Evaluating Student-Teacher Linkage Data in Teacher Incentive Fund (TIF) Sites: Acquisition, Verification, and System Development. The Harvesting Project

ERIC Educational Resources Information Center

Watson, Jeffery; Witham, Peter; St. Louis, Timothy

2010-01-01

The U.S. Department of Education Teacher Incentive Fund (TIF) seeks to transform education compensation systems so that principal and teacher performance (measured through classroom productivity measures) connects to compensation. Classroom-level productivity measures require robust student-teacher linkage data. Organizations such as the…

The Effects of Classroom Response Systems of Student Achievement

ERIC Educational Resources Information Center

Hales, Kelly B.

2017-01-01

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

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

ERIC Educational Resources Information Center

Gregorius, R. Ma.

2017-01-01

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

National energy efficient driving system (NEEDS). Volume 2, Driver education program

DOT National Transportation Integrated Search

1981-12-15

Studies were conducted to identify young driver deficiencies in knowledge, attitude, and performance with respect to fuel-efficiency. Five different programs of classroom-only and classroom/in-car instruction were administered experimentally to high ...

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…

Effects of Geographic Information System on the Learning of Environmental Education Concepts in Basic Computer-Mediated Classrooms in Nigeria

ERIC Educational Resources Information Center

Adeleke, Ayobami Gideon

2017-01-01

This research paper specifically examined the impact of Geographic Information System (GIS) integration in a learning method and on the performance and retention of Environmental Education (EE) concepts in basic social studies. Non-equivalent experimental research design was employed. 126 pupils in four intact, computer-mediated classrooms were…

Embedding "Clickers" into Classroom Instruction: Benefits and Strategies

ERIC Educational Resources Information Center

Blood, Erika; Gulchak, Daniel

2013-01-01

Student response systems, often called clickers, have become more popular and visible in the K-12 classroom in recent years. There are numerous competing systems on the market, but all perform the same function: to allow the student to use a small hand-held device (i.e., a clicker), or even web browsers on laptops or mobile phones, to respond to…

Luminaires for Advanced Lighting in Education

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

Davis, J. Lynn

Evolving education methods and greater use of technology in the classroom are dictating the need to rethink facility designs, including classroom lighting. Advances in LED-based lighting technology have created the possibility of lighting systems that are not only cost effective and energy efficient, but also color-tunable and as durable as other facility infrastructures (a 20-30 year life expectancy). Thus, there is the opportunity that the modern lighting system can be used by educators as a tool in their teaching strategy. To meet this need, RTI International and Finelite, Inc. teamed to develop and test the Next Generation Integrated Classroom Lightingmore » System (NICLS). The NICLS technology incorporates a high performance, color-tunable light engine into new luminaire designs (e.g., pendant, direct-indirect, downlight, troffers) that are acceptable for use in classrooms. During this project, we successfully demonstrated that the NICLS technology achieves exceptional performance and exceeds all DOE goals for the classroom of the future, including: Luminous efficacy value for NICLS luminaires in excess of 125 lpw at all CCT values; TWL range of 2,700 K to 6,500 K while maintaining a CRI of 82 or higher at all values; Capability for full-range dimming (100% to 1%) at all CCT values with flicker levels below industry guidelines; Performance of the lighting system in a classroom mock-up, incorporating daylight and occupancy sensing to provide automatic control of lighting zones to further reduce energy consumption; Rated lifetime on the system exceeding 50,000 hours with a lumen maintenance of at least 85% at 50,000 hours; and Teacher-focused UI located at the front of the classroom to operate the lighting system. A smartphone-based UI is also available to accommodate teacher movement in the classroom. A critical element of developing this technology is designing the user interface to be compatible with modern teaching methods, including increased use of icons and colors and intuitive appearance. The design of the NICLS technology and the user interface was modified with assistance from focus groups consisting of more than 80 teachers and educational professionals total. The focus groups were held in a full-sized classroom that served as a technology demonstration site for the NICLS. The NICLS technology is an advanced lighting system for educational settings that meets or exceeds all DOE photometric, electrical, and reliability goals for the COF. The NICLS technology has been demonstrated at the classroom level, and the feedback from the dozens of teachers and educational professionals who visited the demonstration site has been overwhelmingly positive. NICLS provides a state-of-the-art lighting environment that adjusts the lighting conditions—both color and illuminance levels—to the needs of students and teachers for the task at hand. Early research has suggested that such lighting conditions will improve not only teacher effectiveness but also a student’s ability to concentrate on learning activities.« less

Systems approach to managing educational quality in the engineering classroom

NASA Astrophysics Data System (ADS)

Grygoryev, Kostyantyn

Today's competitive environment in post-secondary education requires universities to demonstrate the quality of their programs in order to attract financing, and student and academic talent. Despite significant efforts devoted to improving the quality of higher education, systematic, continuous performance measurement and management still have not reached the level where educational outputs and outcomes are actually produced---the classroom. An engineering classroom is a complex environment in which educational inputs are transformed by educational processes into educational outputs and outcomes. By treating a classroom as a system, one can apply tools such as Structural Equation Modeling, Statistical Process Control, and System Dynamics in order to discover cause-and-effect relationships among the classroom variables, control the classroom processes, and evaluate the effect of changes to the course organization, content, and delivery, on educational processes and outcomes. Quality improvement is best achieved through the continuous, systematic application of efforts and resources. Improving classroom processes and outcomes is an iterative process that starts with identifying opportunities for improvement, designing the action plan, implementing the changes, and evaluating their effects. Once the desired objectives are achieved, the quality improvement cycle may start again. The goal of this research was to improve the educational processes and outcomes in an undergraduate engineering management course taught at the University of Alberta. The author was involved with the course, first, as a teaching assistant, and, then, as a primary instructor. The data collected from the course over four years were used to create, first, a static and, then, a dynamic model of a classroom system. By using model output and qualitative feedback from students, changes to the course organization and content were introduced. These changes led to a lower perceived course workload and increased the students' satisfaction with the instructor, but the students' overall satisfaction with the course did not change significantly, and their attitude toward the course subject actually became more negative. This research brought performance measurement to the level of a classroom, created a dynamic model of the classroom system based on the cause-and-effect relationships discovered by using statistical analysis, and used a systematic, continuous improvement approach to modify the course in order to improve selected educational processes and outcomes.

Political Alienation in Adolescence: Associations with Parental Role Models, Parenting Styles, and Classroom Climate

ERIC Educational Resources Information Center

Gniewosz, Burkhard; Noack, Peter; Buhl, Monika

2009-01-01

The present study examined how parental political attitudes, parenting styles, and classroom characteristics predict adolescents' political alienation, as feelings about the individual's ability to affect the political system's performance at the individual level. Participants were 463 families that included mothers, fathers, and their adolescent…

Computers for Your Classroom: CAI and CMI.

ERIC Educational Resources Information Center

Thomas, David B.; Bozeman, William C.

1981-01-01

The availability of compact, low-cost computer systems provides a means of assisting classroom teachers in the performance of their duties. Computer-assisted instruction (CAI) and computer-managed instruction (CMI) are two applications of computer technology with which school administrators should become familiar. CAI is a teaching medium in which…

Analyzing and Modifying Your Classroom Leadership Style.

ERIC Educational Resources Information Center

Keane, Francis J.

Knowledge of leadership is an important consideration for both teacher preparation and performance, and effectiveness in both areas can be improved through an understanding of the relationship between the dynamics of the classroom social system and the leadership style (motivation) of the teacher, and the conditions under which they meet.…

Guidance on New York State's Annual Professional Performance Review Law and Regulations

ERIC Educational Resources Information Center

New York State Education Department, 2011

2011-01-01

Education Law Section 3012-c requires a new performance evaluation system for classroom teachers ("teachers") and building principals ("principals"). New York State will implement a statewide comprehensive evaluation system for school districts and boards of cooperative educational services (BOCES). The evaluation system is…

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

ERIC Educational Resources Information Center

Fan, F. A.

2012-01-01

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

Leveraging Lighting Color, Temperature and Luminosity for Improving Classroom Learning

ERIC Educational Resources Information Center

Mott, Michael Seth; Thomas, Teresa R.; Burnette, Jodie L.

2013-01-01

This short article addresses a preliminary exploration of a third grade teachers' action research applied to the use of a dynamic lighting system for improving educational performance in the classroom. Dynamic lighting offers teachers' four light settings: focus, energy, calm, and normal. Prior research has revealed a positive relationship between…

Energy Efficiency Technology Demonstration Project for Florida Educational Facilities: Occupancy Sensors.

ERIC Educational Resources Information Center

Floyd, David B.; Parker, Danny S.; McIlvaine, Janet E. R.; Sherwin, John R.

A Florida study replaced conventional light switches with passive infrared or ultrasonic sensing systems to control classroom lighting in an elementary school to determine the performance of such controls in saving energy. A before-and-after monitoring protocol was used for 33 classrooms and 7 offices in which electrical demand data were…

International "Benchmarking" Studies and the Identification of 'Education Best Practice": A Focus on Classroom Teachers and Their Practices

ERIC Educational Resources Information Center

Skourdoumbis, Andrew

2014-01-01

The disproportionate focus on classroom teachers and their instruction--teacher effectiveness--in order to confront and address under-achievement and disadvantage appears as a contemporary education policy theme in Australia. Phrases such as "high performing schooling systems","the best teachers", "high performing…

Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence from the Randomization of Teachers to Students

ERIC Educational Resources Information Center

Garrett, Rachel; Steinberg, Matthew P.

2015-01-01

Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the…

WSN based indoor air quality monitoring in classrooms

NASA Astrophysics Data System (ADS)

Wang, S. K.; Chew, S. P.; Jusoh, M. T.; Khairunissa, A.; Leong, K. Y.; Azid, A. A.

2017-03-01

Indoor air quality monitoring is essential as the human health is directly affected by indoor air quality. This paper presents the investigations of the impact of undergraduate students' concentration during lecture due to the indoor air quality in classroom. Three environmental parameters such as temperature, relative humidity and concentration of carbon dioxide are measured using wireless sensor network based air quality monitoring system. This simple yet reliable system is incorporated with DHT-11 and MG-811 sensors. Two classrooms were selected to install the monitoring system. The level of indoor air quality were measured and students' concentration was assessed using intelligent test during normal lecturing section. The test showed significant correlation between the collected environmental parameters and the students' level of performances in their study.

Observation of classroom social communication: do children with fetal alcohol spectrum disorders spend their time differently than their typically developing peers?

PubMed

Olswang, Lesley B; Svensson, Liselotte; Astley, Susan

2010-12-01

In this research, the authors examined how social communication profiles during classroom activities differed between children with fetal alcohol spectrum disorders (FASD) and typically developing pair-matched peers. Twelve pairs of children were observed in their classrooms 20 min a day for 4 days across 2 weeks. Coders documented classroom social communication by recording performance on handheld computers using the Social Communication Coding System (L. B. Olswang, L. Svensson, T. E. Coggins, J. Beilinson, & A. L. Donaldson, 2006). The Social Communication Coding System consists of 6 behavioral dimensions (prosocial/engaged, passive/disengaged, irrelevant, hostile/coercive, assertive, and adult seeking) that account for all verbal and nonverbal productions during a specified timeframe. The frequency of occurrence and duration of each dimension (as measured by proportion of time and average length of time spent performing each dimension) were recorded. Children with FASD had significantly more occurrences of passive/disengaged and irrelevant behavior, and the proportion and average length of time in these behaviors were larger and longer than those of their peers. Further, children with FASD had significantly more occurrences of prosocial/engaged behavior; however, the proportion and average length of time that they spent being prosocial were smaller and shorter than those of their peers. Implications Results suggest children with mild FASD performed differently than their peers in regard to classroom social communication, which was consistent with parent and teacher behavioral reports.

The impact of particle filtration on indoor air quality in a classroom near a highway.

PubMed

van der Zee, S C; Strak, M; Dijkema, M B A; Brunekreef, B; Janssen, N A H

2017-03-01

A pilot study was performed to investigate whether the application of a new mechanical ventilation system with a fine F8 (MERV14) filter could improve indoor air quality in a high school near the Amsterdam ring road. PM10, PM2.5, and black carbon (BC) concentrations were measured continuously inside an occupied intervention classroom and outside the school during three sampling periods in the winter of 2013/2014. Initially, 3 weeks of baseline measurements were performed, with the existing ventilation system and normal ventilation habits. Next, an intervention study was performed. A new ventilation system was installed in the classroom, and measurements were performed during 8 school weeks, in alternating 2-week periods with and without the filter in the ventilation system under otherwise identical ventilation conditions. Indoor/outdoor ratios measured during the weeks with filter were compared with those measured without filter to evaluate the ability of the F8 filter to improve indoor air quality. During teaching hours, the filter reduced BC exposure by, on average, 36%. For PM10 and PM2.5, a reduction of 34% and 30% was found, respectively. This implies that application of a fine filter can reduce the exposure of schoolchildren to traffic exhaust at hot spot locations by about one-third. © 2016 The Authors. Indoor Air published by John Wiley & Sons Ltd.

The Relationship between Classroom Assessment and Undergraduates' Learning within Chinese Higher Education System

ERIC Educational Resources Information Center

Guo, Fangfang; Shi, Jinghuan

2016-01-01

Although assessment and improvement of student performance is the focus of much research around the world, investigation of this topic is rare in Chinese higher education. The present study is the first to explore the relationship between classroom assessment and student learning in Chinese higher education institutions based on the data from…

Acoustic and other factors relating to the use of sound field systems in classrooms

NASA Astrophysics Data System (ADS)

Carey, Anne; Shield, Bridget; Dockrell, Julie; Rigby, Kate

2005-04-01

A study has been made of thirty-five primary school classrooms which have Sound Field Systems (SFS) installed. Acoustic surveys of the classrooms have been undertaken and detailed observations made of the physical characteristics of each room such as its construction and design, plus any acoustic treatment. The positioning and type, e.g., column or separate speakers, of SFS installed were also noted. Details of the procedures for purchasing, installing, and maintaining the SFS were obtained where possible, together with information concerning training of teachers in their use. Results from these surveys suggest that in many cases SFS are installed in rooms where their performance may be compromised because of inadequate acoustic conditions. Additionally problems may arise due to inappropriate installation, choice of system, poor maintenance, or lack of training. The effectiveness of acoustic treatment such as absorption applied to ceilings and walls has also been investigated in a range of classrooms and its impact on the use of SFS considered.

Electronic Performance Support Systems and Technological Literacy

ERIC Educational Resources Information Center

Maughan, George R.

2005-01-01

Electronic performance support systems (EPSS) can provide alternative learning opportunities to supplement traditional classroom or training strategies. Today's students may benefit from educational settings and strategies that they will use in the future. In using EPSS to nurture the development of technological literacy, workers and students can…

The Use of a Web-Based Course Management System: Causes and Performance Effects

ERIC Educational Resources Information Center

Ring, J. Kirk; Kellermanns, Franz W.; Barnett, Tim; Pearson, Allison W.; Pearson, Rodney A.

2013-01-01

This article reports the results of two studies that examined (a) students' intentions to use a web-based course management system, (b) their actual use of a course management system, and (c) the effect of their use of a course management system on classroom performance. We found that students' attitudes toward the course management…

Clickers in the large classroom: current research and best-practice tips.

PubMed

Caldwell, Jane E

2007-01-01

Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS questions are discussed, as well as methods of compensating for the reduction in lecture time that typically results from their use. Examples of ARS use occur throughout the literature and often detail positive attitudes from both students and instructors, although exceptions do exist. When used in classes, ARS clickers typically have either a benign or positive effect on student performance on exams, depending on the method and extent of their use, and create a more positive and active atmosphere in the large classroom. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. So that the reader may use clickers effectively in his or her own classroom, a set of guidelines for writing good questions and a list of best-practice tips have been culled from the literature and experienced users.

Clickers in the Large Classroom: Current Research and Best-Practice Tips

PubMed Central

2007-01-01

Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS questions are discussed, as well as methods of compensating for the reduction in lecture time that typically results from their use. Examples of ARS use occur throughout the literature and often detail positive attitudes from both students and instructors, although exceptions do exist. When used in classes, ARS clickers typically have either a benign or positive effect on student performance on exams, depending on the method and extent of their use, and create a more positive and active atmosphere in the large classroom. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. So that the reader may use clickers effectively in his or her own classroom, a set of guidelines for writing good questions and a list of best-practice tips have been culled from the literature and experienced users. PMID:17339389

Integrating Popular Web Applications in Classroom Learning Environments and Its Effects on Teaching, Student Learning Motivation and Performance

ERIC Educational Resources Information Center

Lin, Yen-Ting; Jou, Min

2013-01-01

Advancements in information and communication technology (ICT) allowed several tools and systems to be proposed for improving classroom experiences to both instructors and students. However, most of these tools were brand-new and stand-alone programs that require users to invest additional time and effort to become familiar with their use. This…

Designing a Technology-Enhanced Flipped Learning System to Facilitate Students' Self-Regulation and Performance

ERIC Educational Resources Information Center

Shyr, Wen-Jye; Chen, Ching-Huei

2018-01-01

In recent years, the flipped classroom has become prevalent in many educational settings. Flipped classroom adopts a pedagogical model in which short video lectures are viewed by students at home before class so that the teacher can lead students to participate in activities, problem-solving, and discussions. Yet the design or use of technology…

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

PubMed

Pianta, Robert C; Hamre, Bridget K

2009-01-01

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

Instructional Effects of a Performance Support System Designed to Guide Preservice Teachers in Developing Technology Integration Strategies

ERIC Educational Resources Information Center

Kalota, Faisal; Hung, Wei-Chen

2013-01-01

The purpose of this formative evaluation was to investigate the experiences of preservice teachers utilizing performance support system (PSS) technology to develop knowledge related to classroom technology integration. A PSS provides end users just-in-time support to perform various tasks. Because teachers have time constraints, a PSS can be used…

Lecture-Free High School Biology Using an Audience Response System

ERIC Educational Resources Information Center

Barnes, Larry J.

2008-01-01

Audience Response Systems (ARS) represent a powerful new tool for increasing student engagement. ARS technology (known variously as electronic voting systems, personal response systems, interactive student response systems, and classroom performance systems) includes one hand-held remote per student, a receiver (infrared or radio frequency,…

Using Performance-Based Pay to Improve the Quality of Teachers

ERIC Educational Resources Information Center

Lavy, Victor

2007-01-01

Tying teachers' pay to their classroom performance should, says Victor Lavy, improve the current educational system both by clarifying teaching goals and by attracting and retaining the most productive teachers. But implementing pay for performance poses many practical challenges, because measuring individual teachers' performance is difficult.…

Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms

ERIC Educational Resources Information Center

Akalin, Selma; Sucuoglu, Bulbin

2015-01-01

Teacher training and teacher quality are an important part of the education system, therefore there is a need for new training programs for teachers to gain new knowledge and skills and to support their professional development. In recent years, new programs have been developed to offer knowledge and experience to teachers, and different methods…

The "flipped classroom" approach: Stimulating positive learning attitudes and improving mastery of histology among medical students.

PubMed

Cheng, Xin; Ka Ho Lee, Kenneth; Chang, Eric Y; Yang, Xuesong

2017-07-01

Traditional medical education methodologies have been dramatically impacted by the introduction of new teaching approaches over the past few decades. In particular, the "flipped classroom" format has drawn a great deal of attention. However, evidence regarding the effectiveness of the flipped model remains limited due to a lack of outcome-based studies. In the present study, a pilot histology curriculum of the organ systems was implemented among 24 Traditional Chinese Medicine (TCM) students in a flipped classroom format at Jinan University. As a control, another 87 TCM students followed a conventional histology curriculum. The academic performance of the two groups was compared. In addition, a questionnaire was administered to the flipped classroom group. The test scores for the flipped classroom participants were found to be significantly higher compared to non-participants in the control group. These results suggest that students may benefit from using the flipped classroom format. Follow-up questionnaires also revealed that most of the flipped classroom participants undertook relatively more earnest preparations before class and were actively involved in classroom learning activities. The teachers were also found to have more class time for leading discussions and delivering quizzes rather than repeating rote didactics. Consequently, the increased teaching and learning activities contributed to a better performance among the flipped classroom group. This pilot study suggests that a flipped classroom approach can be used to improve histology education among medical students. However, future studies employing randomization, larger numbers of students, and more precise tracking methods are needed before definitive conclusions can be drawn. Anat Sci Educ 10: 317-327. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Thermal Environment for Classrooms. Central System Approach to Air Conditioning.

ERIC Educational Resources Information Center

Triechler, Walter W.

This speech compares the air conditioning requirements of high-rise office buildings with those of large centralized school complexes. A description of one particular air conditioning system provides information about the system's arrangement, functions, performance efficiency, and cost effectiveness. (MLF)

We're all in this together now: group performance feedback to increase classroom team data collection.

PubMed

Pellecchia, Melanie; Connell, James E; Eisenhart, Donald; Kane, Meghan; Schoener, Christine; Turkel, Kimberly; Riley, Megan; Mandell, David S

2011-08-01

This study's primary goal was to evaluate the use of performance feedback procedures delivered to a classroom team to increase daily data collection. Performance feedback (PFB) was delivered to four classroom teams responsible for the daily collection of data representing student performance during prescribed instructional activities. Using a multiple-baseline design, the effects of the team performance-feedback were evaluated for the target student, and for generalization to data collection for all classroom students. A secondary question evaluated if student on-task behavior correlated with increased data collection. Finally, social validity was investigated to evaluate team satisfaction with the PFB intervention. The results demonstrate improved data collection across all four classroom teams for the target student in each classroom and generalization within classrooms to all remaining students. Slight increases in student on-task behavior were observed in three of the four classrooms, and teacher satisfaction ratings were high. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

From Perception to Practice: The Impact of Teachers' Scoring Experience on Performance-based Instruction and Classroom Assessment

ERIC Educational Resources Information Center

Goldberg, Gail Lynn; Roswell, Barbara Sherr

2000-01-01

Studied the impact of experience scoring the Maryland School Performance Assessment tasks on teachers' instructional and classroom assessment practice. Interview data, questionnaires, classroom observation, and classroom artifacts from approximately 5 teacher-scorers demonstrated that teachers' appropriation of performance-based instruction may be…

Modeling the Delivery Physiology of Distributed Learning Systems.

ERIC Educational Resources Information Center

Paquette, Gilbert; Rosca, Ioan

2003-01-01

Discusses instructional delivery models and their physiology in distributed learning systems. Highlights include building delivery models; types of delivery models, including distributed classroom, self-training on the Web, online training, communities of practice, and performance support systems; and actors (users) involved, including experts,…

Illuminating learner realities: Perceptions, expectations, and experiences of gifted underachievers in a secondary school classroom

NASA Astrophysics Data System (ADS)

Schultz, Robert Arthur

This study examined how classroom climate affected the performance of students identified as gifted and labeled as underachievers in a secondary science classroom. The goal was to develop an understanding about the complex needs of gifted underachieving students by accessing their "voices" as participants in the education process. Lack of emphasis in the literature regarding gifted underachiever performance and classroom climate provided a need to examine these interactions. However, it was the lack of the gifted underachievers' voices---those with the most at stake in the education process---in the research literature that necessitated examination of their classroom experiences. Case Study methodology guided the theoretical context of the work---informed by phenomenological inquiry to explore learner contextual meaning. Five tenth grade students (4 boys, 1 girl) ranging from 15--17 years of age participated in this qualitative research study. Four frames emerged from the data illuminating participant classroom realities. These were: (a) schools exist to conform students to the educational system; (b) connection to life beyond school is lacking; (c) curriculum needs to engage student interests; and, (d) mutual respect, effort and empathy---caring---on the part of teachers and students needs to occur in the classroom. Analyses led to both pedagogical and research implications. These included: Pedagogical (1) identifying and engaging student interests can enhance gifted underachiever classroom performance; (2) development of communication and negotiation skills are necessary for trust development; (3) students should be included in all phases of curriculum development. Research (1) research in gifted education needs to include student voice as an interpretive frame for understanding learning; (2) peer nomination may be a viable means of identifying gifted underachievers; (3) trust must be negotiated between all participants to develop lucid understanding of classroom events; (4) a tactic used by some gifted students to avoid classroom detection---submersion---needs further research exploration. Many of the results and implications seem to be common sense but are often overlooked in schools. My hope is that this study provides inspiration for additional focus on the needs and interests of learners from their vantage point in the complex milieu of education.

Baseline information development for energy smart schools -- applied research, field testing and technology integration

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

Xu, Tengfang; Piette, Mary Ann

2004-08-05

The original scope of work was to obtain and analyze existing and emerging data in four states: California, Florida, New York, and Wisconsin. The goal of this data collection was to deliver a baseline database or recommendations for such a database that could possibly contain window and daylighting features and energy performance characteristics of Kindergarten through 12th grade (K-12) school buildings (or those of classrooms when available). In particular, data analyses were performed based upon the California Commercial End-Use Survey (CEUS) databases to understand school energy use, features of window glazing, and availability of daylighting in California K-12 schools. Themore » outcomes from this baseline task can be used to assist in establishing a database of school energy performance, assessing applications of existing technologies relevant to window and daylighting design, and identifying future R&D needs. These are in line with the overall project goals as outlined in the proposal. Through the review and analysis of this data, it is clear that there are many compounding factors impacting energy use in K-12 school buildings in the U.S., and that there are various challenges in understanding the impact of K-12 classroom energy use associated with design features of window glazing and skylight. First, the energy data in the existing CEUS databases has, at most, provided the aggregated electricity and/or gas usages for the building establishments that include other school facilities on top of the classroom spaces. Although the percentage of classroom floor area in schools is often available from the databases, there is no additional information that can be used to quantitatively segregate the EUI for classroom spaces. In order to quantify the EUI for classrooms, sub-metering of energy usage by classrooms must be obtained. Second, magnitudes of energy use for electricity lighting are not attainable from the existing databases, nor are the lighting levels contributed by artificial lighting or daylight. It is impossible to reasonably estimate the lighting energy consumption for classroom areas in the sample of schools studied in this project. Third, there are many other compounding factors that may as well influence the overall classroom energy use, e.g., ventilation, insulation, system efficiency, occupancy, control, schedules, and weather. Fourth, although we have examined the school EUI grouped by various factors such as climate zones, window and daylighting design features from the California databases, no statistically significant associations can be identified from the sampled California K-12 schools in the current California CEUS. There are opportunities to expand such analyses by developing and including more powerful CEUS databases in the future. Finally, a list of parameters is recommended for future database development and for use of future investigation in K-12 classroom energy use, window and skylight design, and possible relations between them. Some of the key parameters include: (1) Energy end use data for lighting systems, classrooms, and schools; (2) Building design and operation including features for windows and daylighting; and (3) Other key parameters and information that would be available to investigate overall energy uses, building and systems design, their operation, and services provided.« less

SimCoach: An Intelligent Virtual Human System for Proving Healthcare Information and Support

DTIC Science & Technology

2010-08-01

classrooms , offices, markets, etc.), the next important challenge will involve populating these environments with Virtual Human (VH) representations...in a virtual classroom (Parsons et al., 2007; Rizzo et al., 2006). Additionally, VHs have been used effectively for the conduct of social psychology...T Bowerly, J G Buckwalter and A A Rizzo (2007), A controlled clinical comparison of attention performance in children with ADHD in a virtual reality

Hands-On Science Reform, Science Achievement, and the Elusive Goal of "science for All" in a Diverse Elementary School District

NASA Astrophysics Data System (ADS)

Echevarria, Marissa

Given the emphasis on "science for all" in national reform documents, this study analyzed student science achievement scores in hands-on reform versus traditional classrooms for 3,667 students in Grades 3 to 6 by gender, ethnicity, free or reduced lunch status, parent education, and level of English proficiency to determine whether these subgroups performed better or worse in reform classrooms. Teachers in reform classrooms used exemplary hands-on science kits and attended 1-day in-service training per kit. Teachers in traditional classrooms used the regular activity-based science curriculum with textbook. Gender differences favoring boys appeared in both types of classrooms, but were larger in the reform classrooms. Boys from lower socioeconomic levels performed better in reform classrooms, but limited-English-proficient boys performed worse. Parent education was significantly related to higher achievement for boys only in reform classrooms. For girls this relation was significant only in traditional classrooms. White girls performed significantly worse in reform classroom, but there were no differences for Asian and Hispanic girls. Implications for adapting hands-on science reform to meet student needs are discussed.

Learning by Choosing: Fourth Graders Use of an Online Multimedia Tutoring System for Math Problem Solving

ERIC Educational Resources Information Center

Maloy, Robert W.; Razzaq, Leena; Edwards, Sharon A.

2014-01-01

This study explored the use of an online mathematics tutoring system in eight fourth grade classrooms in two Massachusetts communities--a small rural city with a low 2010 Adequate Yearly Progress (AYP) math performance rating and a small suburban district with a high 2010 AYP math performance rating. 165 fourth graders completed 11 modules…

Formative Assessment for College Readiness: Measuring Skill and Growth in Five Key Cognitive Strategies Associated with Postsecondary Success

ERIC Educational Resources Information Center

Conley, David; Lombardi, Allison; Seburn, Mary; McGaughy, Charis

2009-01-01

This study reports the preliminary results from a field test of the College-readiness Performance Assessment System (C-PAS), a large-scale, 6th-12th grade criterion-referenced assessment system that utilizes classroom-embedded performance tasks to measure student progress toward the development of key cognitive skills associated with success in…

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

PubMed

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

2009-01-01

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

The Effectiveness of Classroom Capture Technology

ERIC Educational Resources Information Center

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

2012-01-01

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

The Impact of Providing Performance Feedback to Teachers and Principals. NCEE 2018-4001

ERIC Educational Resources Information Center

Garet, Michael S.; Wayne, Andrew J.; Brown, Seth; Rickles, Jordan; Song, Mengli; Manzeske, David

2017-01-01

Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement. This report is…

The Impact of Providing Performance Feedback to Teachers and Principals. Executive Summary. NCEE 2018-4000

ERIC Educational Resources Information Center

Garet, Michael S.; Wayne, Andrew J.; Brown, Seth; Rickles, Jordan; Song, Mengli; Manzeske, David

2017-01-01

Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement. This report is…

Performance-based classrooms: A case study of two elementary teachers of mathematics and science

NASA Astrophysics Data System (ADS)

Jones, Kenneth W.

This case study depicts how two elementary teachers develop classrooms devoted to performance-based instruction in mathematics and science. The purpose is to develop empirical evidence of classroom practices that leads to a conceptual framework about the nature of performance-based instruction. Performance-based assessment and instruction are defined from the literature to entail involving students in tasks that are complex and engaging, requiring them to apply knowledge and skills in authentic contexts. In elementary mathematics and science, such an approach emphasizes problem solving, exploration, inquiry, and reasoning. The body of the work examines teacher beliefs, curricular orientations, instructional strategies, assessment approaches, management and organizational skills, and interpersonal relationships. The focus throughout is on those aspects that foster student performance in elementary mathematics and science. The resulting framework describes five characteristics that contribute to performance-based classrooms: a caring classroom community, a connectionist learning theory, a thinking and doing curriculum, diverse opportunities for learning, and ongoing assessment, feedback, and adjustment. The conclusion analyzes factors external to the classroom that support or constrain the development of performance-based classrooms and discusses the implications for educational policy and further research.

Sustained Attention in Real Classroom Settings: An EEG Study.

PubMed

Ko, Li-Wei; Komarov, Oleksii; Hairston, W David; Jung, Tzyy-Ping; Lin, Chin-Teng

2017-01-01

Sustained attention is a process that enables the maintenance of response persistence and continuous effort over extended periods of time. Performing attention-related tasks in real life involves the need to ignore a variety of distractions and inhibit attention shifts to irrelevant activities. This study investigates electroencephalography (EEG) spectral changes during a sustained attention task within a real classroom environment. Eighteen healthy students were instructed to recognize as fast as possible special visual targets that were displayed during regular university lectures. Sorting their EEG spectra with respect to response times, which indicated the level of visual alertness to randomly introduced visual stimuli, revealed significant changes in the brain oscillation patterns. The results of power-frequency analysis demonstrated a relationship between variations in the EEG spectral dynamics and impaired performance in the sustained attention task. Across subjects and sessions, prolongation of the response time was preceded by an increase in the delta and theta EEG powers over the occipital region, and decrease in the beta power over the occipital and temporal regions. Meanwhile, implementation of the complex attention task paradigm into a real-world classroom setting makes it possible to investigate specific mutual links between brain activities and factors that cause impaired behavioral performance, such as development and manifestation of classroom mental fatigue. The findings of the study set a basis for developing a system capable of estimating the level of visual attention during real classroom activities by monitoring changes in the EEG spectra.

Sustained Attention in Real Classroom Settings: An EEG Study

PubMed Central

Ko, Li-Wei; Komarov, Oleksii; Hairston, W. David; Jung, Tzyy-Ping; Lin, Chin-Teng

2017-01-01

Sustained attention is a process that enables the maintenance of response persistence and continuous effort over extended periods of time. Performing attention-related tasks in real life involves the need to ignore a variety of distractions and inhibit attention shifts to irrelevant activities. This study investigates electroencephalography (EEG) spectral changes during a sustained attention task within a real classroom environment. Eighteen healthy students were instructed to recognize as fast as possible special visual targets that were displayed during regular university lectures. Sorting their EEG spectra with respect to response times, which indicated the level of visual alertness to randomly introduced visual stimuli, revealed significant changes in the brain oscillation patterns. The results of power-frequency analysis demonstrated a relationship between variations in the EEG spectral dynamics and impaired performance in the sustained attention task. Across subjects and sessions, prolongation of the response time was preceded by an increase in the delta and theta EEG powers over the occipital region, and decrease in the beta power over the occipital and temporal regions. Meanwhile, implementation of the complex attention task paradigm into a real-world classroom setting makes it possible to investigate specific mutual links between brain activities and factors that cause impaired behavioral performance, such as development and manifestation of classroom mental fatigue. The findings of the study set a basis for developing a system capable of estimating the level of visual attention during real classroom activities by monitoring changes in the EEG spectra. PMID:28824396

["Flipped classroom" teaching model into the curriculum of Theories of Different Schools of Acupuncture and Moxibustion:exploration and practice].

PubMed

Liu, Mailan; Yuan, Yiqin; Chang, Xiaorong; Tang, Yulan; Luo, Jian; Li, Nan; Yu, Jie; Yang, Qianyun; Liu, Mi

2016-08-12

The "flipped classroom" teaching model practiced in the teaching of Theories of Different Schools of Acupuncture and Moxibustion curriculum was introduced. Firstly, the roles and responsibilities of teachers were clarified, indicating teachers provided examples and lectures, and a comprehensive assessment system was established. Secondly, the "flipped classroom" teaching model was split into online learning, classroom learning and offline learning. Online learning aimed at forming a study report by a wide search of relevant information, which was submitted to teachers for review and assessment. Classroom learning was designed to communicate study ideas among students and teachers. Offline learning was intended to revise and improve the study report and refined learning methods. Lastly, the teaching practice effects of "flip classroom" were evaluated by comprehensive rating and questionnaire assessment, which assessed the overall performance of students and overall levels of paper; the learning ability was enhanced, and the interest and motivation of learning were also improved. Therefore, "flipped classroom" teaching mode was suitable for the curriculum of Theories of Different Schools of Acupuncture and Moxibustion , and could be recommended into the teaching practice of related curriculum of acupuncture and tuina.

Do children with reading delay benefit from the use of personal FM systems in the classroom?

PubMed

Purdy, Suzanne C; Smart, Jennifer L; Baily, Melissa; Sharma, Mridula

2009-12-01

FM systems have been used to compensate for poor signal-to-noise ratios in classrooms. This study evaluates benefits of a 6-week trial of personal FM systems used during the school day for children with reading delay aged 6-11 years, using a randomized control design. Teachers and children completed the LIFE-UK questionnaire. Test-retest reliability of the LIFE-UK children's version was confirmed in a separate group of 18 children from the same school. The 23 children in the FM group had significantly improved teacher ratings, and the children's ratings of classroom listening for difficult situations were significantly better after the trial. These changes did not occur for the 23 control-group children. Most children (92%) commented positively about the FM after the trial. It is likely that a longer FM trial or a specific reading intervention combined with FM will be required for the benefits of enhanced listening to affect performance on standardized reading tests.

Innovative Use of a Classroom Response System During Physics Lab

NASA Astrophysics Data System (ADS)

Walgren, Jay

2011-01-01

More and more physics instructors are making use of personal/classroom response systems or "clickers." The use of clickers to engage students with multiple-choice questions during lecture and available instructor resources for clickers have been well documented in this journal.1-4 Newer-generation clickers, which I refer to as classroom response systems (CRS), have evolved to accept numeric answers (such as 9.81) instead of just single "multiple-choice" entries (Fig. 1). This advancement is available from most major clicker companies and allows for a greater variety of engaging questions during lecture. In addition, these new "numeric ready" clickers are marketed to be used for student assessments. During a test or quiz, students' answers are entered into their clicker instead of on paper or Scantron® and immediately absorbed by wireless connection into a computer for grading and analysis. I recognize the usefulness and benefit these new-generation CRSs provide for many instructors. However, I do not use my CRS in either of the aforementioned activities. Instead, I use it in an unconventional way. I use the CRS to electronically capture students' lab data as they are performing a physics lab (Fig. 2). I set up the clickers as if I were going to use them for a test, but instead of entering answers to a test, my students enter lab data as they collect it. In this paper I discuss my use of a classroom response system during physics laboratory and three benefits that result: 1) Students are encouraged to "take ownership of" and "have integrity with" their physics lab data. 2) Students' measuring and unit conversion deficiencies are identified immediately during the lab. 3) The process of grading students' labs is simplified because the results of each student's lab calculations can be pre-calculated for the instructor using a spreadsheet. My use of clickers during lab can be implemented with most clicker systems available to instructors today. The CRS I use is the eInstruction's® Classroom Performance System™ (CPS™).5 (Fig. 1)

Teaching with a Dual-Channel Classroom Feedback System in the Digital Classroom Environment

ERIC Educational Resources Information Center

Yu, Yuan-Chih

2017-01-01

Teaching with a classroom feedback system can benefit both teaching and learning practices of interactivity. In this paper, we propose a dual-channel classroom feedback system integrated with a back-end e-Learning system. The system consists of learning agents running on the students' computers and a teaching agent running on the instructor's…

Learning about the scale of the solar system using digital planetarium visualizations

NASA Astrophysics Data System (ADS)

Yu, Ka Chun; Sahami, Kamran; Dove, James

2017-07-01

We studied the use of a digital planetarium for teaching relative distances and sizes in introductory undergraduate astronomy classes. Inspired in part by the classic short film The Powers of Ten and large physical scale models of the Solar System that can be explored on foot, we created lectures using virtual versions of these two pedagogical approaches for classes that saw either an immersive treatment in the planetarium or a non-immersive version in the regular classroom (with N = 973 students participating in total). Students who visited the planetarium had not only the greatest learning gains, but their performance increased with time, whereas students who saw the same visuals projected onto a flat display in their classroom showed less retention over time. The gains seen in the students who visited the planetarium reveal that this medium is a powerful tool for visualizing scale over multiple orders of magnitude. However the modest gains for the students in the regular classroom also show the utility of these visualization approaches for the broader category of classroom physics simulations.

Classroom Environment, Achievement Goals and Maths Performance: Gender Differences

ERIC Educational Resources Information Center

Gherasim, Loredana Ruxandra; Butnaru, Simona; Mairean, Cornelia

2013-01-01

This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students ("N"?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was…

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

PubMed

Cañar, Carlos Andrés Pineda

2012-01-01

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

Unmet Expectations: Why Is There Such a Difference between Student Expectations and Classroom Performance?

ERIC Educational Resources Information Center

Stinson, Terrye A.; Zhao, Xiaofeng

2008-01-01

Past studies indicate that students are frequently poor judges of their likely academic performance in the classroom. The difficulty a student faces in accurately predicting performance on a classroom exam may be due to unrealistic optimism or may be due to an inability to self-evaluate academic performance, but the resulting disconnect between…

Self-regulation workshop and Occupational Performance Coaching with teachers: A pilot study.

PubMed

Hui, Caroline; Snider, Laurie; Couture, Mélanie

2016-04-01

Teachers' occupational role and performance can be undermined when working with students with disruptive classroom behaviours. This pilot study aimed to explore the impact of school-based occupational therapy intervention on teachers' classroom management self-efficacy and perceived performance/satisfaction in their management of students with disruptive behaviours. This pilot study used a multiple-case replication study design. A cohort of regular classroom elementary school teachers (n = 11) participated in a 1-day workshop on sensorimotor strategies for supporting student self-regulation followed by eight individual sessions of Occupational Performance Coaching (OPC). Measurement tools were the Canadian Occupational Performance Measure, Goal Attainment Scaling (GAS), and Teachers' Self-Efficacy Scale-Classroom Management. Improvement in teachers' perception of performance, satisfaction, and classroom management was seen. GAS showed clinically significant improvement. Improvements were sustained at 7 weeks follow-up. Preliminary results support the use of sensorimotor education combined with OPC to enable teachers' occupational performance. © CAOT 2016.

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

PubMed

Day, Leslie J

2018-01-22

A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P < 0.001). Long-term retention and knowledge transfer was analyzed in a subsequent semester's sequenced kinesiology course, with students from the flipped anatomy classroom performing at a higher level in kinesiology (P < 0.05). Student's pre-matriculation grade point average was also considered. Previously lower performing students, when in a flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P < 0.05), accuracy on higher-level analytical anatomy multiple-choice questions (P < 0.05) and performance in subsequent course of kinesiology (P < 0.05). This study suggests that the flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

What Makes a Change Unsuccessful through the Eyes of Teachers

ERIC Educational Resources Information Center

Cimer, Sabiha Odabasi

2018-01-01

Over the past two decades, Turkey has initiated a reform movement to change her classroom assessment system to accommodate performance-based alternative assessment methods in schools. However, research investigating the impact of assessment reform on learning and teaching in schools report that performance assessment approaches have not been…

An Investigation of University Students' Classroom Seating Choices

ERIC Educational Resources Information Center

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

2017-01-01

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

Using Performance Assessments To Measure Teachers' Competence in Classroom Assessment.

ERIC Educational Resources Information Center

O'Sullivan, Rita G.; Johnson, Robert L.

The development and pilot testing of a set of performance assessments to determine classroom teachers' measurement competencies in areas covered by "Standards for Teacher Competence in Educational Assessment of Students" (1990) are described. How the use of performance assessments in a graduate-level classroom-assessment course can…

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

PubMed Central

Moffett, Jenny; Mill, Aileen C

2014-01-01

Background The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick’s effectiveness of training framework. Methods This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach’s alpha, Kruskal–Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. Results A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0.001). Conclusion This study demonstrates that learners seem to prefer a flipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of multiple-choice items delivered during a written examination. PMID:25419164

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

PubMed

Moffett, Jenny; Mill, Aileen C

2014-01-01

The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal-Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0.001). This study demonstrates that learners seem to prefer a flipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of multiple-choice items delivered during a written examination.

Narrative performance of gifted African American school-aged children from low-income backgrounds.

PubMed

Mills, Monique T

2015-02-01

This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Forty-three children, Grades 2-5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test-Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test-Fourth Edition scores best discriminated children in the 2 classrooms. African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms.

I Like the Way This Feels: Using Classroom Response System Technology to Enhance Tactile Learners' Introductory American Government Experience

ERIC Educational Resources Information Center

Ulbig, Stacy G.

2016-01-01

Do individual-level student learning styles affect appreciation for and benefit from the use of classroom response system technology? This research investigates the benefit of in-class electronic classroom response systems ("classroom clickers"). With these systems, students answer questions posed to them in a PowerPoint presentation…

Relationship between Classroom Absenteeism and Stress Risk/Buffer Factors, Depressogenic Attributional Style, Depression and Classroom Academic Performance.

ERIC Educational Resources Information Center

Slem, Charles M.

The relationship between classroom absenteeism and academic performance has been well documented. To assess the relationship between absenteeism and traditional stress risk/buffer factors, depressogenic attributional style, depression and academic performance, 68 students completed the Internal-External Control Scale, two versions of life event…

More on Pay-for-Performance: New Developments in the Field Provide Insights for Policymaking. The Progress of Education Reform. Volume 12, Number 5

ERIC Educational Resources Information Center

Thompson, Barbara; Baumann, Paul

2011-01-01

Whether referred to as "pay-for-performance" (PFP) or "merit pay," attempting to tie educators' compensation to their performance in the classroom and students' performance on high-stakes tests has been a key component of many educator compensation reform efforts in the last five years. This issue looks at PFP systems broadly…

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

PubMed

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

2018-03-08

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

Chaotic....!! Active and Engaged. Effects of an active learning classroom on student retention and engagement.

NASA Astrophysics Data System (ADS)

Palsole, S.; Serpa, L. F.

2014-12-01

Scientific literacy has been defined as the foremost challenge of this decade (AAAS, 2012). The Geological Society of American in its position statement postis that due to the systemic nature of the discipline of earth science, it is the most effective way to engage students in STEM disciplines. Given that the most common place for exposure to earth sciences is at the freshman level for non majors, we decided to transform a freshman introductory geology course to an active, student centered course, using an inquiry based approach. Our focus was to ensure the students saw the earth sciences as broadly applicative field, and not an esoteric science. To achieve this goal, we developed a series of problems that required the students to apply the concepts acquired through their self guided learning into the different topics of the course. This self guided learning took the form of didactic content uploaded into the learning management system (the various elements used to deliver the content were designed video clips, short text based lectures, short formative assessments, discussion boards and other web based discovery exercises) with the class time devoted to problem solving. A comparison of student performance in the active learning classroom vs. a traditional classroom as measured on a geoscience concept inventory (the questions were chosen by a third party who was not teaching either courses) showed that the the students in the active learning classroom scored 10% higher on the average in comparison to the traditional class. In addition to this heightened performance, the students in the active classroom also showed a higher degree of content retention 8 weeks after the semester had ended. This session will share the design process, some exercises and efficacy data collected.

Using Electronic Assessment Systems to Enhance Instruction

ERIC Educational Resources Information Center

Domagala, Jospeh F.

2017-01-01

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

Partners in Learning: Teacher Leaders Drive Instructional Excellence

ERIC Educational Resources Information Center

Duff, Victoria; Islas, M. René

2013-01-01

New educator evaluation systems demand a focus on effective teaching and learning while promoting the professional growth of all teachers. By identifying and leveraging the contributions of high-performing teachers as instructional leaders, problem solvers, and decision-makers to lead improvement at the classroom level, the system builds capacity…

Getting Classroom Observations Right

ERIC Educational Resources Information Center

Whitehurst, Grover; Chingos, Matthew M.; Lindquist, Katharine

2015-01-01

This article contributes to the body of knowledge on teacher evaluation systems by examining the actual design and performance of new teacher-evaluation systems in four school districts that are at the forefront of the effort to evaluate teachers meaningfully. The authors find first that the ratings assigned teachers by the districts'…

Student Perceptions of a Wireless Audience Response System

ERIC Educational Resources Information Center

Walton, Abram; Homan, Scott; Naimi, Linda; Tomovic, Cynthia

2008-01-01

Purpose: The purpose of this paper is to identify and measure the perceptions and attitudes of students regarding the classroom performance system (CPS). Design/methodology/approach: The paper reviews a range of recently published (1993-2006) works on pedagogy and educational technology. A survey methodology was utilized to measure students'…

Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

PubMed Central

Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert

2017-01-01

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher–student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed. PMID:28931966

Supporting Classroom Activities with the BSUL System

ERIC Educational Resources Information Center

Ogata, Hiroaki; Saito, Nobuji A.; Paredes J., Rosa G.; San Martin, Gerardo Ayala; Yano, Yoneo

2008-01-01

This paper presents the integration of ubiquitous computing systems into classroom settings, in order to provide basic support for classrooms and field activities. We have developed web application components using Java technology and configured a classroom with wireless network access and a web camera for our purposes. In this classroom, the…

Can You Hear Me Now? Come in Loud and Clear with a Wireless Classroom Audio System

ERIC Educational Resources Information Center

Smith, Mark

2006-01-01

As school performance under NCLB becomes increasingly important, districts can not afford to have barriers to learning. That is where wireless sound-field amplification systems come into play. Wireless sound-field amplification systems come in two types: radio frequency (RF) and infrared (IR). RF systems are based on FCC-approved FM and UHF bands…

Improved Academic Performance and Student Perceptions of Learning through Use of a Cell Phone-Based Personal Response System

ERIC Educational Resources Information Center

Ma, Sihui; Steger, Daniel G.; Doolittle, Peter E.; Stewart, Amanda C.

2018-01-01

Personal response systems, such as clickers, have been widely used to improve the effectiveness of teaching in various classroom settings. Although hand-held clicker response systems have been the subject of multiple prior studies, few studies have focused on the use of cell phone-based personal response system (CPPRS) specifically. This study…

Selecting HVAC Systems for Schools To Balance the Needs for Indoor Air Quality, Energy Conservation and Maintenance. Technical Bulletin.

ERIC Educational Resources Information Center

Wheeler, Arthur E.; Kunz, Walter S., Jr.

Although poor air quality in a school can have multiple causes, the heating, ventilating, and air-conditioning (HVAC) system plays a major role. Suggestions that architects, facilities managers, school board members, and administrators can use in selecting HVAC systems are discussed. Focus is on the performance criteria for classroom systems, and…

Implementation and Outcomes of Kansas Multi-Tier System of Supports: Final Evaluation Report-2014

ERIC Educational Resources Information Center

Reedy, Kristen; Lacireno-Paquet, Natalie

2015-01-01

Implementation of multi-tier system of supports (MTSS) has grown rapidly in Kansas and is a key strategy for turning around low-performing schools in the state. MTSS is designed to improve outcomes for all students by instituting system-level change across the classroom, school, district, and state. Such systemic change is accomplished by…

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.

The Psychometric Properties of Classroom Response System Data: A Case Study

NASA Astrophysics Data System (ADS)

Kortemeyer, Gerd

2016-08-01

Classroom response systems (often referred to as "clickers") have slowly gained adoption over the recent decade; however, critics frequently doubt their pedagogical value starting with the validity of the gathered responses: There is concern that students simply "click" random answers. This case study looks at different measures of response reliability, starting from a global look at correlations between formative clicker responses and summative examination performance to how clicker questions are used in context. It was found that clicker performance is a moderate indicator of course performance as a whole, and that while the psychometric properties of clicker items are more erratic than those of examination data, they still have acceptable internal consistency and include items with high discrimination. It was also found that clicker responses and item properties do provide highly meaningful feedback within a lecture context, i.e., when their position and function within lecture sessions are taken into consideration. Within this framework, conceptual questions provide measurably more meaningful feedback than items that require calculations.

A Computer-Assisted Test Design and Diagnosis System for Use by Classroom Teachers

ERIC Educational Resources Information Center

He, Q.; Tymms, P.

2005-01-01

Computer-assisted assessment (CAA) has become increasingly important in education in recent years. A variety of computer software systems have been developed to help assess the performance of students at various levels. However, such systems are primarily designed to provide objective assessment of students and analysis of test items, and focus…

Using Comprehensive Achievement Monitoring in the Classroom. Symposium; California Educational Research Association, San Jose, California, November 9, 1972.

ERIC Educational Resources Information Center

Easter, John; And Others

Comprehensive Achievement Monitoring (CAM) is a system designed to provide a curriculum defined in terms of performance objectives, test items to measure student performance on each objective, a set of comparable test forms to evaluate performance, testing throughout the period of the course, computerized analysis and reporting of results after…

What Works Clearinghouse Quick Review: "Incentives, Selection, and Teacher Performance: Evidence from IMPACT"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

This study examined the effect of IMPACT on teacher retention and performance. IMPACT is a high-stakes teacher evaluation system used in the District of Columbia public schools that gives teachers scores reflecting their performance in the classroom and the achievement of their students. Based on these scores, teachers were assigned to one of four…

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

NASA Astrophysics Data System (ADS)

Dionisio, Rui Meira

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

Classrooms as Complex Adaptive Systems: A Relational Model

ERIC Educational Resources Information Center

Burns, Anne; Knox, John S.

2011-01-01

In this article, we describe and model the language classroom as a complex adaptive system (see Logan & Schumann, 2005). We argue that linear, categorical descriptions of classroom processes and interactions do not sufficiently explain the complex nature of classrooms, and cannot account for how classroom change occurs (or does not occur), over…

The Effect of Using E-Learning Tools in Online and Campus-Based Classrooms on Student Performance

ERIC Educational Resources Information Center

Galy, Edith; Downey, Clara; Johnson, Jennie

2011-01-01

Creating an integrative research framework that extends a model frequently used in the Information Systems field, the Technology Acceptance Model, together with variables used in the Education field, this empirical study investigates the factors influencing student performance as reflected by their final course grade. The Technology Acceptance…

Interactive Learning in the Classroom: Is Student Response Method Related to Performance?

ERIC Educational Resources Information Center

Elicker, Joelle D.; McConnell, Nicole L.

2011-01-01

This study examined three methods of responding to in-class multiple-choice concept questions in an Introduction to Psychology course. Specifically, this study compared exam performance and student reactions using three methods of responding to concept questions: (a) a technology-based network system, (b) hand-held flashcards, and (c) hand…

The Effect of Air-Conditioning on Student and Teacher Performance.

ERIC Educational Resources Information Center

Phoenix Union High School District, AZ. Dept. of Research and Planning.

The literature is reviewed to see if research shows a relationship between student and teacher performance and air conditioning of classrooms. The benefits of air conditioning in promoting learning are substantiated by studies that are summarized but not cited. The relationship of the report to the Phoenix Union High School System Advisory…

Descriptive and Criterion-Referenced Self-Assessment with L2 Readers

ERIC Educational Resources Information Center

Brantmeier, Cindy; Vanderplank, Robert

2008-01-01

Brantmeier [Brantmeier, C., 2006. "Advanced L2 learners and reading placement: self-assessment, computer-based testing, and subsequent performance." 'System 34" (1), 15-35] found that self-assessment (SA) of second language (L2) reading ability is not an accurate predictor for computer-based testing or subsequent classroom performance. With 359…

Acoustical renovation of temporary classrooms to meet American National Standards Institute (ANSI) standard

NASA Astrophysics Data System (ADS)

Lubman, David

2005-09-01

This exercise demonstrates that key requirements of the ANSI S12.60-2002 on classroom acoustics can be met through renovations at modest cost. Free-standing classrooms at two schools in Southern California were successfully renovated. Noise levels were greatly reduced, and now meet requirements of the ANSI standard. A 1950s style bungalow classroom at the Paradise Canyon School (PCS) in Los Angeles County and a double-trailer classroom at the Wildomar Elementary School (WES) in Riverside County were targeted. The aim was to make classrooms suitable for pupils with severe hearing disabilities. But the methods used apply equally to mainstream classrooms. At both schools the above-ceiling air distribution systems were modified to produce quiet airflow. At PCS, a noisy rooftop heat pump was replaced with a much quieter rooftop heat pump and installation. At WES, a noisy wall-mounted heat pump was replaced with a new unit mounted on an exterior concrete pad. At PCS, exterior noise intrusion was achieved by replacing a poorly performing accordion wall with a permanent wall. Further noise reduction can be achieved by replacing leaky windows. Exterior noise intrusion at WES was obtained by replacing leaky windows. The resulting acoustical improvements are documented. Costs and lessons learned are discussed.

Acoustical Barriers in Classrooms: The Impact of Noise on Performance in the Classroom

ERIC Educational Resources Information Center

Dockrell, Julie E.; Shield, Bridget M.

2006-01-01

There is general concern about the levels of noise that children are exposed to in classroom situations. The article reports the results of a study that explores the effects of typical classroom noise on the performance of primary school children on a series of literacy and speed tasks. One hundred and fifty-eight children in six Year 3 classes…

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

Apte, Michael G.; Norman, Bourassa; Faulkner, David

An improved HVAC system for portable classrooms was specified to address key problems in existing units. These included low energy efficiency, poor control of and provision for adequate ventilation, and excessive acoustic noise. Working with industry, a prototype improved heat pump air conditioner was developed to meet the specification. A one-year measurement-intensive field-test of ten of these IHPAC systems was conducted in occupied classrooms in two distinct California climates. These measurements are compared to those made in parallel in side by side portable classrooms equipped with standard 10 SEER heat pump air conditioner equipment. The IHPAC units were found tomore » work as designed, providing predicted annual energy efficiency improvements of about 36 percent to 42 percent across California's climate zones, relative to 10 SEER units. Classroom ventilation was vastly improved as evidenced by far lower indoor minus outdoor CO2 concentrations. TheIHPAC units were found to provide ventilation that meets both California State energy and occupational codes and the ASHRAE minimum ventilation requirements; the classrooms equipped with the 10 SEER equipment universally did not meet these targets. The IHPAC system provided a major improvement in indoor acoustic conditions. HVAC system generated background noise was reduced in fan-only and fan and compressor modes, reducing the nose levels to better than the design objective of 45 dB(A), and acceptable for additional design points by the Collaborative on High Performance Schools. The IHPAC provided superior ventilation, with indoor minus outdoor CO2 concentrations that showed that the Title 24 minimum ventilation requirement of 15 CFM per occupant was nearly always being met. The opposite was found in the classrooms utilizing the 10 SEER system, where the indoor minus outdoor CO2 concentrations frequently exceeded levels that reflect inadequate ventilation. Improved ventilation conditions in the IHPAC lead to effective removal of volatile organic compounds and aldehydes, on average lowering the concentrations by 57 percent relative to the levels in the 10 SEER classrooms. The average IHPAC to 10 SEER formaldehyde ratio was about 67 percent, indicating only a 33 percent reduction of this compound in indoor air. The IHPAC thermal control system provided less variability in occupied classroom temperature than the 10 SEER thermostats. The average room temperatures in all seasons tended to be slightly lower in the IHPAC classrooms, often below the lower limit of the ASHRAE 55 thermal comfort band. State-wide and national energy modeling provided conservative estimates of potential energy savings by use of the IHPAC system that would provide payback a the range of time far lower than the lifetime of the equipment. Assuming electricity costs of $0.15/kWh, the perclassroom range of savings is from about $85 to $195 per year in California, and about $89 to $250 per year in the U.S., depending upon the city. These modelsdid not include the non-energy benefits to the classrooms including better air quality and acoustic conditions that could lead to improved health and learning in school. Market connection efforts that were part of the study give all indication that this has been a very successful project. The successes include the specification of the IHPAC equipment in the CHPS portable classroom standards, the release of a commercial product based on the standards that is now being installed in schools around the U.S., and the fact that a public utility company is currently considering the addition of the technology to its customer incentive program. These successes indicate that the IHPAC may reach its potential to improve ventilation and save energy in classrooms.« less

Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

PubMed Central

2015-01-01

Purpose This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Method Forty-three children, Grades 2–5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. Results There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test–Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test–Fourth Edition scores best discriminated children in the 2 classrooms. Conclusion African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms. PMID:25409770

Classroom ventilation and indoor air quality-results from the FRESH intervention study.

PubMed

Rosbach, J; Krop, E; Vonk, M; van Ginkel, J; Meliefste, C; de Wind, S; Gehring, U; Brunekreef, B

2016-08-01

Inadequate ventilation of classrooms may lead to increased concentrations of pollutants generated indoors in schools. The FRESH study, on the effects of increased classroom ventilation on indoor air quality, was performed in 18 naturally ventilated classrooms of 17 primary schools in the Netherlands during the heating seasons of 2010-2012. In 12 classrooms, ventilation was increased to targeted CO2 concentrations of 800 or 1200 ppm, using a temporary CO2 controlled mechanical ventilation system. Six classrooms were included as controls. In each classroom, data on endotoxin, β(1,3)-glucans, and particles with diameters of <10 μm (PM10 ) and <2.5 μm (PM2.5 ) and nitrogen dioxide (NO2 ) were collected during three consecutive weeks. Associations between the intervention and these measured indoor air pollution levels were assessed using mixed models, with random classroom effects. The intervention lowered endotoxin and β(1,3)-glucan levels and PM10 concentrations significantly. PM10 for instance was reduced by 25 μg/m³ (95% confidence interval 13-38 μg/m³) from 54 μg/m³ at maximum ventilation rate. No significant differences were found between the two ventilation settings. Concentrations of PM2.5 and NO2 were not affected by the intervention. Our results provide evidence that increasing classroom ventilation is effective in decreasing the concentrations of some indoor-generated pollutants. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners.

PubMed

Powell, Sarah R; Fuchs, Lynn S; Cirino, Paul T; Fuchs, Douglas; Compton, Donald L; Changas, Paul C

2015-07-01

The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2 nd -grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge.

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2014-01-01

The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2nd-grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge. PMID:26097244

Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects.

PubMed

DeLay, Dawn; Zhang, Linlin; Hanish, Laura D; Miller, Cindy F; Fabes, Richard A; Martin, Carol Lynn; Kochel, Karen P; Updegraff, Kimberly A

2016-11-01

Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 % girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students' writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.

Factors Affecting Variance in Classroom Assessment Scoring System Scores: Season, Context, and Classroom Composition

ERIC Educational Resources Information Center

Buell, Martha; Han, Myae; Vukelich, Carol

2017-01-01

Early care and education programme quality is usually assessed at the classroom level. One such measure of classroom quality is the classroom assessment scoring system (CLASS). In an effort to ensure higher quality programming, the CLASS is being used to direct teacher professional development. However, there has been relatively little research on…

Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement with the Classroom Assessment Scoring System--Secondary

ERIC Educational Resources Information Center

Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert

2013-01-01

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System--Secondary. After accounting for prior…

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…

Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

NASA Astrophysics Data System (ADS)

Tsai, Liang-Ting; Yang, Chih-Chien

2015-05-01

This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

Gender Differences in Student Performance in Large Lecture Classrooms Using Personal Response Systems ("Clickers") with Narrative Case Studies

ERIC Educational Resources Information Center

Kang, Hosun; Lundeberg, Mary; Wolter, Bjorn; delMas, Robert; Herreid, Clyde F.

2012-01-01

This study investigated gender differences in science learning between two pedagogical approaches: traditional lecture and narrative case studies using personal response systems ("clickers"). Thirteen instructors of introductory biology classes at 12 different institutions across the USA and Canada used two types of pedagogy (Clicker…

Collaborative Hypermedia in a Classroom Setting.

ERIC Educational Resources Information Center

Rada, Roy; And Others

1994-01-01

Examines the role of a collaborative hypermedia system, called Multiple Users Creating Hypermedia (MUCH), in aiding students in the authoring process. Students were instructed to use the annotation facility of the system to comment on others' work. It was found that those who made comments were more likely to improve their own performance than…

Functional hearing in the classroom: assistive listening devices for students with hearing impairment in a mainstream school setting.

PubMed

Zanin, Julien; Rance, Gary

2016-12-01

To assess the benefit of assistive listening devices (ALDs) for students with hearing impairment in mainstream schools. Speech recognition (CNC words) in background noise was assessed in a typical classroom. Participants underwent testing using four device configurations: (1) HA(s)/CI(s) alone, (2) soundfield amplification, (3) remote microphone (Roger Pen) on desk and (4) remote microphone at the loudspeaker. A sub-group of students subsequently underwent a 2-week classroom trial of each ALD. Degree of improvement from baseline [HA(s)/CI(s)] alone was assessed using teacher and student Listening Inventory for Education-Revised (LIFE-R) questionnaires. In all, 20 students, aged 12.5-18.9 years, underwent speech recognition assessment. In total, 10 of these participated in the classroom trial. Hearing loss ranged from mild-to-profound levels. Performance in each ALD configuration was higher than for HAs/CIs alone (p < 0.001). Teacher and student LIFE-R results indicated significant improvement in listening/communication when using the remote microphone in conjunction with HAs/CIs (p < 0.05). There was no difference between the soundfield system and the baseline measurement (p > 0.05). Speech recognition improvements were demonstrated with the implementation of both remote microphones and soundfield systems. Both students and teachers reported functional hearing advantages in the classroom when using the remote microphone in concert with their standard hearing devices.

Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): an initial investigation.

PubMed

Schafer, Erin C; Mathews, Lauren; Mehta, Smita; Hill, Margaret; Munoz, Ashley; Bishop, Rachel; Moloney, Molly

2013-01-01

The goal of this initial investigation was to examine the potential benefit of a frequency modulation (FM) system for 11 children diagnosed with autism spectrum disorders (ASD), attention-deficit hyperactivity disorder (ADHD), or both disorders through measures of speech recognition performance in noise, observed classroom behavior, and teacher-rated educational risk and listening behaviors. Use of the FM system resulted in significant average improvements in speech recognition in noise for the children with ASD and ADHD as well as large effect sizes. When compared to typically functioning peers, children with ASD and ADHD had significantly poorer average speech recognition performance in noise without the FM system but comparable average performance when the FM system was used. Similarly, classroom observations yielded a significant increase in on-task behaviors and large effect sizes when the FM system was in use during two separate trial periods. Although teacher ratings on questionnaires showed no significant improvement in the average level of educational risk of participants, they did indicate significant improvement in average listening behaviors during two trial periods with the FM system. Given the significantly better speech recognition in noise, increased on-task behaviors, and improved teacher ratings of listening behaviors with the FM system, these devices may be a viable option for children who have ASD and ADHD in the classroom. However, an individual evaluation including audiological testing and a functional evaluation in the child's primary learning environment will be necessary to determine the benefit of an FM system for a particular student. 1. The reader will be able to describe the potential benefit of FM systems for children with ASD and/or ADHD. 2. The reader will be able to identify on-task versus off-task listening behaviors in children with ASD and/or ADHD. 3. The reader will be able to explain the components of a successful pre-fit education program that may be necessary prior to fitting an FM system in children with ASD. Copyright © 2012 Elsevier Inc. All rights reserved.

Our Institutions, Our Selves: Rethinking Classroom Performance and Signification

ERIC Educational Resources Information Center

Eastman, Nate

2006-01-01

In this article, the author discusses various conceptions about the teacher's body. He states that the teacher's body is not just a pile of organs and meat in a skin corset. As part of the performance metaphor--commonly read as part of education-as-spectacle--it translates institutional systems and institutional ideas into a social order, and at…

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

ERIC Educational Resources Information Center

Berger, Roland; Hänze, Martin

2015-01-01

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

Improving Metacognition in the Classroom through Instruction, Training, and Feedback

ERIC Educational Resources Information Center

Callender, Aimee A.; Franco-Watkins, Ana M.; Roberts, Andrew S.

2016-01-01

Accurately judging one's performance in the classroom can be challenging considering most students tend to be overconfident and overestimate their actual performance. The current work draws upon the metacognition and decision making literatures to examine improving metacognition in the classroom. Using historical data from several semesters of an…

Flipping the Classroom and Student Performance in Advanced Statistics: Evidence from a Quasi-Experiment

ERIC Educational Resources Information Center

Touchton, Michael

2015-01-01

I administer a quasi-experiment using undergraduate political science majors in statistics classes to evaluate whether "flipping the classroom" (the treatment) alters students' applied problem-solving performance and satisfaction relative to students in a traditional classroom environment (the control). I also assess whether general…

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

ERIC Educational Resources Information Center

Borg, Elin

2015-01-01

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

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

ERIC Educational Resources Information Center

Aliakbari, Mohammad; Bozorgmanesh, Bafrin

2015-01-01

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

A Student Response System in an Electronic Classroom: Technology Aids for Large Classroom Instruction

NASA Astrophysics Data System (ADS)

Ober, D.; Errington, P.; Islam, S.; Robertson, T.; Watson, J.

1997-10-01

In the fall of 1996, thirteen (13) classrooms on the Ball State campus were equipped with technological aids to enhance learning in large classrooms (for typically 100 students or larger). Each classroom was equipped with the following built-in equipment: computer, zip drive, laser disc player, VCR, LAN and Internet connection, TV monitors, and Elmo overhead camera with large-screen projection system. This past fall semester a student response system was added to a 108-seat classroom in the Physics and Astronomy department for use with large General Education courses. Each student seat was equipped with a hardwired hand-held unit possessing input capabilities and LCD feedback for the student. The introduction of the student response system was added in order enhance more active learning by students in the large classroom environment. Attendance, quizzes, hour exams, and in-class surveys are early uses for the system; initial reactions by student and faculty users will be given.

A study of low-cost, robust assistive listening system (ALS) based on digital wireless technology.

PubMed

Israsena, P; Dubsok, P; Pan-Ngum, S

2008-11-01

We have developed a simple, low-cost digital wireless broadcasting system prototype, intended for a classroom of hearing impaired students. The system is designed to be a low-cost alternative to an existing FM system. The system implemented is for short-range communication, with a one-transmitter, multiple-receiver configuration, which is typical for these classrooms. The data is source-coded for voice-band quality, FSK modulated, and broadcasted via a 915 MHz radio frequency. A DES encryption can optionally be added for better information security. Test results show that the system operating range is approximately ten metres, and the sound quality is close to telephone quality as intended. We also discuss performance issues such as sound, power and size, as well as transmission protocols. The test results are the proof of concept that the prototype is a viable alternative to an existing FM system. Improvements can be made to the system's sound quality via techniques such as channel coding, which is also discussed.

Effect of urban noise to the acoustical performance of the secondary school’s learning spaces - A case study in Batu Pahat.

NASA Astrophysics Data System (ADS)

Tong, Y. G.; Abu Bakar, H.; Mohd. Sari, K. A.; Ewon, U.; Labeni, M. N.; Fauzan, N. F. A.

2017-11-01

Classrooms and laboratories are important spaces that use for teaching and learning process in the school. Therefore, good acoustical performances of these spaces are essential to ensure the speech or message from the teacher can be delivered to the students effectively and clearly. The aims of this study is to determine the acoustical performance of the teaching and learning spaces in public school that situated near to the traffic roads. The acoustical performance of the classrooms and laboratories at Sekolah Menengah Kebangsaan Convent Batu Pahat was evaluated in this study. The reverberation time and ambient noise of these learning spaces which are the main parameters for classroom design criteria were evaluated. Field measurements were carried out inside six classrooms and four laboratories unoccupied furnished according to the international standards. The acoustical performances of the tested learning spaces were poor where the noise criteria and reverberation times inside the measured classrooms and laboratories were higher than recommended values.

Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

PubMed Central

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

2014-01-01

We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293

The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students

ERIC Educational Resources Information Center

Connor, Carol McDonald; Morrison, Frederick J.; Fishman, Barry J.; Ponitz, Claire Cameron; Glasney, Stephanie; Underwood, Phyllis S.; Piasta, Shayne B.; Crowe, Elizabeth Coyne; Schatschneider, Christopher

2009-01-01

The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher warmth and responsiveness to students, classroom…

Systemize Classroom Management to Enhance Teaching and Learning

ERIC Educational Resources Information Center

Delman, Douglas J.

2011-01-01

Good classroom management is one of the most important goals teachers strive to establish from the first day of class. The rules, procedures, activities, and behaviors set the classroom tone throughout the school year. By revising, updating, and systemizing classroom management activities, teachers can eliminate many problems created by students…

Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

PubMed Central

Stoltzfus, Jon R.; Libarkin, Julie

2016-01-01

SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. PMID:27909018

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…

Buffering against Performance Classroom Goal Structures: The Importance of Autonomy Support and Classroom Community

ERIC Educational Resources Information Center

Ciani, Keith D.; Middleton, Michael J.; Summers, Jessica J.; Sheldon, Kennon M.

2010-01-01

The culture of schooling in the United States has become increasingly focused on outwardly proving student competence. Some achievement goal theorists suggest that a major casualty of performance-oriented classroom environments may be student motivation for developing and improving competence. The present study extends across theoretical…

The Relationship between Classroom Organizational Structure and CRCT Performance in the Elementary School Classroom

ERIC Educational Resources Information Center

McClendon, Thomas K.

2016-01-01

This study examined the relationship between the structural classroom environment (self-contained, team-taught, and departmentalized) and student performance on the 2014 Georgia Criterion-Referenced Competency Test (CRCT) in reading, Language Arts, mathematics, science, and social studies in grades three through five. A secondary purpose examined…

"The Boys" Present... Hegemonic Masculinity: A Performance of Multiple Acts

ERIC Educational Resources Information Center

Dalley-Trim, Leanne

2007-01-01

This article explores the performance of masculinity(ies) within the classroom site. Drawing upon research conducted in two co-educational secondary classrooms, it examines the ways in which two groups of boys took up positions of dominance within their respective classrooms and, more specifically, focuses upon the ways in which they came to…

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…

Association of Classroom Participation and Examination Performance in a First-Year Medical School Course

ERIC Educational Resources Information Center

Millis, Richard M.; Dyson, Sharon; Cannon, Dawn

2009-01-01

The advent of internet-based delivery of basic medical science lectures may unintentionally lead to decreased classroom attendance and participation, thereby creating a distance learning paradigm. In this study, we tested the hypothesis that classroom attendance/participation may be positively correlated with performance on a written examination…

Assessing Teachers' Skills in Detecting and Identifying Effective Interactions in the Classroom: Theory and Measurement

ERIC Educational Resources Information Center

Jamil, Faiza M.; Sabol, Terri J.; Hamre, Bridget K.; Pianta, Robert C.

2015-01-01

Contemporary education reforms focus on assessing teachers' performance and developing selection mechanisms for hiring effective teachers. Tools that enable the prediction of teachers' classroom performance promote schools' ability to hire teachers more likely to be successful in the classroom. In addition, these assessment tools can be used for…

Personal FM Systems for Children with Autism Spectrum Disorders (ASD) and/or Attention-Deficit Hyperactivity Disorder (ADHD): An Initial Investigation

ERIC Educational Resources Information Center

Schafer, Erin C.; Mathews, Lauren; Mehta, Smita; Hill, Margaret; Munoz, Ashley; Bishop, Rachel; Moloney, Molly

2013-01-01

The goal of this initial investigation was to examine the potential benefit of a frequency modulation (FM) system for 11 children diagnosed with autism spectrum disorders (ASD), attention-deficit hyperactivity disorder (ADHD), or both disorders through measures of speech recognition performance in noise, observed classroom behavior, and…

Using Personnel Evaluation To Focus on the Development of Teaching Skills: Faculty Ideas and University Policy.

ERIC Educational Resources Information Center

O'Leary, Neil; Fenton, Ray

The role of the personnel evaluation process in improving the performance of teachers as classroom communicators is explored by contrasting the personnel evaluation system of Alaska Pacific University (APU) with that of the Anchorage School District (Alaska). While the APU system offers little specification for formative evaluation activities, the…

Student Response Systems in the College Classroom: An Investigation of Short-Term, Intermediate, and Long-Term Recall of Facts

ERIC Educational Resources Information Center

Blood, Erika

2012-01-01

The effects of student response system (SRS) use during lecture-style instruction on short-term, intermediate, and long-term retention of facts was investigated in an undergraduate teacher preparation course. Participants were undergraduate students enrolled in a special education initial certification program. Student performance on quizzes and…

Validating the Heirarchy of the iStartSmart® Academic Content

ERIC Educational Resources Information Center

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

2016-01-01

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

Student Real-Time Visualization System in Classroom Using RFID Based on UTAUT Model

ERIC Educational Resources Information Center

Raja Yusof, Raja Jamilah; Qazi, Atika; Inayat, Irum

2017-01-01

Purpose: The purpose of this paper is to monitor in-class activities and the performance of the students. Design/methodology/approach: A pilot study was conducted to evaluate the proposed system using a questionnaire with 132 participants (teachers and non-teachers) in a presentation style to record the participant's perception about performance…

Measuring Quality in Rural Kindergarten Classrooms: Reliability and Validity Evidence for the Classroom Assessment Scoring System, Kindergarten-Third Grade (CLASS K-3)

ERIC Educational Resources Information Center

Sandilos, Lia E.

2012-01-01

The purpose of the current study was to evaluate the structural validity and stability of scores on a measure of global classroom quality, the Classroom Assessment Scoring System, Kindergarten-Third Grade (CLASS K-3; Pianta, La Paro, & Hamre, 2008). Using data from a sample of 417 kindergarten classrooms in the rural Southern and Mid-Atlantic…

Use of Perceive, Recall, Plan, Perform Stage Two Cognitive Task Analysis for Students with Autism and Intellectual Disability: The Impact of a Sensory Activity Schedule

ERIC Educational Resources Information Center

Mills, Caroline; Chapparo, Christine

2017-01-01

The aim of this study was to determine the impact of a classroom sensory activity schedule (SAS) on cognitive strategy use during task performance. This work studies a single-system AB research design with seven students with autism and intellectual disability. Repeated measures using the Perceive, Recall, Plan and Perform (PRPP) Cognitive Task…

Designing learning environments to promote student learning: ergonomics in all but name.

PubMed

Smith, Thomas J

2013-01-01

This report introduces evidence for the conclusion that a common theme underlies almost all proposed solutions for improving the performance of K-12 students, namely their reliance on the design of educational system environments, features and operations. Two categories of design factors impacting such performance are addressed: (1) 9 factors reliably shown to have a strong influence - namely environmental design of classroom and building facilities, longer exposure to learning, cooperative learning designs, early childhood education, teaching quality, nutritional adequacy, participation in physical activity, good physical fitness, and school-community integration; and (2) 11 factors with an equivocal, varied or weak influence - classroom technology, online learning environments, smaller class size, school choice, school funding, school size, school start times, teacher training level, amount of homework, student self-confidence and informal learning. It is concluded that: (1) student learning outcomes, and more broadly the edifice of education itself, are largely defined in terms of an extensive system of design factors and conditions; (2) the time is long overdue for the educational system to acknowledge the central role of E/HF design as the major influence on student performance and learning; and (3) K-12 educators and administrators should emphasize allocation of resources to design factors reliably shown to have a strongly positive impact on student performance, but should treat expenditure on factors with equivocal, varied or weak influence on such performance with more caution and/or skepticism.

The flipped classroom: now or never?

PubMed

Hawks, Sharon J

2014-08-01

Pedagogical changes and new models of delivering educational content should be considered in the effort to address the recommendations of the 2007 Institute of Medicine report and Benner's recommendations on the radical transformation of nursing. Transition to the nurse anesthesia practice doctorate addresses the importance of these recommendations, but educational models and specific strategies on how to implement changes in educational models and systems are still emerging. The flipped classroom (FC) is generating a considerable amount of buzz in academic circles. The FC is a pedagogical model that employs asynchronous video lectures, reading assignments, practice problems, and other digital, technology-based resources outside the classroom, and interactive, group-based, problem-solving activities in the classroom. This FC represents a unique combination of constructivist ideology and behaviorist principles, which can be used to address the gap between didactic education and clinical practice performance. This article reviews recent evidence supporting use of the FC in health profession education and suggests ways to implement the FC in nurse anesthesia educational programs.

Clicker Evolution: Seeking Intelligent Design

PubMed Central

Barber, Maryfran

2007-01-01

Two years after the first low-cost radio-frequency audience response system using clickers was introduced for college classrooms, at least six different systems are on the market. Their features and user-friendliness are evolving rapidly, driven by competition and improving technology. The proliferation of different systems is putting pressure on universities to standardize or otherwise limit the number of different clickers a student is expected to acquire. To facilitate that choice, the strengths and weaknesses of six systems (eInstruction Classroom Performance System, Qwizdom, TurningPoint, Interwrite PRS, iClicker, and H-ITT) are compared, and the factors that should be considered in making a selection are discussed. In our opinion, the selection of a clicker system should be driven by the faculty, although students and the relevant teaching and technology support units of the university must also participate in the dialogue. Given the pace of development, it is also wise to reconsider the choice of a clicker system at regular intervals. PMID:17339388

Using Wireless Response Systems to Replicate Behavioral Research Findings in the Classroom

ERIC Educational Resources Information Center

Cleary, Anne M.

2008-01-01

College instructors are increasingly relying on wireless clicker systems as instructional tools in the classroom. Instructors commonly use clicker systems for such classroom activities as taking attendance, giving quizzes, and taking opinion polls. However, these systems are uniquely well suited for the teaching of psychology and other courses…

Classroom-Oriented Research from a Complex Systems Perspective

ERIC Educational Resources Information Center

Larsen-Freeman, Diane

2016-01-01

Bringing a complex systems perspective to bear on classroom-oriented research challenges researchers to think differently, seeing the classroom ecology as one dynamic system nested in a hierarchy of such systems at different levels of scale, all of which are spatially and temporally situated. This article begins with an introduction to complex…

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…

Human Factors of CC-130 Operations: Training Systems Knowledge

DTIC Science & Technology

1999-03-01

M Multimedia, Ltd. Describes their Integrated Training and Performance Support ( ITPS ) Design Methodology, which includes 5 types of goals... IBM , and American Airlines indicate that "computer-based multimedia produced a savings of 68% over conventional classroom training" (p. 4

A Quantitative Evaluation of the Flipped Classroom in a Large Lecture Principles of Economics Course

ERIC Educational Resources Information Center

Balaban, Rita A.; Gilleskie, Donna B.; Tran, Uyen

2016-01-01

This research provides evidence that the flipped classroom instructional format increases student final exam performance, relative to the traditional instructional format, in a large lecture principles of economics course. The authors find that the flipped classroom directly improves performance by 0.2 to 0.7 standardized deviations, depending on…

Virtual Classroom Instruction and Academic Performance of Educational Technology Students in Distance Education, Enugu State

ERIC Educational Resources Information Center

Akpan, Sylvester J.; Etim, Paulinus J.; Udom, Stella Ogechi

2016-01-01

The virtual classroom and distance education have created new teaching pedagogy. This study was carried out to investigate Virtual Classroom Instruction on Academic Performance of Educational Technology Students in Distance Education, Enugu State. The population for this study was limited to the Students in National Open University, Enugu study…

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…

Teacher Classroom Practices and Mathematics Performance in South African Schools: A Reflection on TIMSS 2011

ERIC Educational Resources Information Center

Arends, Fabian; Winnaar, Lolita; Mosimege, Mogege

2017-01-01

Teachers play an important role in the provision of quality education. The variety of classroom practices they use in interacting with learners play a critical role in the understanding of mathematical concepts and overall performance in Mathematics. Following the work done by Hattie (2009, 2012) in relation to classroom practices this study…

THROUGH CABLE TO CLASSROOM, A GUIDE TO ITV DISTRIBUTION SYSTEMS.

ERIC Educational Resources Information Center

LEWIS, WILLIAM C.

THE BENEFITS OF MASTER ANTENNA TELEVISION SYSTEMS (HAVING CENTRAL ANTENNA AND AMPLIFIERS WITH CABLE CONNECTIONS TO CLASSROOM) ARE DISCUSSED WITH RESPECT TO OTHER SYSTEMS OF CLASSROOM TELEVISION. INCLUDED ARE COST CONSIDERATIONS, NEED DETERMINATION, SCHOOL DESIGN, UTILIZATION OF EXISTING EQUIPMENT, AND FUTURE DEVELOPMENTS. AN EXTENSIVE ILLUSTRATED…

Effects of classrooms' architecture on academic performance in view of telic versus paratelic motivation: a review.

PubMed

Lewinski, Peter

2015-01-01

This mini literature review analyzes research papers from many countries that directly or indirectly test how classrooms' architecture influences academic performance. These papers evaluate and explain specific characteristics of classrooms, with an emphasis on how they affect learning processes and learning outcomes. Factors such as acoustics, light, color, temperature, and seat arrangement are scrutinized to determine whether and by how much they improve or hinder students' academic performance in classrooms. Apter's (1982, 1984, 2014) reversal theory of telic versus paratelic motivation is presented and used to explain these findings. The results show preference for a learning environment that cues a telic motivation state in the students. Therefore, classroom features should not be distracting or arousing. Moreover, it appears the most influential factors affecting the learning process are noise, temperature and seat arrangement. In addition, there is no current agreement on how some particular physical characteristics of classrooms affect learning outcomes. More research is needed to establish stronger conclusions and recommendations.

Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

PubMed Central

Pitterle, Michael E.; Hayney, Mary S.

2014-01-01

Objective. To compare performance and preferences of students who were randomly allocated to classroom or online sections of an elective course on immunization. Methods. Students were randomly assigned to either the classroom or online section. All course activities (lectures, quizzes, case discussions, vaccine administration, and final examination) were the same for both sections, except for the delivery of lecture material. Assessment. Students were surveyed on their preferences at the beginning and end of the semester. At the end of the semester, the majority of students in the classroom group preferred classroom or blended delivery while the majority of students in the online group preferred blended or online delivery (p<0.01). Student performance was compared at the end of the semester. There was no significant difference for any of the grades in the course between the 2 sections. Conclusion. There was no difference in student performance between the classroom and online sections, suggesting that online delivery is an effective way to teach students about immunization. PMID:24954936

The Relationship Between Artificial and Second Language Learning.

PubMed

Ettlinger, Marc; Morgan-Short, Kara; Faretta-Stutenberg, Mandy; Wong, Patrick C M

2016-05-01

Artificial language learning (ALL) experiments have become an important tool in exploring principles of language and language learning. A persistent question in all of this work, however, is whether ALL engages the linguistic system and whether ALL studies are ecologically valid assessments of natural language ability. In the present study, we considered these questions by examining the relationship between performance in an ALL task and second language learning ability. Participants enrolled in a Spanish language class were evaluated using a number of different measures of Spanish ability and classroom performance, which was compared to IQ and a number of different measures of ALL performance. The results show that success in ALL experiments, particularly more complex artificial languages, correlates positively with indices of L2 learning even after controlling for IQ. These findings provide a key link between studies involving ALL and our understanding of second language learning in the classroom. Copyright © 2015 Cognitive Science Society, Inc.

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

PubMed

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

2006-12-01

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

Applicability of the Classroom Assessment Scoring System in Chinese Preschools Based on Psychometric Evidence

ERIC Educational Resources Information Center

Hu, Bi Ying; Fan, Xitao; Gu, Chuanhua; Yang, Ning

2016-01-01

Research Findings: This study examined the applicability of the Classroom Assessment Scoring System (CLASS) Pre-K (Pianta, La Paro, & Hamre, 2008) and its underpinning framework of teaching through interactions in typical Chinese kindergarten classrooms. A sample of 180 kindergarten classrooms in China was selected, and the CLASS was used to…

Learning with Interactive Computer Graphics in the Undergraduate Neuroscience Classroom

PubMed Central

Pani, John R.; Chariker, Julia H.; Naaz, Farah; Mattingly, William; Roberts, Joshua; Sephton, Sandra E.

2014-01-01

Instruction of neuroanatomy depends on graphical representation and extended self-study. As a consequence, computer-based learning environments that incorporate interactive graphics should facilitate instruction in this area. The present study evaluated such a system in the undergraduate neuroscience classroom. The system used the method of adaptive exploration, in which exploration in a high fidelity graphical environment is integrated with immediate testing and feedback in repeated cycles of learning. The results of this study were that students considered the graphical learning environment to be superior to typical classroom materials used for learning neuroanatomy. Students managed the frequency and duration of study, test, and feedback in an efficient and adaptive manner. For example, the number of tests taken before reaching a minimum test performance of 90% correct closely approximated the values seen in more regimented experimental studies. There was a wide range of student opinion regarding the choice between a simpler and a more graphically compelling program for learning sectional anatomy. Course outcomes were predicted by individual differences in the use of the software that reflected general work habits of the students, such as the amount of time committed to testing. The results of this introduction into the classroom are highly encouraging for development of computer-based instruction in biomedical disciplines. PMID:24449123

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

ERIC Educational Resources Information Center

Yilmaz, Ozgur

2015-01-01

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

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

PubMed

Miki, Kaori; Yamauchi, Hirotsugu

2005-08-01

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

Anticipating Innovation in Teacher Evaluation Systems: Lessons for Researchers and Policymakers. Teacher Quality 2.0. Special Report 4

ERIC Educational Resources Information Center

Hansen, Michael

2013-01-01

The growing prominence of value-added models for measuring teacher effectiveness has prompted a recent surge in policies that consider students' classroom performance part of a teacher's evaluation. Yet, in light of the criticism and limitations of the current models, whether and how evaluation systems will adapt over time is unclear. This paper…

On the Use of Windcatchers in Schools: Climate Change, Occupancy Patterns, and Adaptation Strategies

PubMed Central

Mumovic, D.

2009-01-01

Advanced naturally ventilated systems based on integration of basic natural ventilation strategies such as cross-ventilation and stack effect have been considered to be a key element of sustainable design. In this respect, there is a pressing need to explore the potential of such systems to achieve the recommended occupant comfort targets throughout their lifetime without relying on mechanical means. This study focuses on use of a windcatcher system in typical classrooms which are usually characterized by high and intermittent internal heat gains. The aims of this paper are 3-fold. First, to describe a series of field measurements that investigated the ventilation rates, indoor air quality, and thermal comfort in a newly constructed school located at an urban site in London. Secondly, to investigate the effect of changing climate and occupancy patterns on thermal comfort in selected classrooms, while taking into account adaptive potential of this specific ventilation strategy. Thirdly, to assess performance of the ventilation system using the newly introduced performance-based ventilation standards for school buildings. The results suggest that satisfactory occupant comfort levels could be achieved until the 2050s by a combination of advanced ventilation control settings and informed occupant behavior. PMID:27110216

Development and Piloting of a Classroom-focused Measurement Feedback System

PubMed Central

Nadeem, Erum; Cappella, Elise; Holland, Sibyl; Coccaro, Candace; Crisonino, Gerard

2015-01-01

The present study used a community partnered research method to develop and pilot a classroom-focused measurement feedback system (MFS) for school mental health providers to support teachers’ use of effective universal and target classroom practices related to student emotional and behavioral issues. School personnel from seven urban elementary and middle school classrooms participated. Phase I involved development and refinement of the system through a baseline needs assessment and rapid-cycle feedback. Phase II involved detailed case study analysis of pre-to-post quantitative and implementation process data. Results suggest that teachers who used the dashboard along with consultation showed improvement in observed classroom organization and emotional support. Results also suggest that MFS use was tied closely to consultation dose, and that broader support at the school level was critical. Classroom-focused MFSs are a promising tool to support classroom improvement, and warrant future research focused on their effectiveness and broad applicability. PMID:25894312

Does Math Self-Efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?

ERIC Educational Resources Information Center

Fast, Lisa A.; Lewis, James L.; Bryant, Michael J.; Bocian, Kathleen A.; Cardullo, Richard A.; Rettig, Michael; Hammond, Kimberly A.

2010-01-01

We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented,…

Teacher Discourse and Sixth Graders' Reported Affect and Achievement Behaviors in Two High-Mastery/High-Performance Mathematics Classrooms.

ERIC Educational Resources Information Center

Turner, Julianne C.; Meyer, Debra K.; Midgley, Carol; Patrick, Helen

2003-01-01

Examined the relation between the nature of teacher discourse and sixth-grade students' reports of affect and behavior in mathematics classrooms students perceived as emphasizing both mastery and performance goals. Found that students in the classroom in which there was constant and explicit support for autonomy and intrinsic motivation, positive…

Variability in Classroom Social Communication: Performance of Children with Fetal Alcohol Spectrum Disorders and Typically Developing Peers

ERIC Educational Resources Information Center

Kjellmer, Liselotte; Olswang, Lesley B.

2013-01-01

Purpose: In this study, the authors examined how variability in classroom social communication performance differed between children with fetal alcohol spectrum disorders (FASD) and pair-matched, typically developing peers. Method: Twelve pairs of children were observed in their classrooms, 40 min per day (20 min per child) for 4 days over a…

Integration of classroom science performance assessment tasks by participants of the Wisconsin Performance Assessment Development Project (WPADP)

NASA Astrophysics Data System (ADS)

Tonnis, Dorothy Ann

The goals of this interpretive study were to examine selected Wisconsin science teachers' perceptions of teaching and learning science, to describe the scope of classroom performance assessment practices, and to gain an understanding of teachers' personal and professional experiences that influenced their belief systems of teaching, learning and assessment. The study was designed to answer the research questions: (1) How does the integration of performance assessment relate to the teachers' views of teaching and learning? (2) How are the selected teachers integrating performance assessment in their teaching? (3) What past personal and professional experiences have influenced teachers' attitudes and beliefs related to their classroom performance assessment practices? Purposeful sampling was used to select seven Wisconsin elementary, middle and high school science teachers who participated in the WPADP initiative from 1993-1995. Data collection methods included a Teaching Practices Inventory (TPI), semi-structured interviews, teacher developed portfolios, portfolio conferences, and classroom observations. Four themes and multiple categories emerged through data analysis to answer the research questions and to describe the results. Several conclusions were drawn from this research. First, science teachers who appeared to effectively integrate performance assessment, demonstrated transformational thinking in their attitudes and beliefs about teaching and learning science. In addition, these teachers viewed assessment and instructional practices as interdependent. Third, transformational teachers generally used well defined criteria to judge student work and made it public to the students. Transformational teachers provided students with real-world performance assessment tasks that were also learning events. Furthermore, student task responses informed the transformational teachers about effectiveness of instruction, students' complex thinking skills, quality of assessment instruments, students' creativity, and students' self-assessment skills. Finally, transformational teachers maintained integration of performance assessment practices through sustaining teacher support networks, engaging in professional development programs, and reflecting upon past personal and professional experiences related to teaching, learning and assessment. Salient conflicts overcome or minimized by transformational teachers include the conflict between assessment scoring and grading issues, validity and reliability concerns about the performance assessment tasks used, and the difficulty for teachers to consistently provide public criteria to students before task administration.

Comprehensive Approach to Pupil Planning: Stage I - Classroom Support (Includes Classroom Support Procedures). Experimental Edition.

ERIC Educational Resources Information Center

Mabry, Ann; Kaufman, Martin J.

Presented is Stage I of the Comprehensive Approach to Pupil Planning (CAPP) System, a three-stage model for planning educational interventions in the regular and special education classrooms and for guiding placement decisions. The guide consists of the following: an overview of the CAPP System; an introduction to Stage I on classroom support…

The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers’ Competence in Classroom Interactions

PubMed Central

Downer, Jason T.; Booren, Leslie M.; Lima, Olivia K.; Luckner, Amy E.; Pianta, Robert C.

2012-01-01

This paper introduces the Individualized Classroom Assessment Scoring System (inCLASS), an observation tool that targets children’s interactions in preschool classrooms with teachers, peers, and tasks. In particular, initial evidence is reported of the extent to which the inCLASS meets the following psychometric criteria: inter-rater reliability, normal distributions and adequate range, construct validity, and criterion-related validity. These initial findings suggest that the inCLASS has the potential to provide an authentic, contextualized assessment of young children’s classroom behaviors. Future directions for research with the inCLASS are discussed. PMID:23175598

A ventilation intervention study in classrooms to improve indoor air quality: the FRESH study.

PubMed

Rosbach, Jeannette T M; Vonk, Machiel; Duijm, Frans; van Ginkel, Jan T; Gehring, Ulrike; Brunekreef, Bert

2013-12-17

Classroom ventilation rates often do not meet building standards, although it is considered to be important to improve indoor air quality. Poor indoor air quality is thought to influence both children's health and performance. Poor ventilation in The Netherlands most often occurs in the heating season. To improve classroom ventilation a tailor made mechanical ventilation device was developed to improve outdoor air supply. This paper studies the effect of this intervention. The FRESH study (Forced-ventilation Related Environmental School Health) was designed to investigate the effect of a CO2 controlled mechanical ventilation intervention on classroom CO2 levels using a longitudinal cross-over design. Target CO2 concentrations were 800 and 1200 parts per million (ppm), respectively. The study included 18 classrooms from 17 schools from the north-eastern part of The Netherlands, 12 experimental classrooms and 6 control classrooms. Data on indoor levels of CO2, temperature and relative humidity were collected during three consecutive weeks per school during the heating seasons of 2010-2012. Associations between the intervention and weekly average indoor CO2 levels, classroom temperature and relative humidity were assessed by means of mixed models with random school-effects. At baseline, mean CO2 concentration for all schools was 1335 ppm (range: 763-2000 ppm). The intervention was able to significantly decrease CO2 levels in the intervention classrooms (F (2,10) = 17.59, p < 0.001), with a mean decrease of 491 ppm. With the target set at 800 ppm, mean CO2 was 841 ppm (range: 743-925 ppm); with the target set at 1200 ppm, mean CO2 was 975 ppm (range: 887-1077 ppm). Although the device was not capable of precisely achieving the two predefined levels of CO2, our study showed that classroom CO2 levels can be reduced by intervening on classroom ventilation using a CO2 controlled mechanical ventilation system.

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

ERIC Educational Resources Information Center

Garwood, Justin D.; Vernon-Feagans, Lynne

2017-01-01

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

Educator or Bully? Managing the 21st Century Classroom

ERIC Educational Resources Information Center

Pagliaro, Marie

2011-01-01

"Educator or Bully?" offers a comprehensive approach to classroom management for both novice and veteran teachers who are interested in examining their current classroom management performance, especially with respect to how it reflects the characteristics of the 21st century classroom. Practices presented are based on sound educational theory.…

The Impact of Sound-Field Systems on Learning and Attention in Elementary School Classrooms

ERIC Educational Resources Information Center

Dockrell, Julie E.; Shield, Bridget

2012-01-01

Purpose: The authors evaluated the installation and use of sound-field systems to investigate the impact of these systems on teaching and learning in elementary school classrooms. Methods: The evaluation included acoustic surveys of classrooms, questionnaire surveys of students and teachers, and experimental testing of students with and without…

Secondary School Socio-Cultural Context Influencing ICT Integration: A Case Study Approach

ERIC Educational Resources Information Center

Divaharan, Shanti; Ping, Lim Cher

2010-01-01

This paper proposes the use of activity theory and multi-level activity systems as a framework to analyse the effectiveness of ICT integration in Singapore secondary school classrooms. Three levels of activity systems are developed to study the effectiveness of ICT integration at the classroom: the classroom activity system, the department…

Take Anything Else, but Leave My Classroom FM System!

ERIC Educational Resources Information Center

Nelson, Denise Grau; Schmidt, Michele

1993-01-01

FM (frequency modulation) classroom amplification systems are described. Advantages for students with only minimal hearing losses as well as those more seriously affected are noted. Research on FM classroom systems and input from 20 teachers support the use of this technology with students who need a slightly higher volume level of instruction.…

Classroom Management, Social Participation Structures and Required Social Competence in Kindergarten.

ERIC Educational Resources Information Center

Verhaeghe, Jean Pierre; Vanobbergen, Bruno

Noting that becoming familiar with the work system of the kindergarten classroom (a functional system with its own rules and procedures for activities and transition) is important for students' development and well-being, this study examined the work systems in two kindergarten classrooms and children's associated context-specific social…

Combining an Exciting Classroom Learning Environment with an Effective Computerized Learning Management System

ERIC Educational Resources Information Center

Hallam, Teresa A.; Hallam, Stephen F.

2009-01-01

Imagine a computerized learning management system that enables teachers to deliver pertinent learning materials to students. Lectures are prerecorded and made available to download from the learning management system. If all their lectures were prerecorded, what would teachers do in the classroom? Classroom time could be used to coordinate…

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…

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

Chang, M.; Lee, S.C.

The indoor and outdoor levels of VOCs and PM{sub 2.5} were measured at two classrooms of two schools; one is naturally ventilated, while the other had two window type air-conditioners and four exhaust fans. The ventilation rates at the two classrooms were 0.937 ACH (Classroom A) and 0.217 ACH (Classroom B). Both classrooms had ventilation requirements below the ASHRAE Standard 62-1989 assuming that the outdoor contaminant levels were within the ASHRAE requirements. The abundance and concentration of volatile organic species found indoors and outdoors of Classroom B were higher than Classroom A since Classroom B is located in a heavilymore » trafficked area. The classroom without air-conditioner (A) had higher I/O ratios than Classroom B due to the higher ventilation rates. The air-conditioner, though not providing enough fresh air to the classroom, might act as a barrier for outdoor pollutants. The reduction of PM2.5 levels Classroom A was 30% and at Classroom B was 67%. The air-conditioning system in Classroom B could be removing some of the fine particulate matter from the outdoor supply air before entering the classroom. The use of air-conditioners can keep outdoor pollutants from entering the classroom, but could increase the level of indoor produced pollutant. From this study, air-conditioning systems in classroom somehow prevent pollutants from entering, and besides used to lowering environmental noise should be encouraged at schools located in heavily polluted environments.« less

The Solar Collector on Clementine Street.

ERIC Educational Resources Information Center

Stranix, Edward; Fleishman, Michael

1980-01-01

Listed are 12 energy activities, experiments, and projects which some eighth-grade students performed in their classroom and local community before they helped install a solar heating system on the roof of an old house during school time and on Saturdays. The building conversion project is described. (KC)

Does the Flipped Classroom Improve Learning in Graduate Medical Education?

PubMed

Riddell, Jeff; Jhun, Paul; Fung, Cha-Chi; Comes, James; Sawtelle, Stacy; Tabatabai, Ramin; Joseph, Daniel; Shoenberger, Jan; Chen, Esther; Fee, Christopher; Swadron, Stuart P

2017-08-01

The flipped classroom model for didactic education has recently gained popularity in medical education; however, there is a paucity of performance data showing its effectiveness for knowledge gain in graduate medical education. We assessed whether a flipped classroom module improves knowledge gain compared with a standard lecture. We conducted a randomized crossover study in 3 emergency medicine residency programs. Participants were randomized to receive a 50-minute lecture from an expert educator on one subject and a flipped classroom module on the other. The flipped classroom included a 20-minute at-home video and 30 minutes of in-class case discussion. The 2 subjects addressed were headache and acute low back pain. A pretest, immediate posttest, and 90-day retention test were given for each subject. Of 82 eligible residents, 73 completed both modules. For the low back pain module, mean test scores were not significantly different between the lecture and flipped classroom formats. For the headache module, there were significant differences in performance for a given test date between the flipped classroom and the lecture format. However, differences between groups were less than 1 of 10 examination items, making it difficult to assign educational importance to the differences. In this crossover study comparing a single flipped classroom module with a standard lecture, we found mixed statistical results for performance measured by multiple-choice questions. As the differences were small, the flipped classroom and lecture were essentially equivalent.

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)

Using Valid and Invalid Experimental Designs to Teach the Control of Variables Strategy in Higher and Lower Achieving Classrooms

ERIC Educational Resources Information Center

Lorch, Robert F., Jr.; Lorch, Elizabeth P.; Freer, Benjamin Dunham; Dunlap, Emily E.; Hodell, Emily C.; Calderhead, William J.

2014-01-01

Students (n = 1,069) from 60 4th-grade classrooms were taught the control of variables strategy (CVS) for designing experiments. Half of the classrooms were in schools that performed well on a state-mandated test of science achievement, and half were in schools that performed relatively poorly. Three teaching interventions were compared: an…

Systematic review of acute physically active learning and classroom movement breaks on children's physical activity, cognition, academic performance and classroom behaviour: understanding critical design features.

PubMed

Daly-Smith, Andy J; Zwolinsky, Stephen; McKenna, Jim; Tomporowski, Phillip D; Defeyter, Margaret Anne; Manley, Andrew

2018-01-01

To examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour. Systematic review. PubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science. Studies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias. Ten PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies. Low-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies. CRD42017070981.

The effect of inclusion classrooms on the science achievement of general education students

NASA Astrophysics Data System (ADS)

Dodd, Matthew Robert

General education and Special Education students from three high schools in Rutherford County were sampled to determine the effect on their academic achievement on the Tennessee Biology I Gateway Exam in Inclusion classrooms. Each student's predicted and actual Gateway Exam scores from the academic year 2006--2007 were used to determine the effect the student's classroom had on his academic achievement. Independent variables used in the study were gender, ethnicity, socioeconomic level, grade point average, type of classroom (general or Inclusion), and type student (General Education or Special Education). The statistical tests used in this study were a t-test and a Mann--Whitney U Test. From this study, the effect of the Inclusion classroom on general education students was not significant statistically. Although the Inclusion classroom allows the special education student to succeed in the classroom, the effect on general education students is negligible. This study also provided statistical data that the Inclusion classroom did not improve the special education students' academic performances on the Gateway Exam. Students in a general education classroom with a GPA above 3.000 and those from a household without a low socioeconomic status performed at a statistically different level in this study.

Routines, roles, and responsibilities for aligning scientific and classroom practices

NASA Astrophysics Data System (ADS)

Ford, Michael J.; Wargo, Brian M.

2007-01-01

Reform efforts in science education have focused on engaging students in authentic scientific practices. For these efforts to succeed, detailed articulations of scientific practice need to be linked to understandings of classroom practice. Here we characterize engagement in practice generally in terms of 3Rs: routines, roles, and responsibilities. We argue that there is a misalignment between the 3Rs of scientific practice and the practices common in classrooms, and that this misalignment poses a considerable obstacle for beginning teachers who attempt to implement reform pedagogy. As part of a secondary methods course, 16 preservice teachers (PSTs) participated in two exemplar activities designed to engage them in scientific practices. The PST performances suggest that at least initially, they did not consider authentic scientific practices appropriate for classroom activities, implying a pedagogical repertoire dominated by the 3Rs of traditional classrooms. PST performances, however, evidenced a shift in the 3Rs from those common in classrooms to those required by these activities, suggesting that their visions for classrooms are malleable and underlining the importance of aligning the 3Rs of scientific and classroom practices during teacher preparation.

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

PubMed

Bevington, J; Wishart, J G

1999-03-01

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

Computer Facilitated Mathematical Methods in Chemical Engineering--Similarity Solution

ERIC Educational Resources Information Center

Subramanian, Venkat R.

2006-01-01

High-performance computers coupled with highly efficient numerical schemes and user-friendly software packages have helped instructors to teach numerical solutions and analysis of various nonlinear models more efficiently in the classroom. One of the main objectives of a model is to provide insight about the system of interest. Analytical…

Understanding Copyright and Fair Use in the Music Classroom

ERIC Educational Resources Information Center

Drummond, Tim

2015-01-01

Many music educators do not sufficiently understand the complicated system of U.S. copyright law or what constitutes "fair use," resulting in both illegal and overly conservative practices. Increasingly accessible recording and distribution technology has also led to common practices such as posting performances on YouTube, creating…

Integrating Laboratory Activity into a Junior High School Classroom

ERIC Educational Resources Information Center

Shyr, Wen-Jye

2010-01-01

This paper presents a wind power system laboratory activity and an outline for evaluating student performance in this activity. The work described here was to design and implement the laboratory to assist teachers in achieving the teaching objective of this activity. The laboratory teaching activities introduce energy sources, wind energy…

Useful Pedagogies or Financial Hardships? Interactive Response Technology (Clickers) in the Large College Classroom

ERIC Educational Resources Information Center

Boatright-Horowitz, Su L.

2009-01-01

Interactive response systems "clickers" can provide multiple benefits to the students and faculty who use them, including immediate performance feedback and greater student engagement in learning. My own exploration of this technology has yielded five pedagogically different types of polling questions, specifically measurement of student…

Assessment in the School Systems of the Czech Republic

ERIC Educational Resources Information Center

Strakova, Jana; Simonová, Jaroslava

2013-01-01

Student assessment in the Czech Republic is still rather traditional, with classroom practice continuing to focus on summative assessment. The country has regularly participated in international surveys, but the findings from these only started to influence educational policy during the past decade, when Czech students' performance fell markedly…

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.

Preventing Disruptive Behavior via Classroom Management: Validating the Color Wheel System in Kindergarten Classrooms.

PubMed

Watson, Tiffany L; Skinner, Christopher H; Skinner, Amy L; Cazzell, Samantha; Aspiranti, Kathleen B; Moore, Tara; Coleman, MariBeth

2016-07-01

Evidence suggests that installing a classroom management system known as the Color Wheel reduced inappropriate behaviors and increased on-task behavior in second- and fourth-grade classrooms; however, no systematic studies of the Color Wheel had been disseminated targeting pre-school or kindergarten participants. To enhance our understanding of the Color Wheel System (CWS) as a prevention system, a multiple-baseline design was used to evaluate the effects of the Color Wheel on inappropriate vocalizations (IVs) in three general education kindergarten classrooms. Partial-interval time-sampling was used to record classwide IVs, which were operationally defined as any comment or vocal noise that was not solicited by the teacher. Time series graphs and effect size calculations suggest that the CWS caused immediate, large, and sustained decreases in IVs across the three classrooms. Teacher acceptability and interview data also supported the CWS. Implications related to prevention are discussed and directions for future research are provided. © The Author(s) 2016.

Effect of classroom acoustics on the speech intelligibility of students.

PubMed

Rabelo, Alessandra Terra Vasconcelos; Santos, Juliana Nunes; Oliveira, Rafaella Cristina; Magalhães, Max de Castro

2014-01-01

To analyze the acoustic parameters of classrooms and the relationship among equivalent sound pressure level (Leq), reverberation time (T₃₀), the Speech Transmission Index (STI), and the performance of students in speech intelligibility testing. A cross-sectional descriptive study, which analyzed the acoustic performance of 18 classrooms in 9 public schools in Belo Horizonte, Minas Gerais, Brazil, was conducted. The following acoustic parameters were measured: Leq, T₃₀, and the STI. In the schools evaluated, a speech intelligibility test was performed on 273 students, 45.4% of whom were boys, with an average age of 9.4 years. The results of the speech intelligibility test were compared to the values of the acoustic parameters with the help of Student's t-test. The Leq, T₃₀, and STI tests were conducted in empty and furnished classrooms. Children showed better results in speech intelligibility tests conducted in classrooms with less noise, a lower T₃₀, and greater STI values. The majority of classrooms did not meet the recommended regulatory standards for good acoustic performance. Acoustic parameters have a direct effect on the speech intelligibility of students. Noise contributes to a decrease in their understanding of information presented orally, which can lead to negative consequences in their education and their social integration as future professionals.

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.

Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement

PubMed Central

Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A.C.; Kidwell, Katherine M.; Espy, Kimberly Andrews

2017-01-01

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined EC in preschool (age 5 years, 3 months) as a predictor of classroom learning engagement behaviors in first grade, using a battery of performance-based EC tasks and live classroom observations in a longitudinal sample of 313 children. Multilevel modeling results indicated that stronger EC predicted more focused engagement and fewer task management and competing responses, controlling for socioeconomic status, child sex, and age at observations. Results suggest that early EC may support subsequent classroom engagement behaviors that are critical for successful transition to elementary school and long-term learning trajectories. PMID:28358540

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

Wilkerson, Andrea M.; Donohue, Amy; Davis, Robert G.

The article discusses trends in classroom design and then transitions to a discussion of the future of the classroom and how the lighting industry needs to be preparing to meet the needs of the future classroom. The OSU Classroom building as an example throughout, first discussing how trends in classroom design were incorporated into the Classroom Building and then discussing how future lighting systems could enhance the Classroom Building, which is a clear departure from the actual lighting design and current technology.

`Not hard to sway': a case study of student engagement in two large engineering classes

NASA Astrophysics Data System (ADS)

Shekhar, Prateek; Borrego, Maura

2018-07-01

Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This paper argues that the level of student engagement in active learning classrooms is an interplay of social and physical classroom characteristics. Using classroom observations and instructor interviews, this study describes the influence of the interaction of student response systems and classroom layout on student engagement in two large active-learning-based engineering classrooms. The findings suggest that the use of different student response systems in combination with cluster-style seating arrangements can increase student engagement in large classrooms.

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,…

NASA education briefs for the classroom. Metrics in space

NASA Technical Reports Server (NTRS)

1982-01-01

The use of metric measurement in space is summarized for classroom use. Advantages of the metric system over the English measurement system are described. Some common metric units are defined, as are special units for astronomical study. International system unit prefixes and a conversion table of metric/English units are presented. Questions and activities for the classroom are recommended.

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

ERIC Educational Resources Information Center

Stuck, Andrea; Kammermeyer, Gisela; Roux, Susanna

2016-01-01

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

NASA education briefs for the classroom. Metrics in space

NASA Astrophysics Data System (ADS)

The use of metric measurement in space is summarized for classroom use. Advantages of the metric system over the English measurement system are described. Some common metric units are defined, as are special units for astronomical study. International system unit prefixes and a conversion table of metric/English units are presented. Questions and activities for the classroom are recommended.

Teacher-Child Dyadic Interaction: A Manual for Coding Classroom Behavior. Report Series No. 27.

ERIC Educational Resources Information Center

Brophy, Jere E.; Good, Thomas L.

This manual presents the rationale and coding system for the study of dyadic interaction between teachers and children in classrooms. The introduction notes major differences between this system and others in common use: 1) it is not a universal system that attempts to code all classroom behavior, and 2) the teacher's interactions in his class are…

Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

ERIC Educational Resources Information Center

Danker, Brenda

2015-01-01

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

A Comparison of Selective Auditory Attention Abilities in Open-Space Versus Closed Classroom Students.

ERIC Educational Resources Information Center

Reinertsen, Gloria M.

A study compared performances on a test of selective auditory attention between students educated in open-space versus closed classroom environments. An open-space classroom environment was defined as having no walls separating it from hallways or other classrooms. It was hypothesized that the incidence of auditory figure-ground (ability to focus…

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

ERIC Educational Resources Information Center

Tan, Liang See; Lee, Shu Shing; Ponnusamy, Letchmi Devi; Koh, Elizabeth Ruilin; Tan, Keith Chiu Kian

2016-01-01

Researchers have argued for the importance of the classroom context in developing students' creative potential. However, the emphasis on a performative learning culture in the classroom does not favour creativity. Thus, how creative potential can be realised as one of the educational goals in the classrooms remains a key question. This study…

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

ERIC Educational Resources Information Center

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

2004-01-01

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

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,…

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…

Design and evaluation of an Internet based data repository and visualization system for science education

NASA Astrophysics Data System (ADS)

Dalphond, James M.

In modern classrooms, scientific probes are often used in science labs to engage students in inquiry-based learning. Many of these probes will never leave the classroom, closing the door on real world experimentation that may engage students. Also, these tools do not encourage students to share data across classrooms or schools. To address these limitations, we have developed a web-based system for collecting, storing, and visualizing sensor data, as well as a hardware package to interface existing classroom probes. This system, The Internet System for Networked Sensor Experimentation (iSENSE), was created to address these limitations. Development of the system began in 2007 and has proceeded through four phases: proof-of-concept prototype, technology demonstration, initial classroom deployment, and classroom testing. User testing and feedback during these phases guided development of the system. This thesis includes lessons learned during development and evaluation of the system in the hands of teachers and students. We developed three evaluations of this practical use. The first evaluation involved working closely with teachers to encourage them to integrate activities using the iSENSE system into their existing curriculum. We were looking for strengths of the approach and ease of integration. Second, we developed three "Activity Labs," which teachers used as embedded assessments. In these activities, students were asked to answer questions based on experiments or visualizations already entered into the iSENSE website. Lastly, teachers were interviewed after using the system to determine what they found valuable. This thesis makes contributions in two areas. It shows how an iterative design process was used to develop a system used in a science classroom, and it presents an analysis of the educational impact of the system on teachers and students.

A conative educational model for an intervention program in obese youth.

PubMed

Vanhelst, Jérémy; Béghin, Laurent; Fardy, Paul Stephen; Bui-Xuan, Gilles; Mikulovic, Jacques

2012-06-07

Obesity in children has increased in recent years throughout the world and is associated with adverse health consequences. Early interventions, including appropriate pedagogy strategies, are important for a successful intervention program. The aim of this study was to assess changes in body mass index, the ability to perform sport activities, behavior in the classroom and academic performance following one year of a health-wellness intervention program in obese youth. The CEMHaVi program included 37 obese children (19 girls and 18 boys). Participants received an intervention program consisting of physical activity and health education. Assessment included body mass index, academic performance, classroom performance and ability to perform sport activities. Paired t tests were used to assess the effects of intervention, and chi square was used to assess inter-action between measures. Findings of the study suggest significant decrease in Z scores of Body Mass Index and an improvement of academic performance, classroom behavior and the ability to perform sport activities (p < 0.05). Chi square testing showed significant positive inter-actions between body mass index, classroom behavior and academic performance. Results following year one of CEMHaVi showed that a program of physical activity and health education had positive effects on obesity, behavior in the classroom and the ability to perform sport activities in obese adolescents. Significant inter-action in changes between variables was observed. Findings are important for designing intervention models to improve health in obese youth.

Yes, Classroom Sales Training Can Enhance Performance.

ERIC Educational Resources Information Center

Graham, Steven W.; Wedman, John; Monahan, Carol; Tanner, Tom

1998-01-01

Discusses learning in organizations, competitiveness, and training effectiveness. Describes a study that was conducted to determine if it is possible to link sales production to participation in classroom sales training, and if so, what elements seem to be most useful in enhancing employee performance and sales performance. (Author/LRW)

Performative Identity as a Resource for Classroom Participation: Scientific Shane vs. Jimmy Neutron

ERIC Educational Resources Information Center

Anderson, Kate T.; Zuiker, Steven J.

2010-01-01

This study introduces performative identity as a lens for understanding student participation in discursive classroom routines and potentials for fostering student agency and enhanced learning. We argue that student negotiation of performative identities can facilitate productive transformations of individual and group trajectories. This study…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces.

PubMed

Stoltzfus, Jon R; Libarkin, Julie

2016-01-01

SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP-type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning-based instruction takes place in a traditional lecture hall and a SCALE-UP-type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP-type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP-type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. © 2016 J. R. Stoltzfus and J. Libarkin. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The effects of building-related factors on classroom relative humidity among North Carolina schools participating in the “Free to Breathe, Free to Teach” study

PubMed Central

Angelon-Gaetz, K.A.; Richardson, D.B.; Lipton, D.M.; Marshall, S.W.; Lamb, B.; LoFrese, T.

2014-01-01

Both high and low indoor relative humidity (RH) directly impact indoor air quality (IAQ), an important school health concern. Prior school studies reported a high prevalence of mold, roaches, and water damage; however, few examined associations between modifiable classroom factors and RH, a quantitative indicator of dampness. We recorded RH longitudinally in 134 North Carolina classrooms (n= 9066 classroom-days) to quantify the relationships between modifiable classroom factors and average daily RH below, within, or above levels recommended to improve school IAQ (30–50% or 30–60% RH). The odds of having high RH (>60%) were 5.8 (95% Confidence Interval (CI): 2.9, 11.3) times higher in classrooms with annual compared to quarterly heating, ventilating, and air conditioning (HVAC) system maintenance, and 2.5 (95% CI: 1.5, 4.2) times higher in classrooms with HVAC economizers compared to those without economizers. Classrooms with direct expansion split systems compared to chilled water systems had 2.7 (95% CI: 1.7, 4.4) times higher odds of low RH (<30%). When unoccupied, classrooms with thermostat setbacks had 3.7 (95% CI: 1.7, 8.3) times the odds of high RH (>60%) of those without setbacks. This research suggests actionable decision points for school design and maintenance to prevent high or low classroom RH. PMID:25515546

The effects of building-related factors on classroom relative humidity among North Carolina schools participating in the 'Free to Breathe, Free to Teach' study.

PubMed

Angelon-Gaetz, K A; Richardson, D B; Lipton, D M; Marshall, S W; Lamb, B; LoFrese, T

2015-12-01

Both high and low indoor relative humidity (RH) directly impact Indoor Air Quality (IAQ), an important school health concern. Prior school studies reported a high prevalence of mold, roaches, and water damage; however, few examined associations between modifiable classroom factors and RH, a quantitative indicator of dampness. We recorded RH longitudinally in 134 North Carolina classrooms (n = 9066 classroom-days) to quantify the relationships between modifiable classroom factors and average daily RH below, within, or above levels recommended to improve school IAQ (30-50% or 30-60% RH). The odds of having high RH (>60%) were 5.8 [95% Confidence Interval (CI): 2.9, 11.3] times higher in classrooms with annual compared to quarterly heating, ventilating, and air-conditioning (HVAC) system maintenance and 2.5 (95% CI: 1.5, 4.2) times higher in classrooms with HVAC economizers compared to those without economizers. Classrooms with direct-expansion split systems compared to chilled water systems had 2.7 (95% CI: 1.7, 4.4) times higher odds of low RH (<30%). When unoccupied, classrooms with thermostat setbacks had 3.7 (95% CI: 1.7, 8.3) times the odds of high RH (>60%) of those without setbacks. This research suggests actionable decision points for school design and maintenance to prevent high or low classroom RH. This study combines longitudinal measurements of classroom relative humidity with school inspection data from several schools to describe the problem of relative humidity control in schools. Our findings on how maintenance and mechanical factors affect classroom humidity provide suggestions on building operations policies and heating, ventilating, and air-conditioning (HVAC) design considerations that may improve classroom relative humidity control. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

From Teachers' Perspectives: The Social and Psychological Benefits of Multiage Elementary Classrooms.

ERIC Educational Resources Information Center

Marshak, David

This paper on multiage classrooms provides first steps toward a systemic understanding of the defining qualities of multiage classrooms and, from teachers' perspectives, the benefits of such classrooms for students, teachers, and parents. The multiage classroom movement in elementary schools is viewed as not just restructuring, but also as the…

Constructing a Multimedia Mobile Classroom Using a Novel Feedback System

ERIC Educational Resources Information Center

Huang, Wen-Chen; Chen, Ching-Wen; Weng, Richard

2015-01-01

In the conventional classroom, many obstacles hinder interaction between an instructor and students, such as limited class hours, fixed seating, and inadequate time for meetings after class. This work develops a novel multimedia mobile classroom feedback system (MMCFS) that instantly displays students' responses, such as class-related questions or…

The Caterpillar Game: A Classroom Management System

ERIC Educational Resources Information Center

Floress, Margaret T.; Rock, Angela L.; Hailemariam, Assegedech

2017-01-01

A single-case experimental design was used to evaluate the effects of the Caterpillar Game, a classroom management system, on disruptive behavior in a general education first grade classroom. A multiple baseline design across settings was used to evaluate changes in student disruptive behavior and teacher praise. When the Caterpillar Game was…

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

PubMed

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

2016-08-01

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

Acute Effects of Classroom Exercise Breaks on Executive Function and Math Performance: A Dose-Response Study.

PubMed

Howie, Erin K; Schatz, Jeffrey; Pate, Russell R

2015-01-01

The purpose of this study was to determine the acute dose-response relationship of classroom exercise breaks with executive function and math performance in 9- to 12-year-old children by comparing 5-min, 10-min, or 20-min classroom exercise breaks to 10 min of sedentary classroom activity. This study used a within-subjects experimental design conducted in the spring of 2012. Ninety-six 4th- and 5th-grade students in 5 classrooms in South Carolina were randomized to receive each of 4 treatments: 5-min, 10-min, or 20-min exercise breaks or 10 min of a sedentary lesson led by research staff. Students completed the Trail-Making Test, an Operational Digit Recall test, and a math fluency test immediately before and after each condition. Planned linear contrasts were used to compare posttest scores between conditions using a repeated-measures mixed model, adjusted for gender, classroom, and the time-varying pretest scores. Potential effect modifiers were added as interaction terms. Math scores were higher after the 10-min and 20-min exercise breaks compared with the sedentary condition (d = 0.24, p = .04, and d = 0.27, p = .02, respectively), and an interaction was observed with gender, IQ, aerobic fitness, and lower engagement in some of the conditions. There were no improvements in executive function tasks. A 10-min and 20-min classroom exercise break moderately improved math performance in students compared with a seated classroom lesson.

Preschool teachers' perception and use of hearing assistive technology in educational settings.

PubMed

Nelson, Lauri H; Poole, Bridget; Muñoz, Karen

2013-07-01

This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual-bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators. Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.

A Multi-Instrument Examination of Preschool Classroom Quality and the Relationship between Program, Classroom, and Teacher Characteristics

ERIC Educational Resources Information Center

Denny, Joanna Hope; Hallam, Rena; Homer, Karen

2012-01-01

Research Findings: A statewide study of preschool classroom quality was conducted using 3 distinct classroom observation measures in order to inform a statewide quality rating system. Findings suggested that Tennessee preschool classrooms were approaching "good" quality on the Early Childhood Environment Rating Scale-Revised (ECERS-R)…

Effective Practices for Mentoring Beginning Middle School Teachers: Mentor's Perspectives

ERIC Educational Resources Information Center

Sowell, Marsha

2017-01-01

In order to improve student achievement, school systems must provide new teachers with support to become effective teachers more quickly. Educators frequently use mentoring to support new teachers and reach the goals of improved classroom performance as well as teacher retention. The intention in this study was to provide insights into the…

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

ERIC Educational Resources Information Center

Fernandez, Julie Marie

2013-01-01

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

LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance

ERIC Educational Resources Information Center

Gryczka, Patrick; Klementowicz, Edward; Sharrock, Chappel; Maxfield, MacRae; Montclare, Jin Kim

2016-01-01

Lab instructors, for both high school and undergraduate college level courses, face issues of constricted time within the lab period and limited student engagement with prelab materials. To address these issues, an online prelab delivery system named LabLessons is developed and tested out in a high school chemistry classroom. The system…

Do Students Understand Our Course Structure? Implications for Important Classroom Attitudes and Behavior

ERIC Educational Resources Information Center

Elicker, Joelle D.; Foust, Michelle Singer; Perry, Jennifer L.

2015-01-01

The complexity of a course's structure may influence how well students understand what is expected of them. Using the foundation of the industrial/organizational (I/O) psychology literature, the authors modified a measure of "Perceived System Knowledge" (Williams & Levy, 1992) for employee performance appraisal to be appropriate for…

Dialogic Feedback as Divergent Assessment for Learning: An Ecological Approach to Teacher Professional Development

ERIC Educational Resources Information Center

Charteris, Jennifer

2016-01-01

Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an…

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

ERIC Educational Resources Information Center

Thompson, Marion; And Others

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

Facebook as an Online Teaching Tool: Effects on Student Participation, Learning, and Overall Course Performance

ERIC Educational Resources Information Center

Camus, Melinda; Hurt, Nicole E.; Larson, Lincoln R.; Prevost, Luanna

2016-01-01

Online discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as…

Clock Work: How Tools for Time Mediate Problem Solving and Reveal Understanding

ERIC Educational Resources Information Center

Earnest, Darrell

2017-01-01

This article reports on elementary students' understanding of time in the context of common classroom manipulatives and notational systems. Students in Grades 2 (n = 72) and 4 (n = 72) participated in problem-solving interviews involving different clocks. Quantitative results revealed that students' performances were significantly different as a…

Reappraising Stress Arousal Improves Performance and Reduces Evaluation Anxiety in Classroom Exam Situations

ERIC Educational Resources Information Center

Jamieson, Jeremy P.; Peters, Brett J.; Greenwood, Emily J.; Altose, Aaron J.

2016-01-01

For students to thrive in the U.S. educational system, they must successfully cope with omnipresent demands of exams. Nearly all students experience testing situations as stressful, and signs of stress (e.g., racing heart) are typically perceived negatively. This research tested the efficacy of a psychosituational intervention targeting cognitive…

Assessing the Functional Knowledge of Participants in the Virginia Beginning Teacher Assistance Program.

ERIC Educational Resources Information Center

Medley, Donald M.; And Others

1989-01-01

Describes the development of an assessment program for beginning teachers and the program's effect on teaching and teacher education in Virginia. Discusses definitions of competence and performance, development of a system for assessing competence, training of classroom recorders, and measurement of competence by observations of teachers'…

Experimental investigation of the effects of the acoustical conditions in a simulated classroom on speech recognition and learning in children a

PubMed Central

Valente, Daniel L.; Plevinsky, Hallie M.; Franco, John M.; Heinrichs-Graham, Elizabeth C.; Lewis, Dawna E.

2012-01-01

The potential effects of acoustical environment on speech understanding are especially important as children enter school where students’ ability to hear and understand complex verbal information is critical to learning. However, this ability is compromised because of widely varied and unfavorable classroom acoustics. The extent to which unfavorable classroom acoustics affect children’s performance on longer learning tasks is largely unknown as most research has focused on testing children using words, syllables, or sentences as stimuli. In the current study, a simulated classroom environment was used to measure comprehension performance of two classroom learning activities: a discussion and lecture. Comprehension performance was measured for groups of elementary-aged students in one of four environments with varied reverberation times and background noise levels. The reverberation time was either 0.6 or 1.5 s, and the signal-to-noise level was either +10 or +7 dB. Performance is compared to adult subjects as well as to sentence-recognition in the same condition. Significant differences were seen in comprehension scores as a function of age and condition; both increasing background noise and reverberation degraded performance in comprehension tasks compared to minimal differences in measures of sentence-recognition. PMID:22280587

Mindfulness Promotes Educators' Efficacy in the Classroom

ERIC Educational Resources Information Center

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

2014-01-01

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

The Caterpillar Game: A SW-PBIS Aligned Classroom Management System

ERIC Educational Resources Information Center

Floress, Margaret T.; Jacoby, Amber L.

2017-01-01

The Caterpillar Game is a classroom management system that is aligned with School-wide Positive Behavioral Interventions and Supports standards. A single-case, multiple-baseline design was used to evaluate the effects of the Caterpillar Game on disruptive student behavior and teacher praise. Three classrooms were included in the study (preschool,…

Research on the Language of the English Classroom: A Disconnected Dream.

ERIC Educational Resources Information Center

Kluwin, Thomas N.

Methods used in studies of the classroom language of the English teacher are described in this paper and some results of the research are reported. The paper first describes three methods traditionally employed in the description of the language of the English classroom--live observation systems, coding systems based on transcripts, and…

Sources of Invalidity When Comparing Classroom Behaviors Across Cultures and Nations.

ERIC Educational Resources Information Center

Pfau, Richard H.

Focusing on the use of category systems in classroom observation, this report summarizes factors that may significantly affect the validity of cross-national and cross-cultural comparisons of classroom behaviors. Category systems measure well-defined behaviors by recording events observed at specific intervals or as they begin and end. Areas of…

A ventilation intervention study in classrooms to improve indoor air quality: the FRESH study

PubMed Central

2013-01-01

Background Classroom ventilation rates often do not meet building standards, although it is considered to be important to improve indoor air quality. Poor indoor air quality is thought to influence both children’s health and performance. Poor ventilation in The Netherlands most often occurs in the heating season. To improve classroom ventilation a tailor made mechanical ventilation device was developed to improve outdoor air supply. This paper studies the effect of this intervention. Methods The FRESH study (Forced-ventilation Related Environmental School Health) was designed to investigate the effect of a CO2 controlled mechanical ventilation intervention on classroom CO2 levels using a longitudinal cross-over design. Target CO2 concentrations were 800 and 1200 parts per million (ppm), respectively. The study included 18 classrooms from 17 schools from the north-eastern part of The Netherlands, 12 experimental classrooms and 6 control classrooms. Data on indoor levels of CO2, temperature and relative humidity were collected during three consecutive weeks per school during the heating seasons of 2010–2012. Associations between the intervention and weekly average indoor CO2 levels, classroom temperature and relative humidity were assessed by means of mixed models with random school-effects. Results At baseline, mean CO2 concentration for all schools was 1335 ppm (range: 763–2000 ppm). The intervention was able to significantly decrease CO2 levels in the intervention classrooms (F (2,10) = 17.59, p < 0.001), with a mean decrease of 491 ppm. With the target set at 800 ppm, mean CO2 was 841 ppm (range: 743–925 ppm); with the target set at 1200 ppm, mean CO2 was 975 ppm (range: 887–1077 ppm). Conclusions Although the device was not capable of precisely achieving the two predefined levels of CO2, our study showed that classroom CO2 levels can be reduced by intervening on classroom ventilation using a CO2 controlled mechanical ventilation system. PMID:24345039

Student Cyberloafing In and Out of the Classroom in China and the Relationship with Student Performance.

PubMed

Wu, Jinnan; Mei, Wenjuan; Ugrin, Joseph C

2018-03-01

This study investigates the in-class and out-of-class cyberloafing activities of students in China, and tests the relationship between those activities and academic performance. A sample of 1,050 undergraduate students at a large University in China reported their in-class (N = 548) and out-of-class (N = 502) cyberloafing activities, which were tested against the students' academic performance. The test results show a negative relationship between in-class cyberloafing and academic performance, but an inverted U-shaped relationship between out-of-class cyberloafing and academic performance. The results support our propositions that cyberloafing is a harmful distraction in the classroom, but can have positive effects when performed in moderation outside the classroom as a means of effort recovery.

Measuring Teacher-Child Interactions in Linguistically Diverse Pre-K Classrooms. Research Brief

ERIC Educational Resources Information Center

Downer, Jason T.; Lopez, Michael L.; Grimm, Kevin J.; Hamagami, Aki; Pianta, Robert C.; Howes, Carollee

2012-01-01

Researchers investigated whether the Classroom Assessment Scoring System[TM] reliably characterized prekindergarten classrooms having varying ethnic and language compositions across the instrument's three domains (Emotional Support, Classroom Organization, and Instructional Support). They also examined whether the instrument predicted children's…

Classrooms Are Killing Learning.

ERIC Educational Resources Information Center

Hart, Leslie A.

1981-01-01

From his knowledge of the brain and learning, the author argues that Horace Mann's classroom system is the core cause for the outdated state of public education and attendant problems. He asserts that the conventional classroom is brain-antagonistic and the continued use of graded classrooms, ruinous. (Author/WD)

Pilot study of high-performance air filtration for classroom applications.

PubMed

Polidori, A; Fine, P M; White, V; Kwon, P S

2013-06-01

A study was conducted to investigate the effectiveness of three air purification systems in reducing the exposure of children to air contaminants inside nine classrooms of three Southern California schools. Continuous and integrated measurements were conducted to monitor the indoor and outdoor concentrations of ultrafine particles (UFPs), fine and coarse particulate matter (PM2.5 and PM10 , respectively), black carbon (BC), and volatile organic compounds. An heating, ventilating, and air conditioning (HVAC)-based high-performance panel filter (HP-PF), a register-based air purifier (RS), and a stand-alone air cleaning system (SA) were tested alone and in different combinations for their ability to remove the monitored pollutants. The combination of a RS and a HP-PF was the most effective solution for lowering the indoor concentrations of BC, UFPs, and PM2.5 , with study average reductions between 87% and 96%. When using the HP-PF alone, reductions close to 90% were also achieved. In all cases, air quality conditions were improved substantially with respect to the corresponding baseline (preexisting) conditions. Data on the performance of the gas-absorbing media included in the RS and SA unit were inconclusive, and their effectiveness, lifetime, costs, and benefits must be further assessed before conclusions and recommendations can be made. The installation of effective air filtration devices in classrooms may be an important mitigation measure to help reduce the exposure of school children to indoor pollutants of outdoor origin including ultrafine particles and diesel particulate matter, especially at schools located near highly trafficked freeways, refineries, and other important sources of air toxics. Published 2012. This article is a US Government work and is in the public domain in the USA.

The enactment of tasks in a fifth grade classroom

NASA Astrophysics Data System (ADS)

Schwartz, Jonathan L.

2007-12-01

This study looked at one classroom's manifestation of inquiry. Looking at tasks as part of the Full Option Science System (FOSS) shed light on the way in which inquiry took shape in the classroom. To do this, detailed descriptions and analysis of the enactment of inquiry-based tasks were conducted in one fifth-grade elementary school classroom during an 8-week period of instruction. A central finding was that the intended tasks differed from the actual tasks. This incongruence occurred primarily due to the actions of individuals in the classroom. These actions shaped tasks and transformed inquiry-based tasks from highly ambiguous, high-risk tasks to a routine set of steps and procedures. Teacher's actions included establishing a classroom culture, creating a flow to classroom events, and making instructional decisions. These actions resulted in implicit structures in the classroom that determined the pace and sequence of events, as well as how the requirements and value of work were understood by students. Implicit structures reflected shared understandings between the teacher and students about work and the overall system of accountability in the classroom.

Making the Grade in a Portfolio-Based System: Student Performance and the Student Perspective

PubMed Central

Nowacki, Amy S.

2013-01-01

Assessment is such an integral part of the educational system that we rarely reflect on its value and impact. Portfolios have gained in popularity, but much attention has emphasized the end-user and portfolio assessment. Here we focus on the portfolio creator (the student) and examine whether their educational needs are met with such an assessment method. This study aims to investigate how assessment practices influence classroom performance and the learning experience of the student in a graduate education setting. Studied were 33 medical students at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, a program utilizing a portfolio-based system. The students may elect to simultaneously enroll in a Masters program; however, these programs employ traditional letter grades. Thus creating a unique opportunity to assess 25 portfolio only (P) students and 8 portfolio and grade (PG) students concurrently taking a course that counts for both programs. Classroom performance was measured via a comprehensive evaluation where the PG students scored modestly better (median total scores, 72% P vs. 76% PG). Additionally, a survey was conducted to gain insight into student’s perspective on how assessment method impacts the learning experience. The students in the PG group (those receiving a grade) reported increased stress but greater affirmation and self-assurance regarding their knowledge and skill mastery. Incorporation of such affirmation remains a challenge for portfolio-based systems and an area for investigation and improvement. PMID:23565103

Making the grade in a portfolio-based system: student performance and the student perspective.

PubMed

Nowacki, Amy S

2013-01-01

Assessment is such an integral part of the educational system that we rarely reflect on its value and impact. Portfolios have gained in popularity, but much attention has emphasized the end-user and portfolio assessment. Here we focus on the portfolio creator (the student) and examine whether their educational needs are met with such an assessment method. This study aims to investigate how assessment practices influence classroom performance and the learning experience of the student in a graduate education setting. Studied were 33 medical students at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, a program utilizing a portfolio-based system. The students may elect to simultaneously enroll in a Masters program; however, these programs employ traditional letter grades. Thus creating a unique opportunity to assess 25 portfolio only (P) students and 8 portfolio and grade (PG) students concurrently taking a course that counts for both programs. Classroom performance was measured via a comprehensive evaluation where the PG students scored modestly better (median total scores, 72% P vs. 76% PG). Additionally, a survey was conducted to gain insight into student's perspective on how assessment method impacts the learning experience. The students in the PG group (those receiving a grade) reported increased stress but greater affirmation and self-assurance regarding their knowledge and skill mastery. Incorporation of such affirmation remains a challenge for portfolio-based systems and an area for investigation and improvement.

Coping Styles as Mediators of Teachers' Classroom Management Techniques

ERIC Educational Resources Information Center

Lewis, Ramon; Roache, Joel; Romi, Shlomo

2011-01-01

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

Classroom Management for Student Retention.

ERIC Educational Resources Information Center

Santa Rita, Emilio

This guidebook recommends methods for teachers to use to improve teacher-student interaction in the classroom, as a means of increasing student retention. Chapter I introduces eight major systems of classroom management which teachers may use as their values and the classroom situation dictate: "Behavior Modification,""Reality Therapy,""Discipline…

Observing Classroom Practice

ERIC Educational Resources Information Center

Danielson, Charlotte

2012-01-01

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

Multiple-Choice and Short-Answer Exam Performance in a College Classroom

ERIC Educational Resources Information Center

Funk, Steven C.; Dickson, K. Laurie

2011-01-01

The authors experimentally investigated the effects of multiple-choice and short-answer format exam items on exam performance in a college classroom. They randomly assigned 50 students to take a 10-item short-answer pretest or posttest on two 50-item multiple-choice exams in an introduction to personality course. Students performed significantly…

Classroom Management for Kids Who Won't Sit Still and Other "Bad Apples"

ERIC Educational Resources Information Center

Cahill, Susan M.

2006-01-01

This article presents a case description of collaboration between an occupational therapist and a general education teacher to develop an effective classroom management system. The classroom management system described here was based on the Alert Program for Self-regulation: How Does Your Engine Run? In addition, the case description provides a…

Iterative Design and Classroom Evaluation of Automated Formative Feedback for Improving Peer Feedback Localization

ERIC Educational Resources Information Center

Nguyen, Huy; Xiong, Wenting; Litman, Diane

2017-01-01

A peer-review system that automatically evaluates and provides formative feedback on free-text feedback comments of students was iteratively designed and evaluated in college and high-school classrooms. Classroom assignments required students to write paper drafts and submit them to a peer-review system. When student peers later submitted feedback…

The Development of a Procedure to Encourage Certain Facilitative Behaviors of Classroom Teachers.

ERIC Educational Resources Information Center

Eggert, Wallace V.; Moore, John N.

The main purpose of this study was to develop a procedure whereby teachers might improve their interpersonal transactions with students. Concomitant purposes were to develop a limited category coding system for easy use by classroom teachers and to develop a classroom observation system for research purposes. Sixteen teachers (three primary, nine…

Classroom Response Systems: Using Task Technology Fit to Explore Impact Potential

ERIC Educational Resources Information Center

Jones, Kenneth D., II.

2010-01-01

The primary purpose of this study is to determine how students are impacted by the use of Classroom Response System (CRS) technology. This research explores the nature of the outcomes experienced by students and their perceptions on the leading pedagogy and practices for using CRS technology in the classroom. The research is both quantitative and…

Evaluating the Validity of Classroom Observations in the Head Start Designation Renewal System

ERIC Educational Resources Information Center

Mashburn, Andrew J.

2017-01-01

Classroom observations are increasingly common in education policies as a means to assess the quality of teachers and/or education programs for purposes of making high-stakes decisions. This article considers one policy, the Head Start Designation Renewal System (DRS), which involves classroom observations to assess the quality of Head Start…

Conventional Systems of Classroom Discipline (the Patriarchy Speaks).

ERIC Educational Resources Information Center

Blumenfeld-Jones, Donald S.

1996-01-01

Considers traditional classroom discipline systems as patriarchal moral systems focused on hyperindividuality and dependent upon rules, consequences, and principles focused through authoritarian structures. Critiques the Assertive Discipline, Control Theory, and Discipline with Dignity discipline systems, and proposes an alternative model for…

Sexual Harassment in the Classroom: Teacher as Target.

ERIC Educational Resources Information Center

Tochterman, Suzanne; Barnes, Fred

1998-01-01

Discusses teachers as victims of sexual harassment in their classrooms. Includes examples involving preservice and new teachers. Discusses the impact of harassment on teachers themselves and on classroom performance. Offers strategies to support and intervene with new teachers who have been victims of sexual harassment. (MKA)

Professional Development through Clinical Supervision

ERIC Educational Resources Information Center

Farhat, Amal

2016-01-01

Studies have shown that clinical supervisory practices result in implementation of new skills in teachers' classroom performance. This study examines the impact of two clinical supervisory cycles on teachers' performance in classroom management. Multiple data collection tools were used to determine the impact of clinical supervisory interventions…

Classroom, School, and District Impacts on Diverse Student Literacy Achievement

ERIC Educational Resources Information Center

Wilcox, Kristen Campbell; Lawson, Hal A.; Angelis, Janet

2015-01-01

Background/Context: Prior research has investigated the literacy achievement gap with particular focus on ethnically and linguistically diverse students' performance. This study extends that research by examining the relationships among classroom instructional practices, school priorities, and district policies in higher performing schools.…

Participation in a coteaching classroom and students' end-of-course test scores

NASA Astrophysics Data System (ADS)

Debro, Ava

General education students consistently perform poorly on standardized science tests. Coteaching is an instructional strategy that improves the achievement of students with disabilities, but very little research exists that examines the effect of coteaching classrooms on the performance of general education students. The purpose of this study was to examine the effect of coteaching classrooms on the performance of general education students. The constructivist theoretical framework provided the foundation for this research. The research question examined the effect that coteaching classrooms had on the performance of general education biology students. In this experimental design utilizing a posttest-only control group, coteaching instructional strategy was the treatment, and student performance was measured using the scores obtained from the biology end-of-course test. Data for this study was analyzed using an independent t-test. The results of this study revealed that there was not a statistically significant difference in student performance on the biology end-of-course test between treatment and control groups. More than half of the general education biology students enrolled in coteaching classrooms failed the end-of-course test. Researchers may use this study as a catalyst to examine other instructional practices that may improve student performance in science courses. The results of this study may be used to persuade coteachers of the importance of attending frequent professional development opportunities that examine a variety of coteaching instructional strategies. Improving the performance of general education students in science may improve standardized test scores, afford more students the opportunity to attend college, and ensure that students are able to compete on a global level.

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

ERIC Educational Resources Information Center

Jackson, Cliff; Simoncini, Kym; Davidson, Mark

2013-01-01

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

Establishing and Balancing a Classroom Token Economy.

ERIC Educational Resources Information Center

Center, David B.; Arnault, Lynne

The paper presents a classroom token economy system for providing classroom structure, eliminating or controlling a variety of problem behaviors, and for demonstration and teaching purposes. The first section addresses income production (payment for productive work using classroom work periods as payment periods). A percentage method in paying for…

Exploring When and Why to Use Arabic in the Saudi Arabian EFL Classroom: Viewing L1 Use as Eclectic Technique

ERIC Educational Resources Information Center

Khresheh, Asim

2012-01-01

This study aims to investigate when and why to use Arabic as L1 in the Saudi Arabian EFL classroom. For this purpose, 45 classroom observations were performed for beginning, intermediate, and advanced levels of students. 5 classes were chosen randomly for each level and each class was observed three times. Based on the classroom observations,…

Alaska's Secondary Science Teachers and Students Receive Earth Systems Science Knowledge, GIS Know How and University Technical Support for Pre- College Research Experiences: The EDGE Project

NASA Astrophysics Data System (ADS)

Connor, C. L.; Prakash, A.

2007-12-01

Alaska's secondary school teachers are increasingly required to provide Earth systems science (ESS) education that integrates student observations of local natural processes related to rapid climate change with geospatial datasets and satellite imagery using Geographic Information Systems (GIS) technology. Such skills are also valued in various employment sectors of the state where job opportunities requiring Earth science and GIS training are increasing. University of Alaska's EDGE (Experiential Discoveries in Geoscience Education) program has provided training and classroom resources for 3 cohorts of inservice Alaska science and math teachers in GIS and Earth Systems Science (2005-2007). Summer workshops include geologic field experiences, GIS instruction, computer equipment and technical support for groups of Alaska high school (HS) and middle school (MS) science teachers each June and their students in August. Since 2005, EDGE has increased Alaska science and math teachers' Earth science content knowledge and developed their GIS and computer skills. In addition, EDGE has guided teachers using a follow-up, fall online course that provided more extensive ESS knowledge linked with classroom standards and provided course content that was directly transferable into their MS and HS science classrooms. EDGE teachers were mentored by University faculty and technical staff as they guided their own students through semester-scale, science fair style projects using geospatial data that was student- collected. EDGE program assessment indicates that all teachers have improved their ESS knowledge, GIS knowledge, and the use of technology in their classrooms. More than 230 middle school students have learned GIS, from EDGE teachers and 50 EDGE secondary students have conducted original research related to landscape change and its impacts on their own communities. Longer-term EDGE goals include improving student performance on the newly implemented (spring 2008) 10th grade, standards-based, High School Qualifying Exam, on recruiting first-generation college students, and on increasing the number of Earth science majors in the University of Alaska system.

Design and Evaluation of Dedicated Smartphone Applications for Collaborative Science Education

NASA Astrophysics Data System (ADS)

Fertitta, John A., Jr.

2011-12-01

Over the past several years, the use of scientific probes is becoming more common in science classrooms. The goal of teaching with these science probes is to engage students in inquiry-based learning. However, they are often complicated and stationary, forcing experiments to remain in the classroom and limiting their use. The Internet System for Networked Sensor Experimentation (iSENSE) was created to address these limitations. iSENSE is a web-system for storing and visualizing sensor data. The project also includes a hardware package, the PINPoint, that interfaces to existing probes, and acts as a probe itself. As the mobile phone industry continues to advance, we are beginning to see smartphones that are just as powerful, if not more powerful, than many desktop computers. These devices are often equipped with advanced sensors, making them as capable as some science probes at a lower cost. With this background, this thesis explores the use of smartphones in secondary school science classrooms. By collaborating with one teacher, three custom applications were developed for four separate curriculum-based learning activities. The smartphones replaced existing traditional tools and science probes. Some data collected with the smartphones were uploaded to the iSENSE web-system for analysis. Student use of the smartphones and the subsequent scientific visualizations using the iSENSE web-system were observed. A teacher interview was conducted afterward. It was found that a collaborative design process involving the teacher resulted in the successful integration of smartphone applications into learning activities. In one case, the smartphones and use of iSENSE did not improve the students' understanding of the learning objectives. In several others, however, the smartphones out-performed traditional probeware as a data collector, and with the classroom teachers guidance, the iSENSE web-system facilitated more in-depth discussions of the data.

Speech perception benefits of FM and infrared devices to children with hearing aids in a typical classroom.

PubMed

Anderson, Karen L; Goldstein, Howard

2004-04-01

Children typically learn in classroom environments that have background noise and reverberation that interfere with accurate speech perception. Amplification technology can enhance the speech perception of students who are hard of hearing. This study used a single-subject alternating treatments design to compare the speech recognition abilities of children who are, hard of hearing when they were using hearing aids with each of three frequency modulated (FM) or infrared devices. Eight 9-12-year-olds with mild to severe hearing loss repeated Hearing in Noise Test (HINT) sentence lists under controlled conditions in a typical kindergarten classroom with a background noise level of +10 dB signal-to-noise (S/N) ratio and 1.1 s reverberation time. Participants listened to HINT lists using hearing aids alone and hearing aids in combination with three types of S/N-enhancing devices that are currently used in mainstream classrooms: (a) FM systems linked to personal hearing aids, (b) infrared sound field systems with speakers placed throughout the classroom, and (c) desktop personal sound field FM systems. The infrared ceiling sound field system did not provide benefit beyond that provided by hearing aids alone. Desktop and personal FM systems in combination with personal hearing aids provided substantial improvements in speech recognition. This information can assist in making S/N-enhancing device decisions for students using hearing aids. In a reverberant and noisy classroom setting, classroom sound field devices are not beneficial to speech perception for students with hearing aids, whereas either personal FM or desktop sound field systems provide listening benefits.

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

PubMed

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

2008-04-01

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

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

ERIC Educational Resources Information Center

Choi, Ching Yee; McPherson, Bradley

2005-01-01

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

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…

Effective Learning in Classrooms

ERIC Educational Resources Information Center

Watkins, Chris; Carnell, Eileen; Lodge, Caroline M.

2007-01-01

This book addresses an important and seldom addressed issue: learning. Not teaching, not performance, not "work": this book really is about learning, what makes learning effective and how it may be promoted in classrooms. The authors take the context of the classroom seriously, not only because of its effects on teachers and pupils, but because…

Do Classroom Experiments Increase Learning in Introductory Microeconomics?

ERIC Educational Resources Information Center

Dickie, Mark

2007-01-01

Interest in using classroom experiments to teach economics is increasing whereas empirical evidence on how experiments affect learning is limited and mixed. The author used a pretest-posttest control-group design to test whether classroom experiments and grade incentives that reward performance in experiments affect learning of introductory…

Classroom Environment as Related to Contest Ratings among High School Performing Ensembles.

ERIC Educational Resources Information Center

Hamann, Donald L.; And Others

1990-01-01

Examines influence of classroom environments, measured by the Classroom Environment Scale, Form R (CESR), on vocal and instrumental ensembles' musical achievement at festival contests. Using random sample, reveals subjects with higher scores on CESR scales of involvement, affiliation, teacher support, and organization received better contest…

Flipping the Classroom for English Language Learners to Foster Active Learning

ERIC Educational Resources Information Center

Hung, Hsiu-Ting

2015-01-01

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

Classroom Diversification: A Strategic View of Educational Productivity

ERIC Educational Resources Information Center

Lopez, Omar S.

2007-01-01

This article advances a theory of educational productivity based on a paradigm of classroom diversification that defines a strategic view of the education production process. The paradigm's underlying premise is that classroom student performance, and the instructional interactions that produce such outcomes, depend on economies derived from the…

Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

ERIC Educational Resources Information Center

Hyun, Jung; Ediger, Ruth; Lee, Donghun

2017-01-01

Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes…

EFL College Students' Perceptions of Classroom English Tests

ERIC Educational Resources Information Center

Al-Nouh, Nowreyah A.; Abdul-Kareem, Muneera M.; Taqi, Hanan A.

2014-01-01

Students' perceptions of their classroom English tests play a crucial role in affecting their performance. Hence, the present study is interested in soliciting college students' perceptions of their classroom English tests to find out the reasons behind test difficulties. Participants were 585 female college students chosen randomly from all grade…

Controlling the Thermal Environment of the Co-ordinated Classroom.

ERIC Educational Resources Information Center

Harmon, Darell Boyd

The classroom environment is a working surround in which children, through participating in organized experiences, can grow and develop in an optimum manner. Classroom design requires organization of principles of environmental control in order to assure efficient and successful performance. This control cannot be left to chance. In considering…

Everyday Race-Making Pedagogies in the Classroom

ERIC Educational Resources Information Center

Vass, Greg

2016-01-01

In this paper I examine the "pedagogies of positioning" performatively played out within the Australian high school classrooms I observed. The study aimed to develop a better understanding of how teachers pedagogically racialise the classroom in and through discursive encounters with students. The social analysis of these data accepts…

"Sometimes You Feel Invisible": Performing Queer/Disabled in the University Classroom

ERIC Educational Resources Information Center

Miller, Ryan A.

2015-01-01

This qualitative study explored the classroom experiences of 25 LGBTQ students with disabilities at a research-intensive university. Drawing on critical/postmodern epistemologies and concepts from both queer theory and disability studies, this article details students' experiences in the university classroom related to their multiple, intersecting…

Toward extending the educational interpreter performance assessment to cued speech.

PubMed

Krause, Jean C; Kegl, Judy A; Schick, Brenda

2008-01-01

The Educational Interpreter Performance Assessment (EIPA) is as an important research tool for examining the quality of interpreters who use American Sign Language or a sign system in classroom settings, but it is not currently applicable to educational interpreters who use Cued Speech (CS). In order to determine the feasibility of extending the EIPA to include CS, a pilot EIPA test was developed and administered to 24 educational CS interpreters. Fifteen of the interpreters' performances were evaluated two to three times in order to assess reliability. Results show that the instrument has good construct validity and test-retest reliability. Although more interrater reliability data are needed, intrarater reliability was quite high (0.9), suggesting that the pilot test can be rated as reliably as signing versions of the EIPA. Notably, only 48% of interpreters who formally participated in pilot testing performed at a level that could be considered minimally acceptable. In light of similar performance levels previously reported for interpreters who sign (e.g., Schick, Williams, & Kupermintz, 2006), these results suggest that interpreting services for deaf and hard-of hearing students, regardless of the communication option used, are often inadequate and could seriously hinder access to the classroom environment.

Toward Extending the Educational Interpreter Performance Assessment to Cued Speech

PubMed Central

Krause, Jean C.; Kegl, Judy A.; Schick, Brenda

2008-01-01

The Educational Interpreter Performance Assessment (EIPA) is as an important research tool for examining the quality of interpreters who use American Sign Language or a sign system in classroom settings, but it is not currently applicable to educational interpreters who use Cued Speech (CS). In order to determine the feasibility of extending the EIPA to include CS, a pilot EIPA test was developed and administered to 24 educational CS interpreters. Fifteen of the interpreters’ performances were evaluated two to three times in order to assess reliability. Results show that the instrument has good construct validity and test–retest reliability. Although more interrater reliability data are needed, intrarater reliability was quite high (0.9), suggesting that the pilot test can be rated as reliably as signing versions of the EIPA. Notably, only 48% of interpreters who formally participated in pilot testing performed at a level that could be considered minimally acceptable. In light of similar performance levels previously reported for interpreters who sign (e.g., Schick, Williams, & Kupermintz, 2006), these results suggest that interpreting services for deaf and hard-of hearing students, regardless of the communication option used, are often inadequate and could seriously hinder access to the classroom environment. PMID:18042791

Creating learner-centered classrooms: use of an audience response system in pediatric dentistry education.

PubMed

Johnson, Jeffrey T

2005-03-01

Research suggests that the exclusive use of lecture in the classroom hinders student learning. The advent of compact electronic wireless audience response systems has allowed for increased student participation in the classroom. Such technology is utilized in medical education. This article describes the use of an audience response system in a "quiz bowl" format to facilitate and improve the comprehension of student dentists in core concepts in pulp therapy for the pediatric patient.

Solar Absorption Refrigeration System for Air-Conditioning of a Classroom Building in Northern India

NASA Astrophysics Data System (ADS)

Agrawal, Tanmay; Varun; Kumar, Anoop

2015-10-01

Air-conditioning is a basic tool to provide human thermal comfort in a building space. The primary aim of the present work is to design an air-conditioning system based on vapour absorption cycle that utilizes a renewable energy source for its operation. The building under consideration is a classroom of dimensions 18.5 m × 13 m × 4.5 m located in Hamirpur district of Himachal Pradesh in India. For this purpose, cooling load of the building was calculated first by using cooling load temperature difference method to estimate cooling capacity of the air-conditioning system. Coefficient of performance of the refrigeration system was computed for various values of strong and weak solution concentration. In this work, a solar collector is also designed to provide required amount of heat energy by the absorption system. This heat energy is taken from solar energy which makes this system eco-friendly and sustainable. A computer program was written in MATLAB to calculate the design parameters. Results were obtained for various values of solution concentrations throughout the year. Cost analysis has also been carried out to compare absorption refrigeration system with conventional vapour compression cycle based air-conditioners.

Photographs and Classroom Response Systems in Middle School Astronomy Classes

ERIC Educational Resources Information Center

Lee, Hyunju; Feldman, Allan

2015-01-01

In spite of being readily available, photographs have played a minor and passive role in science classes. In our study, we present an active way of using photographs in classroom discussions with the use of a classroom response system (CRS) in middle school astronomy classes to teach the concepts of day-night and seasonal change. In this new…

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

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

None

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

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

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

Davis, Robert G.; Wilkerson, Andrea

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

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…

Professor as Facilitator: Shaping an Emerging, Living System of Shared Leadership in the Classroom

ERIC Educational Resources Information Center

Bright, David S.; Turesky, Elizabeth Fisher; Putzel, Roger; Stang, Thomas

2012-01-01

From the perspective of emergence, professors can facilitate and shape a class as a complex, adaptive, and living system. A case study illustrates phases of emergence in the classroom by tracing how a professor may use this perspective to empower students to share in the leadership of the classroom. Instead of presenting lessons, the professor…

Human Clay Models versus Cat Dissection: How the Similarity between the Classroom and the Exam Affects Student Performance

ERIC Educational Resources Information Center

Waters, John R.; Van Meter, Peggy; Perrotti, William; Drogo, Salvatore; Cyr, Richard J.

2011-01-01

This study examined the effect of different anatomic representations on student learning in a human anatomy class studying the muscular system. Specifically, we examined the efficacy of using dissected cats (with and without handouts) compared with clay sculpting of human structures. Ten undergraduate laboratory sections were assigned to three…

Using a Classroom Response System to Improve Multiple-Choice Performance in AP[R] Physics

ERIC Educational Resources Information Center

Bertrand, Peggy

2009-01-01

Participation in rigorous high school courses such as Advanced Placement (AP[R]) Physics increases the likelihood of college success, especially for students who are traditionally underserved. Tackling difficult multiple-choice exams should be part of any AP program because well-constructed multiple-choice questions, such as those on AP exams and…

Behavioral Management of Exceptional Children Using Video Games as Reward.

ERIC Educational Resources Information Center

Buckalew, L.W.; Buckalew, Patricia Bowman

1983-01-01

Seventeen children ranging in age from 9 to 15 years and from grades four and eight in five classes for students with emotional conflicts were placed on a video game reward system. The observation of enhanced classroom decorum and individual performance of students suggest the effectiveness of this reward in modifying behavior. (Author/PN)

Moodle E-Learning System and Students' Performance in Higher Education: The Case of Public Administration Programmes

ERIC Educational Resources Information Center

Umek, Lan; Keržic, Damijana; Tomaževic, Nina; Aristovnik, Aleksander

2015-01-01

The use of information and communication technologies (ICT) and therefore e-learning is becoming an ever more frequently used teaching and learning technique at all levels of education. In higher education, it completely or partially substitutes the classical teaching methods. It provides richer resources than the traditional classroom and…

A Critical Organizational Communication Framework for Communication and Instruction Scholarship: Narrative Explorations of Resistance, Racism, and Pedagogy

ERIC Educational Resources Information Center

Rudick, C. Kyle

2017-01-01

This study utilized a critical organizational communication framework to understand how student resistance is performed in relation to hegemonic systems that are (re)constituted through communication within and beyond the classroom (i.e., an institutional culture). I conducted multiple semistructured interviews with 14 self-identified students of…

A Votable Concept Mapping Approach to Promoting Students' Attentional Behavior: An Analysis of Sequential Behavioral Patterns and Brainwave Data

ERIC Educational Resources Information Center

Sun, Jerry Chih-Yuan; Hwang, Gwo-Jen; Lin, Yu-Yan; Yu, Shih-Jou; Pan, Liu-Cheng; Chen, Ariel Yu-Zhen

2018-01-01

This study explores the effects of integrated concept maps and classroom polling systems on students' learning performance, attentional behavior, and brainwaves associated with attention. Twenty-nine students from an Educational Research Methodology course were recruited as participants. For data collection, inclass quizzes, attentional behavior…

Enhancing Learning Performance through Classroom Response Systems: The Effect of Knowledge in a Global Economic Environment

ERIC Educational Resources Information Center

Cheng, Louis T. W.; Wang, Jacqueline Wenjie

2018-01-01

The international business education literature suggests that a global mindset can be acquired and benefit students to embrace new ideas and improve their critical thinking. Using a sample of 1,448 undergraduate students in Corporate Finance, International Finance, and Business Law subjects during 2013-2015, our results indicate that students with…

Discovering Decision Knowledge from Web Log Portfolio for Managing Classroom Processes by Applying Decision Tree and Data Cube Technology.

ERIC Educational Resources Information Center

Chen, Gwo-Dong; Liu, Chen-Chung; Ou, Kuo-Liang; Liu, Baw-Jhiune

2000-01-01

Discusses the use of Web logs to record student behavior that can assist teachers in assessing performance and making curriculum decisions for distance learning students who are using Web-based learning systems. Adopts decision tree and data cube information processing methodologies for developing more effective pedagogical strategies. (LRW)

Motivational Correlates of Academic Success in an Educational Psychology Course

ERIC Educational Resources Information Center

Herman, William E.

2011-01-01

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

Explanation-Construction in Fourth-Grade Classrooms in Germany and the USA: A Cross-National Comparative Video Study

ERIC Educational Resources Information Center

Forbes, Cory; Lange, Kim; Möller, Kornelia; Biggers, Mandy; Laux, Mira; Zangori, Laura

2014-01-01

To help explain the differences in students' performance on internationally administered science assessments, cross-national, video-based observational studies have been advocated, but none have yet been conducted at the elementary level for science. The USA and Germany are two countries with large formal education systems whose students…

Using Truncated Lectures, Conceptual Exercises, and Manipulatives to Improve Learning in the Neuroanatomy Classroom

ERIC Educational Resources Information Center

Krontiris-Litowitz, Johanna

2008-01-01

Functional Neuroanatomy is a course designed to help students learn the function and anatomy of the human nervous system. Historically, students have had difficulty with the spinal tract curricular unit and frequently resorted to memorization to "learn" the material. They performed poorly on exams and failed to demonstrate competence in the…

Educational Effectiveness in Chilean Secondary Education: Comparing Different "Value Added" Approaches to Evaluate Schools

ERIC Educational Resources Information Center

Muñoz-Chereau, B.; Thomas, S. M.

2016-01-01

This article reports an original investigation into school performance measures and the multilevel nature of pupil achievement data in the Chilean school system using a sample of 177,461 students, nested within 7146 classrooms, 2283 secondary schools and 313 municipalities. The data-set comprised Year 10 students' 2006 SIMCE test's results in two…

High School Teachers' Perceptions of ePortfolios and Classroom Practice: A Single-Case Study

ERIC Educational Resources Information Center

Pimentel, Jerelyn M.

2010-01-01

Rhode Island's proficiency-based high school diploma system requires high school graduates to demonstrate proficiency in standard-based content and applied learning skills through at least two performance assessment measures (RIDE, 2003). To meet these requirements, 12 of Rhode Island's 39 school districts are using ePortfolios as one of their…

Myth Busting: Using Data Mining to Refute Link between Transfer Students and Retention Risk

ERIC Educational Resources Information Center

McAleer, Brenda; Szakas, Joseph S.

2010-01-01

In the past few years, universities have become much more involved in outcomes assessment. Outside of the classroom analysis of learning outcomes, an investigation is performed into the use of current data mining tools to assess the issue of student retention within the Computer Information Systems (CIS) department. Utilizing both a historical…

How to Reach First-Grade Struggling Readers: An Integrated Instructional Approach

ERIC Educational Resources Information Center

Solari, Emily J.; Denton, Carolyn A.; Haring, Christa

2017-01-01

Struggling readers who are in need of Tier 2 supplemental reading instruction within a multitier system of support (MTSS) or a response to intervention are defined as those who are performing in the bottom 20% in reading-related skills as compared with their classroom peers. An MTSS model is a framework for instruction that provides increasing…

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.

Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers

ERIC Educational Resources Information Center

Rupprecht, Silke; Paulus, Peter; Walach, Harald

2017-01-01

Teacher wellbeing and performance is affected by their ability to cope with the demands of the profession. This pilot nonrandomized, waitlist-controlled study investigated the impact of a mindfulness intervention (Mindfulness-Based Stress Reduction) on teachers' wellbeing, self-regulation ability and classroom performance applying a mixed-method…

Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers

ERIC Educational Resources Information Center

Rupprecht, Silke; Paulu, Peter; Walach, Harald

2017-01-01

Teacher wellbeing and performance is affected by their ability to cope with the demands of the profession. This pilot non-randomized, waitlist-controlled study investigated the impact of a mindfulness intervention (Mindfulness-Based Stress Reduction) on teachers' wellbeing, self-regulation ability and classroom performance applying a mixed-method…

Peer Tutoring for Children with Attention Deficit Hyperactivity Disorder: Effects on Classroom Behavior and Academic Performance.

ERIC Educational Resources Information Center

DuPaul, George J.; Ervin, Ruth A.; Hook, Christine L.; McGoey, Kara E.

1998-01-01

A study investigated effects of classwide peer tutoring (CWPT) on classroom behavior and academic performance of 18 students with attention deficit hyperactivity disorder (ADHD). CWPT led to improvements in performance in math or spelling for 50% of students with ADHD, along with reductions in off-task behavior for most participants. (Author/CR)

Developing a reading concentration monitoring system by applying an artificial bee colony algorithm to e-books in an intelligent classroom.

PubMed

Hsu, Chia-Cheng; Chen, Hsin-Chin; Su, Yen-Ning; Huang, Kuo-Kuang; Huang, Yueh-Min

2012-10-22

A growing number of educational studies apply sensors to improve student learning in real classroom settings. However, how can sensors be integrated into classrooms to help instructors find out students' reading concentration rates and thus better increase learning effectiveness? The aim of the current study was to develop a reading concentration monitoring system for use with e-books in an intelligent classroom and to help instructors find out the students' reading concentration rates. The proposed system uses three types of sensor technologies, namely a webcam, heartbeat sensor, and blood oxygen sensor to detect the learning behaviors of students by capturing various physiological signals. An artificial bee colony (ABC) optimization approach is applied to the data gathered from these sensors to help instructors understand their students' reading concentration rates in a classroom learning environment. The results show that the use of the ABC algorithm in the proposed system can effectively obtain near-optimal solutions. The system has a user-friendly graphical interface, making it easy for instructors to clearly understand the reading status of their students.

Developing a Reading Concentration Monitoring System by Applying an Artificial Bee Colony Algorithm to E-Books in an Intelligent Classroom

PubMed Central

Hsu, Chia-Cheng; Chen, Hsin-Chin; Su, Yen-Ning; Huang, Kuo-Kuang; Huang, Yueh-Min

2012-01-01

A growing number of educational studies apply sensors to improve student learning in real classroom settings. However, how can sensors be integrated into classrooms to help instructors find out students' reading concentration rates and thus better increase learning effectiveness? The aim of the current study was to develop a reading concentration monitoring system for use with e-books in an intelligent classroom and to help instructors find out the students' reading concentration rates. The proposed system uses three types of sensor technologies, namely a webcam, heartbeat sensor, and blood oxygen sensor to detect the learning behaviors of students by capturing various physiological signals. An artificial bee colony (ABC) optimization approach is applied to the data gathered from these sensors to help instructors understand their students' reading concentration rates in a classroom learning environment. The results show that the use of the ABC algorithm in the proposed system can effectively obtain near-optimal solutions. The system has a user-friendly graphical interface, making it easy for instructors to clearly understand the reading status of their students. PMID:23202042

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

PubMed

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

2013-05-13

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

Perceptions of Pharmacy Students, Faculty Members, and Administrators on the Use of Technology in the Classroom

PubMed Central

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

2013-01-01

Objectives. To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. Methods. Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. Results. Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. Conclusions. Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom. PMID:23716743

Evidence for teaching practice: the impact of clickers in a large classroom environment.

PubMed

Patterson, Barbara; Kilpatrick, Judith; Woebkenberg, Eric

2010-10-01

As the number of nursing students increases, the ability to actively engage all students in a large classroom is challenging and increasingly difficult. Clickers, or student response systems (SRS), are a relatively new technology in nursing education that use wireless technology and enable students to select individual responses to questions posed to them during class. The study design was a quasi-experimental comparison with one section of an adult medical-surgical course using the SRS and one receiving standard teaching. No significant differences between groups on any measure of performance were found. Focus groups were conducted to describe student perceptions of SRS. Three themes emerged: Being able to respond anonymously, validating an answer while providing immediate feedback, and providing an interactive and engaging environment. Although the clickers did not improve learning outcomes as measured by objective testing, perceptions shared by students indicated an increased degree of classroom engagement. Future research needs to examine other potential outcome variables. Copyright © 2009 Elsevier Ltd. All rights reserved.

Using analogy role-play activity in an undergraduate biology classroom to show central dogma revision.

PubMed

Takemura, Masaharu; Kurabayashi, Mario

2014-01-01

For the study of biology in an undergraduate classroom, a classroom exercise was developed: an analogy role-play to learn mechanisms of gene transcription and protein translation (central dogma). To develop the central dogma role-play exercise, we made DNA and mRNA using paper sheets, tRNA using a wire dress hanger, and amino acids using Lego® blocks (Lego System A/S, Denmark). Students were studying in the course of mathematics, physics, or chemistry, so biology was not among their usual studies. In this exercise, students perform the central dogma role-play and respectively act out nuclear matrix proteins, a transcription factor, an RNA polymerase II, an mRNA transport protein, nuclear pore proteins, a large ribosomal subunit, a small ribosomal subunit, and several amino-acyl tRNA synthetases. Questionnaire results obtained after the activity show that this central dogma role-play analogy holds student interest in the practical molecular biological processes of transcription and translation. © 2014 The International Union of Biochemistry and Molecular Biology.

Teacher coaching supported by formative assessment for improving classroom practices.

PubMed

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

2018-06-01

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

Observed Classroom Quality during Teacher Education and Two Years of Professional Practice

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Hagger, Hazel; Burn, Katharine; Mutton, Trevor; Colls, Helen

2010-01-01

The aims of the present study are to investigate whether and how teachers change in their observed classroom quality (emotional and instructional support, classroom organization, and students' engagement; measured with the Classroom Assessment Scoring System observation measure for secondary school [CLASS-S]; Pianta, La Paro, & Hamre, 2006)…

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

ERIC Educational Resources Information Center

Newman, Dorothy C.; Stallings, William M.

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

Using Digital Learning Platforms to Extend the Flipped Classroom

ERIC Educational Resources Information Center

Balzotti, Jonathan M.; McCool, Lynn B.

2016-01-01

Although digital environments already play a vital role in the flipped classroom model, this research project shows that in university writing classrooms, innovative content design and delivery systems can extend the walls of the classroom to areas beyond, in which students transfer and connect course content with the professional world. In this…

Classroom Performance and Adaptive Skills in Children with Epilepsy.

ERIC Educational Resources Information Center

Huberty, Thomas J.; And Others

1992-01-01

Studied relationships of age at onset, seizure syndrome, seizure type, and seizure frequency to classroom performance and adaptive skills of 131 children with epilepsy. Epilepsy syndrome and frequency of seizures significantly related to some analyses. Results suggest that seizure disorder associated with diffuse or multifocal brain insult can…

The Relationship of Teacher Evaluation Scores Generated by a Process-Product Evaluation Instrument to Selected Variables.

ERIC Educational Resources Information Center

Tadlock, James; Nesbit, Lamar

The Jackson Municipal Separate School District, Mississippi, has instituted a mixed-criteria reduction-in-force procedure emphasizing classroom performance to a greater degree than seniority, certification, and staff development participation. The district evaluation process--measuring classroom teaching performance--generated data for the present…

Improving Academic Performance in a Bilingual Education Classroom.

ERIC Educational Resources Information Center

Golub, Lester S.; Sweeney, Gladys M.

The purpose of this study is twofold. First, it evaluates the effectiveness of token economy programs in increasing academic performance in a bilingual education classroom setting. Second, it attempts to train the teacher in the basic behavior modification principles and assist her/him in the delivery of appropriate and consistent reinforcement…

A model of formative assessment practice in secondary science classrooms using an audience response system

NASA Astrophysics Data System (ADS)

Shirley, Melissa L.

Formative assessment involves the probing of students' ideas to determine their level of understanding during the instructional sequence. Often conceptualized as a cycle, formative assessment consists of the teacher posing an instructional task to students, collecting data about student understanding, and engaging in follow-up strategies such as clarifying student understanding and adjusting instruction to meet learning needs. Despite having been shown to increase student achievement in a variety of classroom settings, formative assessment remains a relative weak area of teacher practice. Methods that enhance formative assessment strategies may therefore have a positive effect on student achievement. Audience response systems comprise a broad category of technologies that support richer classroom interaction and have the potential to facilitate formative assessment. Results from a large national research study, Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS), show that students in algebra classrooms where the teacher has implemented a type of audience response system experience significantly higher achievement gains compared to a control group. This suggests a role for audience response systems in promoting rich formative assessment. The importance of incorporating formative assessment strategies into regular classroom practice is widely recognized. However, it remains challenging to identify whether rich formative assessment is occurring during a particular class session. This dissertation uses teacher interviews and classroom observations to develop a fine-grained model of formative assessment in secondary science classrooms employing a type of audience response system. This model can be used by researchers and practitioners to characterize components of formative assessment practice in classrooms. A major component of formative assessment practice is the collection and aggregation of evidence of student learning. This dissertation proposes the use of the assessment episode to characterize extended cycles of teacher-student interactions. Further, the model presented here provides a new methodology to describe the teacher's use of questioning and subsequent classroom discourse to uncover student learning. Additional components of this model of formative assessment focus on the recognition of student learning by the teacher and the resultant changes in instructional practice to enhance student understanding.

The Classroom Environment Questionnaire (CEQ): Development and preliminary structural validity.

PubMed

Lyons, Carissa; Brown, Ted; Bourke-Taylor, Helen

2018-04-16

Occupational therapists offer a unique perspective regarding the contribution of the environment to occupational performance. Therefore, a scale that measures the unique characteristics of the primary school classroom environment where children complete their daily schoolwork occupations is needed. The aim of this study was to develop and psychometrically evaluate a new teacher-report questionnaire that measures a number of environmental characteristics of primary school classrooms. Participants (N = 117) completed the Classroom Environment Questionnaire (CEQ), which utilises a 4-point Likert scale where teachers rate 51 environmental characteristics of their classroom. Teachers also rate the extent to which they believe the physical, social, temporal, institutional and cultural classroom environmental domains contribute to students' schoolwork performance using a 10-point scale. The structural validity of the CEQ was examined using principal component analysis (PCA). Inter-item correlations were examined using Pearson r correlations, while the internal consistency of the CEQ was assessed using Cronbach's alpha. PCA revealed the CEQ to be multidimensional, with 31 items loading onto nine viable factors, representing the unique nature of classroom environments. Based on the PCA results, 20 items were removed from the CEQ. Cronbach's alpha and correlation analysis indicated that most CEQ subsections had acceptable internal consistency (alpha range 0.70-0.82), with four subsections demonstrating a lower level of internal consistency (alpha range 0.55-0.69). Preliminary structural validity and internal consistency analysis findings confirm that the CEQ has potential to be a useful scale for professionals wishing to examine the unique characteristics of primary school classrooms that influence the occupational performance of students. Ongoing analyses will be undertaken to further explore the CEQ's validity and reliability. © 2018 Occupational Therapy Australia.

The Gentle Art of Classroom Discipline.

ERIC Educational Resources Information Center

Jones, Frederic H.

1979-01-01

Gives a general introduction to the Classroom Management Training Program approach to maintaining discipline in the classroom and provides more extensive discussion of three aspects of the method--limit setting, the incentive system, and instructional techniques. (IRT)

Applications of High Technology to Communication Instruction.

ERIC Educational Resources Information Center

Behnke, Ralph R.; O'Hair, H. Dan

1984-01-01

Discusses classroom design and uses of interactive media. Covers the design of public speaking/interpersonal/small group communication classrooms, the simulation laboratory, the communication effectiveness trainer (ComET system), audience response systems, speech evaluation using computers, and system design considerations. (PD)

Classroom Network Technology as a Support for Systemic Mathematics Reform: The Effects of TI MathForward on Student Achievement in a Large, Diverse District

ERIC Educational Resources Information Center

Penuel, William; Singleton, Corinne; Roschelle, Jeremy

2011-01-01

Low-cost, portable classroom network technologies have shown great promise in recent years for improving teaching and learning in mathematics. This paper explores the impacts on student learning in mathematics when a program to introduce network technologies into mathematics classrooms is integrated into a systemic reform initiative at the…

What Are Middle School Students Talking about during Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

ERIC Educational Resources Information Center

Barth-Cohen, Lauren A.; Smith, Michelle K.; Capps, Daniel K.; Lewin, Justin D.; Shemwell, Jonathan T.; Stetzer, MacKenzie R.

2016-01-01

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on…

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…

Assessing English Language Learner Content Knowledge in the Mainstream Classroom

ERIC Educational Resources Information Center

Clark-Gareca, Beth

2013-01-01

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

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

ERIC Educational Resources Information Center

Nurmi, Jari-Erik; Kiuru, Noona

2015-01-01

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

A Comparison of Teacher Classroom Management Practices and Presage Variables on High and Low Performing Elementary Schools

ERIC Educational Resources Information Center

Kinloch, Karen Elizabeth

2013-01-01

According to an extensive review of the literature, effective instructional delivery and "classroom management" practices are critical factors to elevate student achievement (Shindler, Jones, Williams, Taylor, & Cadenas, 2012). The purpose of this study was to analyze a comparison of classroom management practices on student…

Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement

ERIC Educational Resources Information Center

Pilcher, Heather

2016-01-01

Teachers' interactions with children represent an important source of influence in children's learning and development. Classroom organization, or the way the teacher manages the physical and behavioral aspects of the classroom environment, is one way that teachers can provide needed support to students who might otherwise struggle to be…

Behavioral Impacts of a Mindfulness Pilot Intervention for Elementary School Students

ERIC Educational Resources Information Center

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

2016-01-01

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

Beyond Standards: Excellence in the High School English Classroom.

ERIC Educational Resources Information Center

Jago, Carol

Each student is capable of achieving excellence, but it requires a nurturing, vigorous classroom environment. To help current and future high school English teachers create and maintain this kind of environment, this book offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student…

What Effect Does Flipping the Classroom Have on Undergraduate Student Perceptions and Grades?

ERIC Educational Resources Information Center

Molnar, Kathleen K.

2017-01-01

There is a lack of consensus of the effects on student perceptions and performance in flipping the classroom and its possible value over the traditional face-to-face (FTF) classroom approach. This research examines the expectation that flipping an undergraduate, introductory level, information concepts and skills class would benefit student…

Improved Classroom Performance by Reinforcement Outside the Classroom.

ERIC Educational Resources Information Center

McIntire, Roger; And Others

Each day, percentage scores on classroom and homework papers determined assignment of fifth and sixth grade students (N=53) into three groups. Children who were above 90 percent or had 10 percent improvement were given access to all activities in a project room. Children with less than 10 percent improvement were given limited access to…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Reflective Blogfolios in the Language Classroom: Impact on EFL Tertiary Students' Argumentative Writing Skills and Ways of Knowing

ERIC Educational Resources Information Center

Ammar, Abdullah Mahmoud Ismial

2016-01-01

The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices. Numerous calls for experimenting with new instructional treatments to enhance students' language performance in…

The Non-Effect of Process-Product Variables in Resource Classrooms.

ERIC Educational Resources Information Center

Skiba, Russell; And Others

To test the efficacy of variables found effective in regular classrooms (in previous process-product research), variables were observed for 126 elementary school children in 17 resource classrooms. Measurement of teacher structure and student achievement was performed. Results indicated that, although most of the variables were used to at least a…

A Gender Study of High School Science Teachers in Rural Florida

ERIC Educational Resources Information Center

Butler, Susan M.

2013-01-01

The study compares faculty and school demographics in selected high school science classrooms to expand the research on women with careers in science. The classrooms are either situated in "high need Local Education Agencies" or the classrooms are situated in "low-performing schools," as categorized by the Florida Department of…

Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study.

PubMed

Maras, Katie; Gamble, Tim; Brosnan, Mark

2017-10-01

Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.

An Expert System for the Design of Heating, Ventilating, and Air-Conditioning Systems

DTIC Science & Technology

1989-12-14

vital sources of information that helped to solve this problem were a survey questionnaire sent to a group of novice engineers and classroom interaction...DTIC RILE COPY 00 N FROM: AFIT/CI 31 Jan 90 SUBJ: Review of Thesis/Disseration for Public Release N S TO: PA Request you review the attached for...REPORT APPROVED FOR PUBLIC RELEASE; 2b. DECLASSIFICATION/ DOWNGRADING SCHEDULE DISTRIBUTION UNLIMITED. 4. PERFORMING ORGANIZATION REPORT NUMBER( S ) S

Attitudes and Perspectives of Teacher Performers on Pedagogy and Perceived Student Learning in the Elementary and Secondary School Music Classroom

ERIC Educational Resources Information Center

Vitale, John L.

2015-01-01

This study investigated the lives of three active music teacher performers and how their performing experience impacted pedagogy and perceived student learning in the classroom. At the time of data collection, one participant was a full-time elementary school music teacher, and the other two participants were full-time secondary school music…

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

ERIC Educational Resources Information Center

Clark, Kevin R.

2013-01-01

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

The Relationship between Classroom Environment and the Learning Style Preferences of Gifted Middle School Students and the Impact on Levels of Performance

ERIC Educational Resources Information Center

Rayneri, Letty J.; Gerber, Brian L.; Wiley, Larry P.

2006-01-01

Inconsistent performance by gifted students has been a source of frustration for both parents and educators for decades. Several studies on gifted under achievement point to a connection between student learning styles and classroom performance.This study examined the learning styles of gifted middle school students, student perceptions of the…

The Flipped Classroom in Systems Analysis & Design: Leveraging Technology to Increase Student Engagement

ERIC Educational Resources Information Center

Saulnier, Bruce M.

2015-01-01

Problems associated with the ubiquitous presence of technology on college campuses are discussed and the concept of the flipped classroom is explained. Benefits of using the flipped classroom to offset issues associated with the presence of technology in the classroom are explored. Fink's Integrated Course Design is used to develop a flipped class…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

A Case Study of Epistemic Order in Mathematics Classroom Dialogue

ERIC Educational Resources Information Center

Ruthven, Kenneth; Hofmann, Riikka

2016-01-01

We define epistemic order as the way in which the exchange and development of knowledge takes place in the classroom, breaking this down into a system of three components: epistemic initiative relating to who sets the agenda in classroom dialogue, and how; epistemic appraisal relating to who judges contributions to classroom dialogue, and how; and…

Using Representational Tools to Learn about Complex Systems: A Tale of Two Classrooms

ERIC Educational Resources Information Center

Hmelo-Silver, Cindy E.; Liu, Lei; Gray, Steven; Jordan, Rebecca

2015-01-01

Orchestrating inquiry-based science learning in the classroom is a complex undertaking. It requires fitting the culture of the classroom with the teacher's teaching and inquiry practices. To understand the interactions between these variables in relation to student learning, we conducted an investigation in two different classroom settings to…

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…

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

PubMed Central

Borgonovi, Francesca; Jakubowski, Maciej

2018-01-01

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

Explanation-Construction in Fourth-Grade Classrooms in Germany and the USA: A cross-national comparative video study

NASA Astrophysics Data System (ADS)

Forbes, Cory; Lange, Kim; Möller, Kornelia; Biggers, Mandy; Laux, Mira; Zangori, Laura

2014-09-01

To help explain the differences in students' performance on internationally administered science assessments, cross-national, video-based observational studies have been advocated, but none have yet been conducted at the elementary level for science. The USA and Germany are two countries with large formal education systems whose students underperform those from peers on internationally administered standardized science assessments. However, evidence from the 2011 Trends in International Mathematics and Science Exam assessment suggests fourth-grade students (9-10 year-olds) in the USA perform higher than those in Germany, despite more instructional time devoted to elementary science in Germany. The purpose of this study is to comparatively analyze fourth-grade classroom science in both countries to learn more about how teachers and students engage in scientific inquiry, particularly explanation-construction. Videorecordings of US and German science instruction (n 1 = 42, n 2 = 42) were sampled from existing datasets and analyzed both qualitatively and quantitatively. Despite German science lessons being, on average, twice as long as those in the USA, study findings highlight many similarities between elementary science in terms of scientific practices and features of scientific inquiry. However, they also illustrate crucial differences around the scientific practice of explanation-construction. While students in German classrooms were afforded more substantial opportunities to formulate evidence-based explanations, US classrooms were more strongly characterized by opportunities for students to actively compare and evaluate evidence-based explanations. These factors may begin to help account for observed differences in student achievement and merit further study grounded in international collaboration.

ANSI Standard: Complying with Background Noise Limits.

ERIC Educational Resources Information Center

Schaffer, Mark E.

2003-01-01

Discusses the new classroom acoustics standard, ANSI Standard S12.60, which specifies maximum sound level limits that are significantly lower than currently typical for classrooms. Addresses guidelines for unducted HVAC systems, ducted single-zone systems, and central VAV or multizone systems. (EV)

Examining Alignment between State Performance Assessment and Mathematics Classroom Activities

ERIC Educational Resources Information Center

Parke, Carol S.; Lane, Suzanne

2008-01-01

The authors describe research on the extent to which mathematics classroom activities in Maryland were aligned with Maryland learning outcomes and the Maryland School Performance Assessment Program (MSPAP; Maryland State Department of Education, 1995, 2000). The study was part of a larger research project (S. Lane, C. S. Parke, & C. A. Stone,…

Classroom Performance Evaluation: Stages and Perspectives for Professional Development of Secondary Teachers in Vietnam

ERIC Educational Resources Information Center

Pham, Huy Q.; Roberts, Stacey B.

2012-01-01

This study examined classroom performance evaluation of secondary teachers in Vietnam. Specially, it sought to determine the possibility of applying supervision into the evaluation for teaching development. Data were collected from interviews with 34 (n=34) participants: ten evaluators and 24 teachers in different school contexts: rural areas,…

The Impact of Sound-Field Amplification in Mainstream Cross-Cultural Classrooms: Part 2 Teacher and Child Opinions

ERIC Educational Resources Information Center

Massie, Robyn; Dillon, Harvey

2006-01-01

This article presents teachers' and children's views of the effectiveness of sound-field amplification intervention. The rating scale, Teacher Opinions re Performance in Classrooms (TOPIC) provided information on teacher perceptions regarding changes in student performance in unamplified "OFF" and amplified "ON" listening conditions. The teachers…

Collaborative Note-Taking: The Impact of Cloud Computing on Classroom Performance

ERIC Educational Resources Information Center

Orndorff, Harold N., III.

2015-01-01

This article presents the early findings of an experimental design to see if students perform better when taking collaborative notes in small groups as compared to students who use traditional notes. Students are increasingly bringing electronic devices into social science classrooms. Few instructors have attempted robustly and systematically to…

"I've Got Swag": Simone Performs Critical Literacy in a High-School English Classroom

ERIC Educational Resources Information Center

Johnson, Elisabeth

2011-01-01

Drawing on multimodal, post-structural, and critical theory, the author examines a high-school English classroom exchange about editing a student publication. Analysing a young woman's embodied identity performances, the author illustrates how Simone, a tenth-grader, employed, adjusted, and coupled modes of communication like speech, laughter,…

Students as Employees: Applying Performance Management Principles in the Management Classroom

ERIC Educational Resources Information Center

Gillespie, Treena L.; Parry, Richard O.

2009-01-01

The student-as-employee metaphor emphasizes student accountability and participation in learning and provides instructors with work-oriented methods for creating a productive class environment. The authors propose that the tenets of performance management in work organizations can be applied to the classroom. In particular, they focus on three…

The Impact of Classroom-Based Meditation Practice on Cognitive Engagement, Mindfulness and Academic Performance of Undergraduate College Students

ERIC Educational Resources Information Center

Napora, Lisa

2013-01-01

This study explored the potential of classroom-based meditation practice as a tool to facilitate learning. Moreover, the impact of meditation on cognitive engagement, mindfulness and academic performance of undergraduate college students was investigated. Additionally, the relationships between mindfulness and cognitive engagement, and between…

Social competence and learning difficulties: Teacher perceptions.

PubMed

Wight, Megan; Chapparo, Christine

2008-12-01

Social competence has been linked to children's classroom performance with three out of four children with learning difficulties reported to have problems with social skills. Social participation remains a predominant childhood occupation and a key indicator of school performance. Occupational therapists work with teachers to accurately assess the social performance of children in context and to provide targeted intervention. There is limited research about what teachers perceive are the specific nature of social difficulties experienced by children with learning difficulties in the classroom. This study investigated teacher perceptions of the social competence of a small sample of Australian boys with learning difficulties within the classroom context. The Teacher Skillstreaming Checklist was used to investigate teacher perceptions of the social abilities of 21 primary school aged boys with learning difficulties compared to a control group. A correlational analysis was used to examine the relationship. The study identified that the boys with learning difficulties were perceived by their teachers as having poorer social performance across multiple domains when compared to their typically developing peers. Implications of these findings are that children's social performance may negatively impact learning and classroom participation and that for some children, social competence should be a focus of occupational therapy assessment and treatment.

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Use of an Audience Response System (ARS) in a Dual-Campus Classroom Environment

PubMed Central

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

2008-01-01

Objectives 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. Design 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. Assessment 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. Summary 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. PMID:18483604

Comprehensive Approach to Pupil Planning: Stage II - Planning and Placement (Includes Planning and Placement Team Meeting Agenda). Experimental Edition.

ERIC Educational Resources Information Center

Vlasak, Frances Stetson; Kaufman, Martin J.

Presented is Stage II of the Comprehensive Approach to Pupil Planning (CAPP) System, a three-stage model for planning educational interventions in the regular and special education classrooms and for guiding placement decisions. The guide focuses on the evaluation services performed by the Planning and Placement Team (PPT) with sections on the…

Effects of a Rubric-Driven Assessment on Teacher Performance with Regard to Behavioral Management Skills

ERIC Educational Resources Information Center

Simmons, Kevin R.

2010-01-01

The purpose of this researcher was to evaluate the efficacy of an in-service training program in the use of a rubric-driven assessment system for classroom behavior management. Thirty randomly assigned teachers received in-service training and 30 teachers served as a control group. The use of a rubric-driven assessment provided both teachers and…

How Non-Linearity and Grade-Level Differences Complicate the Validation of Observation Protocols

ERIC Educational Resources Information Center

Lazarev, Valeriy; Newman, Denis

2013-01-01

Teacher evaluation is currently a major policy issue at all levels of the K-12 system driven in large part by current US Department of Education requirements. The main objective of this study is to explore the patterns of relationship between observational scores and value-added measures of teacher performance in math classrooms and the variation…

What Price Discipline? A Veteran Teacher's View. OSSC Bulletin Vol. 24, No. 4.

ERIC Educational Resources Information Center

Lundberg, R. Donald

Teachers can improve classroom discipline in a number of ways. An objective grading system that is based on academic performance alone will assure students that they are being fairly graded, whether or not they are liked by the teacher. Discipline and self respect are related and hinge upon the perception in students that they are learning…

Management of Social Incentives in Air Force Technical Training: A Field Experiment. Final Report.

ERIC Educational Resources Information Center

Hakel, Milton D.; And Others

The report is a study of the utility of social reinforcement for improving Air Force training. It was conducted through a field evaluation of social incentive instructional systems which would serve to improve student motivation, classroom performance, and attitudes. The participants included a total of 300 trainees from two Air Force bases; 25…

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

PubMed

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

2017-07-01

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

Appropriate and inappropriate uses of classroom amplification

NASA Astrophysics Data System (ADS)

Lubman, David; Sutherland, Louis C.

2005-09-01

Currently, classroom amplifiers are being aggressively advocated as substitutes for good acoustics in small mainstream classrooms. Amplifiers are routinely installed without regard to unoccupied classroom noise levels and reverberation times. Amplifiers are being specified by some school districts as a money-saving alternative to mandating compliance with the ANSI standard on classroom acoustics, S12.60-2002. Manufacturers of portable classrooms and noisy wall mounted HVAC systems have joined in supporting the use of classroom amplifiers, claiming that low (35 dBA) classroom noise levels specified by the ANSI standard are unaffordable and unnecessary given amplifiers. The authors believe that the routine use of classroom amplification is appropriate in very large lecture rooms, in special education classrooms for hearing impaired students, for voice-impaired occupants, and perhaps in certain other limited circumstances. The authors explain why they believe the routine use of amplifiers in small mainstream classrooms is an inappropriate substitute for the good classroom acoustics specified in the ANSI standard.

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

ERIC Educational Resources Information Center

Kane, Justine M.

2012-01-01

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

Creating a Powerful Learning Environment with Networked Mobile Learning Devices

ERIC Educational Resources Information Center

Crawford, Valerie M.

2007-01-01

Highly mobile devices can make important information available to teachers in real-time, anywhere in the classroom, and in the form of easy-to-read graphical displays that support classroom decision making. By supporting such important teaching activities, we can create a high-performance classroom that supports teachers and the art of teaching,…

The Effects of Merging Technology and Thinking Skills in the Classroom

ERIC Educational Resources Information Center

Arencibia, David E.

2013-01-01

Technology in the classroom helps today's student to be competitive in school and the business world, but there has been a lack of research directly connecting technology use in the classroom with thinking skills. The purpose of this qualitative case study was to examine the impact of technology on student engagement and class performance. The…

A Learning Analytics Approach to Investigating Factors Affecting EFL Students' Oral Performance in a Flipped Classroom

ERIC Educational Resources Information Center

Lin, Chi-Jen; Hwang, Gwo-Jen

2018-01-01

Flipped classrooms have been widely adopted and discussed by school teachers and researchers in the past decade. However, few studies have been conducted to formally evaluate the effectiveness of flipped classrooms in terms of improving EFL students' English oral presentation, not to mention investigating factors affecting their flipped learning…

Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement

ERIC Educational Resources Information Center

Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A. C.; Kidwell, Katherine M.; Espy, Kimberly Andrews

2017-01-01

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined…

Successful EFL Teaching Using Mobile Technologies in a Flipped Classroom

ERIC Educational Resources Information Center

Obari, Hiroyuki; Lambacher, Stephen

2015-01-01

Two case studies evaluating the effectiveness of a flipped classroom compared to a traditional classroom were performed. The studies were conducted from April 2014 to January 2015 at a private university in Tokyo, targeting 60 first-year and 25 third-year undergraduates, respectively. In the first study, an assessment of pre- and post-treatment…

The Inequivalence of an Online and Classroom Based General Psychology Course

ERIC Educational Resources Information Center

Edmonds, Christopher L.

2006-01-01

One-hundred seventy-five students enrolled in either a traditional classroom lecture section of General Psychology or in an online section of the same course were compared on exam performance. When covariates of high school grade point average and SAT composite scores were entered into the analysis, students enrolled in the classroom based lecture…

Participation in regular classroom of student with hearing loss: frequency modulation system use.

PubMed

Jacob, Regina Tangerino de Souza; Alves, Tacianne Kriscia Machado; Moret, Adriane Lima Mortari; Morettin, Marina; Santos, Larissa Germiniani Dos; Mondelli, Maria Fernanda Capoani Garcia

2014-01-01

Translate and adapt to Portuguese the Classroom Participation Questionnaire (CPQ) and compare the participation in regular classroom of students with hearing impairment with and without the use of frequency modulation (FM) System. The translation and adaptation of CPQ included the translation into Portuguese, linguistic adaptation and review of grammatical and idiomatic equivalences. The questionnaire was administered to 15 children and teenagers using hearing aids (HA) and/or cochlear implant (CI), fitted with personal FM System. The translation of the English CPQ into the Portuguese instrument resulted in the "Questionário de participação em sala de aula" with the same number of questions as the original version; regarding linguistic adaptation, no difficulty was observed in the understanding of the items proposed in the application for students with hearing loss. The CPQ instrument was translated and culturally adapted for the Brazilian population, being named "Questionário de participação em sala de aula" in the Portuguese version. The study contributes to observation and monitoring of participation in regular classroom of students with hearing impairment using FM System. In general, students reported increased confidence and participation in the classroom with the use of FM System.

IED Cleanup: A Cooperative Classroom Robotics Challenge--The Benefits and Execution of a Cooperative Classroom Robotics Challenge

ERIC Educational Resources Information Center

Piotrowski, Mark; Kressly, Rich

2009-01-01

This article describes a cooperative classroom robotics challenge named "IED Cleanup". This classroom challenge was created to incorporate a humanitarian project with the use of a robotics design system in order to remove simulated IEDs (Improvised Explosive Devices) to a detonation zone within a specified amount of time. Throughout the activity,…

An Integrated Way of Using a Tangible User Interface in a Classroom

ERIC Educational Resources Information Center

Cuendet, Sébastien; Dehler-Zufferey, Jessica; Ortoleva, Giulia; Dillenbourg, Pierre

2015-01-01

Despite many years of research in CSCL, computers are still scarcely used in classrooms today. One reason for this is that the constraints of the classroom environment are neglected by designers. In this contribution, we present a CSCL environment designed for a classroom usage from the start. The system, called TapaCarp, is based on a tangible…

Comparing Student Learning in the Team-Based Learning Classroom with Different Team Reporting Methods

ERIC Educational Resources Information Center

Johnson, Staci Neas

2017-01-01

The increase in classroom technology has resulted in the use of clickers and other audience response systems (ARS) for simultaneous reporting of choices in the teambased learning (TBL) classroom. A variety of techniques and practices using ARS technology in TBL courses has been noted. Learning gains in the TBL classroom with ARS reporting has not…

The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging

PubMed Central

Mok, Sog Yee; Martiny, Sarah E.; Gleibs, Ilka H.; Keller, Melanie M.; Froehlich, Laura

2016-01-01

Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed. PMID:27471484

The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging.

PubMed

Mok, Sog Yee; Martiny, Sarah E; Gleibs, Ilka H; Keller, Melanie M; Froehlich, Laura

2016-01-01

Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed.

What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

NASA Astrophysics Data System (ADS)

Barth-Cohen, Lauren A.; Smith, Michelle K.; Capps, Daniel K.; Lewin, Justin D.; Shemwell, Jonathan T.; Stetzer, MacKenzie R.

2016-02-01

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction.

[Relationships between motivational regulation strategies, motivational factors, and learning behaviors outside the classroom].

PubMed

Umemoto, Takatoyo; Tanaka, Kenshiro

2017-04-01

This study examined the relationships among motivational regulation strategies, motivational factors, and learning behaviors outside the classroom. There are three subtypes of motivational regulation strategies: autonomous regulation strategies, cooperative strategies, and performance-focused strategies. Motivational factors included in the investigation were self-efficacy and task value, while behavioral and emotional engagement and study time were selected as learning behaviors outside the classroom. A self-report questionnaire was administered to 322 undergraduates from two universities. Multiple regression analysis revealed the use of autonomous regulation strategies, and that task value was positively correlated with engagement and study time. Moreover, self-efficacy positively predicted study time. In contrast, the use of performance strategies negatively predicted engagement. The use of cooperative strategies did not predict learning behaviors. These results indicate that motivation, as well as the regulation of motivation, were important for learning outside the classroom. The effects of regulation of motivation and motivation on learning outside the classroom are discussed in light of the current findings.

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

Apte, Michael G.; Buchanan, Ian S.; Faulkner, David

The primary goals of this research effort are to develop, evaluate, and demonstrate a very practical HVAC system for classrooms that consistently provides classrooms with the quantity of ventilation in current minimum standards, while saving energy, and reducing HVAC-related noise levels. This research is motivated by the public benefits of energy efficiency, evidence that many classrooms are under-ventilated, and public concerns about indoor environmental quality in classrooms. This report presents an interim status update and preliminary findings from energy and indoor environmental quality (IEQ) measurements in sixteen relocatable classrooms in California. The field study includes measurements of HVAC energy use,more » ventilation rates, and IEQ conditions. Ten of the classrooms were equipped with a new HVAC technology and six control classrooms were equipped with a standard HVAC system. Energy use and many IEQ parameters have been monitored continuously, while unoccupied acoustic measurements were measured in one of four planned seasonal measurement campaigns. Continuously monitored data are remotely accessed via a LonWorks{reg_sign} network and stored in a relational database at LBNL. Preliminary results are presented here.« less

Conceptual systems and teacher attitudes toward regular classroom placement of mildly mentally retarded students.

PubMed

Feldman, D; Altman, R

1985-01-01

The effects of a teacher personality construct (abstract vs. concrete conceptual system) and two pupil variables (race, school behavior) on 454 regular classroom teachers' attitudes toward mainstreaming were determined. Following administration of the Conceptual Systems Test, teachers were randomly assigned a profile of a mildly mentally retarded student that held pupil IQ and school achievement constant while varying pupil's race and school behavior. Subjects responded on an integration inventory comprised of three subscales: social-psychological classroom environment, self-actualization, and classroom cohesiveness. Results revealed a significant main effect on the behavior variable and a significant Personality X Race interaction on all inventory dimensions, suggesting that these teachers perceived maladaptive behavior of mainstreamed retarded students as a significant threat to a conducive instructional atmosphere and the capability of nonretarded students to achieve to their potential. These results have implications for inservice training for teachers based on the pupil race and teacher conceptual system findings.

The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms

ERIC Educational Resources Information Center

Duchaine, Ellen L.; Jolivete, Kristine; Fredrick, Laura D.

2011-01-01

This study extends teacher coaching with written performance feedback as a means to increase behavior-specific praise statements (BSPS) in inclusion classrooms at the high school level. Three inclusion math teachers increased their use of BSPS during mathematics instruction. On-task intervals and frequency of BSPS were measured throughout the…

Sharing Antarctic Research in the Classroom: Authentic Outreach as a Means of Improving Student Performance

ERIC Educational Resources Information Center

Betteley, Pat; Harr, Natalie; Lee, Richard E., Jr.

2013-01-01

For six seasons, Richard Lee has included a K-12 teacher on his Antarctic research team to coordinate outreach to U.S. classrooms. These teachers have communicated with thousands of students and their teachers and planned authentic outreach activities to improve student performance. Program success depends on funding by the National Science…

Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture

ERIC Educational Resources Information Center

Urdan, Tim

2004-01-01

The purposes of this study were to examine the predictors and achievement consequences of academic self-handicapping and to explore cultural variations in the pursuit and effects of performance goals and perceived classroom performance goal structures. Data were collected in 2 consecutive academic years from a diverse sample of high school…

Teaching Note--Theatre of the Oppressed and Social Work Education: Radicalizing the Practice Classroom

ERIC Educational Resources Information Center

Giesler, Mark A.

2017-01-01

Augusto Boal's Theatre of the Oppressed has been the basis for radical performance techniques practiced around the world. Widely a staple for theatre performance syllabi, it also has an innovative application for the social work classroom. This article designates Boal's four stages of his poetics of the oppressed and concomitant theatrical…

Co-Teaching in Middle School Classrooms: Quantitative Comparative Study of Special Education Student Assessment Performance

ERIC Educational Resources Information Center

Reese, De'borah Reese

2017-01-01

The purpose of this quantitative comparative study was to determine the existence or nonexistence of performance pass rate differences of special education middle school students on standardized assessments between pre and post co-teaching eras disaggregated by subject area and school. Co-teaching has altered classroom environments in many ways.…

Harpooning the Hippo Cake: Drama as Ritual Architecture in Classroom Communities.

ERIC Educational Resources Information Center

Sidwell, David

2001-01-01

Makes use of action research, finding it to be the most useful research method in studying the phenomenon of ritual performance in the classroom. Concludes that the ritual process may appear to be complex and formal, yet much of this community building work is performed naturally by many teachers trusting their instincts in everyday situations all…

Reading Achievement, Mastery, and Performance Goal Structures among Students with Learning Disabilities: A Nonlinear Perspective

ERIC Educational Resources Information Center

Sideridis, Georgios D.; Stamovlasis, Dimitrios; Antoniou, Faye

2016-01-01

The purpose of the present study was to examine the hypothesis that a nonlinear relationship exists between a performance-classroom climate and the reading achievement of adolescent students with learning disabilities (LD). Participants were 62 students with LD (Grades 5-9) from public elementary schools in northern Greece. Classroom climate was…

The Timing of Online Lecture Slide Availability and Its Effect on Attendance, Participation, and Exam Performance

ERIC Educational Resources Information Center

Babb, Kimberley A.; Ross, Craig

2009-01-01

The use of PowerPoint slides has become an almost ubiquitous practice in university classrooms, however little research has examined whether the timing of lecture slide availability to students (either before or after lecture) affects classroom behaviour or exam performance. Using a 2 (slide availability condition) x 2 (course type)…

An Exploration of the Aesthetics of an Oral History Performance Developed in the Classroom

ERIC Educational Resources Information Center

Wang, Wan-Jung

2010-01-01

This paper aims to explore a range of aesthetic aspects involved in the devising and production processes of oral history performance in a classroom setting. It touches upon the ethical dimension of aesthetics employing the Confucianist Wang Yang Ming's aesthetic philosophy and Buber's theories of relation as the theoretical frames. The devising…

Relations between Classroom Goal Structures and Students' Goal Orientations in Mathematics Classes: When Is a Mastery Goal Structure Adaptive?

ERIC Educational Resources Information Center

Skaalvik, Einar M.; Federici, Roger A.

2016-01-01

The purpose of this study was to test possible interactions between mastery and performance goal structures in mathematics classrooms when predicting students' goal orientations. More specifically, we tested if the degree of performance goal structure moderated the associations between mastery goal structure and students' goal orientations.…

Using a Computerised Graphics Package to Achieve a Technology-Oriented Classroom

ERIC Educational Resources Information Center

Aladejana, Francisca; Idowu, Lanre

2009-01-01

The present situation in Nigeria involves students of fine arts, a practical-oriented subject, being exposed to poor methods of teaching with consequent poor performances. This study examined the extent to which the use of a computerised graphics package could make the classroom technology-oriented and affect the performance of learners. This is…

Classroom Behavior and Achievement Test Performance at the Kindergarten and First Grade Level.

ERIC Educational Resources Information Center

Landsberger, Betty H.; And Others

This paper reports the results of a study which examined the longitudinal relationships between young children's classroom behavior and their performance on achievement tests. Subjects were 235 children who made up the first cohort to attend kindergarten in the public schools of North Carolina. Data were collected at four points: at the beginning…

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

ERIC Educational Resources Information Center

Aljraiwi, Seham Salman

2017-01-01

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

Measuring the Impact of Language-Learning Software on Test Performance of Chinese Learners of English

ERIC Educational Resources Information Center

Nicholes, Justin

2016-01-01

This classroom quasi-experiment aimed to learn if and to what degree supplementing classroom instruction with Rosetta Stone (RS), Tell Me More (TMM), Memrise (MEM), or ESL WOW (WOW) impacted high-stakes English test performance in areas of university-level writing, reading, speaking, listening, and grammar. Seventy-eight (N = 78) Chinese learners…

Happy Places, Horrible Times, and Scary Learners: Affective Performances and Sticky Objects in Inclusive Classrooms

ERIC Educational Resources Information Center

Naraian, Srikala; Khoja-Moolji, Shenila

2016-01-01

Drawing on data from two studies conducted in US public schools, this paper traces the affective productions and performances of teachers to illustrate the role of affect in delineating (non)normative pedagogical practices in inclusive classrooms. Occupying a borderland space in narrative inquiry that permitted the straddling of differing…

Classroom Teacher's Performance-Based Evaluation Form (CTPBEF) for Public Education Schools in the State of Kuwait: A Framework

ERIC Educational Resources Information Center

Al-Shammari, Zaid; Yawkey, Thomas D.

2008-01-01

This investigation using Grounded Theory focuses on developing, designing and testing out an evaluation method used as a framework for this study. This framework evolved into the instrument entitled, "Classroom Teacher's Performance Based Evaluation Form (CTPBEF)". This study shows the processes and procedures used in CTPBEF's…

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms.

PubMed

Sandilos, Lia E; Cycyk, Lauren M; Hammer, Carol Scheffner; Sawyer, Brook E; López, Lisa; Blair, Clancy

This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers' individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization. The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality.

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

PubMed Central

Esposito, Alena G.; Bauer, Patricia J.

2016-01-01

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

Perspectives from space: NASA classroom information and activities

NASA Technical Reports Server (NTRS)

1992-01-01

This booklet contains the information and classroom activities included on the backs of the eight poster series, 'Perspectives From Space'. The first series, Earth, An Integrated System, contains information on global ecology, remote sensing from space, data products, earth modeling, and international environmental treaties. The second series, Patterns Among Planets, contains information on the solar system, planetary processes, impacts and atmospheres, and a classroom activity on Jupiter's satellite system. The third series, Our Place In The Cosmos, contains information on the scale of the universe, origins of the universe, mission to the universe, and three classroom activities. The fourth series, Our Sun, The Nearest Star, contains information on the Sun. The fifth series, Oasis Of Life, contains information on the development of life, chemical and biological evolution on Earth and the search for other life in the universe. The sixth series, The Influence Of Gravity, contains information on Newton's Law of Gravity, space and microgravity, microgravity environment, and classroom activities on gravity. The seventh series, The Spirit Of Exploration, contains information on space exploration, the Apollo Program, future exploration activities, and two classroom activities. The eighth series, Global Cooperation, contains information on rocketry, the space race, and multi-nation exploration projects.

Interactive Classroom Television Systems: Educational Impact on Partially Sighted Students.

ERIC Educational Resources Information Center

Bikson, T. K.; And Others

The report presents the results of an evaluation of the educational impact in two Los Angeles County, California, elementary schools, of Interactive Classroom Television Systems (ICTSs -- closed circuit systems that permit continuous two-way visual communication between teachers and partially sighted students and enable such students to make the…

An Inexpensive Group FM Amplification System for the Classroom.

ERIC Educational Resources Information Center

Worner, William A.

1988-01-01

An inexpensive FM amplification system was developed to enhance auditory learning in classrooms for the hearing impaired. Evaluation indicated that the system equalizes the sound pressure level throughout the room, with the increased sound pressure level falling in the range of 70 to 73 decibels. (Author/DB)

Capturing the Complexity: Content, Type, and Amount of Instruction and Quality of the Classroom Learning Environment Synergistically Predict Third Graders' Vocabulary and Reading Comprehension Outcomes

ERIC Educational Resources Information Center

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

2014-01-01

We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom learning environment. We observed 27 3rd-grade classrooms serving 315 target students using 2 different…

Effects of User and System Characteristics on Perceived Usefulness and Perceived Ease of Use of the Web-Based Classroom Response System

ERIC Educational Resources Information Center

Ke, Chih-Horng; Sun, Huey-Min; Yang, Yuan-Chi; Sun, Huey-Min

2012-01-01

This study explores the effect of user and system characteristics on our proposed web-based classroom response system (CRS) by a longitudinal design. The results of research are expected to understand the important factors of user and system characteristics in the web-based CRS. The proposed system can supply interactive teaching contents,…

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

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

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

ERIC Educational Resources Information Center

Van Beek, Dianne

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

The Balancing Act: Student Classroom Placement Routines and the Uses of Data in Elementary Schools

ERIC Educational Resources Information Center

Park, Vicki; St. John, Elise; Datnow, Amanda; Choi, Bailey

2017-01-01

Purpose: The purpose of this paper is to examine how data are used in classroom placement routines. The authors explore educators' assumptions about the purposes of the classroom placement routine, detailing the ostensive (i.e. structure and template) and performative aspects of the routine itself, and the implications of data use for equity and…

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

ERIC Educational Resources Information Center

Stipek, Deborah; Chiatovich, Tara

2017-01-01

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

Classroom Testing in Canada. Proceedings of the Canadian Conference on Classroom Testing (2nd, Vancouver, British Columbia, Canada, June 1-2, 1990).

ERIC Educational Resources Information Center

Bateson, David J., Ed.

This document provides the following 13 conference papers: (1) "Introduction: Where Do We Go From Here?" (D. J. Bateson); (2) "The Context of Classroom Procedures in Evaluating Students" (R. J. Wilson); (3) "Student Evaluation in the Ungraded Primary School: The SCRP (Systematic Cumulative Record of Performance)…

Impact of the Flipped Classroom on Student Performance and Retention: A Parallel Controlled Study in General Chemistry

ERIC Educational Resources Information Center

Ryan, Michael D.; Reid, Scott A.

2016-01-01

Despite much recent interest in the flipped classroom, quantitative studies are slowly emerging, particularly in the sciences. We report a year-long parallel controlled study of the flipped classroom in a second-term general chemistry course. The flipped course was piloted in the off-semester course in Fall 2014, and the availability of the…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

The Cultural Aspects of Communication Reluctance in the EFL Classroom: The Case of Vietnamese Students.

ERIC Educational Resources Information Center

Dat, Bao

2001-01-01

Offers cultural explanations of communication reluctance in the English-as-a-Foreign-Language classroom in Vietnam. Investigates what actually happens in the mind of the students when they first join a course, and explores how the lack of verbal performance in the language classroom reflects what they deem appropriate in their own culture.…

Rewards, Intrinsic Motivation, and Achievement in Intact Classrooms

ERIC Educational Resources Information Center

Luis, Melissa Ann

2011-01-01

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

Professional Actors in the University Classroom

ERIC Educational Resources Information Center

Sharpham, John R.; Pritner, Calvin Lee

1973-01-01

A company of professional actors perform scenes from history, act in plays, and do improvisations and poetry readings in university classrooms. Describes Illinois State University's unique program for enlivening the humanities. (Author/JF)

A Methodology to Objectively Assess the Performance of Sound Field Amplification Systems Demonstrated Using 50 Physical Simulations of Classroom Conditions

PubMed Central

Dance, Stephen; Backus, Bradford; Morales, Lorenzo

2018-01-01

Introduction: The effect of a sound reinforcement system, in terms of speech intelligibility, has been systematically determined under realistic conditions. Different combinations of ambient and reverberant conditions representative of a classroom environment have been investigated. Materials and Methods: By comparing the measured speech transmission index metric with and without the system in the same space under different room acoustics conditions, it was possible to determine when the system was most effective. A new simple criterion, equivalent noise reduction (ENR), was introduced to determine the effectiveness of the sound reinforcement system which can be used to predict the speech transmission index based on the ambient sound pressure and reverberation time with and without amplification. Results: This criterion had a correlation, R2 > 0.97. It was found that sound reinforcement provided no benefit if the competing noise level was less than 40 dBA. However, the maximum benefit of such a system was equivalent to a 7.7 dBA noise reduction. Conclusion: Using the ENR model, it would be possible to determine the suitability of implementing sound reinforcement systems in any room, thus providing a tool to determine if natural acoustic treatment or sound field amplification would be of most benefit to the occupants of any particular room. PMID:29785972

A methodology to objectively assess the performance of sound field amplification systems demonstrated using 50 physical simulations of classroom conditions.

PubMed

Dance, Stephen; Backus, Bradford; Morales, Lorenzo

2018-01-01

The effect of a sound reinforcement system, in terms of speech intelligibility, has been systematically determined under realistic conditions. Different combinations of ambient and reverberant conditions representative of a classroom environment have been investigated. By comparing the measured speech transmission index metric with and without the system in the same space under different room acoustics conditions, it was possible to determine when the system was most effective. A new simple criterion, equivalent noise reduction (ENR), was introduced to determine the effectiveness of the sound reinforcement system which can be used to predict the speech transmission index based on the ambient sound pressure and reverberation time with and without amplification. This criterion had a correlation, R 2 > 0.97. It was found that sound reinforcement provided no benefit if the competing noise level was less than 40 dBA. However, the maximum benefit of such a system was equivalent to a 7.7 dBA noise reduction. Using the ENR model, it would be possible to determine the suitability of implementing sound reinforcement systems in any room, thus providing a tool to determine if natural acoustic treatment or sound field amplification would be of most benefit to the occupants of any particular room.

Secondary School Students’ LLL Competencies, and Their Relation with Classroom Structure and Achievement

PubMed Central

Klug, Julia; Lüftenegger, Marko; Bergsmann, Evelyn; Spiel, Christiane; Schober, Barbara

2016-01-01

There is a strong urge to foster lifelong learning (LLL) competencies with its key components – motivation and self-regulated learning – from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school. At present, the central sources of information about the situation in Austria are international monitoring studies, which only examine selected aspects of specific target groups, and their interpretability concerning mean values is constricted due to cultural differences. Thus, it is important to conduct additional and more differentiated national surveys of the actual state. This is why this study aimed at answering the following questions: (1) how well are Austrian students equipped for the future, in terms of their lifelong learning competencies, (2) can perceived classroom structure predict students’ LLL, and (3) is there a correlation of students’ LLL with their achievement in the school subjects math and German language. 5366 students (52.1% female) from 36 Austrian schools took part in the online-questionnaire (mean age 15.35 years, SD = 2.45), which measured their perceived LLL competencies in the subjects math and German language, their perceived classroom structure and their achievement. Results showed that the great majority of Austrian students – independent from domain and sex – know and are able to apply cognitive as well as metacognitive learning strategies. With regard to motivation the picture is less satisfactory: whilst students’ self-efficacy is not the problem, there is a lack of interest in the school subjects and they often report to follow performance approach goals. Classroom structure positively predicted students’ goals, interest, self-efficacy and learning strategies. Self-efficacy, performance approach goals, meta-cognitive and deep learning strategies in turn predicted achievement positively, and performance avoidance goals negatively. PMID:27242594

Secondary School Students' LLL Competencies, and Their Relation with Classroom Structure and Achievement.

PubMed

Klug, Julia; Lüftenegger, Marko; Bergsmann, Evelyn; Spiel, Christiane; Schober, Barbara

2016-01-01

There is a strong urge to foster lifelong learning (LLL) competencies with its key components - motivation and self-regulated learning - from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school. At present, the central sources of information about the situation in Austria are international monitoring studies, which only examine selected aspects of specific target groups, and their interpretability concerning mean values is constricted due to cultural differences. Thus, it is important to conduct additional and more differentiated national surveys of the actual state. This is why this study aimed at answering the following questions: (1) how well are Austrian students equipped for the future, in terms of their lifelong learning competencies, (2) can perceived classroom structure predict students' LLL, and (3) is there a correlation of students' LLL with their achievement in the school subjects math and German language. 5366 students (52.1% female) from 36 Austrian schools took part in the online-questionnaire (mean age 15.35 years, SD = 2.45), which measured their perceived LLL competencies in the subjects math and German language, their perceived classroom structure and their achievement. Results showed that the great majority of Austrian students - independent from domain and sex - know and are able to apply cognitive as well as metacognitive learning strategies. With regard to motivation the picture is less satisfactory: whilst students' self-efficacy is not the problem, there is a lack of interest in the school subjects and they often report to follow performance approach goals. Classroom structure positively predicted students' goals, interest, self-efficacy and learning strategies. Self-efficacy, performance approach goals, meta-cognitive and deep learning strategies in turn predicted achievement positively, and performance avoidance goals negatively.

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

PubMed

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

2013-09-01

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

Flexible HVAC System for Lab or Classroom.

ERIC Educational Resources Information Center

Friedan, Jonathan

2001-01-01

Discusses an effort to design a heating, ventilation, and air conditioning system flexible enough to accommodate an easy conversion of classrooms to laboratories and dry labs to wet labs. The design's energy efficiency and operations and maintenance are examined. (GR)

The Classroom Performance System (CPS): Effects on student participation, attendance, and achievement in multicultural anatomy and physiology classes at South Texas College

NASA Astrophysics Data System (ADS)

Termos, Mohamad Hani

2011-12-01

The Classroom Performance System (CPS) is an instructional technology tool that increases student performance and addresses different learning styles. Instructional technologies are used to promote active learning; however, student embarrassment issue in a multicultural setting is not addressed. This study assessed the effect of the CPS on student participation, attendance, and achievement in multicultural college-level anatomy and physiology classes at South Texas College, where the first spoken language is not English. Quantitative method and quasi-experimental design were employed and comparative statistic methods and pre-post tests were used to collect the data. Participants were college students and sections of study were selected by convenient sampling. Participation was 100% during most of the lectures held and participation rate did not strike above 68% in control group. Attendance was significantly higher in CPS sections than the control group as shown by t-tests. Experimental sections had a higher increase in the pre-post test scores and student averages on lecture exams increased at a higher rate as compared to the control group. Therefore, the CPS increased student participation, attendance, and achievement in multicultural anatomy and physiology classes. The CPS can be studied in other settings where the first spoken language is English or in other programs, such as special education programs. Additionally, other variables can be studied and other methodologies can be employed.

How to Analyze Verbal and Nonverbal Classroom Communication.

ERIC Educational Resources Information Center

Heger, Herbert K.

Based upon the communications process model of teaching and learning, the Miniaturized Total Interaction Analysis System (Mini-TIA) establishes a conceptual framework for observing symptomatic classroom behaviors. It provides a means for the evaluation of classroom communication. Interpersonal communication is defined as either verbal (using…

Ecology and Development in Classroom Communication

ERIC Educational Resources Information Center

Barowy, William; Smith, Jeanne Elser

2008-01-01

Drawing upon observer participation in a first grade classroom, we present a systemic functional analysis of classroom communication located in relation to social semiotics, cultural historical activity theory, and ecological psychology, relating context to meaning making. Two years of observation include field notes, student assessments, audio…

Measuring Attitudes That Bias Teacher Observation.

ERIC Educational Resources Information Center

Marston, Paul T.; Clements, Richard O.

It was hypothesized that individual differences in observer attitudes might affect the way observers code teacher behavior. A questionnaire assessing educational attitudes was given to 22 subjects who were trained on 3 classroom observation systems: the Flanders Interaction Analysis, the Classroom Observation Scales, and the Classroom Observation…

Student performance in a flipped classroom dental anatomy course.

PubMed

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

2017-11-09

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

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

NASA Astrophysics Data System (ADS)

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

2018-03-01

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

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

NASA Astrophysics Data System (ADS)

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

2016-06-01

"Flipped classroom" teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new instructional methodology claims that flipping your classroom engages more effectively students with the learning process, achieving better teaching results. Thus, this research aimed to evaluate the effects of the flipped classroom on the students' performance and perception of this new methodology. This study was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain) during the course 2014/2015. In order to assess the suitability of the proposed methodology, the class was divided in two groups. For the first group, a traditional methodology was followed, and it was used as control. On the other hand, the "flipped classroom" methodology was used in the second group, where the students were given diverse materials, such as video lessons and reading materials, before the class to be revised at home by them. Online questionnaires were as well provided to assess the progress of the students before the class. Finally, the results were compared in terms of students' achievements and a post-task survey was also conducted to know the students' perceptions. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.

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

NASA Astrophysics Data System (ADS)

Olakanmi, Eunice Eyitayo

2017-02-01

This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of using flipped model of instruction, students were divided in two groups. For the first group called the experimental group, a "flipped classroom" was used in which the students were given video lessons and reading materials, before the class to be revised at home. On the other hand, the second group followed traditional methodology, and it was used as control. The rate of reaction knowledge test and the chemistry attitude scale were administered. In addition, the researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to enrich the data. Students were interviewed at the end of the research in order to enrich the qualitative data also. Findings from this study reveal that the flipped instruction model facilitates a shift in students' conceptual understanding of the rate of chemical reaction significantly more than the control condition. Positive significant differences were found on all assessments with the flipped class students performing higher on average. Students in the flipped classroom model condition benefited by preparing for the lesson before the classes and had the opportunity to interact with peers and the teacher during the learning processes in the classroom. The findings support the notion that teachers should be trained or retrained on how to incorporate the flipped classroom model into their teaching and learning processes because it encourages students to be directly involved and active in the learning.

Collaboration systems for classroom instruction

NASA Astrophysics Data System (ADS)

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

1996-01-01

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

Creating a Progress-Monitoring System in Reading for Middle-School Students: Tracking Progress toward Meeting High-Stakes Standards

ERIC Educational Resources Information Center

Espin, Christine; Wallace, Teri; Lembke, Erica; Campbell, Heather; Long, Jeffrey D.

2010-01-01

In this study, we examined the reliability and validity of curriculum-based measures (CBM) in reading for indexing the performance of secondary-school students. Participants were 236 eighth-grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1-, 2-, and 3-minute reading aloud and 2-, 3-, and…

Competency-Based Education, Put to the Test: An Inside Look at Learning and Assessment at Western Governors University

ERIC Educational Resources Information Center

Marcus, Jon

2017-01-01

Unlike conventional colleges and universities, Western Governors doesn't require students to spend a set number of hours in a classroom, average out their performance on assignments and tests, then hand out letter grades and credits. Using a complex system of assessments developed over the two decades the university has been operating, WGU's…

Enhanced Academic Performance Using a Novel Classroom Physical Activity Intervention to Increase Awareness, Attention and Self-Control: Putting Embodied Cognition into Practice

ERIC Educational Resources Information Center

McClelland, Elizabeth; Pitt, Anna; Stein, John

2015-01-01

When language is processed, brain activity occurs not only in the classic "language areas" such as Broca's area, but also in areas which control movement. Our systems of understanding, including higher level cognition, are rooted in bodily awareness which needs to be developed as a precursor to intellectual reasoning. Cognition is…

The effects of competition on achievement motivation in Chinese classrooms.

PubMed

Lam, Shui-fong; Yim, Pui-shan; Law, Josephine S F; Cheung, Rebecca W Y

2004-06-01

Laboratory studies have consistently found that competition induces performance goals and affects learning motivation. However, the ecological validity of these results is yet to be established. There is a need for investigation of whether the results hold in both the classroom context and non-Western culture. The study investigated the effects of competition on learning motivation among Chinese students in an authentic classroom setting. The participants were 52 students of grade 7 from two Hong Kong secondary schools. They were randomly assigned to either competitive or non-competitive conditions in a 2-hour Chinese typewriting course. Students in the competitive condition performed better in easy tasks than their counterparts in the non-competitive condition. However, they were more performance-oriented and more likely to sacrifice learning opportunities for better performance. They were also prone to have worse self-evaluation after failure. Although there were no statistically significant differences between the two conditions in task enjoyment and achievement attribution, the direction of the differences was consistently unfavourable to students in the competitive condition. The findings were consistent with the predictions of goal theory. Competitiveness induces performance goals and worse self-evaluation after failure among Chinese students in a classroom setting, as was found with Western students in a laboratory setting.

Comparison of indoor air pollutants concentration in two Romanian classrooms

NASA Astrophysics Data System (ADS)

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

2018-02-01

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

The Effect of Classroom Performance Assessment on EFL Students' Basic and Inferential Reading Skills

ERIC Educational Resources Information Center

El-Koumy, Abdel Salam Abdel Khalek

2009-01-01

The purpose of this study was to investigate the effect of classroom performance assessment on the EFL students' basic and inferential reading skills. A pretest-posttest quasi-experimental design was employed in the study. The subjects of the study consisted of 64 first-year secondary school students in Menouf Secondary School for Boys at Menoufya…

The Effect of Early Classroom Teaching Experience Upon the Attitudes and Performance of Science Teacher Candidates.

ERIC Educational Resources Information Center

Conradson, Diane R.

Reported is a study on effects of early classroom teaching experience upon the attitudes and performance of teacher candidates from a student group primarily composed of science majors or minors. The subjects were paired mainly on their choice of a credential or noncredential program. One of each pair was randomly assigned to the experimental…

"Acceptance of the Limits of Knowability in Oneself and Others": Performative Politics and Relational Ethics in the Primary School Classroom

ERIC Educational Resources Information Center

Teague, Laura

2015-01-01

This paper takes up Judith Butler's calls to suspend the desire to completely know the other, and discusses these in relation to the pedagogic relationship in the classroom. It draws upon existing accounts of performative reinscription as a politics to disrupt exclusionary schooling practices and discusses these alongside Butler's theories of…

The Effects of a Flipped Classroom Approach on Class Engagement and Skill Performance in a Blackboard Course

ERIC Educational Resources Information Center

Elmaadaway, Mohamed Ali Nagy

2018-01-01

This paper reports on a study that investigated whether a flipped classroom approach enhanced perceptions of levels of engagement and skill performance among students enrolled in a Blackboard course at a Saudi university. Fifty-eight participants were divided into control and experimental groups, which were taught using a traditional and a flipped…

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

ERIC Educational Resources Information Center

Olakanmi, Eunice Eyitayo

2017-01-01

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

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

ERIC Educational Resources Information Center

Simmons, Deborah C.; And Others

1995-01-01

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

Teacher Merit Pay. The Progress of Education Reform. Volume 11, Number 3

ERIC Educational Resources Information Center

Education Commission of the States (NJ1), 2010

2010-01-01

Merit pay programs for educators -- sometimes referred to a "pay for performance" -- attempt to tie a teacher's compensation to his/her performance in the classroom. While the idea of merit pay for classroom teachers has been around for several decades, only now is it starting to be implemented in a growing number of districts around the…

Intensification of the Learning Process: Gross Motor Performance Scale. A Series of Reports Designed for Classroom Use.

ERIC Educational Resources Information Center

Bucks County Public Schools, Doylestown, PA.

The Gross Motor Performance Screening Test was designed to aid the classroom teacher in obtaining specific information about the child's physical abilities. The test includes items which have been found to measure the various factors of physical fitness. It also includes items to measure skills important to the child and adult. Included also are…

Performing Race in Four Culturally Diverse Fourth Grade Classrooms: Silence, Race Talk, and the Negotiation of Social Boundaries

ERIC Educational Resources Information Center

Schaffer, Rebecca; Skinner, Debra G.

2009-01-01

This article addresses how preadolescents produce and perform race through an ethnographic study of 8- to 11-year-old students in four fourth grade classrooms in the southeastern United States. Although Asian, Latino, and white students tended to avoid explicit talk of race, many white students constructed black students as disruptive…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Impact of Classroom Design on Teacher Pedagogy and Student Engagement and Performance in Mathematics

ERIC Educational Resources Information Center

Imms, Wesley; Byers, Terry

2017-01-01

A resurgence in interest in classroom and school design has highlighted how little we know about the impact of learning environments on student and teacher performance. This is partly because of a lack of research methods capable of controlling the complex variables inherent to space and education. In a unique study that overcame such difficulties…

The Impact of Seating Location and Seating Type on Student Performance

ERIC Educational Resources Information Center

Meeks, Michael D.; Knotts, Tami L.; James, Karen D.; Williams, Felice; Vassar, John A.; Wren, Amy Oakes

2013-01-01

While an extensive body of research exists regarding the delivery of course knowledge and material, much less attention has been paid to the performance effect of seating position within a classroom. Research findings are mixed as to whether students in the front row of a classroom outperform students in the back row. Another issue that has not…

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

ERIC Educational Resources Information Center

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

2005-01-01

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

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…

ACOT Classroom Networks: Today and Tomorrow. ACOT Report #5.

ERIC Educational Resources Information Center

Knapp, Linda

The Apple Classrooms of Tomorrow (ACOT) research project provides classroom sites with equipment, ongoing support, and training, enabling educators to discover the potential of networked learning environments. ACOT networks link together technology from Apple IIe computers and Image Writer printers, to Macintosh II systems, synthesizers, laserdisc…

Helping Children Become More Prosocial: Ideas for Classrooms, Families, Schools, and Communities (Part 2).

ERIC Educational Resources Information Center

Honig, Alice S.; Wittmer, Donna S.

1996-01-01

Reviews strategies and techniques to enhance prosocial development. Suggests ways for involving whole classrooms, entire school systems, parents, and communities in creating classroom and home climates for prosocial expectations and learner support. Gives specific activities, strategies, guidelines, and resources. (ET)

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms

PubMed Central

Sandilos, Lia E.; Cycyk, Lauren M.; Hammer, Carol Scheffner; Sawyer, Brook E.; López, Lisa; Blair, Clancy

2015-01-01

Research Findings This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers' individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization. Practice or Policy The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality. PMID:26924914

The flipped classroom for medical students.

PubMed

Morgan, Helen; McLean, Karen; Chapman, Chris; Fitzgerald, James; Yousuf, Aisha; Hammoud, Maya

2015-06-01

The objectives of this curricular innovation project were to implement a flipped classroom curriculum for the gynaecologic oncology topics of the obstetrics and gynaecology medical student clerkship, and to evaluate student satisfaction with the change. Four short online videos on the topics of endometrial hyperplasia, cervical dysplasia, evaluation of an adnexal mass, and ovarian cancer were created, and students were instructed to view them prior to a class-time active learning session. The Learning Activity Management System (lams) open-source online platform was used to create an active learning class-time activity that consisted of a coached discussion of cases. Student satisfaction with the two aspects of the flipped curriculum was obtained. In addition, lecture assessment for the gynaecologic oncology topics and aggregate student performance on the gynaecological oncology questions of the US National Board of Medical Examiners (NBME) Subject Examination were compared before and after implementation of the curriculum. Eighty-nine students rotated on the clerkship during the pilot period of analysis. Seventy-one students (80%) viewed the videos prior to the class session, and 84 (94%) attended the session. Student satisfaction was very high for both parts of the curriculum. There was no significant difference in aggregate student performance on the gynaecological oncology questions of the NBME Subject Examination. The flipped classroom curriculum demonstrates a promising platform for using technology to make better use of students' time Our implementation of the flipped classroom curriculum for the gynaecologic oncology topics successfully demonstrates a promising platform for using technology to make better use of our students' time, and for increasing their satisfaction with the necessary didactic learning of the clerkship. © 2015 John Wiley & Sons Ltd.

Could a Mobile-Assisted Learning System Support Flipped Classrooms for Classical Chinese Learning?

ERIC Educational Resources Information Center

Wang, Y.-H.

2016-01-01

In this study, the researcher aimed to develop a mobile-assisted learning system and to investigate whether it could promote teenage learners' classical Chinese learning through the flipped classroom approach. The researcher first proposed the structure of the Cross-device Mobile-Assisted Classical Chinese (CMACC) system according to the pilot…

Noise in the Classroom: Understanding the Problem.

ERIC Educational Resources Information Center

Lilly, Jerry G.

2000-01-01

Presents guidelines for designing classroom HVAC systems that will be able to achieve lower background noise levels that conform to the NC-30 background noise rating level. Guidelines for both central and dedicated systems are offered revealing that the use of conventional HVAC system components can be used to achieve sound levels comparable to…

Use of a Progress Monitoring System to Enable Teachers to Differentiate Mathematics Instruction

ERIC Educational Resources Information Center

Ysseldyke, Jim; Tardrew, Steve

2007-01-01

We explored how a progress monitoring and instructional management system can be used to help educators differentiate instruction and meet the wide-ranging learning needs of their increasingly diverse classrooms. We compared classrooms in 24 states that used a curriculum-based progress monitoring and instructional management system, Accelerated…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Measuring the Impact of the Flipped Anatomy Classroom: The Importance of Categorizing an Assessment by Bloom's Taxonomy

ERIC Educational Resources Information Center

Morton, David A.; Colbert-Getz, Jorie M.

2017-01-01

The flipped classroom (FC) model has emerged as an innovative solution to improve student-centered learning. However, studies measuring student performance of material in the FC relative to the lecture classroom (LC) have shown mixed results. An aim of this study was to determine if the disparity in results of prior research is due to level of…

Contextualizing Technology in the Classroom via Remote Access: Using Space Exploration Themes and Scanning Electron Microscopy as Tools to Promote Engagement in Geology/Chemistry Experiments

ERIC Educational Resources Information Center

Rodriguez, Brandon; Jaramillo, Veronica; Wolf, Vanessa; Bautista, Esteban; Portillo, Jennifer; Brouke, Alexandra; Min, Ashley; Melendez, Andrea; Amann, Joseph; Pena-Francesch, Abdon; Ashcroft, Jared

2018-01-01

A multidisciplinary science experiment was performed in K-12 classrooms focusing on the interconnection between technology with geology and chemistry. The engagement and passion for science of over eight hundred students across twenty-one classrooms, utilizing a combination of hands-on activities using relationships between Earth and space rock…

What Do Students Learn from a Classroom Experiment: Not Much, Unless They Write a Report on It

ERIC Educational Resources Information Center

Cartwright, Edward; Stepanova, Anna

2012-01-01

The authors ask whether writing a report on a classroom experiment increases a student's performance in an end-of-course test. To answer this question, the authors analyzed data from a first-year undergraduate course based on classroom experiments and found that writing a report has a large positive benefit. They conclude, therefore, that it is…

Installation and impact of sound field systems on hearing and hearing impaired children and their teachers

NASA Astrophysics Data System (ADS)

Dockrell, Julie; Rigby, Kate; Shield, Bridget; Carey, Anne

2005-04-01

An evaluation of the installation and use of sound field systems in ten schools in England has been carried out. The evaluation included noise surveys of classrooms, questionnaire surveys of pupils and teachers and experimental testing of children with and without the use of SFS. The aim of this project was to investigate the impact of SFS on teaching and learning in elementary school classrooms, in particular, to ascertain whether the SFS differentially benefited children with hearing impairments. Barriers to teachers use of SFS were found in terms of equipment placement and maintenance, appropriate training, and teacher's knowledge. Nonetheless positive reports are recorded from both teachers and pupils. Teachers' and pupils' perceptions are compared with objective data evaluating change in performance when SFS are used for language and cognitive tasks. Data from children with hearing impairments and additional learning needs are analyzed for comparative purposes. The results are discussed in terms of effective practice for the use of SFS with elementary school pupils.

Logged In and Zoned Out.

PubMed

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

2017-02-01

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

School-wide implementation of the elements of effective classroom instruction: Lessons from a high-performing, high-poverty urban school

NASA Astrophysics Data System (ADS)

Dyson, Hilarie

2008-10-01

The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: (1) What are the trends and patterns of student performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? (4) How is the construct of race reflected in the school's structures and systems? Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study. The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period. The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive relationships and interactions among students, teachers, parents, and community. Suggestion for future research include a deep examination of how and why culturally relevant pedagogy supports students of color, research on leadership and its impact on creating a positive school climate and culture to produce high student achievement by students of color, and the impact of early education programs on student achievement among poor students and students of color.

Probing Teachers' Lesson Planning: Promoting Metacognition

ERIC Educational Resources Information Center

Eilam, Billie

2017-01-01

Classrooms are complex systems, with dynamic interactions of different kinds among their composing varied elements. Such complex interactions lead to the system's unpredictable emergent learning behaviors. To support teachers' lesson planning and monitoring in the complex environment of classrooms, the present article examines the core…

Neuro-Linguistics Programming: Developing Effective Communication in the Classroom.

ERIC Educational Resources Information Center

Torres, Cresencio; Katz, Judy H.

1983-01-01

Students and teachers experience the world primarily through visual, kinesthetic, or auditory representational systems. If teachers are aware of their own favored system and those of their students, classroom communication will improve. Neurolinguistic programing can help teachers become more effective communicators. (PP)

Concurrent Validity of the Classroom Strategies Scale-Teacher Form: A Preliminary Investigation

ERIC Educational Resources Information Center

Reddy, Linda A.; Dudek, Christopher M.; Rualo, Angelique J.; Fabiano, Gregory A.

2016-01-01

The present study investigated the concurrent validity of the Classroom Strategies Scale-Teacher Form (CSS-T), a multidimensional teacher formative assessment of instructional and behavioral management practices. The CSS-T is compared with the Classroom Assessment Scoring System (CLASS), a well-known teacher assessment of overall classroom…

Speech Perception in the Classroom.

ERIC Educational Resources Information Center

Smaldino, Joseph J.; Crandell, Carl C.

1999-01-01

This article discusses how poor room acoustics can make speech inaudible and presents a speech-perception model demonstrating the linkage between adequacy of classroom acoustics and the development of a speech and language systems. It argues both aspects must be considered when evaluating barriers to listening and learning in a classroom.…

Teaching the Gifted in an Inclusion Classroom: Activities that Work

ERIC Educational Resources Information Center

Callard-Szulgit, Rosemary

2005-01-01

As the educational system extends its resources and efforts to help make schools and classrooms more accessible to handicapped and special education students, teachers are finding themselves overwhelmed with increased demands, overcrowding, and lack of adequate training in managing all the necessary demands of an inclusion classroom.…

An Inquiry into the Psychosocial Exclusion in Classrooms

ERIC Educational Resources Information Center

Areekkuzhiyil, Santhosh

2017-01-01

Education is an instrument to replicate the social system. The social practices are reflected in the classrooms and it is the classrooms that create tomorrow's society. People are excluded by institutions and behavior that reflect, enforce and reproduce prevailing social attitudes and values, particularly those of powerful groups in society.…

An Enquiry into the Psychosocial Exclusion in Classrooms

ERIC Educational Resources Information Center

Areekkuzhyil, Santhosh

2017-01-01

Education is an instrument to replicate the social system. The social practices are reflected in the classrooms and it is the classrooms that create tomorrow's society. People are excluded by institutions and behavior that reflect, enforce and reproduce prevailing social attitudes and values, particularly those of powerful groups in society.…

Breaking the Code: Changing Our Thinking about Children's Environments

ERIC Educational Resources Information Center

Duncan, Sandra

2011-01-01

It is the responsibility of educators and architects of classrooms to create spaces that promote positive relationships between people and their environments. Life in early childhood classrooms organizes and clusters around the relationships between adults, children, and the space they occupy. Classrooms become living systems, which experience…

The Virtual Classroom: A Catalyst for Institutional Transformation

ERIC Educational Resources Information Center

Subramaniam, Nantha Kumar; Kandasamy, Maheswari

2011-01-01

This study explores the use of the virtual classroom which has been created in "myVLE", a learning management system used by the Open University Malaysia (OUM). The virtual classroom in "myVLE" is an asynchronous-based online learning environment that delivers course materials to learners and provides collaboration and…

Enhancing Teacher Classroom Awareness through a Computerized Supervisory Feedback System.

ERIC Educational Resources Information Center

Didham, Cheryl K.

What teachers do in the classroom affects pupil learning. To shape patterns of interactions proactively, teachers must get useful feedback they can understand. Seeing objective data may encourage teachers to think more seriously about the ways their classroom behavior influences students and about how students' behavior reciprocally influences…

Exploring Classroom Walkthroughs: A Case Study of School Leaders' Learning and Professional Growth

ERIC Educational Resources Information Center

Rodrigue, Lorrie

2013-01-01

Connecticut's System for Educator Evaluation and Development (SEED) has required the practice of classroom observations to ensure school leaders regularly monitor instruction in their schools and districts. However, literature suggests the use of non-evaluative, less formal classroom observations may also provide school leaders' with opportunities…

National Parks as Classrooms. Rural Roots

ERIC Educational Resources Information Center

Rural School and Community Trust, 2004

2004-01-01

The National Park System (NPS) offers a wealth of learning opportunities outside the classroom. The NPS is reaching out to educators nationwide to enrich student learning with the power of place, using public lands as classrooms where students can view historic artifacts and structures and interact with the natural world. Programs at …

Using Mobile Phones to Increase Classroom Interaction

ERIC Educational Resources Information Center

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

2010-01-01

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

Relevance of Student Resources in a Flipped MIS Classroom

ERIC Educational Resources Information Center

Adkins, Joni K.

2014-01-01

Flipped classrooms are gaining popularity in various educational settings as proponents report several benefits. In order for flipped classrooms to be successful, students must take responsibility for certain assignments outside of class time. In this study, Management Information Systems students were to learn textbook material by reading the…