designing Writing Assignments for Vocational-Technical Courses. A Guide for Teachers in the Two-Year College and Technical Institute.

ERIC Educational Resources Information Center

Killingsworth, Jimmie, Ed.; And Others

The 27 articles in this 6-part guide provide information on developing and implementing writing instruction as part of content-area courses in two-year vocational-technical colleges. Part One, General Concerns, includes "Making Writing Work for You in the Interactive Classroom" (Killingsworth, Rude); "Evaluating and Responding to Student Writing"…

The Arts Tool Kit. Priority Academic Student Skills: Visual Art and General Music, Grades 1-12. Revised.

ERIC Educational Resources Information Center

Foster, Gayla; Alexander, JoAnne C.; Bass, Elaine; Black, Paulette; Cesario, Robert; Clow, Jo Ellen; Dalton, Doug; Dedmon, Charla; Gabbard, Susan; Gabel, Barbara; Goree, Gary; Kyle, Nicholas; Martin, Rita; Merklin, Roxy; Riley, Patrick; Reed, John

This kit is designed to help teachers throughout the state of Oklahoma implement the arts in the core curriculum. Suggestions are included for classroom activities that complement the arts competencies in the "Priority Academic Student Skills (PASS)." The kit is a collection of ideas to introduce or reinforce PASS. In the material is a…

Getting Teachers in on the Act: Evaluation of a Theater- and Classroom-Based Youth Violence Prevention Program

ERIC Educational Resources Information Center

Zucker, Marla; Spinazzola, Joseph; Pollack, Amie Alley; Pepe, Lauren; Barry, Stephanie; Zhang, Lynda; van der Kolk, Bessel

2010-01-01

This study replicated and extended our previous evaluation of Urban Improv (UI), a theater-based youth violence prevention (YVP) program developed for urban youth. It assessed the replicability of positive program impacts when implemented by nonprogram originators, as well as the utility of a comprehensive version of the UI program that included a…

Exploring Writing Workshop in the K-2 Classroom: Discovering Our Voices. Bill Harp Professional Teachers Library Series.

ERIC Educational Resources Information Center

Rickards, Debbie; Hawes, Shirl

This book is meant as a resource that can be used by experienced writing teachers as a practical reference when planning writing lessons. The book includes a sequence of instruction, lesson ideas, enrichment options, literature and poetry connections, student samples, and all the ready-to-use materials teachers need to implement the…

Combining Self-Monitoring and an Interdependent Group Contingency to Improve the Behavior of Sixth Graders with EBD

ERIC Educational Resources Information Center

Denune, Hilary; Hawkins, Renee; Donovan, Lauren; Mccoy, Dacia; Hall, Lyndsie; Moeder, Anthony

2015-01-01

A withdrawal design was used to examine the influence of a self-monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth-grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on-task, off-task,…

Sustainability of teacher implementation of school-based mental health programs.

PubMed

Han, Susan S; Weiss, Bahr

2005-12-01

Evidence-based prevention and intervention programs are increasingly being implemented in schools and it therefore is becoming increasingly important to understand the complexities of program implementation under real-world conditions. Much research has focused on the contextual factors that influence program implementation but less work has attempted to provide an integrated understanding of mechanisms (e.g., teacher-training processes) that affect teachers' program implementation. In this paper, we review literature on factors related to teachers' implementation of school-based prevention and intervention programs, then from this review abstract what we believe are four basic ingredients that characterize potentially sustainable teacher-implemented classroom programs. Finally, we present a sequential model, based on these ingredients, of the naturalistic processes underlying sustainability of teachers' program implementation and describe how this sustainability can be enhanced through provision of teacher training and performance feedback from a classroom consultant.

The impact of two universal randomized first- and second-grade classroom interventions on young adult suicide ideation and attempt⋆

PubMed Central

Wilcox, Holly C.; Kellam, Sheppard G.; Brown, C. Hendricks; Poduska, Jeanne; Ialongo, Nicholas S.; Wang, Wei; Anthony, James C.

2008-01-01

Objective This paper reports the impact of two first- and second-grade classroom based universal preventive interventions on the risk of Suicide Ideation (SI) and Suicide Attempts (SA) by young adulthood. The Good Behavior Game (GBG) was directed at socializing children for the student role and reducing aggressive, disruptive behavior. Mastery Learning (ML) was aimed at improving academic achievement. Both were implemented by the teacher. Methods The design was epidemiologically based, with randomization at the school and classroom levels and balancing of children across classrooms. The trial involved a cohort of first-grade children in 19 schools and 41 classrooms with intervention at first and second grades. A replication was implemented with the next cohort of first grade children with the same teachers but with little mentoring or monitoring. Results In the first cohort, there was consistent and robust GBG-associated reduction of risk for suicide ideation by age 19–21 years compared to youths in standard setting (control) classrooms regardless of any type of covariate adjustment. A GBG-associated reduced risk for suicide attempt was found, though in some covariate-adjusted models the effect was not statistically robust. No statistically significant impact on these outcomes was found for ML. The impact of the GBG on suicide ideation and attempts was greatly reduced in the replication trial involving the second cohort. Conclusions A universal preventive intervention directed at socializing children and classroom behavior management to reduce aggressive, disruptive behavior may delay or prevent onset of suicide ideation and attempts. The GBG must be implemented with precision and continuing support of teachers. PMID:18329189

A play and joint attention intervention for teachers of young children with autism: a randomized controlled pilot study.

PubMed

Wong, Connie S

2013-05-01

The aim of this study was to pilot test a classroom-based intervention focused on facilitating play and joint attention for young children with autism in self-contained special education classrooms. Thirty-three children with autism between the ages of 3 and 6 years participated in the study with their classroom teachers (n = 14). The 14 preschool special education teachers were randomly assigned to one of three groups: (1) symbolic play then joint attention intervention, (2) joint attention then symbolic intervention, and (3) wait-list control period then further randomized to either group 1 or group 2. In the intervention, teachers participated in eight weekly individualized 1-h sessions with a researcher that emphasized embedding strategies targeting symbolic play and joint attention into their everyday classroom routines and activities. The main child outcome variables of interest were collected through direct classroom observations. Findings indicate that teachers can implement an intervention to significantly improve joint engagement of young children with autism in their classrooms. Furthermore, multilevel analyses showed significant increases in joint attention and symbolic play skills. Thus, these pilot data emphasize the need for further research and implementation of classroom-based interventions targeting play and joint attention skills for young children with autism.

Qualitative process evaluation of an Australian alcohol media literacy study: recommendations for designing culturally responsive school-based programs.

PubMed

Gordon, Chloe S; Kervin, Lisa K; Jones, Sandra C; Howard, Steven J

2017-02-02

Alcohol media literacy programs seek to mitigate the potentially harmful effects of alcohol advertising on children's drinking intentions and behaviours through equipping them with skills to challenge media messages. In order for such programs to be effective, the teaching and learning experiences must be tailored to their specific cultural context. Media in the Spotlight is an alcohol media literacy program aimed at 9 to 12 year old Australian children. This study evaluates the process and implementation of the program, outlining the factors that facilitated and inhibited implementation. From this evaluation, a pedagogical framework has been developed for health professionals implementing culturally responsive programs in school settings. Process measures included: semi-structured interviews with teachers before and after the program was implemented (n = 11 interviews), program evaluation questionnaires completed by children (n = 166), lesson observations completed by teachers (n = 35 observations), and reflective journal entries completed by the researcher (n = 44 entries). A thematic analysis approach was used to analyse all of the data sets using NVivo. Inductive coding was used, whereby the findings were derived from the research objectives and multiple readings and interpretations of the data. Five key pedagogical considerations were identified that facilitated implementation. These were: connecting to the students' life worlds to achieve cultural significance; empowering students with real-world skills to ensure relevance; ensuring programs are well structured with strong connections to the school curriculum; creating developmentally appropriate activities while providing a range of assessment opportunities; and including hands-on and interactive activities to promote student engagement. Three potential inhibitors to implementing the alcohol media literacy program in upper-elementary school classrooms were identified. These included topic sensitivities, classroom management challenges, and fitting new programs into already busy school schedules. Overall, the program content and individual lessons were well received by the teachers and students. The lessons learned from the development, implementation and evaluation of this program can provide health professionals with key pedagogical strategies for designing culturally responsive educational programs. Culturally responsive programs are critical for ensuring interventions are effective for their specific context.

Teacher decision-making in implementing a new environmental education curriculum: A qualitative study

NASA Astrophysics Data System (ADS)

Winther, Austin A.

This was a qualitative study of teacher decision-making during the first year of implementation of a new environmental education curriculum. Eight teachers were included in the study: three high school teachers, two middle school teachers and three elementary teachers. These teachers received summer training in the program, and were chosen at random from those who volunteered for the study. The teachers were interviewed at the close of training, at midyear during implementation, and during the spring. In addition to interview data other data sources were used to verify findings. These additional sources included interviews with high school students, visits to all the schools, examination of teacher prepared and student prepared materials, informal discussions with teacher peers at the schools, and implementation reports from the teachers. Among the factors examined were teachers' perceptions of training, teachers' perceptions of administrative and peer support, and the manner in which the program was implemented in each classroom. It was found that support from administrative and peer was important, but that neither of these were as critical as might have been expected. Administrators were perceived as supporting the program because the program helped to facilitate goals that had already been established in the school. Peer support was social and largely passive. Participants perceived that neither administrators nor peers really understand how the program worked. Participants initially found the training difficult and confusing. As they continued training and implementation some participants found that the program was substantially different from what they were accustomed to doing in their classrooms. Some participants were reluctant to implement the program, either implementing the program late in the year, or limiting implementation in some way. Others implemented the program fully, and were extremely enthusiastic about what their students were doing and learning. The researcher found that teachers' perceptions of training, administrative and peer support, and of the program itself stemmed from cognitive changes that the program stimulated. Comments from all of the teachers reflected reactions to these changes. Some teachers resisted the changes, while others enjoyed the process. Both programmatic and research recommendations were made.

4E x 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms

ERIC Educational Resources Information Center

Marshall, Jeff C.; Horton, Bob; Smart, Julie

2009-01-01

After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of…

An Action Research Study from Implementing the Flipped Classroom Model in Primary School History Teaching and Learning

ERIC Educational Resources Information Center

Aidinopoulou, Vasiliki; Sampson, Demetrios G.

2017-01-01

The benefits of the flipped classroom (FC) model in students' learning are claimed in many recent studies. These benefits are typically accounted to the pedagogically efficient use of classroom time for engaging students in active learning. Although there are several relevant studies for the deployment of the FC model in Science, Technology,…

Correlates of Children's Patterns of Activity in "Garden Variety" Open Classrooms.

ERIC Educational Resources Information Center

Stodolsky, Susan Silverman

Thirty children, 7.5 to 8.5 years, in two classrooms in a Catholic school trying to implement an informal curriculum were studied. The classrooms were not "exemplary"; The children had lower-middle-class origins. Each child was observed under free-choice conditions for approximately 80-90 minutes over a 3-month period. Two-minute narrative records…

Development of an Instrument for Assessing the Effectiveness of Chemistry Classroom Teaching

ERIC Educational Resources Information Center

Zheng, Changlong; Fu, Lihai; He, Peng

2014-01-01

Classroom teaching is a main frontier of the implementation of new curricular ideas in China. The study reported in this article is concerned with the effectiveness of system of classroom teaching (SCT) in chemistry lessons. According to the Systems Science theory, we took a macroscopic view on the SCT, arguing that SCT is a hierarchy of system,…

A Mixed-Methods Evaluation of the Longer-Term Implementation and Utility of a Teacher Classroom Management Training Programme in Irish Primary Schools

ERIC Educational Resources Information Center

Leckey, Yvonne; Hyland, Lynda; Hickey, Gráinne; Lodge, Anne; Kelly, Paul; Bywater, Tracey; Comiskey, Catherine; Donnelly, Michael; McGilloway, Sinéad

2016-01-01

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the "Incredible Years Teacher [Classroom Management]" programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to…

The Practice and Challenges of Implementing Critical Thinking Skills in Omani Post-Basic EFL Classrooms

ERIC Educational Resources Information Center

Al-Kindi, Naeema Saleh; AL-Mekhlafi, Abdo Mohammed

2017-01-01

The purpose of the current study is to investigate post-basic English teachers' practice of critical thinking skills and the challenges they face while teaching skills in EFL classrooms. Three research questions were investigated to achieve this purpose: 1--To what extent do EFL teachers use classroom behaviors that nurture critical thinking at…

What Should My Science Classroom Rules Be and How Can I Get My Students to Follow Them?

ERIC Educational Resources Information Center

Frazier, Wendy M.; Sterling, Donna R.

2005-01-01

This article discusses the rules science teachers need and how to implement these rules in the class. What should my science classroom rules be? Ideally, this question is asked prior to the teacher's entry to the classroom during their teacher training and revisited throughout their coursework preparation and student teaching. A science teacher…

The Use of Classroom Walk-Through Observations as a Strategy to Improve Teaching and Learning: An Administrative Perspective

ERIC Educational Resources Information Center

Weller, Mark J.

2010-01-01

The purpose of this study was to identify the possible use of structured classroom walk-through observations as a strategy to improve teaching and learning. A wide variety of programs and initiatives have recently been implemented across the country to improve student achievement. One such initiative is classroom walk-through observations.…

Impact of a Teacher-Led Intervention on Preference for Self-Regulated Learning, Finding Main Ideas in Expository Texts, and Reading Comprehension

ERIC Educational Resources Information Center

Stoeger, Heidrun; Sontag, Christine; Ziegler, Albert

2014-01-01

We examined the impact of a teacher-led intervention, implemented during regular classroom instruction and homework, on fourth-grade students' preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. In our quasi-experimental study with intact classrooms, (a) students (n = 266, 12 classrooms) who…

Developing Internal Structure in Elementary School Students. A System of Classroom Management and Class Control.

ERIC Educational Resources Information Center

Hair, Helen; And Others

A report is given of a three year project in which a system of classroom management designed to develop the ability of elementary school children to function at their maximum capacity in the classroom was implemented and tested. Great emphasis was placed on the use of motivational strategies, reinforcement techniques, involvement of students in…

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…

Differentiated Instruction at Work. Reinforcing the Art of Classroom Observation through the Creation of a Checklist for Beginning and Pre-Service Teachers

ERIC Educational Resources Information Center

Subban, Pearl; Round, Penny

2015-01-01

Professional experience is viewed as integral to shaping philosophy and acquiring skills in the area of classroom teaching. Classrooms are complex places, with educators implementing differentiated strategies to cater for student diversity. Pre-service teachers who observe these lessons often miss the intuitive practices, as there is much to…

Investigating Student Resistance and Student Perceptions of Course Quality and Instructor Performance in a Flipped Information Systems Classroom

ERIC Educational Resources Information Center

Baker, Elizabeth White; Hill, Stephen

2017-01-01

The study focuses on the instructor as a stakeholder in implementing the flipped classroom learning approach and ways to lessen professor resistance to flipped classroom adoption. The barrier to professor adoption that concerns potentially lower student evaluations as a result of incorporating the new approach is of particular interest. The…

Examining the Relationship between Selected Grade 3-12 Teachers' Perceived Assessment Literacy and Their Classroom Assessment Practices

ERIC Educational Resources Information Center

Hudson, Mark E.

2017-01-01

The study examined the self-reported understandings of selected 3rd to 12th grade teachers had of assessment and the assessment practices they reported implementing in their classrooms along with evidence extracted from written lesson plans. The literature on classroom assessment supports the idea that teachers who create meaningful assessments,…

Response-based Multimedia and the Culture of the Classroom: A Pilot Study of "Kid's Space" in Four Elementary Classrooms. Report Series 2.26.

ERIC Educational Resources Information Center

Meskill, Carla; Swan, Karen

A pilot study describes the prototype design and classroom implementation of "Kid's Space," a response-based multimedia application for literature teaching and learning. "Kid's Space" was designed around the metaphor of a universe populated by the individual student's world. Each world supports a variety of personal spaces in…

An investigation into the factors that motivate teachers to implement inquiry in the science classroom

NASA Astrophysics Data System (ADS)

Robbins, Beth Schieber

Inquiry-based science teaching is an inductive approach to science instruction that originated in constructivist learning theory and requires students to be active participants in their own learning process. In an inquiry-based classroom, students actively construct their knowledge of science through hands-on, engaged practices and inquiry-based approaches. Inquiry-based teaching stands in contrast to more traditional forms of teaching that see students as empty vessels to be filled by the teacher with rote facts. Despite calls from the NSF, the NRC, and the AAAS for more inquiry-based approaches to teaching science, research has shown that many teachers still do not use inquiry-based approaches. Teachers have cited difficulties including lack of time, high-stakes testing, a shortage of materials, problems with school-wide logistics, rigid science curricula, student passivity, and lack of prerequisite skills. The objective of this mixed-methods study was to examine to what extent specific, identifiable personality traits contribute to the likelihood that a teacher will use inquiry in the science classroom, and what factors figure predominantly as teachers' reasons for implementing inquiry. The findings of the study showed that the null hypotheses were not rejected. However, reduced conscientiousness and increased openness may be significant in indicating why teachers use inquiry-based teaching methods and avenues for further research. In addition, the qualitative results aligned with previous findings that showed that lack of resources (e.g., time and money) and peer support act as powerful barriers to implementing inquiry-based teaching. Inquiry teachers are flexible, come to teaching as a second or third career, and their classrooms can be characterized as chaotic, fun, and conducive to learning through engagement. The study suggests changes in practice among administrators and teachers. With adjustments in methods and survey instruments, additional research could provide valuable insights and further recommendations. Overall, this study has yielded information that may lead to changes in both practice and thinking related to inquiry-based teaching and learning.

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

PubMed

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

2008-04-15

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

Learning about the game: designing science games for a generation of gamers

NASA Astrophysics Data System (ADS)

Chmiel, Marjee

2012-12-01

This paper is a response to "Challenges and Opportunities: Using a science-based video game in secondary school settings" by Rachel Muehrer, Jennifer Jenson, Jeremy Friedberg, and Nicole Husain. The article highlights two critical areas that I argue require more research in the studies of video games in education. The first area focuses on the need to better understand how children interact with non-educational games, outside of the school setting. This includes issues such as "gamer culture" and game play styles. The better we understand these issues, the better educational game designers and implementers can imagine the kinds of behaviors that might be elicited from students when we bring educational games into their classroom. In this focus, the student is the unit of analysis, but it is the student in and out of the classroom: the way the student understands video games when she is at home, playing with friends, and at school. The second area focuses on the study of the classroom as a unit of analysis. As the authors of this study reveal, classroom cultures affect the reception and success of an educational game. This is to ask, how does a game play when students have to play it in pairs or groups for a lack of resources? What is the role of the teacher in the success of video game implementation? How does a game react to multiple server requests in a short period of time? These are issues that are still largely unexplored in the educational game design literature.

Twelve tips for "flipping" the classroom.

PubMed

Moffett, Jennifer

2015-04-01

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

"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.

Irie Classroom Toolbox: a study protocol for a cluster-randomised trial of a universal violence prevention programme in Jamaican preschools

PubMed Central

Baker-Henningham, Helen; Vera-Hernández, Marcos; Alderman, Harold; Walker, Susan

2016-01-01

Introduction We aim to determine the effectiveness of a school-based violence prevention programme implemented in Jamaican preschools, on reducing the levels of aggression among children at school, and violence against children by teachers. Methods and analysis This is a 2-arm, single-blind, cluster-randomised controlled trial with parallel assignment. Clusters are 76 preschools in Kingston, and all teachers and classrooms in the selected schools are included in the study. In addition, a random sample of up to 12 children in the 4-year-old classes have been selected for evaluation of child-level outcomes. The intervention involves training teachers in classroom behaviour management and in strategies to promote children's social-emotional competence. Training is delivered through five full-day workshops, monthly in-class coaching over 2 school terms, and weekly text messages. The primary outcome measures are: (1) observed levels of child aggression and (2) observed violence against children by teachers. Secondary outcomes include observations of the levels of children's prosocial behaviour and the quality of the classroom environment, teachers’ reports of their mental health, teacher-reported child mental health, direct tests of children's self-regulation and child attendance. Ethics and dissemination If this intervention were effective at improving the caregiving environment of young children in school, this would have significant implications for the prevention of child mental health problems, and prevention of violence against children in low and middle-income countries where services are often limited. The intervention is integrated into the school system and involves training existing staff, and thus, represents an appropriate strategy for large-scale implementation and benefits at the population level. Ethical consent for the study was given by the School of Psychology Ethics and Research Committee, Bangor University (ref: 2014-14167), and by the University of the West Indies Ethics Committee (ref: ECP 50,14/15). Trial registration number ISRCTN11968472; Pre-results. PMID:27165651

Evidence Base Update for Autism Spectrum Disorder.

PubMed

Smith, Tristram; Iadarola, Suzannah

2015-01-01

This evidence base update examines the level of empirical support for interventions for children with autism spectrum disorder (ASD) younger than 5 years old. It focuses on research published since a previous review in this journal (Rogers & Vismara, 2008 ). We identified psychological or behavioral interventions that had been manualized and evaluated in either (a) experimental or quasi-experimental group studies or (b) systematic reviews of single-subject studies. We extracted data from all studies that met these criteria and were published after the previous review. Interventions were categorized across two dimensions. First, primary theoretical principles included applied behavior analysis (ABA), developmental social-pragmatic (DSP), or both. Second, practice elements included scope (comprehensive or focused), modality (individual intervention with the child, parent training, or classrooms), and intervention targets (e.g., spoken language or alternative and augmentative communication). We classified two interventions as well-established (individual, comprehensive ABA and teacher-implemented, focused ABA + DSP), 3 as probably efficacious (individual, focused ABA for augmentative and alternative communication; individual, focused ABA + DSP; and focused DSP parent training), and 5 as possibly efficacious (individual, comprehensive ABA + DSP; comprehensive ABA classrooms; focused ABA for spoken communication; focused ABA parent training; and teacher-implemented, focused DSP). The evidence base for ASD interventions has grown substantially since 2008. An increasing number of interventions have some empirical support; others are emerging as potentially efficacious. Priorities for future research include improving outcome measures, developing interventions for understudied ASD symptoms (e.g., repetitive behaviors), pinpointing mechanisms of action in interventions, and adapting interventions for implementation with fidelity by community providers.

Development of environmental education in the Korean kindergarten context

NASA Astrophysics Data System (ADS)

Shin, Keum Ho

Many environmental educators insist that environmental education (EE) should be started from a young age. The Korean Ministry of Education (1999) has also emphasized the importance of environmental education in early childhood by including content and objectives regarding EE in the 1999 National Curriculum of Kindergarten. However, many Korean kindergarten teachers do not sufficiently implement environmental education in their teaching practice. To address this issue, this study aimed at investigating and overcoming barriers to fully implement EE in the Korean kindergarten context. Four experienced Korean kindergarten teachers were involved in a fourteen-week critical action research project that included weekly group meetings. At these group meetings, teachers reflected on the barriers preventing the full implementation of EE in their classrooms and discussed possible environmental education actions to be attempted in the following week. These actions, individually implemented in teachers' classrooms, were reviewed at subsequent group meetings. Data from group meetings and teacher lessons were used to analyze the effectiveness of this critical action research project for developing environmental education. At the beginning stages of this study, Korean kindergarten teachers felt strongly uncomfortable participating in group communication. However, through the continuous encouragement of the researcher and with the involvement of participants who have similar educational backgrounds, age, and working experiences, participants came to actively engage in group communication. Participants in this study identified the following barriers to fully implement EE in kindergartens: insufficient understandings and awareness of EE, reluctant attitudes towards the environment, lack of educational support and resources, low parental involvement, and discomfort about going on a field trip to environments. Teachers came to understand the importance, objectives, potential topics, and teaching methods of early childhood environmental education. While implementing environmental education in their classrooms, teachers recognized possibilities for environmental education through connections with children's daily lives and previous activities conducted in their classrooms. Teachers also identified that critical action research through group communication provided practical and useful knowledge of their educational practices. Teachers' improved pedagogical knowledge and awareness about EE increased their confidence to teach environmental education. To lessen the burden of going on a field trip to environments, teachers provided children direct experiences in the environment surrounding schools and during school picnics. Teachers also actively participated in environmental activities with children. These direct experiences of the environment helped teachers and children appreciate the beauty of the environment and change their reluctant attitudes towards the environment. By providing parents children's products produced during EE, teachers were also able to help parents develop an interest in environmental education. While most educational research in Korean kindergartens is conducted by university-based researchers, this research inquiry revealed that action research by the effective partnership with a university-based researcher can encourage the confidence and passion of Korean kindergarten teachers to reflect and resolve issues arising from their experiences and to change educational practices.

Research Experiences in Teacher Preparation: Effectiveness of the Green Bank preservice teacher enhancement program

NASA Astrophysics Data System (ADS)

Hemler, Debra A.

1997-11-01

The purpose of this study was to examine the effectiveness of the preservice teacher component of the Research Experiences in Teacher Preparation (RETP) project aimed at enhancing teacher perceptions of the nature of science, science research, and science teaching. Data was collected for three preservice teacher groups during the three phases of the program: (I) a one week institute held at the National Radio Astronomy Observatory in Green Bank, West Virginia where teachers performed astronomy research using a 40 foot diameter radio telescope; (II) a secondary science methods course; and (III) student teaching placements. Four Likert-type instruments were developed and administered pre and post-institute to assess changes in perceptions of science, attitudes toward research, concerns about implementing research in the classroom, and evaluation of the institute. Instruments were re-administered following the methods course and student teaching. Observations of classroom students conducting research were completed for seven preservice teacher participants in their student teaching placements. Analysis, using t-tests, showed a significant increase in preservice teachers perceptions of their ability to do research. Preservice teachers were not concerned about implementing research in their placements. No significant change was measured in their understanding of the nature of science and science teaching. Concept maps demonstrated a significant increase in radio astronomy content knowledge. Participants responded that the value of institute components, quality of the research elements, and preparation for implementing research in the classroom were "good" to "excellent". Following the methods course (Phase II) no significant change in their understanding of the nature of science or concerns about implementing projects in the classroom were measured. Of the 7 preservice teachers who were observed implementing research projects, 5 projects were consistent with the Green Bank model. Student teachers who had initiated research in their classrooms had fewer concerns about doing them than those that had not. No significant change was measured in their perceptions of science and science teaching. The RETP project serves as a viable constructivist model for exposing preservice teachers to science research and transferring that experience to the classroom.

From the Green Screen to the Classroom: Training Graduate Students to Communicate Science and Mathematics Effectively through the INSPIRE Program

NASA Astrophysics Data System (ADS)

Pierce, Donna M.; Radencic, Sarah P.; Walker, Ryan M.; Cartwright, John H.; Schmitz, Darrel W.; Bruce, Lori M.; McNeal, Karen S.

2014-11-01

Initiating New Science Partnerships in Rural Education (INSPIRE) is a five-year partnership between Mississippi State University and three school districts in Mississippi’s Golden Triangle region. This fellowship program is designed to strengthen the communication and scientific reasoning skills of STEM graduate students by having them design and implement inquiry-based lessons which channel various aspects of their research in our partner classrooms. Fellows are encouraged to explore a diversity of approaches in classroom lesson design and to use various technologies in their lessons, including GIS, SkyMaster weather stations, Celestia, proscopes, benchtop SEM, and others. Prior to entering the classrooms for a full school year, Fellows go through an intense graduate-level training course and work directly with their partner teachers, the program coordinator, and participating faculty, to fold their lessons into the curricula of the classrooms to which they’ve been assigned. Here, we will discuss the various written, oral, and visual exercises that have been most effective for training our Fellows, including group discussions of education literature, role playing and team-building exercises, preparation of written lesson plans for dissemination to other teachers nationwide, the Presentation Boot Camp program, and production of videos made by the Fellows highlighting careers in STEM fields. We will also discuss the changes observed in Fellows’ abilities to communicate science and mathematics over the course of their fellowship year. INSPIRE is funded by the NSF Graduate K-12 (GK-12) STEM Fellowship Program, award number DGE-0947419.

The Pedagogy of Critical Enjoyment: Teaching and Reaching the Hearts and Minds of Adolescent Learners through Media Literacy Education

ERIC Educational Resources Information Center

Redmond, Theresa Anne

2012-01-01

While there is consensus regarding the definition of media literacy, classroom-based studies of media literacy education in action are few and research that investigates how teachers implement media literacy in practice are needed, including information about why it is taught, what is taught, and how it is taught. Through a purposefully selected…

The AP Chemistry Course Audit: A Fertile Ground for Identifying and Addressing Misconceptions about the Course and Process

ERIC Educational Resources Information Center

Schwenz, Richard W.; Miller, Sheldon

2014-01-01

The advanced placement course audit was implemented to standardize the college-level curricular and resource requirements for AP courses. While the process has had this effect, it has brought with it misconceptions about how much the College Board intends to control what happens within the classroom, what information is required to be included in…

Documenting Student Connectivity and Use of Digital Annotation Devices in Virginia Commonwealth University Connected Courses: An Assessment Toolkit for Digital Pedagogies in Higher Education

ERIC Educational Resources Information Center

Gogia, Laura Park

2016-01-01

Virginia Commonwealth University (VCU) is implementing a large scale exploration of digital pedagogies, including connected learning and open education, in an effort to promote digital fluency and integrative thinking among students. The purpose of this study was to develop a classroom assessment toolkit for faculty who wish to document student…

Factors contributing to the effectiveness of four school-based sexual violence interventions.

PubMed

Clinton-Sherrod, A Monique; Morgan-Lopez, Antonio A; Gibbs, Deborah; Hawkins, Stephanie R; Hart, Laurie; Ball, Barbara; Irvin, Neil; Littler, Nicole

2009-01-01

This study extends past research by examining factors associated with changes in attitudes, knowledge, and intended behaviors related to sexual assault. This study included 1,182 participants from four unique multiple-session school-based sexual violence interventions. Implementation and participant factors examined include single- versus mixed-gender groups, group setting versus classroom lecture setting, and participant gender. Participants completed self-administered, paper-and-pencil pre- and postsurveys. A significant desired overall effect was found on participants' reports of positive attitudes, beliefs, and behavior regarding sexual harassment and personal boundaries and positive dating relationship norms (from pretest to posttest). There were steeper increases over time in both measures, with larger mixed-gender/single-gender differences among boys than among girls. Differences in the impact of participating in mixed- versus single-gender groups depended on classroom versus small group settings. The implications of these findings are discussed for sexual assault prevention programs.

Implementing a whole school physical activity and healthy eating model in rural and remote first nations schools: a process evaluation of action schools! BC.

PubMed

Naylor, Patti-Jean; Scott, Jenny; Drummond, Janine; Bridgewater, Laura; McKay, Heather A; Panagiotopoulos, Constadina

2010-01-01

Aboriginal people who reside in rural and remote areas of Canada often have poorer health than other Canadians. For instance, the prevalence rate of type 2 diabetes is 3 to 5 times higher than for the general population. Chronic disease risk factors such as obesity are also more prevalent. Overweight and obesity have become major health challenges for all Canadian children, but for Aboriginal children, the numbers are 2 to 3 times higher. 'Action Schools! BC' (AS! BC) is a whole-school framework designed as a positive approach to addressing childhood inactivity and unhealthy eating patterns during the school day that was effective for children in a large urban center. The purpose of this study was to explore the feasibility and implementation of AS! BC in 3 remote Aboriginal communities in northern British Columbia. The AS! BC model provided tools for schools and teachers to create individualized 'action plans' to increase the opportunities for physical activity (PA) and healthy eating (HE) across 6 'action zones'. These zones included: (1) school environment; (2) scheduled physical education; (3) classroom action; (4) family and community; (5) extra-curricular; and (6) school spirit. Teachers (primarily generalists) were provided with the training and resources necessary to implement their action plan for their class. Schools had three visits from the AS! BC support team. Teachers received specialized training and support, a 'planning guide' and classroom-based resources. Gender- and skill-level-inclusive activities were prioritized. Although the model emphasized choice using a whole-school framework, 'classroom action' was a flagship component. Teachers were asked to provide students with a minimum of 15 additional minutes of PA each school day and at least one HE activity per month in the 'classroom action zone'. Information about implementation was gathered from weekly 'classroom logs' completed by teachers and focus groups with school staff. The logs showed that all 3 schools implemented physical activities (mean = 140 min/week, range = 7-360 min/week) and HE activities (mean = 2.3 times/week, range = 0-10 times/week) but this varied by school and teacher. Adherence to logging was low (34% of eligible weeks). Focus group data showed that the program was well received and that support from the AS! BC master trainer and support team was crucial to delivery of the program. Staff highlighted challenges (eg time, high staff turnover at the schools and lack of financial resources), but felt that with continued support and cultural adaptations they would continue to implement AS! BC in their schools. The evaluation demonstrated that AS! BC was appropriate and feasible for use in the First Nations schools in these rural and remote communities with some cultural adaptations and ongoing support. Rural and remote locations have very specific challenges that need to be considered in broader dissemination strategies.

Comparing Digital Badges-and-Points with Classroom Token Systems: Effects on Elementary School ESL Students' Classroom Behavior and English Learning

ERIC Educational Resources Information Center

Homer, Ryan; Hew, Khe Foon; Tan, Cheng Yong

2018-01-01

This paper reports the findings of a field experiment that gamified the classroom experience of elementary school ESL students by implementing digital badges-and-points which students could earn by achieving specific behavioral and learning goals. Altogether, 120 children in eight different classes participated in this study. Four of the classes…

The Effect of Kindergarten Classroom Size Reduction on Second Grade Student Achievement: Evidence from California

ERIC Educational Resources Information Center

Funkhouser, Edward

2009-01-01

Because classroom size reduction (CSR) and standards based testing were implemented at the same time in California during the mid-1990s, it is difficult to isolate the effects of classroom size on outcomes from the effects of curriculum changes. As a result, the main comparison in this paper is very specific--the effect of reduced sized…

The Use of Classroom Walk-Through Observations as a Strategy to Improve Teaching and Learning: A Student Centered Perspective

ERIC Educational Resources Information Center

Sorensen, Thomas R., Jr.

2010-01-01

Due to the increasing pressure of meeting the demands of No Child Left Behind, and reducing the achievement gap between subgroups of school populations, school administrators across the nation have implemented a variety of short classroom walk-through observations. A walk-through is defined as a 3-5 minute observation of the classroom teacher by…

Functionally-Indicated Choice-Making Interventions to Address Academic and Social Behaviors of Adolescent Students with Emotional/Behavioral Disorders (E/BD) in a Residential Facility

ERIC Educational Resources Information Center

Ramsey, Michelle L.; Jolivette, Kristine; Kennedy, Christina; Fredrick, Laura D.; Williams, Camille D.

2017-01-01

Two functionally-indicated choice-making interventions were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for 9 sixth through eighth grade participants with emotional and behavioral disorders in a residential math classroom using a reversal design. Results…

The Effects of Background Music in the Classroom on the Productivity, Motivation, and Behavior of Fourth Grade Students

ERIC Educational Resources Information Center

White, Kevin N.

2007-01-01

Many students in a fourth grade classroom at Logan Elementary School are expressing numerous types of negative behaviors, are not motivated to learn, and do not stay on-task. In an effort to change these students, an action research study was conducted that implemented background music in the classroom. There were ten fourth grade students who…

Exploring Middle School Teachers' Perceptions and Applications of a Site-Based, Technology-Related Professional Development Program Focused on Interactive Whiteboards and Classroom Response Systems

ERIC Educational Resources Information Center

Desai, Shreya J.

2012-01-01

This qualitative study examined five middle school teachers' perceptions of a site-based, technology-related professional development (TRPD) program focused on the interactive whiteboard (IWB) and the classroom response system (CRS) and the practices implemented in the teachers' classrooms as a result of participation in the TRPD…

Investigating the Use of Term Recall and Recognition Tools in Learning Terminology and Concepts in a Senior Biology Classroom

ERIC Educational Resources Information Center

Evergreen, Merrin; Cooper, Rebecca; Loughran, John

2016-01-01

This paper investigated the use of term recall and recognition tools for learning terminology and concepts in a senior biology classroom. The paper responded to a set of research questions from a teacher researcher perspective, making use of data collected from the teacher researcher's classrooms over several years, based on the implementation of…

The Competency of Pre-Service Classroom Teachers' Regarding the Learning-Teaching Process in a Music Course: Implementation from a Turkish University

ERIC Educational Resources Information Center

Koca, Sehriban

2016-01-01

This study was a descriptive study that evaluated pre-service classroom teachers' competencies in regarding the learning-teaching process in a music course. The study made use of a general screening model. Participants of the research is consists of pre-service classroom teachers taking music and music teaching course at the primary school…