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.

Behavioral and cognitive evaluation of FireWorks education trunk

Treesearch

Linda R. Thomas; James A. Walsh; Jane Kapler Smith

2000-01-01

This study assessed the effectiveness of FireWorks, an educational trunk about wildland fire, in increasing student understanding, enabling students to apply classroom learning in a field setting, and improving the learning environment. Students who were in classrooms using the FireWorks educational trunk demonstrated more knowledge in both classroom and field-based...

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

ERIC Educational Resources Information Center

Dalland, Cecilie P.; Klette, Kirsti

2014-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2012-06-01

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

The effects of a sportsmanship curriculum intervention on generalized positive social behavior of urban elementary school students

PubMed Central

Sharpe, Tom; Brown, Marty; Crider, Kim

1995-01-01

This study evaluated the effects of an elementary physical education curriculum in which development of positive social skills, including leadership and conflict-resolution behaviors, was the primary focus. A second goal was to determine possible generalization effects beyond the primary intervention setting. Students in two urban elementary physical education classes served as subjects, with a third class used as a comparison. The effects of the curriculum intervention were evaluated in the training setting and in the students' regular education classrooms using a multiple baseline across classrooms design. Results showed (a) an immediate increase in student leadership and independent conflict-resolution behaviors, (b) an increase in percentage of class time devoted to activity participation, and (c) decreases in the frequency of student off-task behavior and percentage of class time that students devoted to organizational tasks. Similar changes in student behavior were also observed in the regular classroom settings. PMID:16795872

The Social Context of Urban Classrooms: Measuring Student Psychological Climate

ERIC Educational Resources Information Center

Frazier, Stacy L.; Mehta, Tara G.; Atkins, Marc S.; Glisson, Charles; Green, Philip D.; Gibbons, Robert D.; Kim, Jong Bae; Chapman, Jason E.; Schoenwald, Sonja K.; Cua, Grace; Ogle, Robert R.

2015-01-01

Classrooms are unique and complex work settings in which teachers and students both participate in and contribute to classroom processes. This article describes the measurement phase of a study that examined the social ecology of urban classrooms. Informed by the dimensions and items of an established measure of organizational climate, we designed…

Peer Effects in Urban Schools: Assessing the Impact of Classroom Composition on Student Achievement

ERIC Educational Resources Information Center

Gottfried, Michael A.

2014-01-01

This study evaluates the effects of classroom peers on standardized testing achievement for all third- and fourth-grade students in the Philadelphia School District over 6 school years. With a comprehensive individual-and multilevel data set of all students matched to teachers, classrooms, and schools, two empirical strategies are employed. The…

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

ERIC Educational Resources Information Center

Maddox, Richard S.

2010-01-01

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

Practical Strategies for Teaching K-12 Social Studies in Inclusive Classrooms. International Social Studies Forum: The Series

ERIC Educational Resources Information Center

Lintner, Timothy, Ed.; Schweder, Windy, Ed.

2011-01-01

With the national push towards inclusion, more students with disabilities are being placed in general education settings. Furthermore, when placed, more students with disabilities are entering social studies classrooms than any other content area. Classroom teachers are being asked to "reach and teach" all students, often with little support.…

A Classroom Tariff-Setting Game

ERIC Educational Resources Information Center

Winchester, Niven

2006-01-01

The author outlines a classroom tariff-setting game that allows students to explore the consequences of import tariffs imposed by large countries (countries able to influence world prices). Groups of students represent countries, which are organized into trading pairs. Each group's objective is to maximize welfare by choosing an appropriate ad…

Transforming classroom questioning using emerging technology.

PubMed

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

2018-04-12

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

Critical Health Literacy: Shifting Textual-Social Practices in the Health Classroom

ERIC Educational Resources Information Center

Renwick, Kerry

2014-01-01

This paper will consider ways in which students are constructed as aliens in health classrooms. Creating the classroom as a setting for health promotion requires closer attention to those who make use of such space. If classrooms are places where diversity exists and is recognised, then health educators are challenged to consider how students are…

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…

Rethinking the Practice of Inclusion: Challenges Middle School Teachers Encounter in Inclusion Classrooms

ERIC Educational Resources Information Center

Brown, Hannah

2017-01-01

The inclusion of students with special needs in the general education classroom is challenging. Adherence to federal laws that advocate for equality in the classroom means that most contact hours for teachers working in such setting will be in classrooms consisting of both students with disabilities and their nondisabled peers. Oftentimes, these…

Using Student Perceptions of Teacher Behavior to Predict Student Outcomes.

ERIC Educational Resources Information Center

Brattesani, Karen; And Others

The ways in which students' perceptions of teacher behavior in the elementary school classroom clarifies the relationships among teacher expectations, student expectations, and student achievement are examined. Subjects in two data sets consisted of 234 grade 4-6 students from 16 classrooms in an urban, ethnically mixed school district, and 101…

Effectiveness of Using Computer-Based Video Instruction (CBVI) in Teaching the Location of Grocery Items to Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Goo, Minkowan

2013-01-01

The purpose of this study is to examine whether or not CBVI is an effective method in teaching students with intellectual disabilities the skills of locating grocery items in classroom settings and whether or not the acquired skills in classroom settings generalize to actual grocery stores. Four high school students with intellectual disabilities…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

The moral development of baccalaureate nursing students: understanding unethical behavior in classroom and clinical settings.

PubMed

Baxter, Pamela E; Boblin, Sheryl L

2007-01-01

Unethical behavior in both classroom and clinical settings is a concern for nurse educators and has the potential to greatly influence the quality of patient care. A review of the literature suggests that students may view unethical clinical behaviors as different from unethical classroom behaviors because they recognize that clinical behaviors may have a direct effect on patient care. An overview of three moral theories, proposed by Kohlberg, Gilligan, and Rest, provides insight into the reasons for unethical behavior. These theories provide the foundation for strategies nurse educators can use to help reduce unethical behavior in both classroom and clinical settings in an attempt to ensure quality patient care.

Literature in a TAFE Institute: The Curriculum, Students and Their Classroom Experiences.

ERIC Educational Resources Information Center

Hatters, Cathy

2001-01-01

Notes that teaching literature in a Technical and Further Education setting presents its own special set of problems and paradoxes not usually encountered by teachers in more conventional classrooms. Discusses students and their literature experiences; impact of the canon on teaching; and influence of modern literary theory on the reader-text…

Self-Contained Classrooms. Research Brief

ERIC Educational Resources Information Center

Walker, Karen

2009-01-01

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

Student-to-Student Confirmation in the College Classroom: An Initial Investigation of the Dimensions and Outcomes of Students' Confirming Messages

ERIC Educational Resources Information Center

Johnson, Zac D.; LaBelle, Sara

2016-01-01

The current study sought to determine dimensions of student-to-student confirmation. Results of open-ended surveys revealed that students confirm one another in unique ways based on the setting of their relationship (the classroom). Findings revealed three dimensions of student-to-student confirmation (acknowledgment, assistance, and individual…

Putting Science Literacy on Display

ERIC Educational Resources Information Center

Hayman, Arlene; Hoppe, Carole; Deniz, Hasan

2012-01-01

Imagine a classroom where students are actively engaged in seeking scientific knowledge from books and computers. Think of a classroom in which students fervently write to create PowerPoint presentations about their scientific topic and then enthusiastically practice their speaking roles to serve as docents in a classroom museum setting. Visualize…

Flipping Excel

ERIC Educational Resources Information Center

Frydenberg, Mark

2013-01-01

The "flipped classroom" model has become increasingly popular in recent years as faculty try new ways to engage students in the classroom. In a flipped classroom setting, students review the lecture online prior to the class session and spend time in class working on problems or exercises that would have been traditionally assigned as…

Single-Parent Nontraditional Students: Faculty Support within the Classroom Environment

ERIC Educational Resources Information Center

Allen-Drewry, Lisa M.

2017-01-01

Purpose: The purpose of this Delphi study was to explore single-parent nontraditional student experiences within nontraditional university classroom environments and to determine methods for providing better support within the classroom setting. Methodology: The Delphi technique was conducted through 3 survey rounds to explore ways professors and…

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

ERIC Educational Resources Information Center

Golden, Cindy

2012-01-01

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

Student Recognition of Visual Affordances: Supporting Use of Physics Simulations in Whole Class and Small Group Settings

ERIC Educational Resources Information Center

Stephens, A. Lynn

2012-01-01

The purpose of this study is to investigate student interactions with simulations, and teacher support of those interactions, within naturalistic high school physics classroom settings. This study focuses on data from two lesson sequences that were conducted in several physics classrooms. The lesson sequences were conducted in a whole class…

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

ERIC Educational Resources Information Center

Chambers, Dianne; Coffey, Anne

2013-01-01

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

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…

Using Energy Psychology in Classrooms to Decrease Tension in College Students

ERIC Educational Resources Information Center

Wolf, Jillian

2012-01-01

This research explores the impact of student use of energy psychology techniques in the classroom setting. The descriptive design quasi-experimental study also examines how energy psychology techniques used in the classroom are related to age and gender by use of the survey method. Questionnaire packets were administered to seventy-five college…

Target, Act, Graph (TAG): Teachers Empowering Classroom Resource Personnel in Monitoring Student Progress

ERIC Educational Resources Information Center

Rizzi, Gleides A. L.

2016-01-01

This article provides teachers in rural settings with suggestions on how to engage classroom resource personnel (i.e., volunteers, instructional assistants) in monitoring students' achievement. The target, act, and graph (TAG) strategy offers rural special educators ways to empower classroom resource persons through training and use of the TAG…

Is Positive Feedback a Forgotten Classroom Practice? Findings and Implications for At-Risk Students

ERIC Educational Resources Information Center

Sprouls, Katie; Mathur, Sarup R.; Upreti, Gita

2015-01-01

Although using higher rates of positive to negative feedback is one best practice often recommended to teachers, particularly when it comes to students experiencing behavioral problems in classroom settings, research on the use of positive feedback in classroom teaching practice has revealed inconsistent results. Research has documented…

Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.

PubMed

Johnson, Stacy R; Finlon, Kristy J; Kobak, Roger; Izard, Carroll E

2017-07-01

Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers' effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student-teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student-teacher interactions and, ultimately, children's adaptive development.

Learning by Doing: A Practical Foreign Language Classroom Experience

ERIC Educational Resources Information Center

Carton-Caprio, Dana

1975-01-01

A shopping exercise for the foreign language classroom is described. In this exercise, students contribute unused items, "money" is provided, and the students then set up stores and buy and sell the items. (RM)

Teachers' Classroom Discipline and Student Misbehavior in Australia, China and Israel

ERIC Educational Resources Information Center

Lewis, R.; Romi, S.; Qui, X.; Katz, Y.J.

2005-01-01

This paper reports students' perceptions of the classroom discipline strategies utilized in Australia, China and Israel. It examines data from 748 teachers and 5521 students to identify how teachers' use of various disciplinary strategies, and the extent to which these relate to student misbehavior, differ in three national settings. In general,…

Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting.

PubMed

Moraros, John; Islam, Adiba; Yu, Stan; Banow, Ryan; Schindelka, Barbara

2015-02-28

Flipped Classroom is a model that's quickly gaining recognition as a novel teaching approach among health science curricula. The purpose of this study was four-fold and aimed to compare Flipped Classroom effectiveness ratings with: 1) student socio-demographic characteristics, 2) student final grades, 3) student overall course satisfaction, and 4) course pre-Flipped Classroom effectiveness ratings. The participants in the study consisted of 67 Masters-level graduate students in an introductory epidemiology class. Data was collected from students who completed surveys during three time points (beginning, middle and end) in each term. The Flipped Classroom was employed for the academic year 2012-2013 (two terms) using both pre-class activities and in-class activities. Among the 67 Masters-level graduate students, 80% found the Flipped Classroom model to be either somewhat effective or very effective (M = 4.1/5.0). International students rated the Flipped Classroom to be significantly more effective when compared to North American students (X(2) = 11.35, p < 0.05). Students' perceived effectiveness of the Flipped Classroom had no significant association to their academic performance in the course as measured by their final grades (r s = 0.70). However, students who found the Flipped Classroom to be effective were also more likely to be satisfied with their course experience. Additionally, it was found that the SEEQ variable scores for students enrolled in the Flipped Classroom were significantly higher than the ones for students enrolled prior to the implementation of the Flipped Classroom (p = 0.003). Overall, the format of the Flipped Classroom provided more opportunities for students to engage in critical thinking, independently facilitate their own learning, and more effectively interact with and learn from their peers. Additionally, the instructor was given more flexibility to cover a wider range and depth of material, provide in-class applied learning opportunities based on problem-solving activities and offer timely feedback/guidance to students. Yet in our study, this teaching style had its fair share of challenges, which were largely dependent on the use and management of technology. Despite these challenges, the Flipped Classroom proved to be a novel and effective teaching approach at the graduate level setting.

Student Incivility in Radiography Education.

PubMed

Clark, Kevin R

2017-07-01

To examine student incivility in radiography classrooms by exploring the prevalence of uncivil behaviors along with the classroom management strategies educators use to manage and prevent classroom disruptions. A survey was designed to collect data on the severity and frequency of uncivil student behaviors, classroom management strategies used to address minor and major behavioral issues, and techniques to prevent student incivility. The participants were educators in radiography programs accredited by the Joint Review Committee on Education in Radiologic Technology. Findings indicated that severe uncivil student behaviors in radiography classrooms do not occur as often as behaviors classified as less severe. Radiography educators in this study used a variety of strategies and techniques to manage and prevent student incivility; however, radiography educators who received formal training in classroom management reported fewer incidents of student incivility than those who had not received formal training. The participants in this study took a proactive approach to addressing severe behavioral issues in the classroom. Many radiography educators transition from the clinical environment to the classroom setting with little to no formal training in classroom management. Radiography educators are encouraged to attend formal training sessions to learn how to manage the higher education classroom effectively. Student incivility is present in radiography classrooms. This study provides a foundation for future research on incivility. ©2017 American Society of Radiologic Technologists.

Best Practices to Support Student Behavior

ERIC Educational Resources Information Center

Regan, Kelley S.; Michaud, Kim M.

2011-01-01

The "No Child Left Behind Act" mandates that teachers employ evidence-based practices (EBPs) in the classroom in order to improve student performance. For students with emotional and behavioral disorders (EBD) to be successful, particularly in inclusive settings, the most salient practices would probably be those promoting classroom organization…

Classroom Misbehavior in the Eyes of Students: A Qualitative Study

PubMed Central

Sun, Rachel C. F.; Shek, Daniel T. L.

2012-01-01

Using individual interviews, this study investigated perceptions of classroom misbehaviors among secondary school students in Hong Kong (N = 18). Nineteen categories of classroom misbehaviors were identified, with talking out of turn, disrespecting teacher, and doing something in private being most frequently mentioned. Findings revealed that students tended to perceive misbehaviors as those actions inappropriate in the classroom settings and even disrupting teachers' teaching and other students' learning. Among various misbehaviors, talking out of turn and disrespecting teacher were seen as the most disruptive and unacceptable. These misbehaviors were unacceptable because they disturbed teaching and learning, and violated the values of respect, conformity, and obedience in the teacher-student relationship within the classroom. The frequency and intensity of misbehaviors would escalate if students found it fun, no punishment for such misbehaviors, or teachers were not authoritative enough in controlling the situations. Implications for further research and classroom management are discussed. PMID:22919316

Classroom Social Capital: Development of a Measure of Instrumental Social Support within Academic Settings

ERIC Educational Resources Information Center

Shecter, Julie

2009-01-01

Many universities implement programs and interventions to increase students' perceived instrumental social support within the classroom setting, yet to date, no measures exist to adequately assess such perceptions. In response to this need, the current research developed an operational definition of instrumental classroom social support and also…

Patient Safety Competence of Nursing Students in Saudi Arabia: A Self-Reported Survey

PubMed Central

Colet, Paolo C.; Cruz, Jonas P.; Cruz, Charlie P.; Al-otaibi, Jazi; Qubeilat, Hikmet; Alquwez, Nahed

2015-01-01

Objective With the growing recognition of the significance of patient safety (PS) in educational institutions and health organizations, it is essential to understand the perspective of nursing students on their own PS competence. This study analyzed the self-reported PS competence of nursing students at a government university in Saudi Arabia. Methodology A cross-sectional self-reported survey of 191 respondents, using the Health Professional Education in Patient Safety Survey (H-PEPSS) was conducted. The survey tool reflected 6 key socio-cultural dimensions assessing competence in classroom and clinical setting. Results Female nursing students reported higher PS competence in both the classroom and clinical settings along the dimensions ‘working in teams’ and ‘communicating effectively’ while males reported higher competence in both settings as to the ‘managing safety risks’ and ‘understanding human and environmental factors’ dimensions. The respondents’ academic level and self–reported PS competence have weak negative correlation in the classroom while a strong negative correlation between the 2 variables existed in the clinical setting. Self-reported PS competence for the dimensions ‘working in teams’, ‘recognize and respond to remove immediate risks of harm’, and ‘culture of safety’ is significantly higher in classroom than in the clinical setting. Conclusion Generally, the Saudi nursing students reported varying levels of competence in the six dimensions of patient safety. Significant gap between the perceived PS competence was observed between learning settings. Educational and training interventions are suggested for implementation to bridge this gap. PMID:26715921

Hearing impaired speech in noisy classrooms

NASA Astrophysics Data System (ADS)

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

2005-04-01

Noisy classrooms have been shown to induce among students patterns of interaction similar to those used by hearing impaired people [W. H. McKellin et al., GURT (2003)]. In this research, the speech of children in a noisy classroom setting was investigated to determine if noisy classrooms have an effect on students' speech. Audio recordings were made of the speech of students during group work in their regular classrooms (grades 1-7), and of the speech of the same students in a sound booth. Noise level readings in the classrooms were also recorded. Each student's noisy and quiet environment speech samples were acoustically analyzed for prosodic and segmental properties (f0, pitch range, pitch variation, phoneme duration, vowel formants), and compared. The analysis showed that the students' speech in the noisy classrooms had characteristics of the speech of hearing-impaired persons [e.g., R. O'Halpin, Clin. Ling. and Phon. 15, 529-550 (2001)]. Some educational implications of our findings were identified. [Work supported by the Peter Wall Institute for Advanced Studies, University of British Columbia.

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

ERIC Educational Resources Information Center

Çakiroglu, Ünal; Öztürk, Mücahit

2017-01-01

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

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

ERIC Educational Resources Information Center

Fielding, Ruth

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Pedagogies of Naming, Questioning, and Demystification: A Study of Two Critical U.S. History Classrooms

ERIC Educational Resources Information Center

Parkhouse, Hillary

2018-01-01

While the conceptual work on critical pedagogy is undeniably rich, few empirical studies have examined its applications in K-12 classroom settings and impacts on students. Based on ethnographic research in 2 public 11th grade U.S. History classrooms with critical teachers, this article describes 3 pedagogies that enhanced students' critical…

Integrating Fiction and Nonfiction Reading into the Business Classroom

ERIC Educational Resources Information Center

Fiene, Judy; Pedersen, Erin

2013-01-01

One goal of high school teachers is to help students appreciate that reading does not end when they leave the classroom. When students find reading meaningful, they are more likely to see themselves as readers and choose to read long after they leave the classroom setting (Hinchman, Alvermann, Boyd, Brozo, & Vacca, 2003-2004; Wilhelm, 2001).…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

22 Students and 22 Teachers: Socio-Cultural Mediation in the Early Childhood Classroom

ERIC Educational Resources Information Center

Lozano, Leticia I.

2014-01-01

It is essential for teachers to provide a setting where student interaction is fostered as a mediational tool for learning, thus expediting the natural transfer of language and knowledge among students (Cummins, 1979). Doing so provides students a way of learning in an additive environment (Soltero, 2004). Could such a classroom have the potential…

Explorations of Year 10 Students' Conceptual Change during Instruction

ERIC Educational Resources Information Center

Hubber, Peter

2005-01-01

This article reports on a classroom-based case study of a group of six Year 10 students, within a class of 23 students. The study implemented constructivist-informed teaching and learning approaches within a classroom setting in the topic of optics and documented any changes in the conceptual understanding students had about seven central concepts…

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…

Motivating Students in the 21st Century.

PubMed

Sedden, Mandy L; Clark, Kevin R

2016-07-01

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

Goal Setting and Student Achievement: A Longitudinal Study

ERIC Educational Resources Information Center

Moeller, Aleidine J.; Theiler, Janine M.; Wu, Chaorong

2012-01-01

The connection between goals and student motivation has been widely investigated in the research literature, but the relationship of goal setting and student achievement at the classroom level has remained largely unexplored. This article reports the findings of a 5-year quasi-experimental study examining goal setting and student achievement in…

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

NASA Astrophysics Data System (ADS)

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

2016-10-01

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

Impacts of Flipped Classroom in High School Health Education

ERIC Educational Resources Information Center

Chen, Li-Ling

2016-01-01

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

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.

Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers

ERIC Educational Resources Information Center

Liu, Ping

2016-01-01

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

Lessons in Culture: Oral Storytelling in a Literature Classroom

ERIC Educational Resources Information Center

Railton, Nikki

2015-01-01

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

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

ERIC Educational Resources Information Center

Vibulphol, Jutarat

2016-01-01

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

Beyond the Tweet: Using Twitter to Enhance Engagement, Learning, and Success among First-Year Students

ERIC Educational Resources Information Center

West, Bettina; Moore, Hélène; Barry, Ben

2015-01-01

This study incorporated social media microblogging technology (Twitter) across disciplines to provide 411 first-year undergraduate students studying in large-classroom settings with opportunities to connect in real-time, both within and outside the classroom, with their professor, other students, and members of the professional community. This…

Indoor Environmental Quality of Classrooms and Student Outcomes: A Path Analysis Approach

ERIC Educational Resources Information Center

Choi, SeonMi; Guerin, Denise A.; Kim, Hye-Young; Brigham, Jonee Kulman; Bauer, Theresa

2014-01-01

The purpose of this study was to investigate the relationship between indoor environmental quality (IEQ) in a set of university classrooms and students' outcomes, i.e., satisfaction with IEQ, perceived learning, and course satisfaction. Data collected from students (N = 631) of University of Minnesota were analyzed to test a hypothesized…

That's Blog Worthy: Ten Ways to Integrate Blogging into the Health Education Classroom

ERIC Educational Resources Information Center

Burke, Sloane; Oomen-Early, Jody

2008-01-01

Blogs are popular, innovative, online platforms for learning. Blogging allows for synthesis of content and helps sustain student engagement in the health education classroom setting. Objectives: Students will define a blog, execute a blog to apply learned health content, and post and respond to other students' health-related blogs. Target…

Bubble Festival: Presenting Bubble Activities in a Learning Station Format. Teacher's Guide.

ERIC Educational Resources Information Center

Barber, Jacqueline; Willard, Carolyn

This learning station guide adapts the Bubble Festival, an all-school event, for individual classrooms. It presents students with a variety of different challenges at learning stations set up around the classroom. The activities are student-centered and involve open-ended investigations. Also included are ways to extend students' experiences at…

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

ERIC Educational Resources Information Center

Knowles, Amy J. B.

2014-01-01

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

Student Engagement Research: Thinking beyond the Mainstream

ERIC Educational Resources Information Center

Zepke, Nick

2015-01-01

Student engagement is highly visible in higher education research about learning and teaching, but lacks a single meaning. It can be conceived narrowly as a set of student and institutional behaviours in a classroom or holistically and critically as a social-cultural ecosystem in which engagement is the glue linking classroom, personal background…

Global Learning Communities: A Comparison of Online Domestic and International Science Class Partnerships

ERIC Educational Resources Information Center

Kerlin, Steven C.; Carlsen, William S.; Kelly, Gregory J.; Goehring, Elizabeth

2013-01-01

The conception of Global Learning Communities (GLCs) was researched to discover potential benefits of the use of online technologies that facilitated communication and scientific data sharing outside of the normal classroom setting. 1,419 students in 635 student groups began the instructional unit. Students represented the classrooms of 33…

GPS for the English Classroom: Understanding Executive Dysfunction in Secondary Students with Autism

ERIC Educational Resources Information Center

Azano, Amy; Tuckwiller, Elizabeth D.

2011-01-01

This article identifies instructional strategies that capitalize on the cognitive strengths of students with ASD by exploring the executive dysfunction theory of ASD. The authors focus on the middle/secondary English classroom where students are often in inclusive settings with a general education teacher. (Contains 1 table and 2 figures.)

Accountable Game Design: Structuring the Dynamics of Student Learning Interactions

ERIC Educational Resources Information Center

Charoenying, Timothy

2010-01-01

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

Defining Success in Adult Basic Education Settings: Multiple Stakeholders, Multiple Perspectives

PubMed Central

Tighe, Elizabeth L.; Barnes, Adrienne E.; Connor, Carol M.; Steadman, Sharilyn C.

2015-01-01

This study employed quantitative and qualitative research approaches to investigate what constitutes “success” in Adult Basic Education (ABE) programs from the perspectives of multiple educational stakeholders: the state funding agency, the teachers, and the students. Success was defined in multiple ways. In the quantitative section of the study, we computed classroom value-added scores (used as a metric of the state’s definition of success) to identify more and less effective ABE classrooms in two Florida counties. In the qualitative section of the study, we observed and conducted interviews with teachers and students in the selected classrooms to investigate how these stakeholders defined success in ABE. Iterative consideration of the qualitative data revealed three principal markers of success: (a) instructional strategies and teacher-student interactions; (b) views on standardized testing; and (c) student motivational factors. In general, classrooms with higher value-added scores were characterized by multiple instructional approaches, positive and collaborative teacher-student interactions, and students engaging in goal setting and citing motivational factors such as family and personal fulfillment. The implications for ABE programs are discussed. PMID:26279590

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…

Addressing Challenging Behaviours in the General Education Setting: Conducting a Teacher-Based Functional Behavioural Assessment (FBA)

ERIC Educational Resources Information Center

Moreno, Gerardo

2011-01-01

When a student demonstrates a challenging or problematic behaviour in the classroom, the climate and the instructional experience can change dramatically for both the students and the classroom teacher. Before resorting to sanctions and punitive consequences, there is a series of steps a classroom teacher can conduct to reduce and replace the…

Engaging the Online Student: Instructor-Created Video Content for the Online Classroom

ERIC Educational Resources Information Center

Underdown, Kimber; Martin, Jeff

2016-01-01

The online platform in higher education is growing at a rapid pace; however, detractors claim the lack of personal connection between student and teacher presence will never allow online to reach the same level of quality instruction found in a live classroom setting. While there will always be drawbacks with both the live classroom and online…

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

NASA Astrophysics Data System (ADS)

Cook, Melissa Sunshine

This study examines the teacher's role in shaping the identity construction resources available in a classroom and the ways in which individual students take up, modify, and appropriate those resources to construct themselves as scientists through interaction with their teacher and peers. Drawing on frameworks of identity construction and social positioning, I propose that the locally-negotiated classroom-level cultural model of what it means to be a "good" science student forms the arena in which students construct a sense of their own competence at, affiliation with, and interest in science. The setting for this study was a 6th grade science class at a progressive urban elementary school whose population roughly represents the ethnic and socioeconomic diversity of the state of California. The teacher was an experienced science and math teacher interested in social justice and inquiry teaching. Drawing from naturalistic observations, video and artifact analysis, survey data, and repeated interviews with students and the teacher, I demonstrated what it meant to be a "good" science student in this particular cultural community by analyzing what was required, reinforced, and rewarded in this classroom. Next, I traced the influence of this particular classroom's conception of what it meant to be good at science on the trajectories of identification with science of four 6th grade girls selected to represent a variety of stances towards science, levels of classroom participation, and personal backgrounds. Scientific scholarship in this class had two parts: values related to science as a discipline, and a more generic set of school-related values one might see in any classroom. Different meanings of and values for science were indexed in the everyday activities of the classroom: science as a language for describing the natural world, science as a set of rhetorical values, science as an adult social community, and science as a place for mess and explosions. Among school-related values, participation, cooperation, and completing work were most important. Individual students leveraged different aspects of the local cultural model of scientific scholarship to construct themselves as competent participants in the science classroom. This study extends and complicates current analyses of classroom norms by showing that to understand identity construction, we must do more than identify a list of norms operating in a classroom---we must map the relationships between norms. This analysis demonstrates how broader discourses, in this case about schooling and science, infiltrated the classroom and influenced the meaning and operation of classroom norms and individual students' efforts to position themselves in relation to the classroom model of a good student. Finally, these findings show the value in examining recognition from three interrelated lenses: self-narratives, other-narratives, and observational accounts of positioning.

A model for successful use of student response systems.

PubMed

Klein, Kathleen; Kientz, Mary

2013-01-01

This article presents a model developed to assist teachers in selecting, implementing, and assessing student response system (SRS) use in the classroom. Research indicates that SRS technology is effective in achieving desired outcomes in higher education settings. Studies indicate that effective SRS use promotes greater achievement of learning outcomes, increased student attention, improved class participation, and active engagement. The model offered in this article is based on best practices described in the literature and several years of SRS use in a traditional higher education classroom setting. Student feedback indicates increased class participation and engagement with SRS technology. Teacher feedback indicates opportunities for contingent teaching. The model described in this article provides a process to assist teachers in the successful selection, implementation, and assessment of SRS technology in the classroom.

Effects of competition on students' self-efficacy in vicarious learning.

PubMed

Chan, Joanne C Y; Lam, Shui-fong

2008-03-01

Vicarious learning is one of the fundamental sources of self-efficacy that is frequently employed in educational settings. However, little research has investigated the effects of competition on students' writing self-efficacy when they engage in vicarious learning. This study compared the effects of competitive and non-competitive classrooms on students' writing self-efficacy when they engaged in vicarious learning. The participants were 71 grade 7 students in Hong Kong. Using prior writing performance for stratified random sampling, students were assigned either to a competitive or a non-competitive classroom. Students learned how to compose similes and metaphors in Chinese. In the competitive classroom, students' self-efficacy decreased when they engaged in vicarious learning. In the non-competitive classroom, students' self-efficacy did not show a significant change when they engaged in vicarious learning. The findings suggested that when students engaged in vicarious learning in a competitive classroom, their self-efficacy might be threatened. Implications for efforts to design constructive context for vicarious learning are discussed.

Examining the Effectiveness of Direct Instruction on the Acquisition of Social Skills of Mentally Retarded Students in Regular Classroom Settings

ERIC Educational Resources Information Center

Özokcu, Osman; Akçamete, Gönül; Özyürek, Mehmet

2017-01-01

The purpose of this study is to reveal whether or not the social skills teaching program based on the direct instruction approach is effective on the ability of mentally retarded students in regular classroom settings to gain social skills such as apologizing, asking for help and finishing a task on time, and to generalize these abilities. This…

The Chilly Classroom Climate: A Guide To Improve the Education of Women.

ERIC Educational Resources Information Center

Sandler, Bernice Resnick; And Others

This report assesses how the classroom climate is affected by classroom structure, power dynamics within the classroom, different pedagogical styles, the curriculum, and the relationships between male and female students. Data come from quantitative and qualitative studies in classrooms at all levels and in related settings, along with surveys,…

An Exploration of the Effectiveness of an Audit Simulation Tool in a Classroom Setting

ERIC Educational Resources Information Center

Zelin, Robert C., II

2010-01-01

The purpose of this study was to examine the effectiveness of using an audit simulation product in a classroom setting. Many students and professionals feel that a disconnect exists between learning auditing in the classroom and practicing auditing in the workplace. It was hoped that the introduction of an audit simulation tool would help to…

Using Collaborative Planning and Teaching Practices to Improve the Academic Achievement of Students with Disabilities: A Case Study of Inclusive Classrooms in Two Schools

ERIC Educational Resources Information Center

Terranoud, Timothy Gerard

2010-01-01

This study examines the collaborative practices between three sets of special education and English/Language Arts teachers involved in the co-teaching of inclusive classrooms--classrooms consisting of both general education and special education students (SWDs). The study took place in two middle schools in two different school districts in New…

An Extensive Reading Strategy to Promote Online Writing for Elementary Students in the 1:1 Digital Classroom

ERIC Educational Resources Information Center

Sun, Zhong; Yang, Xian Min; He, Ke Kang

2016-01-01

The rapid development of the digital classroom has made it possible to combine extensive reading with online writing, yet research and development in this area are lacking. This study explores the impact of online writing after extensive reading in a classroom setting in China where there was one computer for each student (a 1:1 digital…

Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners' Classroom

ERIC Educational Resources Information Center

Tsai, Hsiao-Feng

2012-01-01

This dissertation examines the participation of one Chinese teacher and five 13 to 15 year-old Chinese heritage students in a classroom in a Chinese community school during group discussions about narrative texts. In this study, the teacher used Collaborative Reasoning (CR) (Anderson, et al., 2001) to help the Chinese heritage students extend…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Responsive Classroom Ecologies: Supporting Student Inquiry and Rhetorical Awareness in College Writing Courses

ERIC Educational Resources Information Center

Jankens, Adrienne

2014-01-01

This dissertation describes and analyzes the work of a semester-long teacher research study of inquiry-based and reflective teaching and learning strategies and their impact on students' preparation for future learning. I explore relevant scholarship on knowledge transfer, classroom ecologies, and student agency to set the stage for a discussion…

Double-Edged Sword: Social Media Use in the Classroom

ERIC Educational Resources Information Center

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

2016-01-01

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

Evaluation of Instructors and Students' Reaction to Undesired Classroom Behaviours from a Professional Perspective

ERIC Educational Resources Information Center

Pepe, Kadir; Bozkurt, Ibrahim

2011-01-01

Nowadays, it is seen that student behaviours that disturb the learning environment have come up as crucial problems in education and training applications and they set learning backward. This research aims to define the opinions of instructors and students on preventing the undesired classroom behaviours that disturb education and to evaluate…

Teacher Questioning in Science Classrooms: Approaches that Stimulate Productive Thinking

ERIC Educational Resources Information Center

Chin, Christine

2007-01-01

The purpose of this study was to find out how teachers use questions in classroom discourse to scaffold student thinking and help students construct scientific knowledge. The study was conducted in large-class settings where the medium of instruction was English although the students were non-native speakers of the language. Six teachers teaching…

A Tale of Two Settings: The Lab and the Classroom

DTIC Science & Technology

1991-08-08

employed in this study were intensive and extensive classroom observation and repeated extended interviews with students and teachers. Classroom observers...instruction were observed during both years of the study, resulting in a very large data base gathered during almost 500 hours of classroom observation . With

Activity Book. Campaign Countdown.

ERIC Educational Resources Information Center

Learning, 1992

1992-01-01

Presents a handbook of activities to sharpen elementary students' observational and critical thinking skills as they monitor national, local, and classroom elections. Activities teach the steps of sound decision making. Students learn to set up complete classroom or schoolwide elections. A poster describes life in the White House. (SM)

Making the informal formal: An examination of why and how teachers and students leverage experiences in informal learning environments

NASA Astrophysics Data System (ADS)

Schneider, Barbara P.

This study was an effort to understand the impact of informal learning environments (museums, aquaria, nature centers, and outdoor education programs) on school groups by developing a picture of why and how teachers and their students leverage experiences in these settings. This work relied on the self-reported visions for science education of formal and informal teachers as a means of creating a portrait or profile of the teacher visitor thus providing a new way to assess the quality of informal visits based on vision elements. Multi-level, year long case studies at six school sites and their partnering informal centers that included multiple interviews, observations (250 hours) of both school based and field trip activities, as well as focus group interviews with students two months past their field trip experience comprised the bulk of data collection activities. In addition to this more intensive work with case study teachers data was gathered from a broader group of participants through surveys (n = 396) and one-time classroom teacher interviews (n = 36) in an effort to validate or confirm case study findings. I discovered that central to informal and formal teachers' visions was a view of education as empowerment. I explored such goals as empowering students to conceive of themselves and their worlds differently, empowering students by sharing responsibility for what and how they learn, and empowering students by creating environments where everyone can contribute meaningfully. Much of what classroom teachers did to leverage the informal experience in supporting their visions of education related to these goals. For example teachers used shared experiences in informal settings as a way for their students to gain better access to and understanding of the classroom curriculum thereby increasing student participation and allowing more students to be successful. They also changed their approach to content by basing the classroom curriculum on students' interests and questions raised during visits to informal settings. Consequently teachers noted their students were better able to connect to traditional elements of school as a result of their informal experiences. Personal growth of students was also a major area of change. Increases in self-esteem, fieldtrip and classroom participation, as well as improved classroom behavior were reported and observed and improved the way the classroom functioned.

Writing Assignments that Promote Active Learning

NASA Astrophysics Data System (ADS)

Narayanan, M.

2014-12-01

Encourage students to write a detailed, analytical report correlating classroom discussions to an important historical event or a current event. Motivate students interview an expert from industry on a topic that was discussed in class. Ask the students to submit a report with supporting sketches, drawings, circuit diagrams and graphs. Propose that the students generate a complete a set of reading responses pertaining to an assigned topic. Require each student to bring in one comment or one question about an assigned reading. The assignment should be a recent publication in an appropriate journal. Have the students conduct a web search on an assigned topic. Ask them to generate a set of ideas that can relate to classroom discussions. Provide the students with a study guide. The study guide should provide about 10 or 15 short topics. Quiz the students on one or two of the topics. Encourage the students to design or develop some creative real-world examples based on a chapter discussed or a topic of interest. Require that students originate, develop, support and defend a viewpoint using a specifically assigned material. Make the students practice using or utilizing a set of new technical terms they have encountered in an assigned chapter. Have students develop original examples explaining the different terms. Ask the students to select one important terminology from the previous classroom discussions. Encourage the students to explain why they selected that particular word. Ask them to talk about the importance of the terminology from the point of view of their educational objectives and future career. Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T. A. Angelo (Ed.), Classroom research: Early lessons from success (pp. 17-31). New Directions for Teaching and Learning, No. 46. San Francisco: Jossey-Bass.

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

PubMed

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

2016-09-01

The flipped classroom, a blended learning paradigm that uses pre-session online videos reinforced with interactive sessions, has been proposed as an alternative to traditional lectures. This article investigates medical students' perceptions of a simulation-based, flipped classroom for the surgery clerkship and suggests best practices for implementation in this setting. A prospective cohort of students (n = 89), who were enrolled in the surgery clerkship during a 1-year period, was taught via a simulation-based, flipped classroom approach. Students completed an anonymous, end-of-clerkship survey regarding their perceptions of the curriculum. Quantitative analysis of Likert responses and qualitative analysis of narrative responses were performed. Students' perceptions of the curriculum were positive, with 90% rating it excellent or outstanding. The majority reported the curriculum should be continued (95%) and applied to other clerkships (84%). The component received most favorably by the students was the simulation-based skill sessions. Students rated the effectiveness of the Khan Academy-style videos the highest compared with other video formats (P < .001). Qualitative analysis identified 21 subthemes in 4 domains: general positive feedback, educational content, learning environment, and specific benefits to medical students. The students reported that the learning environment fostered accountability and self-directed learning. Specific perceived benefits included preparation for the clinical rotation and the National Board of Medical Examiners shelf exam, decreased class time, socialization with peers, and faculty interaction. Medical students' perceptions of a simulation-based, flipped classroom in the surgery clerkship were overwhelmingly positive. The flipped classroom approach can be applied successfully in a surgery clerkship setting and may offer additional benefits compared with traditional lecture-based curricula. Copyright © 2016 Elsevier Inc. All rights reserved.

Edifying Teachers in the Networked Classroom.

ERIC Educational Resources Information Center

Weisser, Christian

Most instructors today feel that using computers in classrooms to create electronic forums automatically results in a more egalitarian setting, but technology can become an effective cloak for otherwise oppressive practices. These settings can potentially reinscribe dominant ideologies, stifling students rather than empowering them. These…

The Use of Group versus Individual Settings for Assessing Student Achievement in Kindergarten and First Grade.

ERIC Educational Resources Information Center

Atkins-Burnett, Sally; Rowan, Brian; Correnti, Richard

This paper reports on an experiment examining the consequences of assessing kindergarten and first-grade students' academic achievement in group versus individualized assessment settings. Students (n=442) blocked by classroom and grade level were randomly assigned to one of two assessment modes: a small group setting with 8 other students from…

The connection between students' out-of-school experiences and science learning

NASA Astrophysics Data System (ADS)

Tran, Natalie A.

This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers have limited information about students' out-of-school experiences thus rarely integrate these experiences into their instructional practices. Fourth, the lack of learning objectives for activities structured in out-of-school settings coupled with the limited opportunities to integrate students' out of school experiences into classroom instructions are factors that may prevent students from making further connection of science learning across contexts.

How Students Can Be Supported to Apply Geoscientific Knowledge Learned in the Classroom to Phenomena in the Field: An Example from High School Students in Norway

ERIC Educational Resources Information Center

Remmen, Kari Beate; Frøyland, Merethe

2013-01-01

Our study explores how students apply geoscientific knowledge learned in the classroom to phenomena in a field setting. This was investigated by collecting video data from an ordinary high school context in Norway involving one teacher and a class of 17 high school students. We analyzed how the students learned rock identification and relative…

Describing the apprenticeship of chemists through the language of faculty scientists

NASA Astrophysics Data System (ADS)

Skjold, Brandy Ann

Attempts to bring authentic science into the K-16 classroom have led to the use of sociocultural theories of learning, particularly apprenticeship, to frame science education research. Science educators have brought apprenticeship to science classrooms and have brought students to research laboratories in order to gauge its benefits. The assumption is that these learning opportunities are representative of the actual apprenticeship of scientists. However, there have been no attempts in the literature to describe the apprenticeship of scientists using apprenticeship theory. Understanding what science apprenticeship looks like is a critical component of translating this experience into the classroom. This study sought to describe and analyze the apprenticeship of chemists through the talk of faculty scientists. It used Lave and Wenger’s (1991) theory of Legitimate Peripheral Participation as its framework, concentrating on describing the roles of the participants, the environment and the tasks in the apprenticeship, as per Barab, Squire and Dueber (2000). A total of nine chemistry faculty and teaching assistants were observed across 11 settings representing a range of learning experiences from introductory chemistry lectures to research laboratories. All settings were videotaped, focusing on the instructor. About 89 hours of video was taken, along with observer field notes. All videos were transcribed and transcriptions and field notes were analyzed qualitatively as a broad level discourse analysis. Findings suggest that learners are expected to know basic chemistry content and how to use basic research equipment before entering the research lab. These are taught extensively in classroom settings. However, students are also required to know how to use the literature base to inform their own research, though they were rarely exposed to this in the classrooms. In all settings, conflicts occurred when student under or over-estimated their role in the learning environment. While faculty moved effortlessly between settings, students had difficulty adjusting to new roles in different settings. The findings suggest that one beneficial way of bringing apprenticeship into the classroom, would be to expose students to scientific literature early, emphasizing the community of practice and the roles that learners, faculty and scientists play within it.

Procedures for Establishing a Contingency Managed Classroom.

ERIC Educational Resources Information Center

Westinghouse Learning Corp., Albuquerque, NM. Behavior Systems Div.

This manual for classroom teachers is designed to teach the application of contingency contracting procedures in the typical instructional setting. A "contingency contract" is an agreement between teacher and student whereby the student, upon demonstration of specific task achievement, receives a reward: permission to participate in a "reinforcing…

Accounting Experiences in Collaborative Learning

ERIC Educational Resources Information Center

Edmond, Tracie; Tiggeman, Theresa

2009-01-01

This paper discusses incorporating collaborative learning into accounting classes as a response to the Accounting Education Change Commission's call to install a more active student learner in the classroom. Collaborative learning requires the students to interact with each other and with the material within the classroom setting. It is a…

Price Discrimination: A Classroom Experiment

ERIC Educational Resources Information Center

Aguiló, Paula; Sard, Maria; Tugores, Maria

2016-01-01

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

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

PubMed

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

2014-06-01

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

When teacher-centered instructors are assigned to student-centered classrooms

NASA Astrophysics Data System (ADS)

Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris

2014-06-01

Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when the design of the classroom (conventional or teacher-centered versus student-centered classroom spaces) is consistent or inconsistent with the teacher's epistemic beliefs about learning and teaching (traditional or teacher-centered versus student-centered pedagogies). We compare two types of pedagogical approaches and two types of classroom settings through a quasiexperimental 2×2 factorial design. We collected data from 214 students registered in eight sections of an introductory calculus-based mechanics course given at a Canadian publicly funded two-year college. All students were given the Force Concept Inventory at the beginning and at the end of the 15-week-long course. We then focused on six teachers assigned to teach in the student-centered classroom spaces. We used qualitative observations and the Approaches to Teaching Inventory (ATI), a self-reported questionnaire, to determine the teachers' epistemic beliefs (teacher-centered or student-centered) and how these beliefs affected their use of the space and their students' conceptual learning. We report four main findings. First, the student-centered classroom spaces are most effective when used with student-centered pedagogies. Second, student-centered classrooms are ineffective when used with teacher-centered pedagogies and may have negative effects for students with low prior knowledge. Third, we find a strong correlation between six instructors' self-reported epistemic beliefs of student centeredness and their classes' average normalized gain (r =0.91; p =0.012). Last, we find that some instructors are more willing to adopt student-centered teaching practices after using student-centered classroom spaces. These data suggest that student-centered classrooms are effective only when instructors' epistemic framework of teaching and learning is consistent with a student-centered pedagogy. However, the use of the student-centered classrooms may change instructors' epistemic frameworks over time. Further research should focus on how to better support teachers with shifting epistemic frameworks as well as helping students with lower prior knowledge in student-centered classroom spaces.

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…

On the "Front Lines" of the Classroom: Moral Education and Muslim Students in French State Schools

ERIC Educational Resources Information Center

Wesselhoeft, Kirsten

2017-01-01

This paper examines the role of the French state school classroom as a scene of moral pedagogy from the point of view of the French state and Muslim community activists. I argue that in both sets of discourses, the state school classroom is consistently figured as the front lines of a battleground, in which teachers, students, and parents are all…

The Effects of Classroom and School Environments on Student Engagement: The Case of High School Students in Abu Dhabi Public Schools

ERIC Educational Resources Information Center

Yang, Guang; Badri, Masood; Al Rashedi, Asma; Almazroui, Karima; Qalyoubi, Rula; Nai, Peng

2017-01-01

Drawing on data from a merged data set from a student survey and a parent survey that were conducted in the Emirate of Abu Dhabi in 2013, this article uses a multilevel framework to investigate the effects of individual characteristics and the classroom and school environments on high school students' school engagement in a modernising education…

Instructing Educators in the Use of Assistive Technology Listening Devices in the Classroom

ERIC Educational Resources Information Center

Alodail, Abdullah K.

2014-01-01

The present study will present Kemp's design in the classroom setting for students with hearing impairments. Based on his model, the researcher will design various instructional methods of how to teach students with hearing aids in the school, focusing on the instruction of English to America K-12 students. The study will also include a list of…

Eye of the Beholder: Investigating the Interplay between Inquiry Role Diversification and Social Perspective Taking

ERIC Educational Resources Information Center

Walker, Cheryl L.; Shore, Bruce M.; Tabatabai, Diana

2013-01-01

Students and teachers engage in specific roles in classrooms, and within inquiry classrooms, these roles tend to be more varied compared to traditional settings. Teachers may take on traditional student roles including the role of learner, and students, for example, take on the additional role of question asker, traditionally reserved for the role…

Public Speaking Course and the Hearing-Impaired College Student: Classroom Communication, Challenges and Rewards

ERIC Educational Resources Information Center

Hureau, Marcelle S. M.

2008-01-01

This article examines the communication barriers and relationships between hearing and non-hearing college students in a classroom setting. Twelve college students, six female and six males, between 18 and 22 years of age took part in this ethnographic study during a sixteen week course in public speaking, conducted at the University of Colorado,…

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…

The Effects of Student Multiple Intelligence Preference on Integration of Earth Science Concepts and Knowledge within a Middle Grades Science Classroom.

ERIC Educational Resources Information Center

Cutshall, Lisa Christine

This research was conducted in an eastern Tennessee 8th grade science classroom with 99 students participating. The action research project attempted to examine an adolescent science student's integration of science concepts within a project-based setting using the multiple intelligence theory. In an effort to address the national science…

Elementary Resource Classroom Packet.

ERIC Educational Resources Information Center

Jackson Public Schools, MI.

The materials in this resource kit were developed at a summer workshop to provide teachers with suggestions and specific classroom activities to promote sex equity attitudes in elementary school students. Among the products included in the kit are a set of ditto worksheets, for primary students, to reinforce their understanding of the book…

Students' and Teachers' Perceptions of Single-Sex and Mixed-Sex Mathematics Classes.

ERIC Educational Resources Information Center

Rennie, Leonie; Parker, Lesley H.

1997-01-01

Examines students' perceptions of learning settings in single-sex and mixed-sex mathematics classes and teachers' responses to those different classroom contexts. Concludes that single-sex classrooms provide a more supportive environment for girls but a significantly less supportive environment for boys. The single-sex environment provides…

Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior

ERIC Educational Resources Information Center

Smith, Jaime

2009-01-01

Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to have behavior management strategies to manage the students' negative behaviors within the classroom setting. This article will provide a rationale for embedding literacy instruction within behavior management strategies to…

Students' Reaction to Classroom Discipline in Australia, Israel, and China

ERIC Educational Resources Information Center

Lewis, Ramon; Romi, Shlomo; Katz, Yaacov J.; Qui, Xing

2008-01-01

This study investigates the extent to which students from Australia, Israel, and China report that their teachers' classroom disciplinary behaviour affects their attitudes towards schoolwork and the teacher. They also report how justifiable a teacher's intervention appeared. In all three settings, both punishment and aggression relate…

Misconceptions as necessary stepping stones

NASA Astrophysics Data System (ADS)

Blanton, Patricia

2010-04-01

I've been reading an online book called Ready, Set, Science! Putting Research to Work in K-8 Science Classrooms (www.nap.edu/catalog.php?record_id=11882) and have found the discussion very enlightening. I think that any beginning science teacher might want to look at this book for guidance in designing lessons and managing student discussions to help students become more thoughtful, productive, and independent learners. While the book gives examples of K-8 classrooms, the examples of classroom discourse could serve as a road map for teachers at any level who want to make their classrooms more student centered and a place where all learners are actively engaged.

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.

Guidelines for Setting Up an Extended Field Trip to Florida and the Florida Keys: An Interactive Experiential Training Field Biology Program Consisting of Pretrip Instruction, Search Image Training, Field Exercises, and Observations of Tropical Habitats and Coral Reefs.

ERIC Educational Resources Information Center

Baker, Claude D.; And Others

The importance of experiential aspects of biological study is addressed using multi-dimensional classroom and field classroom approaches to student learning. This document includes a guide to setting up this style of field experience. Several teaching innovations are employed to introduce undergraduate students to the literature, techniques, and…

Utilizing the PPET Mnemonic to Guide Classroom-Level PBIS for Students with or At Risk for EBD across Classroom Settings

ERIC Educational Resources Information Center

Hunter, William C.; Barton-Arwood, Sally; Jasper, Andrea; Murley, Renee; Clements, Tarol

2017-01-01

In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT…

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

PubMed

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

2000-10-01

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

Musical Chairs: An Innovative Teaching and Learning Method

ERIC Educational Resources Information Center

Kuo, Ya-Hui

2010-01-01

How teaching and learning takes place in classrooms can be easily seen by the way classrooms are set up: Students' desks and chairs are arranged in rolls while teachers' desks are up front. Yet, why must teachers be the ones who lecture, why can't it be students? Would it be better or worse when teachers are the receivers and the students are the…

A Comparison of Live Classroom Instruction and Internet-Based Lessons for a Preparatory Training Course Delivered to 4th Year Pharmacy Students

ERIC Educational Resources Information Center

Nuffer, Wesley; Duke, Jodi

2013-01-01

To compare the effectiveness of an internet-based training series with a traditional live classroom session in preparing pharmacy students to oversee a diabetes management program in community settings. Two cohorts of students were identified that prepared by utilizing a recorded online training exclusively, and two separate cohorts of students…

But Do They Speak French? A Comparison of French Immersion Programs in Immersion Only and English/Immersion Settings. Research Report 79-01.

ERIC Educational Resources Information Center

Parkin, Michael

Students' use of French in unsupervised classroom situations and outside the classroom was investigated in immersion center schools (all students are involved in French immersion programs) and dual track schools (French immersion programs co-exist with regular English language programs). A total of 414 students in grades 3 and 4 were observed…

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

NASA Astrophysics Data System (ADS)

Poland, Donna Lorraine

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

Teacher Perceptions of the Effectiveness of Inclusion in Elementary Classroom Settings

ERIC Educational Resources Information Center

Peacock, Delicia

2016-01-01

Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes…

Predicting Learning-Related Emotions from Students' Textual Classroom Feedback via Twitter

ERIC Educational Resources Information Center

Altrabsheh, Nabeela; Cocea, Mihaela; Fallahkhair, Sanaz

2015-01-01

Teachers/lecturers typically adapt their teaching to respond to students' emotions, e.g. provide more examples when they think the students are confused. While getting a feel of the students' emotions is easier in small settings, it is much more difficult in larger groups. In these larger settings textual feedback from students could provide…

Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting.

PubMed

Pas, Elise T; Johnson, Stacy R; Larson, Kristine E; Brandenburg, Linda; Church, Robin; Bradshaw, Catherine P

2016-12-01

Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers' skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD.

How Do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms?

ERIC Educational Resources Information Center

Saunders-Stewart, Katie S.; Walker, Cheryl L.; Shore, Bruce M.

2013-01-01

Although an abundance of information exists concerning advantages and disadvantages of certain grouping arrangements with highly able students in classroom settings, little research has focused on gifted children's parents' and teachers' opinions of group work. The present study explored potential differences between these opinions. Parents (n=…

The Tablet Inscribed: Inclusive Writing Instruction with the iPad

ERIC Educational Resources Information Center

Sullivan, Rebecca M.

2013-01-01

Despite the author's initial skepticism, a classroom set of iPads has reinforced a student-directed approach to writing instruction, while also supporting an inclusive classroom. Using the iPads, students guide their writing process with access to the learning management system, electronic information resources, and an online text editor. Students…

Building Global Awareness in Early Childhood Teacher Preparation Programs

ERIC Educational Resources Information Center

Jean-Sigur, Raynice; Bell, Douglas; Kim, Yanghee

2016-01-01

Many early learning settings are more culturally diverse than ever before. Due to widespread migration, early learning classrooms now include students from a rich variety of racial, ethnic, and cultural groups. One classroom may contain students from a dozen countries and even more cultural experiences. To produce conscientious and creative global…

Effects of a Redesigned Classroom on Play Behaviour among Preschool Children

ERIC Educational Resources Information Center

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

2016-01-01

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

Just-in-Time Teaching

ERIC Educational Resources Information Center

Gavrin, A.

2006-01-01

Just-in-Time Teaching (JiTT) is an innovative pedagogy that enables faculty to increase interactivity in the classroom and engage students in learning. By creating a feedback loop between students' work at home and the classroom setting, time on task is improved in both quality and quantity. This paper includes an introduction to JiTT and evidence…

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

ERIC Educational Resources Information Center

Moloney, Robyn; Saltmarsh, David

2016-01-01

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

Barriers of physical assessment skills among nursing students in Arab Peninsula

PubMed Central

Alamri, Majed Sulaiman; Almazan, Joseph U.

2018-01-01

Objective: There is a growing demand for health-care nursing services in several health care institutions. Understanding barriers to physical assessment among nursing students create a more detailed assessment in the development of quality patient’s care in nursing practice. This study examined the barriers to physical assessment skills among nursing students in a government university in Arab Peninsula. Methods: A cross-sectional research survey design of 206 nursing students using a standardized questionnaire was used. The questionnaire is composed of 7 subscales in evaluating the barriers to physical assessment skills between the classroom and clinical setting. Independent Samples t-test was used in comparing the gender mean of the nursing students about the barriers to physical assessment. Paired t-test was also used in determining the differences between perceived barriers to physical assessment in the classroom and clinical setting. Results: Subscale “reliance on others and technology,” ward culture, “lack of influence on patient care” have significant differences between perceived barriers in physical assessment among classroom settings and clinical setting. Conclusion: Although nursing students were oriented and educated about physical assessment in the nursing curriculum, this is not often practiced in clinical settings. The point that is if nursing students are incorrectly performing the patient assessment, then no amount of critical thinking could lead to better clinical decisions. Continuous exposure and enhancing the quality of planning and promotion of the nursing students could develop necessary skills. In addition, increasing self-confidence is vital to assess the patient’s health status effectively and minimize the barriers to performing the physical assessment. PMID:29896073

Informing Instruction of Students with Autism in Public School Settings

ERIC Educational Resources Information Center

Kuo, Nai-Cheng

2016-01-01

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

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

NASA Astrophysics Data System (ADS)

Savasci, Funda; Berlin, Donna F.

2012-02-01

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

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

PubMed

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

2013-01-01

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

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

PubMed

Oberle, Eva; Schonert-Reichl, Kimberly A

2016-06-01

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

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.

Teaching Astronomy Classes and Labs in a Smart Classroom

NASA Astrophysics Data System (ADS)

Gugliucci, Nicole E.

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Children's Perceptions of Their Reading Ability and Epistemic Roles in Monologically and Dialogically Organized Bilingual Classrooms

ERIC Educational Resources Information Center

Aukerman, Maren; Chambers Schuldt, Lorien

2015-01-01

This study examines how bilingual second-grade students perceived of their reading competence and of the work of reading in two contrasting settings where texts were regularly discussed: a monologically organized classroom (MOC) and a dialogically organized classroom (DOC; as determined by prior analysis of classroom discourse). Interview data…

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

ERIC Educational Resources Information Center

Mattis, Kristina V.

2015-01-01

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

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…

Linking Classroom Environment with At-Risk Engagement in Science: A Mixed Method Approach

NASA Astrophysics Data System (ADS)

Collins, Stephen Craig

This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was "What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?" Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of learning environment showed increased levels of all types of engagement over the teachers with a lower perception of learning environment. Qualitative data suggested that teachers who created a more positive learning environment had increased student engagement in their class. Follow-up questions also revealed that teachers who incorporated a wider variety of classroom instructional strategies increased behavioral engagement of students at-risk in science class.

Educational Intervention/Case Study: Implementing an Elementary-Level, Classroom-Based Media Literacy Education Program for Academically At-Risk Middle-School Students in the Non-Classroom Setting

ERIC Educational Resources Information Center

Draper, Michele; Appregilio, Seymour; Kramer, Alaina; Ketcherside, Miranda; Campbell, Summer; Stewart, Brandon; Rhodes, Darson; Cox, Carol

2015-01-01

Media literacy education teaches youth to critically examine the influence of media messages on health and substance use behavior. A small group of low-achieving middle school students at high risk for substance abuse attending an afterschool academic remediation program received a media literacy intervention intended for elementary students in a…

Examining the Perspectives of Teachers and School Building Leaders on the Use of the Flipped Classroom Method in New York City Public Schools

ERIC Educational Resources Information Center

Collins, Michael A.

2015-01-01

Engaging students within the classroom setting is a constant and evolving process for teachers today. Teachers have used unique methods to connect with toodays students in a meaningful way through the use of technology to increase the effectiveness of their instruction towards how students learn best. Many have turned towards using the flipped…

Rethink Student Evaluation of Teaching

ERIC Educational Resources Information Center

Tsao, Kuan Chen; Lin, Kate

2012-01-01

Does the student evaluation of teaching (SET) reflect the reality? In fact, there is a gap between SET scores and students' achievement. Therefore, the purpose of this study is to stress the measurement of classroom dynamics in light of the conceptualization of transformational leadership. In order to picture more accuracy of the teaching…

The Content Mastery Program: Facilitating Students' Transition into Inclusive Education Settings.

ERIC Educational Resources Information Center

Jenkins, Amelia A.; Sileo, Thomas W.

1994-01-01

The Content Mastery program, which evolved from the synergistic model, provides instructional accommodations and teacher consultation and support that encourage the success of students with learning disabilities in regular classroom settings. Students remain in mainstream classes as long as they can profit from instruction and attend the Content…

The Good Behavior Game for Latino English Language Learners in a Small-Group Setting

ERIC Educational Resources Information Center

Ortiz, Jennifer; Bray, Melissa A.; Bilias-Lolis, Evelyn; Kehle, Thomas J.

2017-01-01

The Good Behavior Game (GBG) is a group contingency intervention that has effectively reduced disruptive behavior and improved classroom management in many replications, for various settings and populations. The student composition of American public schools is changing, leading to culturally and linguistically diverse classrooms with unique…

Examining the Effectiveness of Team-Based Learning (TBL) in Different Classroom Settings

ERIC Educational Resources Information Center

Yuretich, Richard F.; Kanner, Lisa C.

2015-01-01

The problem of effective learning in college classrooms, especially in a large lecture setting, has been a topic of discussion for a considerable span of time. Most efforts to improve learning incorporate various forms of student-active learning, such as in-class investigations or problems, group discussions, collaborative examinations and…

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

ERIC Educational Resources Information Center

Arthurs, Leilani A.; Kreager, Bailey Zo

2017-01-01

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

Promoting Positive Social Behavior in Physical Education

ERIC Educational Resources Information Center

Balderson, Daniel; Sharpe, Tom

2004-01-01

An ongoing challenge that both classroom and physical education teachers face on a daily basis is how to organize and manage large groups of students. This is particularly true in many urban settings where classrooms and gymnasiums are typically understaffed and/or under equipped. Educators in these settings often struggle with how to minimize…

The Impact of Student Success Skills on Students' Metacognitive Functioning in a Naturalistic School Setting

ERIC Educational Resources Information Center

Zyromski, Brett; Mariani, Melissa; Kim, Boyoung; Lee, Sangmin; Carey, John

2017-01-01

This study evaluated the impact of the Student Success Skills (SSS) classroom curriculum delivered in a naturalistic setting on the metacognitive functioning of 2,725 middle and high school students in Kentucky. SSS was implemented as one intervention to fulfill an Elementary and Secondary School Counseling Grant. Results in students' self-reports…

Improving the social and emotional climate of classrooms: a clustered randomized controlled trial testing the RULER Approach.

PubMed

Rivers, Susan E; Brackett, Marc A; Reyes, Maria R; Elbertson, Nicole A; Salovey, Peter

2013-02-01

The RULER Approach ("RULER") is a setting-level, social and emotional learning program that is grounded in theory and evidence. RULER is designed to modify the quality of classroom social interactions so that the climate becomes more supportive, empowering, and engaging. This is accomplished by integrating skill-building lessons and tools so that teachers and students develop their emotional literacy. In a clustered randomized control trial, we tested the hypothesis that RULER improves the social and emotional climate of classrooms. Depending upon condition assignment, 62 schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Multi-level modeling analyses showed that compared to classrooms in comparison schools, classrooms in RULER schools were rated as having higher degrees of warmth and connectedness between teachers and students, more autonomy and leadership among students, and teachers who focused more on students' interests and motivations. These findings suggest that RULER enhances classrooms in ways that can promote positive youth development.

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

NASA Astrophysics Data System (ADS)

D'Amico, Laura Marie

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

Negotiating the Literacy Block: Constructing Spaces for Critical Literacy in a High Stakes Setting

ERIC Educational Resources Information Center

Paugh, Patricia; Carey, Jane; King-Jackson, Valerie; Russell, Shelley

2007-01-01

This article focuses on the evolution of the classroom literacy block as a learning space where teachers and students renegotiated activities for independent vocabulary and word work within a high-stakes reform environment. When a second grade classroom teacher and literacy support specialist decided to co-teach, they invited all students in the…

Modifying Student Behavior in an Open Classroom through Changes in the Physical Design

ERIC Educational Resources Information Center

Weinstein, Carol S.

1977-01-01

Spatial distribution of activity in a second-third grade open classroom was observed before and after a change in the physical design, to test the hypothesis that minor changes in the physical setting would produce predictable, desirable changes in student behavior. In most cases the desired behavior changes were produced. (Author/MV)

Choice-Based Art Education in an ESL Kindergarten Classroom

ERIC Educational Resources Information Center

Anderson, Autumn

2016-01-01

The purpose of this study was to measure the effects of a Choice-Based art curriculum with students in an ESL (English as a Second Language) kindergarten classroom. Of specific interest to the researcher there was a strong correlation between students using visual aids and communication skills to set their own art making goals. Through action…

Closing the Gap: Student Attitudes toward First Language Use in Monolingual EFL Classrooms

ERIC Educational Resources Information Center

Neokleous, Georgios

2017-01-01

This article challenges the widely held assumption in monolingual English as a foreign language (EFL) settings that students prefer their teachers to rarely use their mother tongue (MT)--the language children initially learn in order to communicate. Through an examination of data derived from eight classrooms in four private language schools in…

Relations of Cognitive and Motivational Variables with Students' Human Circulatory System Achievement in Traditional and Learning Cycle Classrooms

ERIC Educational Resources Information Center

Sadi, Özlem; Çakiroglu, Jale

2014-01-01

This study is aimed at investigating the relationships among students' relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement with the human circulatory system (HCS) using the learning cycle (LC) and the traditional classroom setting. The study was…

General Education Teacher Perceptions of Self-Efficacy Regarding Teaching Students with Autism in Inclusion Settings

ERIC Educational Resources Information Center

Condrey, Jennifer H.

2015-01-01

With an increase in the number of children being diagnosed with Autism Spectrum Disorder comes an increase in students with autism being integrated into regular education classrooms. While general education teachers strongly support inclusion, they do not feel prepared to implement inclusion practices in their classrooms. This dissertation was…

Plickers: A Formative Assessment Tool for K-12 and PETE Professionals

ERIC Educational Resources Information Center

Krause, Jennifer M.; O'Neil, Kason; Dauenhauer, Brian

2017-01-01

Classroom response systems have become popular in K-12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system…

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

ERIC Educational Resources Information Center

Dinkins, Elizabeth G.; Englert, Patrick

2015-01-01

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

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

ERIC Educational Resources Information Center

Logan, Jennifer; Plumlee, Gerald L.

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2013-01-01

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

RITE Observer Manual for Use in Clinical Teacher Education Settings.

ERIC Educational Resources Information Center

Defino, Maria E.

This six-section manual provides information for preparing appropriate classroom narratives and their accompanying student engagement ratings. The manual's introduction emphasizes the importance of an accurate classroom narrative, which is a detailed record of events, time use, and behavior in the classroom. Also discussed is the recording of…

Classroom Crisis Intervention through Contracting: A Moral Development Model.

ERIC Educational Resources Information Center

Smaby, Marlowe H.; Tamminen, Armas W.

1981-01-01

A counselor can arbitrate problem situations using a systematic approach to classroom intervention which includes meetings with the teacher and students. This crisis intervention model based on moral development can be more effective than reliance on guidance activities disconnected from the actual classroom settings where the problems arise.…

Encouraging Reluctant Writers in the Classroom.

ERIC Educational Resources Information Center

Tyler, Barbara

Certain settings and activities can be initiated in the classroom to encourage reluctant writers to write. The classroom environment should be structured so that writing efforts produce positive reinforcement. Sharing ideas with peers or the teacher prior to writing will enable students to feel that their ideas are worthwhile. Children can be…

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…

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…

Evaluation in the Classroom.

ERIC Educational Resources Information Center

Becnel, Shirley

Six classroom research-based instructional projects funded under Chapter 2 are described, and their outcomes are summarized. The projects each used computer hardware and software in the classroom setting. The projects and their salient points include: (1) the Science Technology Project, in which 48 teachers and 2,847 students in 18 schools used…

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

ERIC Educational Resources Information Center

Karakaya, Esra G.; Tufan, Mumin

2018-01-01

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

Multilingual Literacies in the Primary Classroom: Making the Connections.

ERIC Educational Resources Information Center

Diaz, Criss Jones

This report explores how students' multilingual literacies can become part of everyday classroom practices. It discusses the contribution made by the home language in English language learning and literacy by highlighting the connections between languages in mainstream classroom settings. The strategies highlighted here focus on the representation…

Classroom-Based Strategies to Incorporate Hypothesis Testing in Functional Behavior Assessments

ERIC Educational Resources Information Center

Lloyd, Blair P.; Weaver, Emily S.; Staubitz, Johanna L.

2017-01-01

When results of descriptive functional behavior assessments are unclear, hypothesis testing can help school teams understand how the classroom environment affects a student's challenging behavior. This article describes two hypothesis testing strategies that can be used in classroom settings: structural analysis and functional analysis. For each…

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…

Classroom Application of a Trial-Based Functional Analysis

ERIC Educational Resources Information Center

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

2011-01-01

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

Phylogenetic Reconstruction as a Broadly Applicable Teaching Tool in the Biology Classroom: The Value of Data in Estimating Likely Answers

ERIC Educational Resources Information Center

Julius, Matthew L.; Schoenfuss, Heiko L.

2006-01-01

This laboratory exercise introduces students to a fundamental tool in evolutionary biology--phylogenetic inference. Students are required to create a data set via observation and through mining preexisting data sets. These student data sets are then used to develop and compare competing hypotheses of vertebrate phylogeny. The exercise uses readily…

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

PubMed

Klegeris, Andis; Hurren, Heather

2011-12-01

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

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

PubMed Central

Benzo, Roberto M.; Gremaud, Allene L.; Jerome, Matthew; Carr, Lucas J.

2016-01-01

Prolonged sedentary behavior is an independent risk factor for multiple negative health outcomes. Evidence supports introducing standing desks into K-12 classrooms and work settings to reduce sitting time, but no studies have been conducted in the college classroom environment. The present study explored the acceptability and feasibility of introducing standing desks in college classrooms. A total of 993 students and 149 instructors completed a single online needs assessment survey. This cross-sectional study was conducted during the fall semester of 2015 at a large Midwestern University. The large majority of students (95%) reported they would prefer the option to stand in class. Most students (82.7%) reported they currently sit during their entire class time. Most students (76.6%) and instructors (86.6%) reported being in favor of introducing standing desks into college classrooms. More than half of students and instructors predicted having access to standing desks in class would improve student’s “physical health”, “attention”, and “restlessness”. Collectively, these findings support the acceptability of introducing standing desks in college classrooms. Future research is needed to test the feasibility, cost-effectiveness and efficacy of introducing standing desks in college classrooms. Such studies would be useful for informing institutional policies regarding classroom designs. PMID:27537901

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

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

NASA Astrophysics Data System (ADS)

Mattison, Cheryl Ann

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

Problem Solvers: MathLab's Design Brings Professional Learning into the Classroom

ERIC Educational Resources Information Center

Morales, Sara; Sainz, Terri

2017-01-01

Imagine teachers, administrators, and university mathematicians and staff learning together in a lab setting where students are excited about attending a week-long summer math event because they are at the forefront of the experience. Piloted in three New Mexico classrooms during summer 2014, MathLab expanded into 17 lab settings over six…

Examining the Effects of Language Brokering on Student Identities and Learning Opportunities in Dual Immersion Classrooms

ERIC Educational Resources Information Center

Lee, Jin Sook; Hill-Bonnet, Laura; Raley, Jason

2011-01-01

In settings where speakers of two or more different languages coexist, language brokering, the act of interpreting and translating between culturally and linguistically different speakers, is commonly practiced. Yet the examination of language brokering and its implications in classroom settings have not received much attention in the literature.…

Graphic indicators of pedagogic style in Greek children's drawings.

PubMed

Bonoti, Fotini; Misailidi, Plousia; Gregoriou, Fotini

2003-08-01

311 Greek children's drawings of classroom life were employed to investigate the diagnostic validity of this measure in identifying teachers' pedagogic style. The sample was divided into three age groups, 6-, 8-, and 10-yr. olds, who were asked to draw pictures of themselves and their teachers in their classroom. Drawings were scored using as criteria the four graphic indicators (ratings of size, detailing, centrality, and social distance) proposed by Aronsson and Anderson in 1996. Analysis showed three out of the four indicators discriminated teacher-centered vs student-centered pedagogic style. More specifically, in the teacher-centered setting children drew the teacher of dominant size, in a central position, and as remote, while in the student-centered setting the teacher was depicted closer to the student, in a less central position, and less emphasized relative to the student. The findings are discussed with respect to the absence of age-related effects and the possibility of using children's drawings of classroom life as a measure for tapping into children's representations of pedagogic style.

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

ERIC Educational Resources Information Center

Whitacre, Michael; Diaz, Zulmaris; Esquierdo, Joy

2013-01-01

Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004). The student teaching…

Starting School Right: How Do I Plan for a Successful First Week in My Classroom? (ASCD Arias)

ERIC Educational Resources Information Center

Kriegel, Otis

2016-01-01

Packed with ideas for both new and veteran teachers of K-8 students, this book touches on a variety of topics that are especially relevant to the first week of school. The author provides critical information that includes arranging and navigating the classroom, setting basic expectations, communicating routines, and understanding your students'…

Social Justice Education in a Diverse Classroom: Examining High School Discussions about Race, Power, and Privilege

ERIC Educational Resources Information Center

Welton, Anjalé D.; Harris, Tiffany Octavia; La Londe, Priya G.; Moyer, Rachel T.

2015-01-01

High school students who participate in social justice education have a greater awareness of inequities that impact their school, community, and society, and learn tools for taking action to address these inequities. Also, a classroom that consist of students with a diverse set of identities creates an ideal circumstance in which a teacher can…

Graphite Girls in a Gigabyte World: Managing the World Wide Web in 700 Square Feet

ERIC Educational Resources Information Center

Ogletree, Tamra; Saurino, Penelope; Johnson, Christie

2009-01-01

Our action research project examined the on-task and off-task behaviors of university-level student, use of wireless laptops in face-to-face classes in order to establish rules of wireless laptop etiquette in classroom settings. Participants in the case study of three university classrooms included undergraduate, graduate, and doctoral students.…

A Student with Diabetes Is in My Class.

ERIC Educational Resources Information Center

Rosenthal-Malek, Andrea; Greenspan, Jan

1999-01-01

Guidelines for managing the child with diabetes in educational settings address the nature of diabetes, attitudes of students with diabetes, common misconceptions, effects on students in the classroom, helpful strategies, and resources. (DB)

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

PubMed

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

2018-01-01

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

Teaching Quality across School Settings

ERIC Educational Resources Information Center

Cohen, Julie; Brown, Michelle

2016-01-01

Districts are increasingly making personnel decisions based on teachers' impact on student-achievement gains and classroom observations. In some schools, however, a teacher's practices and their students' achievement may reflect not just individual but collaborative efforts. In other settings, teachers' instruction benefits less from the insights…

The Inclusive Classroom: How Inclusive Is Inclusion?

ERIC Educational Resources Information Center

Reid, Claudette M.

2010-01-01

This paper presents the position that inclusion is limited; inclusion does not go far enough. The inclusive classroom has been assessed to be of benefit both to the teacher and student. There are, however, limits set on inclusion. In most classrooms only children with learning disability are included omitting those with severe disabilities,…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Effects of Color and Light on Selected Elementary Students.

ERIC Educational Resources Information Center

Grangaard, Ellen Mannel

This study compared children's off-task behavior and physiological response in a normal elementary classroom setting with those in a prescribed classroom environment. In the prescribed environment, the colors of the classroom walls were changed from brown and off-white to blue, while Duro-test Vita-lite fluorescent tubes without diffusers replaced…

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

ERIC Educational Resources Information Center

Patton, Eric

2010-01-01

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

Gender Bias Communication in the Classroom.

ERIC Educational Resources Information Center

Orick, Lisa M.

This document examines the concept of gender bias communication in the classroom and how educators can avoid it. Gender bias communication is a set of behaviors that reflect bias or stereotyping, but which is not against the law. In the classroom, a teacher may treat male and female students differently without even realizing it. For instance, a…

Coaching to Build Support for Inquiry-Based Teaching

ERIC Educational Resources Information Center

Bransfield, Paula; Holt, Patrice; Nastasi, Patricia

2007-01-01

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

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

ERIC Educational Resources Information Center

Yilmaz, Özkan

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Classroom-Based Interdependent Group Contingencies Increase Children's Physical Activity

ERIC Educational Resources Information Center

Kuhl, Sarah; Rudrud, Eric H.; Witts, Benjamin N.; Schulze, Kimberly A.

2015-01-01

This study investigated the effects of 2 interdependent group contingencies (individual vs. cumulative classroom goal setting) on the number of pedometer-recorded steps taken per day. Thirty third-grade students in 2 classrooms participated. An ABACX design was conducted in which the X phase referred to a replication of the most successful phase…

Reading and spelling skills in German third graders: Examining the role of student and context characteristics.

PubMed

von Suchodoletz, Antje; Larsen, Ross A A; Gunzenhauser, Catherine; Fäsche, Anika

2015-12-01

Educational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes. The study aimed to investigate (1) the relative contribution of student, classroom, and school characteristics to reading fluency and orthographic spelling, (2) the relative contribution of specific predictors to reading fluency and orthographic spelling within the sets of student, classroom, and school characteristics, and (3) whether the contribution of student, classroom, and school characteristics differs for reading fluency and orthographic spelling. Participants were 789 German third-grade students from 56 classrooms in 34 schools. Students completed an intelligence test and a questionnaire assessing self-control. Reading fluency and orthographic spelling performance were assessed using standardized achievement tests. Multilevel structural equation modelling was used to control for the hierarchical structure of educational data. Variances in students' reading and spelling skills were in large part explained by student characteristics (>90%). Classroom and school characteristics yielded little variance. Student-level intelligence and self-control were significantly related to reading fluency. For orthographic spelling, student-level intelligence and self-control, class-average intelligence, and, at the school level, the socio-economic status of the school's neighbourhood were significant predictors. Future research needs to investigate relevant classroom and school factors that may directly and indirectly relate to academic outcomes. © 2015 The British Psychological Society.

The achievement impact of the inclusion model on the standardized test scores of general education students

NASA Astrophysics Data System (ADS)

Garrett-Rainey, Syrena

The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model included ongoing professional development support for teachers and administrators. General education teachers, special education teachers, and teacher assistants collaborated to develop instructional strategies to provide additional remediation to help students to acquire the skills needed to master course content. This quantitative study reviewed the end-of course test (EoCT) scores of Grade 10 physical science and math students within an urban school district. It is not known whether general education students in an inclusive/co-teach science or math course will demonstrate a higher achievement on the EoCT in math or science than students not in an inclusive/co-teach classroom setting. In addition, this study sought to determine if students classified as low socioeconomic status benefited from participating in co-teaching classrooms as evidenced by standardized tests. Inferential statistics were used to determine whether there was a significant difference between the achievements of the treatment group (inclusion/co-teach) and the control group (non-inclusion/co-teach). The findings can be used to provide school districts with optional instructional strategies to implement in the diverse classroom setting in the modern classroom to increase academic performance on state standardized tests.

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

PubMed

Lazarides, Rebecca; Raufelder, Diana

2017-01-01

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

Community-based, Experiential Learning for Second Year Neuroscience Undergraduates

PubMed Central

Yu, Heather J.; Ramos-Goyette, Sharon; McCoy, John G.; Tirrell, Michael E.

2013-01-01

Service learning is becoming a keystone of the undergraduate learning experience. At Stonehill College, we implemented a service learning course, called a Learning Community, in Neuroscience. This course was created to complement the basic research available to Stonehill Neuroscience majors with experience in a more applied and “clinical” setting. The Neuroscience Learning Community is designed to promote a deep understanding of Neuroscience by combining traditional classroom instruction with clinical perspectives and real-life experiences. This Neuroscience Learning Community helps students translate abstract concepts within the context of neurodevelopment by providing students with contextual experience in a real-life, unscripted setting. The experiential learning outside of the classroom enabled students to participate in informed discussions in the classroom, especially with regard to neurodevelopmental disorders. We believe that all students taking this course gain an understanding of the importance of basic and applied Neuroscience as it relates to the individual and the community. Students also have used this concrete, learning-by-doing experience to make informed decisions about career paths and choice of major. PMID:24319392

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.

The effect of a science work experience program for teachers on the classroom environment: A qualitative program evaluation

NASA Astrophysics Data System (ADS)

Frazier, Wendy Michelle

Science Work Experience Programs for Teachers (SWEPTs) provide an opportunity for science and math teachers to work in research laboratories during the summer to experience science as it is practiced in the laboratory-setting. Through the use of interviews with teachers and students, classroom observations, and an analysis of printed student sheets and student work, the lived experience of a cohort of program participants in Columbia University's Summer Research Program for Secondary School Science Teachers was recorded in an effort to describe the effect of experience in a SWEPT on the classroom environment of teacher participants and student outcomes. Relying on Social Learning Theory and science education reform documentation as a theoretical framework the following dimensions of the classroom were examined: (1) emergent themes that include the participants' perceptions of the importance of technology in the classroom, (2) interpersonal relationships with the teachers at the participants' schools, fellow program participants, research scientists, and students, and (3) changes in epistemological structure, curriculum, instructional strategies, and classroom practices. Methodological and theoretical implications are addressed with respect to future studies, and suggestions for refinement of SWEPTs are provided.

Students' perceptions of academic dishonesty in a chemistry classroom laboratory

NASA Astrophysics Data System (ADS)

Del Carlo, Dawn Irene

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

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

PubMed

Kim, Ha Yeon; Cappella, Elise

2016-03-01

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

`Let your data tell a story:' climate change experts and students navigating disciplinary argumentation in the classroom

NASA Astrophysics Data System (ADS)

Walsh, Elizabeth Mary; McGowan, Veronica Cassone

2017-01-01

Science education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students' development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists' feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback.

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

NASA Astrophysics Data System (ADS)

Al-Shaibani, Madiha Ahmed

2005-11-01

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

Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions

PubMed Central

Sun, Rachel C. F.; Shek, Daniel T. L.

2012-01-01

This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers' perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by nonattentiveness, daydreaming, and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. The findings revealed that teachers perceived student problem behaviors as those behaviors involving rule-breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning, which mainly required intervention from teachers. PMID:22919297

Use of Total Possibilistic Uncertainty as a Measure of Students' Modelling Capacities

ERIC Educational Resources Information Center

Voskoglou, Michael Gr.

2010-01-01

We represent the main stages of the process of mathematical modelling as fuzzy sets in the set of the linguistic labels of negligible, low intermediate, high and complete success by students in each of these stages and we use the total possibilistic uncertainty as a measure of students' modelling capacities. A classroom experiment is also…

Students Perceptions of the Incorporation of Games into Classroom Instruction for Basic and Clinical Pharmacokinetics

PubMed Central

Stegall-Zanation, Jennifer; Dupuis, Robert E.

2007-01-01

Objective To develop classroom games as alternatives to traditional pharmacokinetic instruction. Design Three classroom games were created for the following purposes: simple semester review, application of pharmacokinetics in a community-pharmacy setting, and development of critical thinking skills and concept application. All the games incorporated some degree of group activity. Assessment A survey was conducted of students' attitudes towards the incorporation of games into the classroom. A comparison of final examination scores to scores from the previous year was used to determine whether incorporating games hindered learning. Conclusions Overall, students found the games enjoyable, but some students questioned how much they learned. Although the games appeared to have a positive impact on grades and incorporated more than just factual, book knowledge (eg, critical thinking skills), determining how these games improved learning will require further assessment. PMID:17533430

Students' and teachers' perceptions of single-sex and mixed-sex mathematics classes

NASA Astrophysics Data System (ADS)

Rennie, Léonie J.; Parker, Lesley H.

1997-11-01

This study examines students' perceptions of the learning settings in single-sex and mixed-sex mathematics classes, and teachers' responses to those different classroom contexts. Nearly 300 students in four coeducational secondary schools gave their views of the nature of their participation and interaction in their mathematics classrooms, and data were also obtained from their teachers. There was congruence between students' and teachers' perceptions of the environment in the two kinds of classrooms. Overall, it was perceived that single-sex classrooms provided a more supportive environment for girls, but a rather less supportive environment for boys. Teachers used different strategies with the two kinds of classes and, although many experienced initial difficulty with unruly boys' classes, these problems were overcome. The single-sex environment provided opportunities for teachers to address apparent shortcomings arising from boys' and girls' previous educational experience, which resulted in improved attitudes and performance.

Science Teachers' Decision-Making in Abstinence-Only-Until-Marriage (AOUM) Classrooms: Taboo Subjects and Discourses of Sex and Sexuality in Classroom Settings

ERIC Educational Resources Information Center

Gill, Puneet Singh

2015-01-01

Sex education, especially in the southeastern USA, remains steeped in an Abstinence-Only-Until-Marriage (AOUM) approach, which sets up barriers to the education of sexually active students. Research confirms that science education has the potential to facilitate discussion of controversial topics, including sex education. Science teachers in the…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Technology in the Classroom: Burning the Bridges to the Gaps in Gender-Biased Education?

ERIC Educational Resources Information Center

Plumm, Karyn M.

2008-01-01

This review introduces the concepts of gender bias and technology in education. It discusses the interaction between the two in the educational setting and the effects this interaction may have on teachers, students and materials used in the classroom. It is argued that areas in the educational setting that have been focused on as materials and…

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

PubMed

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

2016-01-01

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

Web-Based Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology

ERIC Educational Resources Information Center

Wright, L. Kate; Newman, Dina L.; Cardinale, Jean A.; Teese, Robert

2016-01-01

The typical "flipped classroom" delivers lecture material in video format to students outside of class in order to make space for active learning in class. But why give students passive material at all? We are developing a set of high-quality online educational materials that promote active, hands-on science learning to aid in teaching…

Exploring the Attitudes of Students Using an Edutainment Graphic Novel as a Supplement to Learning in the Classroom

ERIC Educational Resources Information Center

Cirigliano, Matthew M.

2012-01-01

Educators have successfully used various forms of entertainment media to inform the public about a wide range of subjects. Some of these methods have been implemented as learning tools for use in an academic setting. This study explores the attitudes of a student population using print education-entertainment as a supplement to classroom learning.…

Connecting the Classroom to Careers: A Comprehensive Guide to the State's Role in Work-Based Learning

ERIC Educational Resources Information Center

Advance CTE: State Leaders Connecting Learning to Work, 2016

2016-01-01

As state education agencies turn their focus to preparing students for both college and careers, work-based learning is becoming an increasingly popular strategy for students to reinforce and deepen their classroom learning, explore future career fields and demonstrate their skills in an authentic setting. While much of the hard work to identify,…

A Comparison of Classroom and Online Asynchronous Problem-Based Learning for Students Undertaking Statistics Training as Part of a Public Health Masters Degree

ERIC Educational Resources Information Center

de Jong, N.; Verstegen, D. M. L.; Tan, F. E. S.; O'Connor, S. J.

2013-01-01

This case-study compared traditional, face-to-face classroom-based teaching with asynchronous online learning and teaching methods in two sets of students undertaking a problem-based learning module in the multilevel and exploratory factor analysis of longitudinal data as part of a Masters degree in Public Health at Maastricht University. Students…

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

NASA Astrophysics Data System (ADS)

Simmons, Jerry Marvin

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

Gamification: using elements of video games to improve engagement in an undergraduate physics class

NASA Astrophysics Data System (ADS)

Rose, J. A.; O'Meara, J. M.; Gerhardt, T. C.; Williams, M.

2016-09-01

Gamification has been extensively implemented and studied in corporate settings and has proven to be more effective than traditional employee-training programs, however, few classroom studies of gamification have been reported in the literature. Our study explored the potential of gamified on-line undergraduate physics content as a mechanism to enhance student learning and motivation. Specifically, the main objective of this work was to determine whether extrinsic motivation indicators commonly used in video games could increase student engagement with course content outside of the classroom. Life Science students taking an introductory physics course were provided access to gamified multiple choice quizzes as part of their course assessment. The quizzes incorporated common gaming elements such as points, streaks, leaderboards and achievements, as well as some gamified graphical enhancements and feedback. Student attitudes and performance among those using the gamified quizzes were examined and compared to non-gamified control groups within the same course. Student engagement was quantified through examining student participation above and beyond the minimum course requirements. The results showed that gaming techniques are significantly correlated with increased engagement with course material outside of the classroom. These results may assist instructors in engaging and motivating students outside the classroom through carefully designed online and distance-delivered undergraduate physics content. Furthermore, the gaming elements incorporated in this study were not specifically tied to the physics content and can be easily translated to any educational setting.

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.

Classroom Technology: How to Use AV Equipment for Visual Learners. PEPNet Tipsheet

ERIC Educational Resources Information Center

Johnstone, Chas

1999-01-01

Students who are deaf and hard of hearing have special needs that must be accommodated before they can fully benefit from various types of classroom presentation technology. An optimal classroom situation for learners who must depend primarily on visual input includes careful consideration of factors such as room set up, legibility of the media,…

Gender Inequality in the Primary Classroom: Will Interactive Whiteboards Help?

ERIC Educational Resources Information Center

Smith, Fay; Hardman, Frank; Higgins, Steve

2007-01-01

This paper sets out to investigate (i) gender differences in whole class classroom interaction with a sample of teachers who were not using interactive whiteboards (IWBs) in their lessons; and (ii) the short-term and longer term impact of IWB use upon gender differences in classroom interaction. The study focused upon teacher-student interaction…

Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom

ERIC Educational Resources Information Center

Cunningham, Jennifer M.

2015-01-01

This research addresses the affordances of using Voki avatars to create a sense of social presence in an asynchronous online writing classroom setting. Digital media afford online educators the opportunity to harness different technologies and new ways of being in a digital classroom that can enhance student engagement in ways similar to yet…

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

ERIC Educational Resources Information Center

Lam, Paul; Tong, Aiden

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

"The Best App Is the Teacher" Introducing Classroom Scripts in Technology-Enhanced Education

ERIC Educational Resources Information Center

Montrieux, H.; Raes, A.; Schellens, T.

2017-01-01

A quasi-experimental study was set up in secondary education to study the role of teachers while implementing tablet devices in science education. Three different classroom scripts that guided students and teachers' actions during the intervention on two social planes (group and classroom level) are compared. The main goal was to investigate which…

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

ERIC Educational Resources Information Center

Ryan, Caitlin L.

2016-01-01

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

The Integrated Elementary Classroom: A Developmental Model of Education for the 21st Century.

ERIC Educational Resources Information Center

Charbonneau, Manon P.; Reider, Barbara E.

Targeting the elementary school-age child, 5 to 12 years old, this book sets forth an integrated approach to developing classroom experiences, supporting a holistic curriculum intended to stimulate learning and social and emotional gains. The integrated approach has at its hub a child-centered classroom where students' individual needs form the…

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

ERIC Educational Resources Information Center

Antoniou, Panayiotis; James, Mary

2014-01-01

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

Creating Discussions with Classroom Voting in Linear Algebra

ERIC Educational Resources Information Center

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

2013-01-01

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

Crossing the "line": College students and academic integrity in nursing.

PubMed

Bultas, Margaret W; Schmuke, Ashley D; Davis, Renée L; Palmer, Janice L

2017-09-01

Researchers have shown a relationship between academic integrity in the classroom and acts of dishonest behavior in the clinical setting which is concerning for nursing faculty and the health care field. The purpose of this study was to compare the attitudes toward academic integrity and the frequency of behaviors related to academic dishonesty in nursing and non-nursing students at a religiously affiliated institution. A cross-sectional, descriptive design was used to collect data regarding the knowledge, behavior, perceptions, and attitudes related to academic integrity via an online survey. Nursing students and non-nursing students who attended a religiously affiliated (Jesuit) University in the United States were surveyed for this study. Results of the study suggest upper division and second degree nursing students are less tolerant and more condemnatory of cheating than younger students. Frequent dishonest classroom behaviors include asking and telling other students what was on the exam while the most frequent dishonest clinical behaviors included documenting findings that were not assessed or findings that were false. Recommendations for nursing faculty include frequent and timely discussion of expected behaviors and values of nurses in order to support students' development of honesty and integrity beyond the classroom and into the clinical setting. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

Bohanon, Hank

2015-01-01

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

Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

NASA Astrophysics Data System (ADS)

Nwachukwu, Bethel C.

There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

A Comparison of Live Classroom Instruction and Internet-Based Lessons for a Preparatory Training Course Delivered to 4th Year Pharmacy Students

NASA Astrophysics Data System (ADS)

Nuffer, Wesley; Duke, Jodi

2013-08-01

To compare the effectiveness of an internet-based training series with a traditional live classroom session in preparing pharmacy students to oversee a diabetes management program in community settings. Two cohorts of students were identified that prepared by utilizing a recorded online training exclusively, and two separate cohorts of students prepared by receiving only live classroom instruction. All students in the four cohorts were given a survey to evaluate the training sessions, and results were analyzed using the analysis of variance statistical test (ANOVA). Preceptors at the sites who interacted with students in all four cohorts were surveyed to evaluate which students appeared more prepared; these data were compared using paired t tests. Final assessment data for students in all four cohorts were analyzed using ANOVA. There were statistical differences between the two live training groups, with the second group finding the training to be more beneficial for preparing them, feeling the training length was appropriate and preferring the live modality for delivery. The two internet training cohorts were similar except for perceptions regarding the length of the online training. Comparing responses from those students who received live training with those receiving internet instruction demonstrated a statistical difference with the live groups rating the trainings as more helpful in preparing them for the clinics, rating the training as necessary, and rating their confidence higher in seeing patients. Preceptors rated the live training statistically higher than online training in preparing students. There was no difference between groups on their final site assessments. Live classroom training appears to be superior to the recorded internet training in preparing pharmacy students to oversee a diabetes management program in community settings.

Influences on students' assistive technology use at school: the views of classroom teachers, allied health professionals, students with cerebral palsy and their parents.

PubMed

Karlsson, Petra; Johnston, Christine; Barker, Katrina

2017-09-07

This study explored how classroom teachers, allied health professionals, students with cerebral palsy, and their parents view high-tech assistive technology service delivery in the classroom. Semi-structured interviews with six classroom teachers and six parents and their children were conducted. Additionally, two focus groups comprising 10 occupational therapists and six speech pathologists were carried out. Ethical and confidentiality considerations meant that the groups were not matched. Results revealed that it is often untrained staff member who determine students' educational needs. The participants' experiences suggested that, particularly in mainstream settings, there is a need for support and guidance from a professional with knowledge of assistive technology who can also take a lead and guide classroom teachers in how to meet students' needs. Students' motivation to use the technology was also found to be critical for its successful uptake. The study points to the need for classroom teachers to be given sufficient time and skill development opportunities to enable them to work effectively with assistive technology in the classroom. The participants' experiences suggest that such opportunities are not generally forthcoming. Only in this way can it be ensured that students with disabilities receive the education that is their right. Implications for Rehabilitation Classroom teachers, allied health professionals, students, parents need ongoing support and opportunities to practise operational, strategic and linguistic skills with the assistive technology equipment. System barriers to the uptake of assistive technology need to be addressed. To address the lack of time available for training, programing and other support activities around assistive technology, dedicated administrative support is crucial. Professional development around the use of the quality low cost ICF-CY checklist is recommended for both school and allied health staff.

The Utility of Concept Maps to Facilitate Higher-Level Learning in a Large Classroom Setting

PubMed Central

Carr-Lopez, Sian M.; Vyas, Deepti; Patel, Rajul A.; Gnesa, Eric H.

2014-01-01

Objective. To describe the utility of concept mapping in a cardiovascular therapeutics course within a large classroom setting. Design. Students enrolled in a cardiovascular care therapeutics course completed concept maps for each major chronic cardiovascular condition. A grading rubric was used to facilitate peer-assessment of the concept map. Assessment. Students were administered a survey at the end of the course assessing their perceptions on the usefulness of the concept maps during the course and also during APPEs to assess utility beyond the course. Question item analyses were conducted on cumulative final examinations comparing student performance on concept-mapped topics compared to nonconcept-mapped topics. Conclusion. Concept maps help to facilitate meaningful learning within the course and the majority of students utilized them beyond the course. PMID:26056408

Learning in Tomorrow's Classrooms

ERIC Educational Resources Information Center

Bowman, Richard F.

2015-01-01

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

Mobile Phone Application Development for the Classroom

NASA Astrophysics Data System (ADS)

Lewis, P.; Oostra, D.; Crecelius, S.; Chambers, L. H.

2012-08-01

With smartphone sales currently surpassing laptop sales, it is hard not to think that these devices will have a place in the classroom. More specifically, with little to no monetary investment, classroom-centric mobile applications have the ability to suit the needs of teachers. Previously, programming such an item was a daunting task to the classroom teacher. But now, through the use of online visual tools, anyone has the ability to generate a mobile application to suit individual classroom needs. The "MY NASA DATA" (MND) project has begun work on such an application. Using online tools that are directed at the non-programmer, the team has developed two usable mobile applications ("apps") that fit right into the science classroom. The two apps generated include a cloud dichotomous key for cloud identification in the field, and an atmospheric science glossary to help with standardized testing key vocabulary and classroom assignments. Through the use of free online tools, teachers and students now have the ability to customize mobile applications to meet their individual needs. As an extension of the mobile applications, the MND team is planning web-based application programming interfaces (API's) that will be generated from data that is currently included in the MND Live Access Server. This will allow teachers and students to choose data sets that they want to include in the mobile application without having to populate the API themselves. Through the use of easy to understand online mobile app tutorials and MND data sets, teachers will have the ability to generate unit-specific mobile applications to further engage and empower students in the science classroom.

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

PubMed

Wilson, Kaitlyn P

2013-08-01

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

News Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

NASA Astrophysics Data System (ADS)

2010-05-01

Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

Comparing Outcomes from Field and Classroom Based Settings for Undergraduate Geoscience Courses

NASA Astrophysics Data System (ADS)

Skinner, M. R.; Harris, R. A.; Flores, J.

2011-12-01

Field based learning can be found in nearly every course offered in Geology at Brigham Young University. For example, in our Structural Geology course field studies substitute for labs. Students collect data their own data from several different structural settings of the Wasatch Range. Our curriculum also includes a two-week, sophomore-level field course that introduces students to interpreting field relations themselves and sets the stage for much of what they learn in their upper-division courses. Our senior-level six-week field geology course includes classical field mapping with exercises in petroleum and mineral exploration, environmental geology and geological hazards. Experiments with substituting field-based general education courses for those in traditional classroom settings indicate that student cognition, course enjoyment and recruiting of majors significantly increase in a field-based course. We offer a field-based introductory geology course (Geo 102) that is taught in seven, six-hour field trips during which students travel to localities of geologic interest to investigate a variety of fundamental geological problems. We compare the outcomes of Geo 102 with a traditional classroom-based geology course (Geo 101). For the comparison both courses are taught by the same instructor, use the same text and supplementary materials and take the same exams. The results of 7 years of reporting indicate that test scores and final grades are one-half grade point higher for Geo 102 students versus those in traditional introductory courses. Student evaluations of the course are also 0.8-1.4 points higher on a scale of 1-8, and are consistently the highest in the Department and College. Other observations include increased attendance, attention and curiosity. The later two are measured by the number of students asking questions of other students as well as the instructors, and the total number of questions asked during class time in the field versus the classroom. Normal classroom involvement includes two or three students asking nearly all of the questions, while in Geo 102 it is closer to half the class, and not the same students each time. Not only do more individuals participate in asking questions in Geo 102, but each participant asks more questions as well. Questions asked in class are generally specific to the discussion, while field questions are commonly multidisciplinary in nature. Field-based courses also encourage more students to collaborate with each other and to integrate shared observations due to the many different aspects of the geosciences present at each site. One of the most important pay-offs is the 50% increase in the number of students changing their major to geology in the field-based versus classroom-based courses. Field-based learning increases the depth of student understanding of the subjects they investigate as well as student involvement and enthusiasm in the class. The tradeoff we make for realizing significant individual and group discovery in the field is that more responsibility is placed on the student to understand the broad based geologic concepts found in the text. The field based approach allows the students to immediately apply their learning in real world applications.

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

ERIC Educational Resources Information Center

Hare, Bruce R.; Levine, Daniel U.

1985-01-01

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

Mutually Exclusive, Complementary, or . . .

ERIC Educational Resources Information Center

Schloemer, Cathy G.

2016-01-01

Whether students are beginning their study of probability or are well into it, distinctions between complementary sets and mutually exclusive sets can be confusing. Cathy Schloemer writes in this article that for years she used typical classroom examples but was not happy with the student engagement or the level of understanding they produced.…

Social Inclusion: What It Is and Why It's Important?

ERIC Educational Resources Information Center

Osher, David; Pickeral, Terry

2013-01-01

Social inclusion for students with disabilities builds on steps taken for physically and academically inclusive learning environments and highlights the need for all students having frequent opportunities to interact with a broad range of peers in a variety of settings within and outside the classroom setting. This article presents some…

The Role of Beliefs and Motivation in Asynchronous Online Learning in College-Level Classes

ERIC Educational Resources Information Center

Xie, Kui; Huang, Kun

2014-01-01

Epistemic and learning beliefs were found to affect college students' cognitive engagement and study strategies, as well as motivation in classroom settings. However, the relationships between epistemic and learning beliefs, motivation, learning perception, and students' actual learning participation in asynchronous online settings have been…

Mathematics for Gifted Students in an Arts- and Technology-Rich Setting

ERIC Educational Resources Information Center

Gadanidis, George; Hughes, Janette; Cordy, Michelle

2011-01-01

In this paper we report on a study of a short-term mathematics program for grade 7-8 gifted students that integrated open-ended mathematics tasks with the arts (poetry and drama) and with technology. The program was offered partially online and partially in a classroom setting. The study sought to investigate (a) students' perceptions of their…

Teachers' in-flight thinking in inclusive classrooms.

PubMed

Paterson, David

2007-01-01

This article explores the thinking of five junior high school teachers as they teach students with learning difficulties in inclusive classrooms. Insights into the ways these teachers think about students in these inclusive secondary school contexts were obtained through triangulating data from semistructured interviews, stimulated recall of in-flight thinking, and researcher field notes. Exploration of teachers' in-flight thinking (i.e., the thinking of teachers as they engaged in classroom teaching) revealed a knowledge of individual students that was not related to categorical notions of learning difficulties. This research has implications for the practice of teaching in inclusive settings as well as for teacher preparation. Specifically, it suggests that attention to student differences should be replaced by the development of teachers' knowledge about individual students as a rich source of practical knowledge and the basis for developing effective instructional techniques.

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

NASA Astrophysics Data System (ADS)

Smetana, Lara Kathleen

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

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

ERIC Educational Resources Information Center

Brown, Jocelyn Easley; Babo, Gerard

2017-01-01

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

Does Food Insecurity at Home Affect Non-Cognitive Performance at School? A Longitudinal Analysis of Elementary Student Classroom Behavior

ERIC Educational Resources Information Center

Howard, Larry L.

2011-01-01

This paper estimates models of the transitional effects of food insecurity experiences on children's non-cognitive performance in school classrooms using a panel of 4710 elementary students enrolled in 1st, 3rd, and 5th grade (1999-2003). In addition to an extensive set of child and household-level characteristics, we use information on U.S.…

Effects of Curriculum and Teacher Professional Development on the Language Proficiency of Elementary English Language Learner Students in the Central Region. Final Report. NCEE 2012-4013

ERIC Educational Resources Information Center

Arens, Sheila A.; Stoker, Ginger; Barker, Jane; Shebby, Susan; Wang, Xin; Cicchinelli, Lou F.; Williams, Jean M.

2012-01-01

This study responds to regional and national needs by examining the impact on students' English language proficiency of a particular set of ELL-specific classroom materials in combination with a specific teacher professional development program. The classroom materials used in this study, entitled On Our Way to English (OWE), were authored by…

Students' Mental Models of the Environment

ERIC Educational Resources Information Center

Shepardson, Daniel P.; Wee, Bryan; Priddy, Michelle; Harbor, Jon

2007-01-01

What are students' mental models of the environment? In what ways, if any, do students' mental models vary by grade level or community setting? These two questions guided the research reported in this article. The Environments Task was administered to students from 25 different teacher-classrooms. The student responses were first inductively…

Paraprofessional Support and Perceptions of a Function-Based Classroom Intervention

ERIC Educational Resources Information Center

Hendrix, Nicole M.; Vancel, Samantha M.; Bruhn, Allison L.; Wise, Sara; Kang, Sungeun

2018-01-01

Paraprofessionals carry out behavior interventions for students with challenging behavior in inclusive classroom settings. Examination of paraprofessional involvement in behavior interventions informs how paraprofessionals may best support intervention implementation. The researchers used a withdrawal design to evaluate the effects of a…

The Interests of Full Disclosure: Agenda-Setting and the Practical Initiation of the Feminist Classroom

ERIC Educational Resources Information Center

Seymour, Nicole

2007-01-01

Several theoretical and pragmatic questions arise when one attempts to employ feminist pedagogy in the classroom (or to study it), such as how to strike a balance between classroom order and instructor de-centering and how to productively address student resistance. In this article, the author describes how she took on her final project for a…

Planning for Universal Design for Learning in the Early Childhood Inclusion Classroom: A Case Study

ERIC Educational Resources Information Center

Stone, Jennifer

2013-01-01

The majority of children with exceptionalities aged 3-5 are being served in general education settings. Teachers working in these inclusion classrooms must have the ability and knowledge to work with all students under their care. The purpose of this study was to determine how teachers in early childhood inclusion classrooms plan to incorporate…

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

ERIC Educational Resources Information Center

Choe, Erika; Seong, Myeong-Hee

2016-01-01

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

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

ERIC Educational Resources Information Center

Youhne, Mia Song

2009-01-01

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

The effects of self-management in general education classrooms on the organizational skills of adolescents with ADHD.

PubMed

Gureasko-Moore, Sammi; Dupaul, George J; White, George P

2006-03-01

Self-management procedures have been used in school settings to successfully reduce problem behaviors, as well as to reinforce appropriate behavior. A multiple-baseline across participants design was applied in this study to evaluate the effects of using a self-management procedure to enhance the classroom preparation skills of secondary school students with attention-deficit/ hyperactivity disorder (ADHD). Three male students enrolled in a public secondary school were selected for this study because teacher reports suggested that these students were insufficiently prepared for class and inconsistently completed assignments. The intervention involved training in self-management procedures focusing on the improvement of classroom preparation skills. Following the intervention, the training process was systematically faded. Results were consistent across the 3 participants in enhancing classroom preparation behaviors. Implications for practice and future research are discussed.

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.

Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students' Scholastic Achievements.

PubMed

Pennington, Charlotte R; Kaye, Linda K; Qureshi, Adam W; Heim, Derek

2018-01-01

Research points to the positive impact that gender-segregated schooling and classroom initiatives exert on academic attainment. An evaluation of these studies which reveal positive effects highlights, however, that students are typically selectively assigned to single- or mixed-gender instructional settings, presenting a methodological confound. The current study controls for students' prior attainment to appraise the efficacy of a single-gender classroom initiative implemented in a co-educational high school in the United Kingdom. Secondary data analysis (using archived data) was performed on 266 middle-ability, 11-12 year-old students' standardized test scores in Languages (English, foreign language), STEM-related (Mathematics, Science, Information and Communication Technology), and Non-STEM subjects (art, music, drama). Ninety-eight students (54, 55% female) were taught in single-gender and 168 (69, 41% female) in mixed-gender classrooms. Students undertook identical tests irrespective of classroom type, which were graded in accordance with U.K national curriculum guidelines. Controlling for students' prior attainment, findings indicate that students do not appear to benefit from being taught in single-gender relative to mixed-gender classrooms in Language and STEM-related subjects. Young women benefitted from being taught in mixed-gender relative to single-gender classes for Non-STEM subjects. However, when prior ability is not controlled for, the intervention appears to be effective for all school subjects, highlighting the confounding influence of selective admissions. These findings suggest that gender-segregated classroom initiatives may not bolster students' grades. It is argued that studies that do not control for selection effects may tell us little about the effectiveness of such interventions on scholastic achievement.

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

NASA Astrophysics Data System (ADS)

Planas, Núria; Civil, Marta

2013-09-01

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

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

A Mixed-Methods Comparison of Classroom Context During Food, Health & Choices, a Childhood Obesity Prevention Intervention.

PubMed

Burgermaster, Marissa; Koroly, Jenna; Contento, Isobel; Koch, Pamela; Gray, Heewon L

2017-11-01

Schools are frequent settings for childhood obesity prevention; however, intervention results are mixed. Classroom context may hold important clues to improving these interventions. We used mixed methods to examine classroom context during a curriculum intervention taught by trained instructors in fifth grade classrooms. We identified classrooms with high and low buy-in using cluster analysis and compared intervention delivery and reception, student energy balance-related behavior, and student perceptions about supports and barriers to energy balance. Delivery and reception did not differ between the groups. Between-group differences in unhealthy behaviors were smaller at posttest, due to improvement in low buy-in classes. Although student perceptions of supports and barriers to energy balance were similar across groups, students in high buy-in classes indicated food preferences as a support while students in low buy-in classes indicated food preferences as a barrier. Neighborhood environment emerged as a universal barrier. Trained instructors may improve intervention delivery and reception regardless of classroom context. Social norms could explain high levels of unhealthy behavior in low buy-in classes at baseline; improvement at posttest suggests that the curriculum may have motivated change. All children need more strategies and supportive policies to overcome a challenging food environment. © 2017, American School Health Association.

Designing for students' science learning using argumentation and classroom debate

NASA Astrophysics Data System (ADS)

Bell, Philip Laverne

1998-12-01

This research investigates how to design and introduce an educational innovation into a classroom setting to support learning. The research yields cognitive design principles for instruction involving scientific argumentation and debate. Specifically, eighth-grade students used a computer learning environment to construct scientific arguments and to participate in a classroom debate. The instruction was designed to help students integrate their science understanding by debating: How far does light go, does light die out over distance or go forever until absorbed? This research explores the tension between focusing students' conceptual change on specific scientific phenomena and their development of integrated understanding. I focus on the importance of connecting students' everyday experiences and intuitions to their science learning. The work reported here characterizes how students see the world through a filter of their own understanding. It explores how individual and social mechanisms in instruction support students as they expand the range of ideas under consideration and distinguish between these ideas using scientific criteria. Instruction supported students as they engaged in argumentation and debate on a set of multimedia evidence items from the World-Wide-Web. An argument editor called SenseMaker was designed and studied with the intent of making individual and group thinking visible during instruction. Over multiple classroom trials, different student cohorts were increasingly supported in scientific argumentation involving systematic coordination of evidence with theoretical ideas about light. Students' knowledge representations were used as mediating "learning artifacts" during classroom debate. Two argumentation conditions were investigated. The Full Scope group prepared to defend either theoretical position in the debate. These students created arguments that included more theoretical conjectures and made more conceptual progress in understanding light. The Personal Scope group prepared to defend their original opinion about the debate. These students produced more acausal descriptions of evidence and theorized less in their arguments. Regardless of students' prior knowledge of light, the Full Scope condition resulted in a more integrated understanding. Results from the research were synthesized in design principles geared towards helping future designers. Sharing and refining cognitive design principles offers a productive focus for developing a design science for education.

Student perception of writing in the science classroom

NASA Astrophysics Data System (ADS)

Deakin, Kathleen J.

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

Teaching veterinary obstetrics using three-dimensional animation technology.

PubMed

Scherzer, Jakob; Buchanan, M Flint; Moore, James N; White, Susan L

2010-01-01

In this three-year study, test scores for students taught veterinary obstetrics in a classroom setting with either traditional media (photographs, text, and two-dimensional graphical presentations) were compared with those for students taught by incorporating three-dimensional (3D) media (linear animations and interactive QuickTime Virtual Reality models) into the classroom lectures. Incorporation of the 3D animations and interactive models significantly increased students' scores on essay questions designed to assess their comprehension of the subject matter. This approach to education may help to better prepare students for dealing with obstetrical cases during their final clinical year and after graduation.

Classroom discipline skills and disruption rate: A correlational study

NASA Astrophysics Data System (ADS)

Dropik, Melonie Jane

Very little has been done to quantify the relationship between the frequency with which teachers use discipline skills and disruption rate in high school settings. Most of the available research that examined this relationship empirically was done in elementary schools, while a few studies examined the junior high school setting. The present research examined whether the use of ten specific discipline skills were related to the rate of disruption in suburban high school science classrooms. The ten skills were selected based on their prevalence in the theoretical literature and the strength of the relationships reported in empirical studies of elementary and junior high classrooms. Each relationship was tested directionally at alpha = .01. The maximum experimentwise Type I error rate was .10. Disruption rate was measured by trained observers over five class periods in the Fall of the school year. The frequency of performing the ten skills was assessed using a student survey developed for this study. The ten skills were: (1) beginning class on time, (2) using routines, (3) waiting for student attention before speaking, (4) giving clear directions, (5) presenting material fast enough to hold students' attention, (6) requiring students to remain seated, (7) appearing confident, (8) stopping misbehavior quickly, (9) checking for student attentiveness, and (10) teaching to the bell. Appearing confident (r = --.697, p = .004) and quickly stopping misbehavior (r = --.709, p = .003) were significantly negatively related to disruption rate. The effect sizes for the confidence and stopping misbehavior variables were .49 and .50, respectively. At least half of the variation in disruption rate was attributable to the difference in the frequency of appearing confident and stopping misbehavior quickly. The eight other relationships produced nonsignificant results. The results raise questions about whether theories developed from observational and anecdotal evidence gathered in elementary or junior high school classrooms can be applied to high school classrooms and indicate that further investigation into the high school setting is necessary.

"Booking It" to Peace: Bibliotherapy Guidelines for Teachers.

ERIC Educational Resources Information Center

Johnson, Celia E.; Wan, Guofang; Templeton, Rosalyn Anstine; Graham, Lesley P.; Sattler, Joan L.

This paper provides guidelines for teachers of students with disabilities in the use of bibliotherapy in classroom settings. A brief history, definition, guidelines, and benefits of bibliotherapy are discussed relative to application for traditional classroom teaching. Guidelines include: (1) motivate the learner with interesting introductory…

Combatting Stereotype Threat: College Math Classroom Interventions

ERIC Educational Resources Information Center

Pretty, Joelle

2017-01-01

This research provides new insight into stereotype threat by examining a real-world intervention in community college classrooms. Practitioners need information about which interventions work in authentic school settings to implement them and begin to bring educational equity to historically marginalized students. The experimental study examined…

Health Education: Effects on Classroom Climate and Physical Activity

ERIC Educational Resources Information Center

Efstathiou, Nicholas T.; Risvas, Grigorios S.; Theodoraki, Eleni-Maria M.; Galanaki, Evangelia P.; Zampelas, Antonios D.

2016-01-01

Objective: The objective of this study was to investigate the relationship between classroom psychological climate and the physical and sedentary behaviour of primary school students after the implementation of an innovative education programme regarding nutrition and physical activity. Design: Randomised controlled trial. Setting: Study…

The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention

PubMed Central

Mandell, David S; Stahmer, Aubyn C; Shin, Sujie; Xie, Ming; Reisinger, Erica; Marcus, Steven C

2013-01-01

This randomized field trial comparing Strategies for Teaching based on Autism Research and Structured Teaching enrolled educators in 33 kindergarten-through-second-grade autism support classrooms and 119 students, aged 5–8 years in the School District of Philadelphia. Students were assessed at the beginning and end of the academic year using the Differential Ability Scales. Program fidelity was measured through video coding and use of a checklist. Outcomes were assessed using linear regression with random effects for classroom and student. Average fidelity was 57% in Strategies for Teaching based on Autism Research classrooms and 48% in Structured Teaching classrooms. There was a 9.2-point (standard deviation = 9.6) increase in Differential Ability Scales score over the 8-month study period, but no main effect of program. There was a significant interaction between fidelity and group. In classrooms with either low or high program fidelity, students in Strategies for Teaching based on Autism Research experienced a greater gain in Differential Ability Scales score than students in Structured Teaching (11.2 vs 5.5 points and 11.3 vs 8.9 points, respectively). In classrooms with moderate fidelity, students in Structured Teaching experienced a greater gain than students in Strategies for Teaching based on Autism Research (10.1 vs 4.4 points). The results suggest significant variability in implementation of evidence-based practices, even with supports, and also suggest the need to address challenging issues related to implementation measurement in community settings. PMID:23592849

Making the Case for Space: The Effect of Learning Spaces on Teaching and Learning

ERIC Educational Resources Information Center

Byers, Terry; Imms, Wesley; Hartnell-Young, Elizabeth

2014-01-01

An explanatory, mixed method study examined the impact of learning spaces on teachers' pedagogy, student engagement and student learning outcomes in a technology-rich school setting. Its quasi-experimental design allowed examination of differences in these variables between two settings--'traditional' classrooms, and 'new generation learning…

Note Taking in Multi-Media Settings

ERIC Educational Resources Information Center

Black, Kelly; Yao, Guangming

2014-01-01

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

Alternative Uses for Course Management Systems: They Aren't Just for Classes Any More

ERIC Educational Resources Information Center

Ullmann, Jill

2009-01-01

Universities are quickly moving from brick and mortar toward online classroom settings. The online setting provides students with increased accessibility and flexibility to attend classes they would normally be unable to attend. Unfortunately, for those students who never attend classes on campus, many campus resources are not accessible. Students…

Listening to Students

ERIC Educational Resources Information Center

Phillips, Vicki

2013-01-01

Good teaching involves knowing the course content and how to teach it; building a strong, trusting relationship with students; setting and supporting high expectations; and continually monitoring students' understanding and adjusting instruction accordingly. Of course, those things must be done while maintaining classroom control and managing…

Approaches to Internet Searching: An Analysis of Student in Grades 2 to 12.

ERIC Educational Resources Information Center

Lien, Cynthia

2000-01-01

Examines Internet search approaches by 123 students, and analyzes search methodologies relative to search successes. Presents three findings: (1) student experience with the Internet is closely correlated with ability to explore alternative search methods; (2) student level; and (3) a collaborative work among students in a classroom setting may…

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…

A Collaboration in Care: Re-Visioning Teacher-Student Dialogue in Dance Education

ERIC Educational Resources Information Center

Gose, Rebecca; Siemietkowski, Grace

2018-01-01

The following narrative recounts a collaborative reflective investigation into pedagogical care using a teacher-student dyad approach. Originating from the student's inquiry that fulfilled her teacher's assignment, the ensuing exploration investigates care from both teacher and student perspectives in the classroom and choreographic settings. This…

Students with Learning Disabilities in an Inclusive Writing Classroom

ERIC Educational Resources Information Center

Jacobs, Patricia; Fu, Danling

2014-01-01

This article presents a case study on two fourth grade students with learning disabilities in two different writing situations: writing for test preparation and writing for digital stories. The students' writing behaviors, processes, and products in these two settings are contrasted. The differences in the students' writing experiences suggest…

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

ERIC Educational Resources Information Center

Stinson, Michael

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

Using the Flipped Classroom to Bridge the Gap to Generation Y

PubMed Central

Gillispie, Veronica

2016-01-01

Background: The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. Methods: During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. Results: When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. Conclusion: The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations. PMID:27046401

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

PubMed

Gillispie, Veronica

2016-01-01

The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations.

Using GeoMapApp in the Classroom

NASA Astrophysics Data System (ADS)

Goodwillie, A. M.

2017-12-01

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

Mainstream Literature for Full, Inclusive Secondary Classrooms

ERIC Educational Resources Information Center

McFall, Lindsey; Fitzpatrick, Michael

2010-01-01

The U.S. Department of Education (2000) reported that approximately 80% of students identified with learning disabilities (LD) received half of their instruction within the general education classroom setting. Therefore, it is important that general education teachers implement teaching strategies and practices that meet the distinct educational…

The Classroom Manager. Hands-on Multimedia.

ERIC Educational Resources Information Center

Kaplan, Nancy; And Others

1992-01-01

Four teachers discuss how they help students create hands-on, multimedia reports and presentations. Ideas include using hypertext programs on classroom computers to make computerized notecards of data on study topics, using CD-ROM disks for research, creating storyboards of videotaped reports, and setting up schedules for videotaping. (SM)

Waves and Tsunami Project

ERIC Educational Resources Information Center

Frashure, K. M.; Chen, R. F.; Stephen, R. A.; Bolmer, T.; Lavin, M.; Strohschneider, D.; Maichle, R.; Micozzi, N.; Cramer, C.

2007-01-01

Demonstrating wave processes quantitatively in the classroom using standard classroom tools (such as Slinkys and wave tanks) can be difficult. For example, waves often travel too fast for students to actually measure amplitude or wavelength. Also, when teaching propagating waves, reflections from the ends set up standing waves, which can confuse…

Take a Planet Walk

ERIC Educational Resources Information Center

Schuster, Dwight

2008-01-01

Physical models in the classroom "cannot be expected to represent the full-scale phenomenon with complete accuracy, not even in the limited set of characteristics being studied" (AAAS 1990). Therefore, by modifying a popular classroom activity called a "planet walk," teachers can explore upper elementary students' current understandings; create an…

Exploring Transmedia: The Rip-Mix-Learn Classroom

ERIC Educational Resources Information Center

Benedict, Lucille A.; Champlin, David T.; Pence, Harry E.

2013-01-01

Google Docs was used to create the rip-mix-learn (RML) classroom in two, first-year undergraduate introductory chemistry and biology courses, a second-semester introductory chemistry course, and an upper-level developmental biology course. This "transmedia" approach assigned students to create sets of collaborative lecture notes into…

Pairing Linguistic and Music Intelligences

ERIC Educational Resources Information Center

DiEdwardo, MaryAnn Pasda

2005-01-01

This article describes how music in the language classroom setting can be a catalyst for developing reading, writing, and understanding skills. Studies suggest that pairing music and linguistic intelligences in the college classroom improves students' grades and abilities to compose theses statements for research papers in courses that emphasize…

Exploration of optical classroom teaching by network platform

NASA Astrophysics Data System (ADS)

Jiao, Zheng; Ma, Kun

2017-08-01

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

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

NASA Astrophysics Data System (ADS)

Saravanan, R.

2011-12-01

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

Developing Membership in the Education of Deaf and Hard-of-Hearing Students in Inclusive Settings.

PubMed

Antia, Shirin D; Stinson, Michael S; Gaustad, Martha Gonter

2002-01-01

This article discusses the importance of membership in the inclusive education of deaf/hard-of-hearing (D/HH) students. Membership refers to being an integral part of the classroom and school communities. Membership is a key philosophical concept in inclusion that may influence how classroom teachers and teachers of D/HH students share their expertise and how they work with students and each other. Membership can be contrasted with "visitorship." When programs treat D/HH students as visitors, these students face greater barriers to obtaining a quality education in classes with hearing students. A social constructivist perspective of learning and teaching that requires students in the classroom to interact with one another and the teacher may best promote learning and is consistent with a focus on membership. We suggest that inclusion is possible, but to sustain students as full members of their classes and school, programs must go beyond placement and communication access issues. To facilitate membership, inclusive programs must carefully address teacher attitudes, teacher roles and relationships, student knowledge and curriculum, structural barriers, extracurricular activities, community relationships, and parental support.

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

PubMed Central

Lazarides, Rebecca; Raufelder, Diana

2017-01-01

This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age = 13.70, SD = 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms. PMID:28382012

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.

Students' Preferences for Lecturers' Personalities

ERIC Educational Resources Information Center

Tan, Sarah; Mansi, Angela; Furnham, Adrian

2018-01-01

The present study set out to examine students' preferences for lecturers' personality as a function of their classroom behaviour, core self-evaluations and self-rated character strengths. Various hypotheses were tested: first, students' Big Five traits would significantly predict corresponding personality preferences for lecturers (the matching…

Implementing Peer Evaluation of Clinical Teaching

ERIC Educational Resources Information Center

Laske, Rita Ann

2013-01-01

Clinical education provides the nursing student opportunities to learn the practice of nursing. In the clinical setting, the nursing student applies classroom knowledge to the real patient care situation. The clinical instructor facilitates this important process by assisting students to integrate knowledge into their practice, improve their…

Dishonest Behavior in the Classroom and Clinical Setting: Perceptions and Engagement.

PubMed

McClung, Emily Lauren; Schneider, Joanne Kraenzle

2018-02-01

Nursing students sometimes engage in academically dishonest behaviors despite honor codes and policies. We believe that learning more about nursing students' perceptions of and engagement in academically dishonest behaviors will aid faculty in crafting more effective codes, policies, and educational modules. Baccalaureate nursing students from accredited programs across the nation were invited to participate in an online cross-sectional descriptive correlational survey. Data were analyzed using descriptive and correlational statistics. Nursing students do not perceive all academically dishonest behavior as dishonest. There is a positive relationship between perceptions of behaviors in the classroom and clinical setting. Students have higher rates of engagement in behaviors they do not perceive as dishonest. Those who engage in the behaviors considered dishonest have higher rates of rationalization. Faculty need to delineate to students what behaviors are deemed dishonest in a course. Eliminating ambiguity has potential to reduce engagement in dishonest behavior. [J Nurs Educ. 2018;57(2):79-87.]. Copyright 2018, SLACK Incorporated.

Interactive whiteboards in third grade science instruction

NASA Astrophysics Data System (ADS)

Rivers, Grier

Strategies have been put into place to affect improvement in science achievement, including the use of Interactive Whiteboards (IWBs) in science instruction. IWBs enable rich resources, appropriate pacing, and multimodal presentation of content deemed as best practices. Professional development experiences, use of resources, instructional practices, and changes in professional behavior in science teachers were recorded. Also recorded were differences in the engagement and motivation of students in IWB classrooms versus IWB-free classrooms and observed differences in students' problem solving, critical thinking, and collaboration. Using a mixed-method research design quantitative data were collected to identify achievement levels of the target population on the assumption that all students, regardless of ability, will achieve greater mastery of science content in IWB classrooms. Qualitative data were collected through observations, interviews, videotapes, and a survey to identify how IWBs lead to increased achievement in third grade classrooms and to develop a record of teachers' professional practices, and students' measures of engagement and motivation. Comparative techniques determined whether science instruction is more effective in IWB classroom than in IWB-free classrooms. The qualitative findings concluded that, compared to science teachers who work in IWB-free settings, elementary science teachers who used IWBs incorporated more resources to accommodate learning objectives and the varied abilities and learning styles of their students. They assessed student understanding more frequently and perceived their classrooms as more collaborative and interactive. Furthermore, they displayed willingness to pursue professional development and employed different engagement strategies. Finally, teachers who used IWBs supported more instances of critical thinking and problem-solving. Quantitative findings concluded that students of all ability levels were more motivated and engaged in IWB classes. Best practices distilled included combining IWBs with handheld peripherals to maximize assessment; the determination that formal professional development is more effective than peer coaching; that effectively managing an IWB classroom is as vital as learning how to use board itself; and that IWB teachers should be able to modify resources to tailor them for the circumstances of their classroom.

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.

Twelve tips for "flipping" the classroom.

PubMed

Moffett, Jennifer

2015-04-01

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

Teaching mathematics in the PC lab - the students' viewpoints

NASA Astrophysics Data System (ADS)

Schmidt, Karsten; Köhler, Anke

2013-04-01

The Matrix Algebra portion of the intermediate mathematics course at the Schmalkalden University Faculty of Business and Economics has been moved from a traditional classroom setting to a technology-based setting in the PC lab. A Computer Algebra System license was acquired that also allows its use on the students' own PCs. A survey was carried out to analyse the students' attitudes towards the use of technology in mathematics teaching.

Thinking Routines: Replicating Classroom Practices within Museum Settings

ERIC Educational Resources Information Center

Wolberg, Rochelle Ibanez; Goff, Allison

2012-01-01

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

The Progression of Podcasting/Vodcasting in a Technical Physics Class

ERIC Educational Resources Information Center

Glanville, Y. J.

2010-01-01

Technology such as Microsoft PowerPoint presentations, clickers, podcasting, and learning management suites is becoming prevalent in classrooms. Instructors are using these media in both large lecture hall settings and small classrooms with just a handful of students. Traditionally, each of these media is instructor driven. For instance,…

From Acceptance to Rejection: Food Contamination in the Classroom.

ERIC Educational Resources Information Center

Rajecki, D. W.

1989-01-01

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

Power Pedagogy: Integrating Technology in the Classroom.

ERIC Educational Resources Information Center

Juliano, Benjoe A.

Connectivity on the Internet through the use of World Wide Web browsers is becoming commonplace in the classroom, at home, and in the office. The term, "power pedagogy" refers to any set of instructional methods designed to increase faculty productivity and to accommodate more students with existing facilities. This paper examines the…

Classroom Culture Promotes Academic Resiliency

ERIC Educational Resources Information Center

DiTullio, Gina

2014-01-01

Resiliency is what propels many students to continue moving forward under difficult learning and life conditions. We intuitively think that such resilience is a character quality that cannot be taught. On the contrary, when a teacher sets the right conditions and culture for it in the classroom by teaching collaboration and communication skills,…

The Search for Hidden Structure

ERIC Educational Resources Information Center

Matsuura, Ryota; Sword, Sarah; Finkelstein, Tatyana

2017-01-01

How does one look for mathematical structure? Finding structure is a challenging yet accessible activity for all students. This article describes a lesson in which seventh graders engaged with mathematical structure. The setting was a seventh-grade prealgebra classroom in a suburban school. The classroom teacher was co-author Tatyana Finkelstein.…

My Classroom: Kazakhstan

ERIC Educational Resources Information Center

Whitaker, Lauren

2016-01-01

Yulia Bulatkulova discovered her passion for English language teaching at a young age as a result of the example set by an esteemed childhood English teacher, Elvira Kuyanova. This article discusses how Ms. Bulatkulova's interactions with her students, both inside and outside the classroom, demonstrate that she has followed in the footsteps of her…

Teaching Strategies Used to Maintain Classroom Order

ERIC Educational Resources Information Center

Roman, Daniel

2007-01-01

With the ever evolving environment of the classroom setting the role of the teacher is constantly being challenged and the responsibilities remain the same. Teachers are required to create a safe learning environment for student learning. Although this is an overwhelming responsibility it is not impossible. This study explored teachers'…

Achieving Standards in a Fiber Optic Mathematics Classroom.

ERIC Educational Resources Information Center

Zbiek, Rose Mary; Foletta, Gina M.

1995-01-01

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

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

ERIC Educational Resources Information Center

Ahles, Paula M.; Contento, Jann M.

2006-01-01

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

Chemistry under Your Skin? Experiments with Tattoo Inks for Secondary School Chemistry Students

ERIC Educational Resources Information Center

Stuckey, Marc; Eilks, Ingo

2015-01-01

This paper discusses a set of easy, hands-on experiments that inquire into and differentiate among tattoo inks of varying quality. A classroom scenario is described for integrating these experiments into secondary school chemistry classes. Initial experiences from the classroom are also presented.

Technology Is Power: Suggestions for Beginning Teachers

ERIC Educational Resources Information Center

Shanklin, Nancy

2010-01-01

Shanklin knows it can be hard for new teachers to incorporate all they know about technology with the realities of a classroom. She suggests setting incremental, monthly technology goals; investing in equipment; assessing students' grasp of the technology at their disposal and their use of it in classroom projects; searching purposefully for…

The Paperless Music Classroom

ERIC Educational Resources Information Center

Giebelhausen, Robin

2016-01-01

In an age where the world is becoming ever more aware of paper consumption, educators are turning toward technology to cut back on paper waste. Besides the environmental reasons, a paperless music classroom helps students develop their musicianship in new and exciting ways. This article will look at the considerations for setting up a paperless…

Discovering Learning Preferences and Learning Differences in the Classroom.

ERIC Educational Resources Information Center

Bargar, June R.; And Others

Understanding learning differences and how they function in the classroom is important to both students and teachers. The learning preferences described in this handbook are based on the concepts of psychological type developed by Carl Jung. Jung identified three sets of psychological processes, the areas of attitude (orientation), perception, and…

Classroom "Families": Cooperating or Competing--Girls' and Boys' Interactional Styles in a Bilingual Classroom.

ERIC Educational Resources Information Center

Cook-Gumperz, Jenny; Szymanski, Margaret

2001-01-01

Examines how students use gendered discourse practices in small peer group settings to accomplish their school tasks. The analysis contributes to the separate worlds hypothesis by showing how Latino children interactionally orient to their peer group as a gendered context. (Author/VWL)

Adding the Human Touch to Asynchronous Online Learning

ERIC Educational Resources Information Center

Glenn, Cynthia Wheatley

2018-01-01

For learners to actively accept responsibility in a virtual classroom platform, it is necessary to provide special motivation extending across the traditional classroom setting into asynchronous online learning. This article explores specific ways to do this that bridge the gap between ground and online students' learning experiences, and how…

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

ERIC Educational Resources Information Center

Ehens, Cynthia; Gates, Jill

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

Using Readers' Theatre in the Classroom.

ERIC Educational Resources Information Center

Annarella, Lorie A.

Reader's Theatre can be used to combine basic literature and writing instruction with creative arts. Improvisational playmaking by students, using literature in the form of plays, prose, and poetry, forms the basis of Reader's Theatre. Use of Reader's Theatre in the classroom can: (1) foster deeper understanding of character, setting, and plot…

Teacher Professional Development to Foster Authentic Student Research Experiences

NASA Astrophysics Data System (ADS)

Conn, K.; Iyengar, E.

2004-12-01

This presentation reports on a new teacher workshop design that encourages teachers to initiate and support long-term student-directed research projects in the classroom setting. Teachers were recruited and engaged in an intensive marine ecology learning experience at Shoals Marine Laboratory, Appledore Island, Maine. Part of the weeklong summer workshop was spent in field work, part in laboratory work, and part in learning experimental design and basic statistical analysis of experimental results. Teachers were presented with strategies to adapt their workshop learnings to formulate plans for initiating and managing authentic student research projects in their classrooms. The authors will report on the different considerations and constraints facing the teachers in their home school settings and teachers' progress in implementing their plans. Suggestions for replicating the workshop will be offered.

Teacher knowledge and discourse control: Quantitative evidence from novice biology teachers' classrooms

NASA Astrophysics Data System (ADS)

Carlsen, William S.

This article describes the effects of science teacher subject-matter knowledge on classroom discourse at the level of individual utterances. It details one of three parallel analyses conducted in a year-long study of language in the classrooms of four new biology teachers. The conceptual framework of the study predicts that when teaching unfamiliar subject matter, teachers use a variety of discourse strategies to constrain student talk to a narrowly circumscribed topic domain. This article includes the results of an utterance-by-utterance analysis of teacher and student talk in a 30-lesson sample of science instruction. Data are broken down by classroom activity (e.g., lecture, laboratory, group work) for several measures, including mean duration of utterances, domination of the speaking floor by the teacher, frequency of teacher questioning, cognitive level of teacher questions, and student verbal participation. When teaching unfamiliar topics, the four teachers in this study tended to talk more often and for longer periods of time, ask questions frequently, and rely heavily on low cognitive level questions. The rate of student questions to the teacher varied with classroom activity. In common classroom communicative settings, student questions were less common when the teacher was teaching unfamiliar subject matter. The implications of these findings include a suggestion that teacher knowledge may be an important unconsidered variable in research on the cognitive level of questions and teacher wait-time.

Exploring Teacher-Student Interactions and Moral Reasoning Practices in Drama Classrooms

ERIC Educational Resources Information Center

Freebody, Kelly

2010-01-01

The research reported here brings together three settings of conceptual and methodological inquiry: the sociological setting of socio-economic theory; the curricular/pedagogic setting of educational drama; and the analytic setting of ethnomethodolgically informed analyses of conversation analysis and membership categorisation analysis. Students…

Teaching Mathematics in the PC Lab--The Students' Viewpoints

ERIC Educational Resources Information Center

Schmidt, Karsten; Kohler, Anke

2013-01-01

The Matrix Algebra portion of the intermediate mathematics course at the Schmalkalden University Faculty of Business and Economics has been moved from a traditional classroom setting to a technology-based setting in the PC lab. A Computer Algebra System license was acquired that also allows its use on the students' own PCs. A survey was carried…

A Study Comparing Fifth Grade Student Achievement in Mathematics in Departmentalized and Non-Departmentalized Settings

ERIC Educational Resources Information Center

Nelson, Karen Ann

2014-01-01

The purpose of this quantitative, causal-comparative study was to examine the application of the teaching and learning theory of social constructivism in order to determine if mathematics instruction provided in a departmentalized classroom setting at the fifth grade level resulted in a statistically significant difference in student achievement…

Using a Process Social Skills Training Approach with Adolescents with Mild Intellectual Disabilities in a High School Setting.

ERIC Educational Resources Information Center

O'Reilly, Mark F.; Glynn, Dawn

1995-01-01

A process social skills training approach was implemented and evaluated with two high school students having mild intellectual disabilities and social skills deficits. The intervention package was successful in promoting generalization of targeted social skills from the training setting to the classroom for both students. Participants had…

Fostering adolescents' value beliefs for mathematics with a relevance intervention in the classroom.

PubMed

Gaspard, Hanna; Dicke, Anna-Lena; Flunger, Barbara; Brisson, Brigitte Maria; Häfner, Isabelle; Nagengast, Benjamin; Trautwein, Ulrich

2015-09-01

Interventions targeting students' perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classroom setting. A cluster randomized controlled study was conducted to test whether ninth-grade students' value beliefs for mathematics (i.e., intrinsic value, attainment value, utility value, and cost) could be fostered with relevance interventions in the classroom. Eighty-two classrooms were randomly assigned to 1 of 2 experimental conditions or a waiting control condition. Both experimental groups received a 90-min intervention within the classroom on the relevance of mathematics, consisting of a psychoeducational presentation and relevance-inducing tasks (either writing a text or evaluating interview quotations). Intervention effects were evaluated via self-reports of 1,916 participating students 6 weeks and 5 months after the intervention in the classroom. Both intervention conditions fostered more positive value beliefs among students at both time points. Compared with the control condition, classes in the quotations condition reported higher utility value, attainment value, and intrinsic value, and classes in the text condition reported higher utility value. Thus, stronger effects on students' value beliefs were found for the quotations condition than for the text condition. When assessing intervention effects separately for females and males, some evidence for stronger effects for females than for males was found. (c) 2015 APA, all rights reserved).

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

NASA Astrophysics Data System (ADS)

Allison, Elizabeth Rowland

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

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

PubMed

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

2012-01-01

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

Keeping an eye on the biology

USDA-ARS?s Scientific Manuscript database

Genomic data sets offer remarkable opportunities for students to explore hypotheses and generate original findings without expensive laboratory equipment and supplies, scaling the benefits of traditional undergraduate research experiences to classrooms. Yet, biology students can become frustrated wi...

The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics

NASA Astrophysics Data System (ADS)

Dou, Remy

This collected papers dissertation explores students' academic interactions in an active learning, introductory physics settings as they relate to the development of physics self-efficacy and interest. The motivation for this work extends from the national call to increase participation of students in the pursuit of science, technology, engineering, and mathematics (STEM) careers. Self-efficacy and interest are factors that play prominent roles in popular, evidence-based, career theories, including the Social cognitive career theory (SCCT) and the identity framework. Understanding how these constructs develop in light of the most pervasive characteristic of the active learning introductory physics classroom (i.e., peer-to-peer interactions) has implications on how students learn in a variety of introductory STEM classrooms and settings structured after constructivist and sociocultural learning theories. I collected data related to students' in-class interactions using the tools of social network analysis (SNA). Social network analysis has recently been shown to be an effective and useful way to examine the structure of student relationships that develop in and out of STEM classrooms. This set of studies furthers the implementation of SNA as a tool to examine self-efficacy and interest formation in the active learning physics classroom. Here I represent a variety of statistical applications of SNA, including bootstrapped linear regression (Chapter 2), structural equation modeling (Chapter 3), and hierarchical linear modeling for longitudinal analyses (Chapter 4). Self-efficacy data were collected using the Sources of Self-Efficacy for Science Courses - Physics survey (SOSESC-P), and interest data were collected using the physics identity survey. Data for these studies came from the Modeling Instruction sections of Introductory Physics with Calculus offered at Florida International University in the fall of 2014 and 2015. Analyses support the idea that students' perceptions of one another impact the development of their social network centrality, which in turn affects their self-efficacy building experiences and their overall self-efficacy. It was shown that unlike career theories that emphasize causal relationships between the development of self-efficacy and the subsequent growth of student interest, in this context student interest takes precedence before the development of student self-efficacy. This outcome also has various implications for career theories.

Students' Independent Use of Screencasts and Simulations to Construct Understanding of Solubility Concepts

ERIC Educational Resources Information Center

Herrington, Deborah G.; Sweeder, Ryan D.; VandenPlas, Jessica R.

2017-01-01

As students increasingly use online chemistry animations and simulations, it is becoming more important to understand how students independently engage with such materials and to develop a set of best practices for students' use of these resources outside of the classroom. Most of the literature examining students' use of animations and…

Drosophila genetics in the classroom.

PubMed

Sofer, W; Tompkins, L

1994-01-01

Drosophila has long been useful for demonstrating the principles of classical Mendelian genetics in the classroom. In recent years, the organism has also helped students understand biochemical and behavioral genetics. In this connection, this article describes the development of a set of integrated laboratory exercises and descriptive materials--a laboratory module--in biochemical genetics for use by high-school students. The module focuses on the Adh gene and its product, the alcohol dehydrogenase enzyme. Among other activities, students using the module get to measure alcohol tolerance and to assay alcohol dehydrogenase activity in Adh-negative and -positive flies. To effectively present the module in the classroom, teachers attend a month-long Dissemination Institute in the summer. During this period, they learn about other research activities that can be adapted for classroom use. One such activity that has proved popular with teachers and students utilizes Drosophila to introduce some of the concepts of behavioral genetics to the high-school student. By establishing closer interactions between high-school educators and research scientists, the gulf between the two communities can begin to be bridged. It is anticipated that the result of a closer relationship will be that the excitement and creativity of science will be more effectively conveyed to students.

Predicting Acceptance of Mobile Technology for Aiding Student-Lecturer Interactions: An Empirical Study

ERIC Educational Resources Information Center

Gan, Chin Lay; Balakrishnan, Vimala

2017-01-01

The current study sets out to identify determinants affecting tertiary students' behavioural intentions to use mobile technology in lectures. The study emphasises that the reason for using mobile technology in classrooms with large numbers of students is to facilitate interactions among students and lecturers. The proposed conceptual framework has…

Toward Authentic Student-Centered Practices: Voices of Alternative School Students

ERIC Educational Resources Information Center

Phillips, Rachel Sophia

2013-01-01

This investigation uncovered the conditions of learning, both positive and negative, that students in an alternative school experienced both in and out of the classroom setting. Eleven students at an alternative high school in a large suburban school district in the Pacific Northwest were interviewed using methods of narrative inquiry and…

From Ford to Friedman: Teaching Microeconomics to Business Students

ERIC Educational Resources Information Center

Neymotin, Florence

2014-01-01

Teaching microeconomics to MBA students offers a unique set of challenges and opportunities to instructors. That is, the process of teaching business students may differ considerably, but in predictable ways, when compared to the classroom experience commonly found in liberal arts programs. While it is certain that all students are consumers, most…

Career Expectations of Accounting Students

ERIC Educational Resources Information Center

Elam, Dennis; Mendez, Francis

2010-01-01

The demographic make-up of accounting students is dramatically changing. This study sets out to measure how well the profession is ready to accommodate what may be very different needs and expectations of this new generation of students. Non-traditional students are becoming more and more of a tradition in the current college classroom.…

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

PubMed

Hew, Khe Foon; Lo, Chung Kwan

2018-03-15

The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the COMPREHENSIVE META-ANALYSIS software. A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.

Sustaining Students' Reading Comprehension

ERIC Educational Resources Information Center

Mariotti, Arleen P.

2010-01-01

Extensive research over the years indicates that there are at least five essential components teachers can include in their classroom to help their students comprehend and learn. These features include: (1) giving background and connecting to students' prior knowledge; (2) providing a strong vocabulary program; (3) setting aside ample opportunity…

Leveled Reading and Engagement with Complex Texts

ERIC Educational Resources Information Center

Hastings, Kathryn

2016-01-01

The benefits of engaging with age-appropriate reading materials in classroom settings are numerous. For example, students' comprehension is developed as they acquire new vocabulary and concepts. The Common Core requires all students have daily opportunities to engage with "complex text" regardless of students' decoding levels. However,…

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

PubMed

Lew, Edward K

2016-12-01

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

Good character at school: positive classroom behavior mediates the link between character strengths and school achievement.

PubMed

Wagner, Lisa; Ruch, Willibald

2015-01-01

Character strengths have been found to be substantially related to children's and adolescents' well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012). The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years) and secondary school students (N = 199; mean age = 14.4 years). The students completed the VIA-Youth (Values in Action Inventory of Strengths for Youth), a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students' positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1), teachers rated the students' overall school achievement and for the secondary school students (Study 2), we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples, school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of some of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.

The Ants Have It!

ERIC Educational Resources Information Center

Daugherty, Belinda

2001-01-01

Uses the GEMS guide, "Ants at Home Underground", to explore the life of ants and teach about them in a classroom setting. The activity applies students' knowledge of ants and students learn about ant colonies, what ants eat, and how they live. (SAH)

Designing an iPad App to Monitor and Improve Classroom Behavior for Children with ADHD: iSelfControl Feasibility and Pilot Studies.

PubMed

Schuck, Sabrina; Emmerson, Natasha; Ziv, Hadar; Collins, Penelope; Arastoo, Sara; Warschauer, Mark; Crinella, Francis; Lakes, Kimberley

2016-01-01

Children with Attention Deficit/Hyperactivity Disorder (ADHD) receive approximately 80% of instruction in the general education classroom, where individualized behavioral management strategies may be difficult for teachers to consistently deliver. Mobile device apps provide promising platforms to manage behavior. This pilot study evaluated the utility of a web-based application (iSelfControl) designed to support classroom behavior management. iSelfControl prompted students every 'Center' (30-minutes) to self-evaluate using a universal token-economy classroom management system focused on compliance, productivity, and positive relationships. Simultaneously, the teacher evaluated each student on a separate iPad. Using Multi Level Modeling, we examined 13 days of data gathered from implementation with 5th grade students (N = 12) at a school for children with ADHD and related executive function difficulties. First, an unconditional growth model evaluated the overall amount of change in aggregated scores over time as well as the degree of systematic variation in scores within and across teacher-student dyads. Second, separate intercepts and slopes were estimated for teacher and student to estimate degree of congruency between trajectories. Finally, differences between teacher and student scores were tested at each time-point in separate models to examine unique 'Center' effects. 51% of the total variance in scores was attributed to differences between dyads. Trajectories of student and teacher scores remained relatively stable across seven time-points each day and did not statistically differ from each other. On any given day, students tended to evaluate their behaviors more positively (entered higher scores for themselves) compared to corresponding teacher scores. In summary, iSelfControl provides a platform for self and teacher evaluation that is an important adjunct to conventional classroom management strategies. The application captured teacher/student discrepancies and significant variations across the day. Future research with a larger, clinically diagnosed sample in multiple classrooms is needed to assess generalizability to a wider variety of classroom settings.

Generalizability and decision studies to inform observational and experimental research in classroom settings.

PubMed

Bottema-Beutel, Kristen; Lloyd, Blair; Carter, Erik W; Asmus, Jennifer M

2014-11-01

Attaining reliable estimates of observational measures can be challenging in school and classroom settings, as behavior can be influenced by multiple contextual factors. Generalizability (G) studies can enable researchers to estimate the reliability of observational data, and decision (D) studies can inform how many observation sessions are necessary to achieve a criterion level of reliability. We conducted G and D studies using observational data from a randomized control trial focusing on social and academic participation of students with severe disabilities in inclusive secondary classrooms. Results highlight the importance of anchoring observational decisions to reliability estimates from existing or pilot data sets. We outline steps for conducting G and D studies and address options when reliability estimates are lower than desired.

Understanding How Teacher and Student Talk with Each Other: An Exploration of How "Repair" Displays the Co-Management of Talk-in-Interaction

ERIC Educational Resources Information Center

Nakamura, Ian

2008-01-01

The essence of my argument is that Practitioner Research can be pursued not only by observing whole classes, but also by observing what happens when a teacher talks to a student outside of the classroom setting. What this setting offers to practitioner-researchers is a unique opportunity to understand what both the teacher and the student do to…

Process and Product: Creating Stories with Deaf Students

ERIC Educational Resources Information Center

Enns, Catherine; Hall, Ricki; Isaac, Becky; MacDonald, Patricia

2007-01-01

This article describes the implementation of one element of an adapted language arts curriculum for Deaf students in a bilingual (American Sign Language and English) educational setting. It examines the implementation of writing workshops in three elementary classrooms in a school for Deaf students. The typical steps of preparing/planning,…

Futuristics for Today's Student: A Course Description.

ERIC Educational Resources Information Center

Aanestad, Naedine

The humanities course described in this paper encourages high school students to examine alternatives for the future and to make decisions on the basis of the most desirable outcomes. Classroom instructional materials include films, sound and slide sets, film strips, tape recorders, a record player, and a television. Students participate in…

How Guidance Affects Student Engagement with an Interactive Simulation

ERIC Educational Resources Information Center

Chamberlain, Julia M.; Lancaster, Kelly; Parson, Robert; Perkins, Katherine K.

2014-01-01

We studied how students engaged with an interactive simulation in a classroom setting and how that engagement was affected by the design of a guiding activity. Students (n = 210) completed a written activity using an interactive simulation in second semester undergraduate general chemistry recitations. The same simulation--PhET Interactive…

Pencil Size and Their Impact on Penmanship Legibility

ERIC Educational Resources Information Center

Sinclair, Becky; Szabo, Susan

2015-01-01

Legible penmanship is important. However, young students have difficulty producing legible handwriting (Marr, Windsor, & Cermak, 2001). As legible handwriting is a benefit for both the students and the teachers in the classroom setting, this study examined if pencil size had an impact on preschool and kindergarten students' handwriting. The…

Improving the Performance of Students and Teachers.

ERIC Educational Resources Information Center

Raftery, John P.

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

Make Your School Measurably and Visually Catholic.

ERIC Educational Resources Information Center

DeLong, Allen

2002-01-01

Offers suggestions for ways in which Catholic educators can set priorities for developing religious education programs. Recommends visual symbols of Catholicism in each classroom, required prayer, a sacred place on campus, spiritual retreats for students, and reaching out to students. Also suggests that students be required to invest hours in…

Self-Monitoring for High School Students with Disabilities: A Cross-Categorical Investigation of I-Connect

ERIC Educational Resources Information Center

Clemons, Lachelle L.; Mason, Benjamin A.; Garrison-Kane, Linda; Wills, Howard P.

2016-01-01

Self-monitoring interventions are well supported within the empirical literature as improving classroom engagement for students with disabilities. However, studies implementing self-monitoring interventions in high school settings are rarely conducted despite their potential to improve student academic and behavioral outcomes. In an investigation…

Reproducibility of the School-Based Nutrition Monitoring Questionnaire among Fourth-Grade Students in Texas

ERIC Educational Resources Information Center

Penkilo, Monica; George, Goldy Chacko; Hoelscher, Deanna M.

2008-01-01

Objective: To assess reproducibility of a School-Based Nutrition Monitoring (SBNM) questionnaire for fourth-grade students. Design: Test-retest. Setting: Fourth-grade elementary school classrooms. Participants: Multiethnic fourth-grade students from 2 area school districts (N = 322). Main Outcome Measures: Reproducibility coefficients with time…

Establishing the Environment: Setting a Supportive Climate.

ERIC Educational Resources Information Center

Phillips, Kristina M.

Supportive classroom environments can enhance students' learning about their own diversity as well as that of others. Discussing basic diversity variables such as gender, age, and race can raise awareness and conscious decision making about how students use and view communication in their everyday lives. A graduate student instructor enhances her…

Ronald McDonald pregunta: "Puedes decir: 'dostortosdepurocarnederessalsaespeciallechugagueso- pepinillosycebollasenunpanconsemillasdeajonjoli'?" (Ronald McDonald Asks: "Can You Say: 'Two-All-Beef-Patties-Special-Sauce-Lettuce-Cheese-Pickles-Onions-On- A-Sesame-Seed-Bun'?" Activities in Spanish).

ERIC Educational Resources Information Center

Headrick, Robert J., Jr.

This booklet is intended for classroom use in first-year high school Spanish to acquaint students with the McDonald's fast food restaurants in Costa Rica. The specific objectives are for the student to: (1) discuss the similarities and differences between the American and Costa Rican McDonald's, (2) set up a miniature McDonald's in the classroom,…

Ronald McDonald dit: "Tout le monde connait: 'Deuxsteakshachessaucespecialesaladefromageoignons dansuntriplepainrondrecouvertdegrainsdesesames'" (Ronald McDonald Says: "Everyone Knows: 'Two-All-Beef-Patties-Special-Sauce-Lettuce-Cheese-Pickles- Onions-on-a-Sesame-Seed Bun'").

ERIC Educational Resources Information Center

Headrick, Robert J., Jr.

This booklet is intended for classroom use in first-year high school French to acquaint students with the McDonald's fast food restaurants in Paris. The specific objectives are for the student to: (1) discuss the similarities and differences between the American and Parisian McDonald's, (2) set up a miniature McDonald's in the classroom, (3) order…

A phenomenological evaluation: using storytelling as a primary teaching method.

PubMed

Davidson, Michele R

2004-09-01

This phenomenological study examines the experiences of students who had been enrolled in an undergraduate women's health issues course where storytelling served as one of the primary teaching and learning tools. Using hermeneutic phenomenology, the investigator explored the perceptions of participants at the conclusion of the course. A purposive sample of 10 students made up the focus group. Themes were explicated and analyzed from interviews until data saturation was reached. Content analysis from focus groups revealed three themes: personalizing learning, participatory learning, and group trust/safe environment. Storytelling provided students with an opportunity to become more actively involved, provided a forum to relate real life examples to concrete didactic data, served as a trigger for information recollection, and made material seem more realistic. The increased discussion and interaction within the classroom setting enabled students to probe alternative views and perspectives in the class room. The use of more diverse teaching tools can enhance the students' experiences in the classroom setting.

Polymer-Based Nanocomposites: An Internship Program for Deaf and Hard of Hearing Students

NASA Astrophysics Data System (ADS)

Cebe, Peggy; Cherdack, Daniel; Seyhan Ince-Gunduz, B.; Guertin, Robert; Haas, Terry; Valluzzi, Regina

2007-03-01

We report on our summer internship program in Polymer-Based Nanocomposites, for deaf and hard of hearing undergraduates who engage in classroom and laboratory research work in polymer physics. The unique attributes of this program are its emphasis on: 1. Teamwork; 2. Performance of a start-to-finish research project; 3. Physics of materials approach; and 4. Diversity. Students of all disability levels have participated in this program, including students who neither hear nor voice. The classroom and laboratory components address the materials chemistry and physics of polymer-based nanocomposites, crystallization and melting of polymers, the interaction of X-rays and light with polymers, mechanical properties of polymers, and the connection between thermal processing, structure, and ultimate properties of polymers. A set of Best Practices is developed for accommodating deaf and hard of hearing students into the laboratory setting. The goal is to bring deaf and hard of hearing students into the larger scientific community as professionals, by providing positive scientific experiences at a formative time in their educational lives.

Sensitivity to the Learning Needs of Newcomers in Foreign Language Settings

ERIC Educational Resources Information Center

Klein, Ana Maria

2008-01-01

This article focuses on the instructional needs of newcomers to the North American classrooms who already speak one or more foreign languages and who are coping with classroom-related language issues. It taps into positive instructional strategies that are culturally-validating and welcoming for these students. Inspired by an invited Oxford Round…

Keeping an Eye on Learning: Differences between Expert and Novice Teachers' Representations of Classroom Management Events

ERIC Educational Resources Information Center

Wolff, Charlotte E.; van den Bogert, Niek; Jarodzka, Halszka; Boshuizen, Henny P. A.

2015-01-01

Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers' cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers' expertise development. We created a coding…

Five Ideas for 21st Century Math Classrooms

ERIC Educational Resources Information Center

Gasser, Kenneth W.

2011-01-01

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

Mentoring in the Clinical Setting to Improve Student Decision-Making Competence

ERIC Educational Resources Information Center

Stick-Mueller, Misty; Boesch, Ron; Silverman, Steven; Carpenter, Scott; Illingworth, Robert; Countryman, James

2010-01-01

Introduction: The physician-intern relationship can be difficult to develop. A new chiropractic intern in a teaching clinic undergoes a major transition from classroom to clinical practice and must learn to turn classroom knowledge into clinical application. The ability to start formulating clinical techniques and apply them on a patient is…

Getting Started in Classroom Computing.

ERIC Educational Resources Information Center

Ahl, David H.

Written for secondary students, this booklet provides an introduction to several computer-related concepts through a set of six classroom games, most of which can be played with little more than a sheet of paper and a pencil. The games are: 1) SECRET CODES--introduction to binary coding, punched cards, and paper tape; 2) GUESS--efficient methods…

Interventions for Children with Autism Spectrum Disorders in Inclusive School Settings

ERIC Educational Resources Information Center

Koegel, Lynn; Matos-Freden, Rosy; Lang, Russell; Koegel, Robert

2012-01-01

Students with ASD present unique challenges to school systems. Despite these challenges, federal laws require that schools implement research-based practices in the least restrictive environment (LRE). The LRE is often deemed to be the general education classroom and the primary intervention agent is often the classroom teacher. Ensuring students…

Statistical Knowledge for Teaching: Exploring it in the Classroom

ERIC Educational Resources Information Center

Burgess, Tim

2009-01-01

This paper first reports on the methodology of a study of teacher knowledge for statistics, conducted in a classroom at the primary school level. The methodology included videotaping of a sequence of lessons that involved students in investigating multivariate data sets, followed up by audiotaped interviews with each teacher. These stimulated…

Embedding Individualized Social Goals into Routine Activities in Inclusive Early Childhood Classrooms

ERIC Educational Resources Information Center

Macy, Marisa G.; Bricker, Diane D.

2007-01-01

This study examined the effectiveness of embedding children's social goals into routine activities within inclusive preschool classroom settings. An AB (i.e. baseline and intervention) single-subject design was used across three male participants with identified disabilities. Three student-teachers, enrolled in a master's program at a university,…

Parental Acceptance of Digital Game-Based Learning

ERIC Educational Resources Information Center

Bourgonjon, Jeroen; Valcke, Martin; Soetaert, Ronald; de Wever, Bram; Schellens, Tammy

2011-01-01

In research about digital game-based learning, the likely negative perceptions of parents are often enlisted as a barrier toward the adoption of games in classroom settings. Teachers, students and policy makers appear to be influenced by what parents think about games in the classroom. Therefore, it is important to study these parental beliefs…

Using Mobile Learning in Free-Choice Educational Settings to Enhance Ecological Literacy

ERIC Educational Resources Information Center

Aguayo, Claudio; Eames, Chris

2017-01-01

This article presents the case for using mobile technologies to facilitate the integration of classroom and outside-of-classroom learning experiences designed to enhance the ecological literacy of primary school students and their parents. There is growing evidence supporting the transformative potential of mobile learning technologies and tools…

Tangential Floor in a Classroom Setting

ERIC Educational Resources Information Center

Marti, Leyla

2012-01-01

This article examines floor management in two classroom sessions: a task-oriented computer lesson and a literature lesson. Recordings made in the computer lesson show the organization of floor when a task is given to students. Temporary or "incipient" side floors (Jones and Thornborrow, 2004) emerge beside the main floor. In the literature lesson,…

Digital Technologies and the Mediation of Undergraduate Students' Collaborative Music Compositional Practices

ERIC Educational Resources Information Center

Dobson, Elizabeth; Littleton, Karen

2016-01-01

Music education is supported by an increasing range of digital technologies that afford a remarkable divergence of opportunities for learning within the classroom. Musical creativities are not, however, limited to classroom situations; all musicians are engaged in work that traverses multiple social and physical settings. Guided by sociocultural…

Developing Inquiry-as-Stance and Repertoires of Practice: Teacher Learning across Two Settings

ERIC Educational Resources Information Center

Braaten, Melissa L.

2011-01-01

Sixteen science educators joined a science teacher video club for one school year to collaboratively inquire into each other's classroom practice through the use of records of practice including classroom video clips and samples of student work. This group was focused on developing ambitious, equitable science teaching that capitalizes on…

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

ERIC Educational Resources Information Center

Jackson, Viola Towels

2016-01-01

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

Augmenting a Child's Reality: Using Educational Tablet Technology

ERIC Educational Resources Information Center

Tanner, Patricia; Karas, Carly; Schofield, Damian

2014-01-01

This study investigates the classroom integration of an innovative technology, augmented reality. Although the process of adding new technologies into a classroom setting can be daunting, the concept of augmented reality has demonstrated the ability to educate students and to assist with their comprehension of a procedural task. One half of the…

Measuring Student Perceptions of Blackboard Using the Technology Acceptance Model

ERIC Educational Resources Information Center

Landry, Brett J. L.; Griffeth, Rodger; Hartman, Sandra

2006-01-01

Web Enhanced Instruction (WEI) is not intended to replace the traditional classroom setting, but rather to supplement the traditional lecture with course content that can be accessed from campus or the Internet. WEI has the potential to extend the boundaries of traditional classrooms by providing new opportunities for communication and interaction…

Improving Instruction in the Mathematics Methods Classroom through Action Research

ERIC Educational Resources Information Center

Mostofo, Jameel; Zambo, Ron

2015-01-01

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

Reforming the Environment: The Influence of the Roundtable Classroom Design on Interactive Learning

ERIC Educational Resources Information Center

Parsons, Caroline S.

2017-01-01

This study investigated the influence of physical and virtual learning spaces on interactive learning in a college and university setting. Qualitative analysis of an undergraduate liberal arts program that employs the use of roundtable classrooms was conducted. Interview and focus group data from students and faculty, along with classroom…

Traditional Ecological Knowledge in the Tribal College Classroom

ERIC Educational Resources Information Center

Van Lopik, William

2012-01-01

The college classroom at a tribal college offers a dynamic perspective on the discussion of traditional ecological knowledge. It provides a unique view because it is one of the very few settings in higher education where the majority of students in the class are American Indian. It is here where traditional ecological knowledge should become…

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

Treesearch

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

2015-01-01

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

Unpacking "Active Learning": A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not

ERIC Educational Resources Information Center

Rau, Martina A.; Kennedy, Kristopher; Oxtoby, Lucas; Bollom, Mark; Moore, John W.

2017-01-01

Much evidence shows that instruction that actively engages students with learning materials is more effective than traditional, lecture-centric instruction. These "active learning" models comprise an extremely heterogeneous set of instructional methods: they often include collaborative activities, flipped classrooms, or a combination of…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Teacher Response to Discourse in Inclusion Settings: Challenges within Professional Contexts

ERIC Educational Resources Information Center

Bechtold, Ginger Kellett

2011-01-01

Classroom teachers draw upon a variety of discourses to understand and make decisions about the students they teach. This case study investigation explored the discourses at work in inclusion classrooms, with particular attention paid to the way in which discourses may impact the problem of overrepresentation in special education. Frameworks that…

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

PubMed Central

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298

Flipped classroom instructional approach in undergraduate medical education.

PubMed

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

2017-01-01

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

Increasing Classroom Compliance: Using a High-Probability Command Sequence with Noncompliant Students

ERIC Educational Resources Information Center

Axelrod, Michael I.; Zank, Amber J.

2012-01-01

Noncompliance is one of the most problematic behaviors within the school setting. One strategy to increase compliance of noncompliant students is a high-probability command sequence (HPCS; i.e., a set of simple commands in which an individual is likely to comply immediately prior to the delivery of a command that has a lower probability of…

The Effects of Instructional Technology on Our Children and Our Future

ERIC Educational Resources Information Center

Donald, Anisha Diane

2015-01-01

The purpose of this study was to investigate the effectiveness of how technology is being utilized in the elementary classroom setting. As we already know, it is important to set students up for success in our technologically advanced society. As we go through the 21st century, students continue to have limited opportunities for the use of…

String Teachers' Perceptions of Inclusion of Students with Autism in Classroom Settings

ERIC Educational Resources Information Center

Chang, Annalisa Chie

2017-01-01

Autism Spectrum Disorder (ASD), or autism, refers to a group of neurological disorders. At the most recent estimate, the Center for Disease Control estimated that 1 child in 68 has an autism diagnosis. Though research has shown music to be an effective intervention in therapy settings for students with ASD, little research has been done with…

Special Olympics, Sports, and the Path to Social Inclusion for Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Eidelman, Steven M.

2013-01-01

When you speak with classroom teachers in general education settings about inclusive education, lack of training, and lack of administrative support are frequent commentaries. And when you review data from the U.S. Department of Education, it is clear that inclusion of students with disabilities in general education settings has yet to be fully…

A Classroom Exercise in Spatial Analysis Using an Imaginary Data Set.

ERIC Educational Resources Information Center

Kopaska-Merkel, David C.

One skill that elementary students need to acquire is the ability to analyze spatially distributed data. In this activity students are asked to complete the following tasks: (1) plot a set of data (related to "mud-sharks"--an imaginary fish) on a map of the state of Alabama, (2) identify trends in the data, (3) make graphs using the data…

The Effects of Praise Notes on the Disruptive Behaviors of Elementary Students with Emotional and Behavioral Disorders in a Residential Setting

ERIC Educational Resources Information Center

Kennedy, Christina

2010-01-01

In this study, the effects of two secondary tier positive behavioral support strategies, teacher praise notes (TPNs) and peer praise notes (PPNs), were investigated using an alternating treatments single-subject design in residential classroom settings with eight elementary students with emotional and behavioral disorders (E/BD) in grades one…

Investigating How Nontraditional Elementary Pre-service Teachers Negotiate the Teaching of Science

NASA Astrophysics Data System (ADS)

Shelton, Mythianne

This qualitative study was designed to investigate the influences on nontraditional preservice teachers as they negotiated the teaching of science in elementary school. Based upon a sociocultural theoretical framework with an identity-in-practice lens, these influences included beliefs about science teaching, life experiences, and the impact of the teacher preparation program. The study sample consisted of two nontraditional preservice teachers who were student teaching in an elementary classroom. Data, collected over a five-month period, included in-depth individual interviews, classroom observations, audio recordings, and reviews of documentations. Interviews focused on the participants' beliefs relating to the teaching of science, prior experiences, and their teacher preparation program experiences relating to the teaching of science. Classroom observations provided additional insights into the classroom setting, participants' teaching strategies, and participants' interactions with the students and cooperating teacher. A whole-text analysis of the interview transcripts, observational field notes, audio recordings and documents generated eight major categories: beliefs about science teaching, role of family, teaching science in the classroom, teacher identity, non-teacher identity, relationships with others, discourses of classroom teaching, and discourses of teachers. The following significant findings emerged from the data: (a) the identity of nontraditional student teachers as science teachers related to early life experiences in science classes; (b) the identity of nontraditional student teachers as science teachers was influenced by their role as parents; (c) nontraditional student teachers learned strategies that supported their beliefs about inquiry learning; and (d) nontraditional student teachers valued the teacher preparation program support system. The results from this qualitative study suggest that sociocultural theory with an identity-in-practice lens provides a theoretical framework for understanding the influences that affect why nontraditional preservice teachers select strategies to teach science in the elementary classroom.

Does How Students Serve Matter? What Characteristics of Service Programs Predict Students' Social Justice Attitudes?

ERIC Educational Resources Information Center

Littenberg-Tobias, Joshua

2014-01-01

Volunteering is often touted as a method to educate college students about social justice by providing students with an opportunity to apply classroom knowledge in a real-world setting. However, many critics have noted that service does not necessarily lead to social justice outcomes and that some forms of service may reinforce students'…

Integration of Primary Care and Psychiatry: A New Paradigm for Medical Student Clerkships.

PubMed

Wilkins, Kirsten M; Fenick, Ada M; Goldenberg, Matthew N; Ellis, Peter J; Barkil-Oteo, Andres; Rohrbaugh, Robert M

2018-01-01

Public health crises in primary care and psychiatry have prompted development of innovative, integrated care models, yet undergraduate medical education is not currently designed to prepare future physicians to work within such systems. To implement an integrated primary care-psychiatry clerkship for third-year medical students. Undergraduate medical education, amid institutional curriculum reform. Two hundred thirty-seven medical students participated in the clerkship in academic years 2015-2017. Educators in psychiatry, internal medicine, and pediatrics developed a 12-week integrated Biopsychosocial Approach to Health (BAH)/Primary Care-Psychiatry Clerkship. The clerkship provides students clinical experience in primary care, psychiatry, and integrated care settings, and a longitudinal, integrated didactic series covering key areas of interface between the two disciplines. Students reported satisfaction with the clerkship overall, rating it 3.9-4.3 on a 1-5 Likert scale, but many found its clinical curriculum and administrative organization disorienting. Students appreciated the conceptual rationale integrating primary care and psychiatry more in the classroom setting than in the clinical setting. While preliminary clerkship outcomes are promising, further optimization and evaluation of clinical and classroom curricula are ongoing. This novel educational paradigm is one model for preparing students for the integrated healthcare system of the twenty-first century.

Using Telescopic Observations to Explore the Science of AGN with High School Students

NASA Astrophysics Data System (ADS)

McLin, K. M.; Cominsky, L. R.

2010-12-01

Over the past several years the NASA E/PO Group at Sonoma State University has operated a small robotic telescope in northern Sonoma County, California. The telescope is used by high school and college instructors and their students from around the United States. Observations have been used both in classroom settings and in after-school or extracurricular activities. It has also been central over the past two summers (2009/2010) as part of a summer science internship program for Sonoma County high school students. The program gave these students an in-depth experience collecting and analyzing astronomical data. This poster describes some of the ways that the telescope has been used to make scientific measurements (as opposed to “pretty pictures”) of astronomical phenomena in high school settings. Some of the obstacles to implementing a set of astronomical observations in the high school classroom will be described, as will the steps we have taken to overcome them. Information is provided on how instructors can become involved in using the telescope and what support is available to help them get started in their classes.

The social effects of poor classroom acoustics on students and The District of Columbia Public Schools demonstration of support through mandating the ANSI Classroom Acoustics standard

NASA Astrophysics Data System (ADS)

Ellis, Donna

2002-11-01

The effects that poor acoustics have on students extend beyond the classroom. This paper is to discuss the immediate and long-term results that inadequate acoustical design in the educational setting has on academic and social development and how the District of Columbia Public Schools (DCPS) are contributing to the classroom acoustic movement. DCPS is taking a pro-active stance in educational acoustics by mandating the ANSI Draft S12.60-200X classroom acoustic standard in the transformation of ten schools a year for the next ten to fifteen years. Synthesizing the ANSI S12 standard with the DCPS Design Guidelines describes explanation of how to design for appropriate acoustics in all core-learning spaces. Examples of the existing conditions of the facilities and acoustical remediation for new and historical preservation projects will be demonstrated. In addition, experience will be shared on the International Building Code Council hearings for classroom acoustics.

Positive Psychology and Externalizing Students in a Sea of Negativity

ERIC Educational Resources Information Center

Jenson, William R.; Olympia, Daniel; Farley, Megan; Clark, Elaine

2004-01-01

Students with externalizing disorders make up from three to five percent of the population in public school classrooms and are some of the most difficult students to manage in an educational setting. Behavioral excesses and deficits exhibited by these students are a major factor in poor retention rates for new teachers while the students…

The Role of Personal Best (PB) Goals in the Achievement and Behavioral Engagement of Students with ADHD and Students without ADHD

ERIC Educational Resources Information Center

Martin, Andrew J.

2012-01-01

In the context of competitive classroom settings and relativistic assessment schedules, some groups of students may particularly benefit from an emphasis on personal progress and personal growth approaches to their academic development. Building on recent promising results from general samples of high school students (undifferentiated by…

Practical Strategies for Teaching Students with Attention-Deficit Hyperactivity Disorder in General Physical Education Classrooms

ERIC Educational Resources Information Center

Mulrine, Christopher F.; Flores-Marti, Ismael

2014-01-01

Due to federal mandates, physical educators are now expected to teach a wide range of students, spanning the entirety of the learning continuum, in their classes. These mandates support and encourage students with disabilities to learn and grow in inclusive settings alongside their general education peers. Students diagnosed with Attention-Deficit…

Assessing Student Peer Dialogue in Collaborative Settings: A Window into Student Reasoning

ERIC Educational Resources Information Center

Stone, Antoinette

2013-01-01

The use of science classroom discourse analysis as a way to gain a better understanding of various student cognitive outcomes has a rich history in Science Education in general and Physics Education Research (PER) in particular. When students talk to each other in a collaborative peer instruction environment, such as in the CLASP classes…

Yes I Can: A Social Inclusion Curriculum for Students with and without Disabilities. Instructor's Guide.

ERIC Educational Resources Information Center

Abery, Brian; And Others

This curriculum to foster the inclusion of students with disabilities is designed to be offered by educators in junior and senior high school settings. It is intended to bring together students with and without disabilities for classroom instruction, discussion, and experiential learning. The experiential component pairs students with disabilities…

Gender Inequality in Biology Classes in China and Its Effects on Students' Short-Term Outcomes

ERIC Educational Resources Information Center

Liu, Ning; Neuhaus, Birgit

2014-01-01

This study investigated gender inequality in biology lessons and analysed the effects of the observed inequality on students' short-term knowledge achievement, situational interest and students' evaluation of teaching (SET). Twenty-two biology teachers and 803 7th-grade students from rural and urban classrooms in China participated in the study.…

A Phenomenological Study of Online Learning for Deaf Students in Postsecondary Education: A Deaf Perspective

ERIC Educational Resources Information Center

Wooten, Patricia Michelle

2014-01-01

This qualitative phenomenological study investigated the effects of online learning for deaf college students as opposed to the mainstream classroom setting. This study specifically analyzed the writing and reading skills of deaf students in general and the development of English literacy of prelingually deaf students and those from non-English…

Increasing Students' Opportunities to Respond: A Strategy for Supporting Engagement

ERIC Educational Resources Information Center

Menzies, Holly M.; Lane, Kathleen Lynne; Oakes, Wendy Peia; Ennis, Robin Parks

2017-01-01

This article offers a rationale for using a low-intensity support, increasing opportunities to respond, to promote students' academic engagement and decrease disruptive behaviors. A step-by-step guide to implementing this strategy in the classroom setting is presented.

Disruptive Technology: Saving Money and Inspiring Engagement in Professional Staff.

PubMed

McPherson, Penne; Talbot, Elizabeth

Competent, efficient, and cost-effective delivery of professional development is a challenge in health care. Collaboration of teaching methodologies with academia and acute care offers fresh perspectives and delivery methods that can facilitate optimal outcomes. One multihospital system introduced the academic "flipped classroom" model to its acute care setting and integrated it into professional development requirements. The concept of the flipped classroom requires independent student engagement prior to classroom activities versus the traditional classroom lecture model. Results realized a cost savings in 2 years of $28,737 in addition to positive employee engagement.

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

PubMed

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

2015-01-01

Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P < .007), the study found that students experienced a significant reduction (P < .001) in measures of state-level anxiety on the STAI from pre- to postintervention. The study also found an increase in the use of stress management behaviors at that point. Using a Bonferroni correction (P < .007), the study found that students had significantly less perceived stress (P < .001), less state anxiety (P < .001) and trait anxiety (P < . 001), and increased use of positive stress management behaviors (P < .004) at the follow-up assessment in the fall of the following year. Using a Bonferroni correction (P < .002), the study found a significant increase in overall classroom productivity (eg, increased time spent on activities and instruction from pre- to postintervention). This study showed that teachers can lead an RR curriculum with fidelity and suggests that such a curriculum has positive benefits on student emotional and behavioral health and on classroom functioning.

Deaf students and their classroom communication: an evaluation of higher order categorical interactions among school and background characteristics.

PubMed

Allen, Thomas E; Anderson, Melissa L

2010-01-01

This article investigated to what extent age, use of a cochlear implant, parental hearing status, and use of sign in the home determine language of instruction for profoundly deaf children. Categorical data from 8,325 profoundly deaf students from the 2008 Annual Survey of Deaf and Hard-of-Hearing Children and Youth were analyzed using chi-square automated interaction detector, a stepwise analytic procedure that allows the assessment of higher order interactions among categorical variables. Results indicated that all characteristics were significantly related to classroom communication modality. Although younger and older students demonstrated a different distribution of communication modality, for both younger and older students, cochlear implantation had the greatest effect on differentiating students into communication modalities, yielding greater gains in the speech-only category for implanted students. For all subgroups defined by age and implantation status, the use of sign at home further segregated the sample into communication modality subgroups, reducing the likelihood of speech only and increasing the placement of students into signing classroom settings. Implications for future research in the field of deaf education are discussed.

EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM ON BEHAVIORAL ENGAGEMENT OF STUDENTS IN MIDDLE AND HIGH SCHOOL

PubMed Central

GREGORY, ANNE; ALLEN, JOSEPH P.; MIKAMI, AMORI Y.; HAFEN, CHRISTOPHER A.; PIANTA, ROBERT C.

2017-01-01

Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner-Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers’ interactions with students, based on systematic observation of videorecordings of teacher-student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers’ interactions with students—their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats—acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development. PMID:28232767

Learning about the game: designing science games for a generation of gamers

NASA Astrophysics Data System (ADS)

Chmiel, Marjee

2012-12-01

This paper is a response to "Challenges and Opportunities: Using a science-based video game in secondary school settings" by Rachel Muehrer, Jennifer Jenson, Jeremy Friedberg, and Nicole Husain. The article highlights two critical areas that I argue require more research in the studies of video games in education. The first area focuses on the need to better understand how children interact with non-educational games, outside of the school setting. This includes issues such as "gamer culture" and game play styles. The better we understand these issues, the better educational game designers and implementers can imagine the kinds of behaviors that might be elicited from students when we bring educational games into their classroom. In this focus, the student is the unit of analysis, but it is the student in and out of the classroom: the way the student understands video games when she is at home, playing with friends, and at school. The second area focuses on the study of the classroom as a unit of analysis. As the authors of this study reveal, classroom cultures affect the reception and success of an educational game. This is to ask, how does a game play when students have to play it in pairs or groups for a lack of resources? What is the role of the teacher in the success of video game implementation? How does a game react to multiple server requests in a short period of time? These are issues that are still largely unexplored in the educational game design literature.

Mobile Technology in Science Classrooms: Using iPad-Enabled Constructivist Learning to Promote Collaborative Problem Solving and Chemistry Learning

NASA Astrophysics Data System (ADS)

Ting, Melodie Mirth G.

Most recently, there has been a noticeable rise in the push for use of technology in the classroom. The advancement in digital science has increased greatly the capacity to explore animations, models, and interesting apps. that should substantially enhance science cognition. At the same time, there is a great need to increase collaboration in the science classroom. There is a concern that the collaborative experience will be lost with the use of technology in the classroom. This study seeks to explore the use of iPads in conjunction with a constructivist learning approach to promote student collaboration. The participants in this study included two sections of 11 th grade AP Chemistry students. Data was generated from different sources such as teacher observations of classroom interactions patterned after Gilles (2004). In order to gauge student perception of working in groups with the use of the iPad, survey questions adapted from Knezek, Mills and Wakefield (2012) and group interviews were used (Galleta, 2013). Learning outcomes were assessed using methods adapted from a study by Lord and Baviskar (2007). Findings of this study showed high percentages of evidence for increased community, productive student group communication, effective feedback through use of the iPads, and value of the interactive apps., but it also showed that students still preferred face-to-face interactions over virtual interactions for certain learning situations. The study showed good content learning outcomes, as well as favorable opinions among the students for the effectiveness of the use of iPads in collaborative settings in the classroom.

Life Skills Training for Middle and High School Students with Autism.

PubMed

Chiang, Hsu-Min; Ni, Xinyu; Lee, Young-Sun

2017-04-01

This study investigated the extent to which life skills training was offered to middle and high school students with autism and life skills training needs after high school. A secondary analysis of the National Longitudinal Training Study-2 (NLTS-2) data was conducted in this study. This study found that the majority of the middle and high school students with autism (77.4%) had received life skills training in school. Receipt of life skills training differed across students' gender, age, diagnosis of intellectual disability, and functional mental skills. Students received life skills training in general education classrooms, special education classrooms, individual instruction, and community settings. Life skills training was needed for the majority of the high school leavers with autism (78%).

The Progression of Podcasting/Vodcasting in a Technical Physics Class

NASA Astrophysics Data System (ADS)

Glanville, Y. J.

2010-11-01

Technology such as Microsoft PowerPoint presentations, clickers, podcasting, and learning management suites is becoming prevalent in classrooms. Instructors are using these media in both large lecture hall settings and small classrooms with just a handful of students. Traditionally, each of these media is instructor driven. For instance, podcasting (audio recordings) provided my technical physics course with supplemental notes to accompany a traditional algebra-based physics lecture. Podcasting is an ideal tool for this mode of instruction, but podcasting/vodcasting is also an ideal technique for student projects and student-driven learning. I present here the various podcasting/vodcasting projects my students and I have undertaken over the last few years.

A Classroom Activity for Teaching Electric Polarization of Insulators and Conductors

NASA Astrophysics Data System (ADS)

Deligkaris, Christos

2018-04-01

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

Improving college science teaching through peer coaching and classroom assessment

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

Sode, J.R.

Peer coaching involves the observation of one teacher by another. This observation is accompanied by open and honest reflective discussion. The three main components of peer coaching are pre conference (for setting observation guidelines and building trust), observation (the sytematic collection of classroom data), and post conference (a non evaluative examination and discussion of the classroom). The non-evaluative post conference involves an examination of the teaching/learning process that occurred during the observation phase. In effective assessment, information on what and how well students are learning is used to make decisions about overall program improvement and to implement continuous classroom improvement.more » During peer coaching and assessment neither the instructor nor the students are formally evaluated. This session presents a sequential process in which the peer coaching steps of pre conference, observation, and post conference are combined with assessment to provide instructional guidance. An actual cast study, using the student complaint, {open_quotes}Lectures are boring and useless,{close_quotes} is used to demonstrate the process.« less

Teachers' Organization of Participation Structures for Teaching Science with Computer Technology

NASA Astrophysics Data System (ADS)

Subramaniam, Karthigeyan

2016-08-01

This paper describes a qualitative study that investigated the nature of the participation structures and how the participation structures were organized by four science teachers when they constructed and communicated science content in their classrooms with computer technology. Participation structures focus on the activity structures and processes in social settings like classrooms thereby providing glimpses into the complex dynamics of teacher-students interactions, configurations, and conventions during collective meaning making and knowledge creation. Data included observations, interviews, and focus group interviews. Analysis revealed that the dominant participation structure evident within participants' instruction with computer technology was ( Teacher) initiation-( Student and Teacher) response sequences-( Teacher) evaluate participation structure. Three key events characterized the how participants organized this participation structure in their classrooms: setting the stage for interactive instruction, the joint activity, and maintaining accountability. Implications include the following: (1) teacher educators need to tap into the knowledge base that underscores science teachers' learning to teach philosophies when computer technology is used in instruction. (2) Teacher educators need to emphasize the essential idea that learning and cognition is not situated within the computer technology but within the pedagogical practices, specifically the participation structures. (3) The pedagogical practices developed with the integration or with the use of computer technology underscored by the teachers' own knowledge of classroom contexts and curriculum needs to be the focus for how students learn science content with computer technology instead of just focusing on how computer technology solely supports students learning of science content.

Student nurse dyads create a community of learning: proposing a holistic clinical education theory.

PubMed

Ruth-Sahd, Lisa A

2011-11-01

This paper is a report of a qualitative study of students' experiences of cooperative learning in the clinical setting. Although cooperative learning is often used successfully in the classroom, it has not been documented in the clinical setting with sophomore nursing students being paired with other sophomore nursing students. Using a grounded theory methodology a sample of 64 participants (32 student nurse dyads, eight clinical groups, in two different acute care institutions) were observed on their first day in the clinical setting while working as cooperative partners. Interviews were also conducted with students, patients and staff preceptors. Data were collected in the fall of 2008, spring and fall of 2009 and the spring of 2010 using semi-structured interviews and reflective surveys. Data were analysed using the constant comparative method. A holistic clinical education theory for student nurses was identified from the data. This theory includes a reciprocal relationship among five categories relevant to a community of learning: supportive clinical experience; improved transition into practice; enhanced socialization into the profession; increased accountability and responsibility; and emergence of self-confidence as a beginning student nurse. The use of student dyads creates a supportive learning environment while students were able to meet the clinical learning objectives. Cooperative learning in the clinical setting creates a community of learning while instilling very early in the education process the importance of teamwork. This approach to clinical instruction eases the transition from the classroom to the clinical learning environment, and improves patient outcomes. © 2011 Blackwell Publishing Ltd.

An Intervention to Promote Positive Teacher-Student Relationships and Self-Determination among Adolescents with Emotional Disturbance

ERIC Educational Resources Information Center

Lind, John; Poppen, Marcus; Murray, Christopher

2017-01-01

Positive teacher-student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of…

Differences between Mathematics Test Assessment Scores for Middle School Hispanic Students

ERIC Educational Resources Information Center

Washington, Nefertitti T.

2016-01-01

Today's classroom is the continuation of America as "the melting pot". Within this educational setting is an increased emphasis on student mathematical success as well as the acquisition of the English language by foreign-born students, whose families have come as an actualization of the American dream. Educators are striving to find…

Social Networks in the Classroom: Personality Factors as Antecedents of Student Social Capital

ERIC Educational Resources Information Center

Seevers, Matthew T.; Johnson, Bryan R.; Darnold, Todd C.

2015-01-01

This study examines personality factors as antecedents of student social capital. We hypothesize relationships between two constructs taken from the five-factor model of personality (agreeableness and extraversion) and two variables that reflect a student's social capital (quantity of ties and strength of ties) in an academic setting. Analysis of…

Productive Struggle in a Geometry Class

ERIC Educational Resources Information Center

Zeybek, Zulfiye

2016-01-01

Struggle and its connection to learning are central to improve student learning and understanding of mathematics. A description of what a student's productive struggle looks like in the setting of classrooms can provide insight into how teaching can support or hinder the student's learning process. In order for any struggle to be productive, these…

Real GPA and Real SET: Two Antidotes to Greed, Sloth and Cowardice in the College Classroom

ERIC Educational Resources Information Center

Koper, Peter T.; Felton, James; Sanney, Kenneth J.; Mitchell, John B.

2015-01-01

Recently published evidence of limited learning among American college students confirms the damage done when students, faculty and institutions pursue interests that conflict with the educational process. The "disengagement compact" in which faculty tacitly trade lenient workloads and grading for higher student evaluation of teaching…

So You Want To Take a Field Trip.

ERIC Educational Resources Information Center

Zielinski, Edward J.

Field trips allow students unique access to resources not available in the classroom. Field experiences enhance students' understanding, are a factor in retention, can be motivational, and are essential for the acquisition of basic science skills. Students learn, in a meaningful way, the procedures of setting goals, observing and recording data,…

Effectiveness of Virtual Laboratories in Terms of Learning Environment, Attitudes and Achievement among High-School Genetics Students

ERIC Educational Resources Information Center

Oser, Rachel; Fraser, Barry J.

2015-01-01

As society becomes increasingly global and experiential, research suggests that students can benefit from alternative learning environments that extend beyond the classroom. In providing students with laboratory experiences that otherwise would not be possible in high-school settings, virtual laboratories can simulate real laboratories and…

Student Perceptions of Facebook as a Learning Aid

ERIC Educational Resources Information Center

Daniel, Michael Aubrey

2018-01-01

Hybrid learning has been shown to enhance students' experiences in the classroom and can promote deeper learning when the tools used meet the students' particular learning needs. Many digital natives are familiar with Facebook and are able to navigate it with little difficulty. When used in an education setting in the place of traditional…

"Who Has Family Business?" Exploring the Role of Empathy in Student-Teacher Interactions

ERIC Educational Resources Information Center

Warren, Chezare A.; Lessner, Susan

2014-01-01

The quality of student-teacher interactions is shaped by both the capacity of the teacher to cultivate trusting relationships with students and his or her ability to establish a safe, supportive classroom environment. This proves especially important for individuals teaching in multicultural and urban education settings. In recent literature,…

Student Engagement in Long-Term Collaborative EFL Storytelling Activities: An Analysis of Learners with English Proficiency Differences

ERIC Educational Resources Information Center

Huang, Yun-Yin; Liu, Chen-Chung; Wang, Yu; Tsai, Chin-Chung; Lin, Hung-Ming

2017-01-01

English proficiency difference among students is a challenging pedagogical issue in EFL classrooms worldwide. Collaborative digital storytelling has been adopted in language learning settings to increase motivation and engagement, especially for young learners. However, it remains unknown whether students of different proficiency levels can…

A Dozen Teaching Tips for Diverse Classrooms

ERIC Educational Resources Information Center

Fogg, Piper

2007-01-01

For the majority of community-college professors, teaching is the most important part of their jobs, and it is not easy. Community-college students are a diverse bunch, but often face a particular set of challenges. Many entering students are not prepared for college-level work. While some students plan to transfer to competitive four-year…

Addressing Escape-Maintained Behavior for Students with Developmental Disabilities: A Systematic Review of School-Based Interventions

ERIC Educational Resources Information Center

Dart, Evan H.; Radley, Keith C.; Mason, Benjamin A.; Allen, Justin P.

2018-01-01

Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students' behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention…

Critical Pedagogy, Internationalisation, and a Third Space: Cultural Tensions Revealed in Students' Discourse

ERIC Educational Resources Information Center

Pitts, Margaret Jane; Brooks, Catherine F.

2017-01-01

Set within the context of a global pursuit towards the internationalisation of higher education, this paper critically examines student discourse in a globally connected classroom between learners in the USA and Singapore. It makes salient some of the cultural assumptions and tensions that undergird students' discourse in collaborative…

Against All Odds: Problem-Solving Strategies and Behavioural Characteristics of Novice Students

ERIC Educational Resources Information Center

Chang, Pei-Fen; Lin, Miao-Chen

2015-01-01

This study investigates problem-solving difficulties of novices in a classroom setting, using a German instructional tool, the Fischertechnik kit of approximately 400 parts. In order to analyse the students' thinking processes as they solved the problems, verbal protocol analysis (VPA) was used to record the students'' thinking processes and…

Tableau's Influence on the Oral Language Skills of Students with Language-Based Learning Disabilities

ERIC Educational Resources Information Center

Anderson, Alida; Berry, Katherine A.

2017-01-01

This study examined the influence of tableau on the expressive language skills of three students with language-based learning disabilities in inclusive urban fourth-grade English language arts (ELA) classroom settings. Data were collected on linguistic productivity, specificity, and narrative cohesion through analysis of students' responses to…

Real Science, Real Classrooms

ERIC Educational Resources Information Center

Parker, Becky

2017-01-01

The Institute for Research in Schools (IRIS) was set up to give science students the opportunity to work on cutting-edge research projects. Teachers and students can access data and equipment that enable them to tackle real-life issues. As a result, not only do students gain in confidence and experience in their scientific work, they are also able…

Improving Student Motivation. A Guide for Teachers and School Improvement Teams.

ERIC Educational Resources Information Center

Meece, Judith; McColskey, Wendy

This guide provides a general overview of research on student motivation in classroom and school settings and a guide to help teachers and school teams to analyze the sources of students motivational problems and consider changes that will improve motivation. Chapter 1 defines motivation, considers the extent of the motivation problem, and…

Observations of Children with Disabilities in Four Elementary Music Classrooms

ERIC Educational Resources Information Center

Draper, Ellary A.

2017-01-01

Much of what we know about music classes comes from observing students without disabilities; there is little empirical research that informs music education practices for students with disabilities in inclusive music settings. The purpose of this study was to systematically observe and describe opportunities for nine students with disabilities to…

Hidden Casualties of Urban Teacher Turnover: Black Students Share Their Experiences

ERIC Educational Resources Information Center

Id-Deen, Lateefah

2016-01-01

Although teacher turnover affects many schools to some degree, it is especially problematic in urban settings (Ingersoll & Smith, 2003). This qualitative study examined the perspectives of five Black urban students who experienced a midyear teacher change in their 7th grade mathematics classroom. Findings suggest that these students were able…

Creating Communities: Working with Refugee Students in Classrooms

ERIC Educational Resources Information Center

Roxas, Kevin C.

2011-01-01

This article critically examines the reality of building community in public schools and specifically identifies the obstacles faced by teachers who try to create community with refugee students. The research in the article focuses on Ms. Patricia Engler, a teacher in a newcomer center for refugee students located in an urban setting. Engler…

Students' Perceptions of Teachers: Implications for Classroom Practices for Supporting Students' Success

ERIC Educational Resources Information Center

Guess, Pamela; Bowling, Sara

2014-01-01

Positive psychology represents a conceptual framework that emphasizes the need to capitalize on individuals' strengths in order to facilitate optimal functioning. As applied to the educational setting, these concepts have primarily been investigated via teaching life skills to students that encourage overall wellness. School-based strategies…

The Measurement of Stress among College Students.

ERIC Educational Resources Information Center

Hensley, Wayne E.

This paper reports on a study to develop a scale of stress measurement and its use with undergraduate students (N=269) at a large land grant mid-Atlantic university. Students, within the classroom setting, were given a questionnaire containing 52 potentially stressful hypothetical situations and were asked to indicate the degree of stress they…

Patterns of interactions at grade 5 classroom in learning the topic of statistics viewed from cognitive load theory

NASA Astrophysics Data System (ADS)

Setianingsih, R.

2018-01-01

The nature of interactions that occurs among teacher, students, learning sources, and learning environment creates different settings to enhance learning. Any setting created by a teacher is affected by 3 (three) types of cognitive load: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. This study is qualitative in nature, aims to analyse the patterns of interaction that are constituted in mathematics instructions by taking into account the cognitive load theory. The subjects of this study are 21 fifth-grade students who learn mathematics in small groups and whole-class interactive lessons. The data were collected through classroom observations which were videotaped, while field notes were also taken. The data analysis revealed that students engaged in productive interaction and inquiry while they were learning mathematics in small groups or in whole class setting, in which there was a different type of cognitive load that dominantly affecting the learning processes at each setting. During learning mathematics in whole class setting, the most frequently found interaction patterns were to discuss and compare solution based on self-developed models, followed by expressing opinions. This is consistent with the principles of mathematics learning, which gives students wide opportunities to construct mathematical knowledge through individual learning, learning in small groups as well as learning in whole class settings. It means that by participating in interactive learning, the students are habitually engaged in productive interactions and high level of mathematical thinking.

Calming and Focusing: Students' Perceptions of Short Classroom Strategies for Fostering Presence.

PubMed

VanKuiken, Debra; Bradley, Jennifer; Harland, Barbara; King, Margaret O'Brien

2016-05-05

Presence is the essence of professional nursing in the nurse-patient connection. Nursing students have little exposure to strategies fostering presence. This pilot study explored students' perceptions of strategies to encourage presence in the classroom. A three-question survey was distributed to students in the last week of classes. Faculty not teaching that course administered the survey. Four faculty used strategies aimed at encouraging presence. These strategies included starting class with a mindfulness minute, mindful movement, singing bowl, peace and power check in, and a discussion of a current event. Each class used only one strategy consistently through the semester. Participants were undergraduate and graduate students enrolled in one of seven classes taught by these faculty. Overall the students found strategies to be beneficial. In reflecting on the experience with the strategies, four themes emerged: calming/relaxing; focusing/centering; setting aside distractions; and feeling community and connection. These brief strategies were acceptable to most students and were helpful to the students in preparing for class. The response to mindfulness minute was most positive. Further research is needed on the introduction of strategies that help students in the classroom and may also increase presence at the bedside. © The Author(s) 2016.

Determining Definitions for Comparing Cardinalities

ERIC Educational Resources Information Center

Shipman, B. A.

2012-01-01

Through a series of six guided classroom discoveries, students create, via targeted questions, a definition for deciding when two sets have the same cardinality. The program begins by developing basic facts about cardinalities of finite sets. Extending two of these facts to infinite sets yields two statements on comparing infinite cardinalities…

"Ready, Set, FLOW!"

ERIC Educational Resources Information Center

Stroud, Wesley

2018-01-01

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

Restructuring the CS 1 classroom: Examining the effect of open laboratory-based classes vs. closed laboratory-based classes on Computer Science 1 students' achievement and attitudes toward computers and computer courses

NASA Astrophysics Data System (ADS)

Henderson, Jean Foster

The purpose of this study was to assess the effect of classroom restructuring involving computer laboratories on student achievement and student attitudes toward computers and computer courses. The effects of the targeted student attributes of gender, previous programming experience, math background, and learning style were also examined. The open lab-based class structure consisted of a traditional lecture class with a separate, unscheduled lab component in which lab assignments were completed outside of class; the closed lab-based class structure integrated a lab component within the lecture class so that half the class was reserved for lecture and half the class was reserved for students to complete lab assignments by working cooperatively with each other and under the supervision and guidance of the instructor. The sample consisted of 71 students enrolled in four intact classes of Computer Science I during the fall and spring semesters of the 2006--2007 school year at two southern universities: two classes were held in the fall (one at each university) and two classes were held in the spring (one at each university). A counterbalanced repeated measures design was used in which all students experienced both class structures for half of each semester. The order of control and treatment was rotated among the four classes. All students received the same amount of class and instructor time. A multivariate analysis of variance (MANOVA) via a multiple regression strategy was used to test the study's hypotheses. Although the overall MANOVA model was statistically significant, independent follow-up univariate analyses relative to each dependent measure found that the only significant research factor was math background: Students whose mathematics background was at the level of Calculus I or higher had significantly higher student achievement than students whose mathematics background was less than Calculus I. The results suggest that classroom structures that incorporate an open laboratory setting are just as effective on student achievement and attitudes as classroom structures that incorporate a closed laboratory setting. The results also suggest that math background is a strong predictor of student achievement in CS 1.

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

ERIC Educational Resources Information Center

Shih, Shu-Shen

2015-01-01

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

Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit

ERIC Educational Resources Information Center

Apedoe, Xornam S.; Reynolds, Birdy; Ellefson, Michelle R.; Schunn, Christian D.

2008-01-01

Infusing engineering design projects in K-12 settings can promote interest and attract a wide range of students to engineering careers. However, the current climate of high-stakes testing and accountability to standards leaves little room to incorporate engineering design into K-12 classrooms. We argue that design-based learning, the combination…

Closed Classrooms, High Mountains and Strange Lands: An Inquiry into Culture and Caring.

ERIC Educational Resources Information Center

Kraft, Richard J.

1992-01-01

The current closed classroom system of education is not sufficient in preparing students for real world life. Proposes that the wilderness, cross-cultural, and international settings are a very powerful learning environment in which life-changing experiences can and do occur. Presents the Outward Bound process and Adler's stage theory of…

Interrupting the Frame: Reflective Practice in the Classroom and the Consulting Room

ERIC Educational Resources Information Center

Walsh, Julie

2014-01-01

In this paper I consider some of the affinities between the teacher-student dynamic in academic supervision, and the therapist-patient dynamic in the therapeutic relation. Drawing on my own experiences, I identify several difficulties that pertain to these two settings. First, in the context of the classroom, I consider how the requirement to…

Simon and the Woo: Theatre Can Develop Energy in the Classroom.

ERIC Educational Resources Information Center

Annarella, Lorie A.

Introducing children to theater and play production in the classroom setting can give a richness and energy to the quality of teaching. Play production can also be beneficial as a curriculum tool. When students participate in a project in an experiential way, learning is taking place. "Simon and the Woo" is an original play for children…

ADHD Diagnosis and Management: A Practical Guide for the Clinic and the Classroom

ERIC Educational Resources Information Center

Wolraich, Mark L.; DuPaul, George J.

2010-01-01

Effective, "integrated" care across clinical, classroom, and home settings: that's what every student with ADHD needs to achieve academic and social success. Now professionals have one complete, highly accessible guide to delivering this kind of coordinated treatment for children in Grades 1-8. Aligned with the AAP's new guidelines for ADHD…

"Everyone's a Comedian." No Really, They Are: Using Humor in the Online and Traditional Classroom

ERIC Educational Resources Information Center

Smith, Victoria D.; Wortley, Amy

2017-01-01

The effects of the incorporation of instructor humor in both the traditional and online classroom settings was examined. Students react to instructor humor in positive ways that demonstrate both increased engagement with the material and increased information recall following the use of instructor humor in lecture. Challenges of instructor and…

Technological Challenges of Faculty at a Historically Black College and University

ERIC Educational Resources Information Center

Allen, Nedra R.

2014-01-01

Technology integration (TI) in many classrooms has been hindered because of limited technology usage, which has caused a void between instructors communicating with and educating students. The purpose of this case study was to address the problem of TI in the classroom setting at a small Historically Black College and University (HBCU) in Arkansas…

The Old Man and the Sea: Navigating the Gulf between Special Educators and the Content Area Classroom

ERIC Educational Resources Information Center

Kennedy, Michael J.; Ihle, Frances M.

2012-01-01

The special educator in the content area classroom often experiences an ill-defined role, which can translate into marginalization within instructional settings. Indeed, most students with learning disabilities (LD) receive content area instruction from a general education teacher with the support of a special educator. However, the literacy…

Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

ERIC Educational Resources Information Center

Israel, Maria Joseph

2015-01-01

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

Empowering Teachers with Low-Intensity Strategies to Support Instruction: Self-Monitoring in an Elementary Resource Classroom

ERIC Educational Resources Information Center

Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia

2018-01-01

Self-monitoring is a low-intensity strategy teachers can use to support instruction in classrooms across the grade span in various instructional settings and content areas. This study extended the knowledge base by examining the effectiveness of self-monitoring through a systematic replication with three students with specific learning…

Classroom Connections: A Sourcebook for Teaching Stress Management and Fostering Self-Esteem.

ERIC Educational Resources Information Center

Schuster, Sandy

This book contains teacher instructions and a set of reproducible activity sheets concerned with self-esteem and stress management designed for teachers to use in the classroom. Included are activities for students at all grade levels, kindergarten through grade 12. The expressed purposes of the book are to: (1) explain in simple terms the nature…

Reputations in Markets with Asymmetric Information: A Classroom Game

ERIC Educational Resources Information Center

Wolf, James R.; Myerscough, Mark A.

2007-01-01

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

Findings on the Development and Use of Technology-Infused Curricula in Preschool Classrooms. Interactive STEM Research Brief

ERIC Educational Resources Information Center

Stiles, Jennifer; Louie, Jo

2016-01-01

Mobile tablets are becoming more prevalent in educational settings, but little is known about the impact of using technology-infused curricula in preschool classrooms. The research summarized in this brief suggests that well-designed tablet-based activities can indeed improve student learning outcomes at the preschool level. These positive…

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

ERIC Educational Resources Information Center

Alberola Colomar, María Pilar

2014-01-01

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

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

ERIC Educational Resources Information Center

van Seters, Janneke R.; Sijbers, Jeroen P. J.; Denis, Misha; Tramper, Johannes

2011-01-01

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

A Comparison of Learning Outcomes for Adult Students in On-Site and Online Service-Learning

ERIC Educational Resources Information Center

Schwehm, Jeremy S.; Lasker-Scott, Tennille; Elufiede, Oluwakemi

2017-01-01

As noted by Kolb's (1984) experiential learning theory, adults learn best through experiences. Typically delivered in a traditional, face-to-face classroom setting, service-learning integrates the knowledge learned in the classroom with real-world experience and community service. E-service-learning, service-learning delivered in part or entirely…

Connecting with Others: Lessons for Teaching Social and Emotional Competence, Grades K-2 [and] Grades 3-5.

ERIC Educational Resources Information Center

Richardson, Rita C.

The Connecting with Others program, initially developed to teach prosocial skills to special-needs students within regular classroom settings, offers an alternative strategy to classroom management and discipline through instruction in self-regulation skills and conflict resolution. The program for elementary grades consists of a K-2 volume and…

An Analysis of Teacher Question Types in Inquiry-Based Classroom and Traditional Classroom Settings

ERIC Educational Resources Information Center

Kim, Sungho

2015-01-01

This study examined the differences and patterns for three categories between an argument-based inquiry group and a traditional group over the period of the SWH (Science Writing Heuristic) project: (1) teacher talk time, (2) structure of questions (question types), and (3) student responses. The participating teachers were chosen randomly by a…

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

ERIC Educational Resources Information Center

Han, Heeyoung

2013-01-01

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

Effectiveness of Wellness-Based Classroom Guidance in Elementary School Settings: A Pilot Study

ERIC Educational Resources Information Center

Villalba, Jose A.; Myers, Jane E.

2008-01-01

A three-session, wellness-based classroom guidance unit was developed based on the Indivisible Self wellness model and presented to 55 students in 5th grade. Participants completed the Five Factor Wellness Inventory, Elementary School Version, before and after the unit. Wellness scores were significantly and positively higher at post-testing for…

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

ERIC Educational Resources Information Center

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

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

Coding Manual for Subject/Peer/Teacher Sequential Interactions in Academic Survival Skill Settings. Report No. 4.

ERIC Educational Resources Information Center

Cobb, Joseph A.; Hops, Hyman

The manual of classroom observation techniques is intended to provide observers with detailed descriptions of standardized procedures and techniques involved in sequential data collection in a classroom. Focus is on obtaining reliable data on sequential interactions between teachers, peers, and subjects (each of the students in turn is a subject).…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Data-Driven Decision-Making: Facilitating Teacher Use of Student Data to Inform Classroom Instruction

ERIC Educational Resources Information Center

Schifter, Catherine C.; Natarajan, Uma; Ketelhut, Diane Jass; Kirchgessner, Amanda

2014-01-01

Data-driven decision making is essential in K-12 education today, but teachers often do not know how to make use of extensive data sets. Research shows that teachers are not taught how to use extensive data (i.e., multiple data sets) to reflect on student progress or to differentiate instruction. This paper presents a process used in an National…

A Comparative Laboratory Study of the Effects of Two Teaching Patterns on Certain Aspects of the Behavior of Students in Fifth Grade Science.

ERIC Educational Resources Information Center

Shymansky, James Andrew

Student behaviors associated with two sets of learning conditions in a fifth grade science program were investigated. The effects of student-structured learning of science (SSLS) and teacher-structured learning in science (TSLS) on classroom behaviors of the students were analyzed. Observational data of student behavior were collected daily by a…

Should Attendance Be Required in Lecture Classrooms in Dental Education? Two Viewpoints: Viewpoint 1: Attendance in the Lecture Classroom Should Be Required and Viewpoint 2: Attendance Should Not Be Required in the Lecture Classroom.

PubMed

Cutler, Christopher W; Parise, Mary; Seminario, Ana Lucia; Mendez, Maria Jose Cervantes; Piskorowski, Wilhelm; Silva, Renato

2016-12-01

This Point/Counterpoint discusses the long-argued debate over whether lecture attendance in dental school at the predoctoral level should be required. Current educational practice relies heavily on the delivery of content in a traditional lecture style. Viewpoint 1 asserts that attendance should be required for many reasons, including the positive impact that direct contact of students with faculty members and with each other has on learning outcomes. In lectures, students can more easily focus on subject matter that is often difficult to understand. A counter viewpoint argues that required attendance is not necessary and that student engagement is more important than physical classroom attendance. This viewpoint notes that recent technologies support active learning strategies that better engage student participation, fostering independent learning that is not supported in the traditional large lecture classroom and argues that dental education requires assimilation of complex concepts and applying them to patient care, which passing a test does not ensure. The two positions agree that attendance does not guarantee learning and that, with the surge of information technologies, it is more important than ever to teach students how to learn. At this time, research does not show conclusively if attendance in any type of setting equals improved learning or ability to apply knowledge.

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

PubMed

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

2016-06-01

To examine the literature reporting the experiences and perceptions of registered nurses who supervise international nursing students in the clinical and classroom setting. Nursing education relies on clinical experts to supervise students during classroom and clinical education, and the quality of that supervision has a significant impact on student development and learning. Global migration and internationalisation of nursing education have led to increasing numbers of registered nurses supervising international nursing students. However, a paucity of relevant literature limits our understanding of these experiences. An integrative literature review. Comprehensive database searches of CINAHL, Informit, PubMed, Journals@Ovid, Findit@flinders and Medline were undertaken. Screening of 179 articles resulted in 10 included for review. Appraisal and analysis using Whittemore and Knafl's (Journal of Advanced Nursing, 52, 2005, 546) five stage integrative review recommendations was undertaken. This review highlighted some unique challenges for registered nurses supervising international nursing students. Identified issues were, a heightened sense of responsibility, additional pastoral care challenges, considerable time investments, communication challenges and cultural differences between teaching and learning styles. It is possible that these unique challenges could be minimised by implementing role preparation programmes specific to international nursing student supervision. Further research is needed to provide an in-depth exploration of current levels of preparation and support to make recommendations for future practice, education and policy development. An awareness of the specific cultural learning needs of international nursing students is an important first step to the provision of culturally competent supervision for this cohort of students. There is an urgent need for education and role preparation for all registered nurses supervising international nursing students, along with adequate recognition of the additional time required to effectively supervise these students. © 2016 John Wiley & Sons Ltd.

Studying the Ways Students Get Help with Classwork

ERIC Educational Resources Information Center

Sparks, Sarah D.

2015-01-01

One of the first lessons students are taught in school is "If you need help, raise your hand" but as students learn in an increasing variety of settings--in and out of classrooms, in person and online--educators and researchers are starting to take another look at how students learn to ask for help. This brief article uses findings from…

Teacher Feedback and Interactions in Physical Education: Effects of Student Gender and Physical Activities

ERIC Educational Resources Information Center

Nicaise, Virginie; Cogerino, Genevieve; Fairclough, Stuart; Bois, Julien; Davis, Kathryn

2007-01-01

Previous research conducted in both classroom and physical education (PE) settings has examined the impact of student gender on teacher-student interactions. The purpose of this study was to extend this line of research by analysing the influence of student gender and different types of physical activity on the frequency and nature of teacher…

Increasing Public Awareness of the Needs of Students with Learning Disabilities in the Elementary Setting

ERIC Educational Resources Information Center

Roualdes, Melissa Merle

2013-01-01

Students with varying backgrounds and learning disabilities enter today's classrooms. Teachers may not be prepared to recognize and handle the needs of these students. The purpose of this study is to examine the research on teacher preparedness with the goal of increasing public awareness of the needs of this student population. A review of the…

Reading Time: The Literate Lives of Urban Secondary Students and Their Families. Language & Literacy Series

ERIC Educational Resources Information Center

Compton-Lilly, Catherine

2012-01-01

While teachers cannot travel back in time to visit their students at earlier ages, they can draw on the rich sets of experiences and knowledge that students bring to classrooms. In her latest book, Catherine Compton-Lilly examines the literacy practices and school trajectories of eight middle school students and their families. Through a unique…

The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools. Final Report. NCEE 2011-4001

ERIC Educational Resources Information Center

Hitchcock, John; Dimino, Joseph; Kurki, Anja; Wilkins, Chuck; Gersten, Russell

2011-01-01

Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply…