An Analysis of Staff Development and Its Effects on Classroom Practice. The South Bay Project.

ERIC Educational Resources Information Center

McKibbin, Michael D.; Joyce, Bruce R.

The effects of training on twenty-one teachers in a Teacher Corps school were examined according to the type of training chosen, the preference exhibited by the teacher for certain types of delivery systems, and the level of transfer to classroom practice which were applicable to the different systems. This four-year study of inservice teacher…

Universal Design for Learning in the Classroom: Practical Applications. What Works for Special-Needs Learners Series

ERIC Educational Resources Information Center

Hall, Tracey E., Ed.; Meyer, Anne, Ed.; Rose, David H., Ed.

2012-01-01

Clearly written and well organized, this book shows how to apply the principles of universal design for learning (UDL) across all subject areas and grade levels. The editors and contributors describe practical ways to develop classroom goals, assessments, materials, and methods that use UDL to meet the needs of all learners. Specific teaching…

Elementary Students Using a Tablet-Based Note-Taking Application in the Science Classroom

ERIC Educational Resources Information Center

Paek, Seungoh; Fulton, Lori A.

2016-01-01

This exploratory study investigates the potential of a tablet-based note-taking application (TbNA) to serve as a digital notebook in support of students' classroom science practices. An elementary teacher (Grades 4-5) from a public charter school integrated a TbNA into her science class for one semester while participating in professional…

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

PubMed

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

2017-01-01

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

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

PubMed Central

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

2017-01-01

Introduction The ongoing changes in health care delivery have resulted in the reform of educational content and methods of training in postgraduate medical leadership education. Health care law and medical errors are domains in medical leadership where medical residents desire training. However, the potential value of the flipped classroom as a pedagogical tool for leadership training within postgraduate medical education has not been fully explored. Therefore, we designed a learning module for this purpose and made use of the flipped classroom model to deliver the training. Evidence The flipped classroom model reverses the order of learning: basic concepts are learned individually outside of class so that more time is spent applying knowledge to discussions and practical scenarios during class. Advantages include high levels of interaction, optimal utilization of student and expert time and direct application to the practice setting. Disadvantages include the need for high levels of self-motivation and time constraints within the clinical setting. Discussion Educational needs and expectations vary within various generations and call for novel teaching modalities. Hence, the choice of instructional methods should be driven not only by their intrinsic values but also by their alignment with the learners’ preference. The flipped classroom model is an educational modality that resonates with Millennial students. It helps them to progress quickly beyond the mere understanding of theory to higher order cognitive skills such as evaluation and application of knowledge in practice. Hence, the successful application of this model would allow the translation of highly theoretical topics to the practice setting within postgraduate medical education. PMID:28144170

A Voice for all Students: Realizing Gender Equity in Schools. Diversity in the Classroom Series, Number Six.

ERIC Educational Resources Information Center

Pratchler, Joan

This document, the sixth in a series on diversity in the classroom, encourages schools to reflect on and explore current research and practical applications regarding gender issues, both inside and outside the classroom. Section 1, "Introduction," discusses what gender equity is and is not. Section 2, "Gender Equity is…

Internationalizing Student Learning and Development

ERIC Educational Resources Information Center

Roberts, Dennis C.; Komives, Susan R.

2016-01-01

Best practices in internationalizing student learning and development require cultural critical analysis before transferring, adapting, hedging, or avoiding existing practices in cross-border applications both in and beyond the classroom.

Best Practice in Motivation and Management in the Classroom. Second Edition

ERIC Educational Resources Information Center

Wiseman, Dennis G.; Hunt, Gilbert H.

2008-01-01

This text offers practical information and vicarious practice for both beginning as well as veteran teachers to become more knowledgeable, skilled, and effective in their work. Through study, application of what has been studied, and the analysis and evaluation of the end result of this application, teachers who care to improve can improve. And,…

Illuminating Spaces in the Classroom with Qualitative GIS

ERIC Educational Resources Information Center

Battista, Geoffrey A.; Manaugh, Kevin

2018-01-01

As social and postmodern ontologies continue to shape our definition of space, undergraduate instructors have struggled to incorporate these paradigms in the geography classroom. Recent research suggests that practical applications using field work, qualitative research, and geographic information science can augment students' understanding of…

The Mathematics of Medical Imaging in the Classroom.

ERIC Educational Resources Information Center

Funkhouser, Charles P.; Jafari, Farhad; Eubank, William B.

2002-01-01

Presents an integrated exposition of aspects of secondary school mathematics and a medical science specialty. Reviews clinical medical practice and theoretical and empirical literature in mathematics education and radiology to develop and pilot model integrative classroom topics and activities. Suggests mathematical applications in numeration and…

Exploring Middle School Teachers' Perceptions and Applications of a Site-Based, Technology-Related Professional Development Program Focused on Interactive Whiteboards and Classroom Response Systems

ERIC Educational Resources Information Center

Desai, Shreya J.

2012-01-01

This qualitative study examined five middle school teachers' perceptions of a site-based, technology-related professional development (TRPD) program focused on the interactive whiteboard (IWB) and the classroom response system (CRS) and the practices implemented in the teachers' classrooms as a result of participation in the TRPD…

Practical Applications and Experiences in K-20 Blended Learning Environments

ERIC Educational Resources Information Center

Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

2014-01-01

Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

Integrating Technology in Education: Moving the TPCK Framework towards Practical Applications

ERIC Educational Resources Information Center

Hechter, Richard P.; Phyfe, Lynette D.; Vermette, Laurie A.

2012-01-01

This theoretical paper offers a conceptual interpretation of the Technological, Pedagogical, and Content Knowledge (TPCK) framework to include the role of context within practical classroom applications. Our interpretation suggests that the importance of these three knowledge bases fluctuate within each stage of teachers' planning and instruction,…

Application of Hands-On Simulation Games to Improve Classroom Experience

ERIC Educational Resources Information Center

Hamzeh, Farook; Theokaris, Christina; Rouhana, Carel; Abbas, Yara

2017-01-01

While many construction companies claim substantial productivity and profit gains when applying lean construction principles, it remains a challenge to teach these principles in a classroom. Lean construction emphasises collaborative processes and integrated delivery practices. Consequently, new teaching methods that nurture such values should…

Helping Students Motivate Themselves: Practical Answers to Classroom Challenges

ERIC Educational Resources Information Center

Ferlazzo, Larry

2011-01-01

Give your students the tools they need to motivate themselves with tips from award-winning educator Larry Ferlazzo. A comprehensive outline of common classroom challenges, this book presents immediately applicable steps and lesson plans for all middle and high school teachers looking to help students motivate themselves. With coverage of…

Integrating Engineering into an Urban Science Classroom

ERIC Educational Resources Information Center

Meyer, Helen

2017-01-01

This article presents a single case study of an experienced physical science teacher (Janet) integrating engineering practices into her urban science classroom over a two-year time frame. The article traces how Janet's understanding of the role engineering in her teaching expanded beyond engineering as an application of science and mathematics to…

A Quality Classroom: Quality Teaching Tools That Facilitate Student Success.

ERIC Educational Resources Information Center

Cooke, Brian

This presentation described practical applications and quality tools for educators that are based on original classroom research and the theories of motivation, learning, profound knowledge, systems thinking, and service quality advanced by Karl Albrecht, William Glasser, and W. Edwards Deming. The presentation was conducted in a way that…

Simulations Helping Novices Hone Skills

ERIC Educational Resources Information Center

Sawchuk, Stephen

2011-01-01

Real-time classroom simulations like TeachME, a University of Central Florida project, offer promise for a host of teacher-training applications. Through them, candidates could learn to work with different groups of students, or practice a discrete skill such as classroom management. Most of all, such simulations give teachers in training the…

Knowledge Development in Early Childhood: Sources of Learning and Classroom Implications

ERIC Educational Resources Information Center

Pinkham, Ashley M., Ed.; Kaefer, Tanya, Ed.; Neuman, Susan B., Ed.

2012-01-01

Synthesizing cutting-edge research from multiple disciplines, this book explores how young children acquire knowledge in the "real world" and describes practical applications for early childhood classrooms. The breadth and depth of a child's knowledge base are important predictors of later literacy development and academic achievement. Leading…

Teachers and Technology: Present Practice and Future Directions

ERIC Educational Resources Information Center

DeCoito, Isha; Richardson, Tasha

2018-01-01

Technology cannot be effective in the classroom without teachers who are knowledgeable about both the technology itself and its implementation to meet educational goals. While technology use in the classroom is increasing, improving learning through its application should remain the goal. In this study, the authors explored 74 middle school…

Teaching Computer Applications.

ERIC Educational Resources Information Center

Lundgren, Carol A.; And Others

This document, which is designed to provide classroom teachers at all levels with practical ideas for a computer applications course, examines curricular considerations, teaching strategies, delivery techniques, and assessment methods applicable to a course focusing on applications of computers in business. The guide is divided into three…

A cognitive framework to inform the design of professional development supporting teachers' classroom assessment of inquiry-based science

NASA Astrophysics Data System (ADS)

Matese, Gabrielle

Inquiry-based science places new demands on teachers for assessing students' growth, both of deep conceptual understanding as well as developing inquiry skills. In addition, new ideas about classroom assessment, such as the importance of formative assessment, are gaining currency. While we have ideas about what classroom assessment consistent with inquiry-based pedagogy might look like, and why it is necessary, we have little understanding of what it takes to implement it. That teachers face a challenge in doing so is well-documented. Researchers have noted that teachers attempting changes in classroom assessment often bring with them incompatible beliefs, knowledge, and practices. However, noting general incompatibility is insufficient to support addressing these issues through professional development. In response to this need, I initiated a research project to identify and describe in more detail the categories of beliefs, knowledge and skills that play an important role in inquiry-based science assessment practices. I created an assessment framework outlining specific categories of beliefs, knowledge, and skills affecting particular classroom assessment practices. I then used the framework to examine teachers' classroom assessment practices and to create comparative cases between three middle-school science teachers, highlighting how the different cognitive factors affect four particular assessment practices. The comparative cases demonstrate the framework's utility for analyzing and explicating teacher assessment practices. As a tool for analyzing and understanding teacher practice, the framework supports the design of professional development. To demonstrate the value of the framework, I draw on the comparative cases to identify implications for the design of professional development to support teachers' classroom assessment of inquiry-based science. In this dissertation I provide a brief overview of the framework and its rationale, present an example of the comparative case studies demonstrating the application of the framework and what it reveals about the cognitive influences on teacher practice, and outline the resulting design implications for professional development. This research allows us to better understand the cognitive factors underlying classroom assessment in inquiry-based science, and to design professional development to support teachers engaging in these practices.

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…

Teaching with the Internet: Lessons from the Classroom.

ERIC Educational Resources Information Center

Leu, Donald J., Jr.; Leu, Deborah Diadiun; Len, Katherine R.

This book is designed to give teachers ideas about how to effectively integrate the Internet into the classroom, based on teaching practices throughout the world. The book is organized three sections. The first section provides an introduction to Internet use and applications. Chapters include the potential of the Internet to support learning,…

Sound It Out! Phonics in a Comprehensive Reading System

ERIC Educational Resources Information Center

Savage, John

2006-01-01

Rather than treating phonics as an end in itself, this brief text shows how phonics fits into the overall process of a child's learning to read. It helps students understand how phonics can be integrated successfully into an effective classroom reading program. While it includes a wealth of suggestions for practical classroom applications, the…

The Challenge of the Internet: Practical Applications in Your 7-12 Classroom.

ERIC Educational Resources Information Center

Bertsche, Harriet; Silvestri, Holly

A series of both daily classroom activities and a long-term assignment in which secondary school language students actively use the Internet and the World Wide Web are described. Class activities target each of three proficiency levels (beginner, intermediate, advanced). They include having students check the weather, check out major…

Analyzing Differentiation in the Classroom: Using the COS-R

ERIC Educational Resources Information Center

VanTassel-Baska, Joyce

2012-01-01

The use of a classroom observation tool to monitor differentiation strategies is described, and relevant research findings using the form are reported. The advantages for using this approach to document differentiation are discussed as are the reasons teachers may question its intent. Applications for practice include its use as a self-assessment…

Research Supporting Middle Grades Practice

ERIC Educational Resources Information Center

Hough, David L., Ed.

2010-01-01

Exemplary Middle Grades Research: Evidence-Based Studies Linking Theory to Practice features research published throughout 2009 in MGRJ that has been identified by the Information Age Publishing's review board as the most useful in terms of assisting educators with making practical applications from evidence-based studies to classroom and school…

Democratic Practices in Education: Implications for Teacher Education

ERIC Educational Resources Information Center

Pearl, Art, Ed.; Pryor, Caroline R., Ed.

2005-01-01

This book presents the findings of eleven teacher educators as they examine the meaning of democracy and its application to classroom practice. There is a shared belief among all contributors to this volume: that incorporating democratic practice into teacher education is an essential requirement to introducing democratic practices in K-12…

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

ERIC Educational Resources Information Center

Harper, Brian E.

2007-01-01

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

Multiple Intelligences Theory, Action Research, and Teacher Professional Development: The Irish MI Project

ERIC Educational Resources Information Center

Hanafin, Joan

2014-01-01

This paper presents findings from an action research project that investigated the application of Multiple Intelligences (MI) theory in classrooms and schools. It shows how MI theory was used in the project as a basis for suggestions to generate classroom practices; how participating teachers evaluated the project; and how teachers responded to…

100 Ways to Enhance Self-Concept in the Classroom: A Handbook for Teachers and Parents.

ERIC Educational Resources Information Center

Canfield, Jack; Wells, Harold C.

This handbook for teachers and parents presents 100 practical and easily applicable ways to enhance the self-concept of children in the classroom or at home. The techniques are drawn from many of the newer approaches to self-development such as gestalt therapy, psychosynthesis, guided fantasy, sensory awareness, transactional analysis, expressive…

Backchannel Discussions during Classroom Observations: Connecting Theory and Practice in Real Time

ERIC Educational Resources Information Center

Howell, Penny B.; Sheffield, Caroline C.; Shelton, Ashley L.; Vujaklija, Amy R.

2017-01-01

This article provides an overview of utilizing an online backchannel platform, TodaysMeet, to enhance middle level preservice teachers' course-embedded classroom observations in early field experiences through the synchronous utilization of 1:1 tablet technology. In reflecting on the use of these applications, it is apparent that it created a safe…

Negative Evidence in Language Classroom Activities: A Study of Its Availability and Accessibility to Language Learners.

ERIC Educational Resources Information Center

Pica, Teresa; Washburn, Gay N.

2002-01-01

This study identified and described the ways in which negative evidence was made available and accessible to learners during two widely practiced classroom activities. One was a teacher-led discussion that emphasized communication of subject matter content. The other was a teacher-led sentence construction exercise that focused on application of…

Brief Classroom Training Sessions for Workplace Readiness: Are They Effective?

ERIC Educational Resources Information Center

Palesy, Debra

2017-01-01

Classroom training sessions for new home care workers (HCWs) are often brief and ad hoc, varying in format and content. Yet the application of this training may be central to worker and client safety. A qualitative approach was adopted for this inquiry, comprising two separate but related practical studies. In the first, exploratory study,…

"I Know How to Read Longer Novels"--Developing Pupils' Success Criteria in the Classroom

ERIC Educational Resources Information Center

Read, Andrew; Hurford, Donna

2010-01-01

Assessment for Learning (AfL) is an established learning and teaching strategy. The authors identify issues with the effectiveness of its application in the classroom. Having noted a theoretical shift from teacher-generated to pupil-generated success criteria, the authors were keen to explore how this could be realised in practice. They developed…

Practical Theory in Correctional Education.

ERIC Educational Resources Information Center

Semmens, Robert A.

1989-01-01

Argues for learner motivation emphasis in teaching practice, application of school organization and classroom climate findings to prisoner education program development, and a cooperative administrative approach. Urges implementation of a social interaction learning model to achieve state educational aims for all students. (LAM)

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

PubMed

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

2015-08-01

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

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

PubMed Central

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

2016-01-01

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

Investigation of the Application of Communicative Language Teaching in the English Language Classroom -- A Case Study on Teachers' Attitudes in Turkey

ERIC Educational Resources Information Center

Coskun, Abdullah

2011-01-01

This qualitative study aimed to reveal whether teachers' classroom practices overlap with their attitudes towards certain features of Communicative Language Teaching (CLT) such as pair and group-work activities, fluency and accuracy, error correction and the role of the teacher. Before conducting an open-ended questionnaire with two teachers of…

Measuring the Variables and Testing the Outcomes. The ACTFL Foreign Language Education Series, Vol. 10.

ERIC Educational Resources Information Center

Valette, Rebecca M.; Linder, Cathy

Current developments in the field of language testing are synthesized with emphasis on their practical application in the classroom. The main areas of concern are: (1) the role of testing in the schools; (2) identifying and measuring teacher and student variables, such as, language proficiency of teachers; teacher effectiveness in the classroom;…

Integrating iPad Technology in Earth Science K-12 Outreach Courses: Field and Classroom Applications

ERIC Educational Resources Information Center

Wallace, Davin J.; Witus, Alexandra E.

2013-01-01

Incorporating technology into courses is becoming a common practice in universities. However, in the geosciences, it is difficult to find technology that can easily be transferred between classroom- and field-based settings. The iPad is ideally suited to bridge this gap. Here, we fully integrate the iPad as an educational tool into two…

Preservice World Language Teachers' Reflection on Classroom Language Use: An Application of Video Study Groups Focused on Language

ERIC Educational Resources Information Center

Hagedorn, Jan

2017-01-01

Within a framework of reflective practice, this dissertation examines the ways in which preservice K-12 world language teachers discuss classroom language use when reflecting with peers on videos of their teaching. Twelve preservice language teachers at a large public university in the United States participated in four meetings of video study…

Development of the teaching simulator based on animated film to strengthening pedagogical competencies of prospective teachers

NASA Astrophysics Data System (ADS)

Fatimah, Siti; Setiawan, Wawan; Kusnendar, Jajang; Rasim, Junaeti, Enjun; Anggraeni, Ria

2017-05-01

Debriefing of pedagogical competence through both theory and practice which became a requirement for prospective teachers were through micro teaching and teaching practice program. But, some reports from the partner schools stated that the participants of teaching practice program have not well prepared on implementing the learning in the classroom because of lacking the debriefing. In line with the development of information technology, it is very possible to develop a media briefing of pedagogical competencies for prospective teachers through an application so that they can use it anytime and anywhere. This study was one answer to the problem of unpreparedness participants of the teaching practice program. This study developed a teaching simulator, which was an application for learning simulation with the animated film to enhance the professional pedagogical competence prospective teachers. By the application of this teaching simulator, students as prospective teacher could test their own pedagogic competence through learning models with different varied characteristics of students. Teaching Simulator has been equipped with features that allow users to be able to explore the quality of teaching techniques that they employ for the teaching and learning activities in the classroom. These features included the election approaches, the student's character, learning materials, questioning techniques, discussion, and evaluation. Teaching simulator application provided the ease of prospective teachers or teachers in implementing the development of lessons for practice in the classroom. Applications that have been developed to apply simulation models allow users to freely manage a lesson. Development of teaching simulator application was passed through the stages which include needs assessment, design, coding, testing, revision, improvement, grading, and packaging. The application of teaching simulator was also enriched with some real instructional video as a comparison for the user. Based on the two experts, the media expert and education expert, stated that the application of teaching simulator is feasible to be used as an instrument for the debriefing of students as potential participants of the teaching practice program. The results of the use of the application to the students as potential participants of teaching practice program, showed significant increases in the pedagogic competence. This study was presented at an international seminar and in the process of publishing in international reputated journals. Applications teaching simulator was in the process of registration to obtain the copyright of the Ministry of Justice and Human Rights. Debriefing for prospective teachers to use teaching simulator application could improve the mastery of pedagogy, give clear feedback, and perform repetitions at anytime.

Misbehavior or Misinterpretation?

ERIC Educational Resources Information Center

Monroe, Carla R.

2006-01-01

With deep understanding of the cultural overlay of school discipline, both in theory and practical application, teachers can work more effectively in urban environments. A brief overview and analysis of research on disparities in school discipline is presented, followed by practical suggestions for approaching student conduct in the classroom.…

Screencasting to Support Effective Teaching Practices

ERIC Educational Resources Information Center

Thomas, Amanda

2017-01-01

Increasing availability of digital devices in elementary school classrooms presents exciting new opportunities for teachers to support the teaching and learning of mathematics. Although many of the math applications available for these devices focus on drill and practice of mathematical procedures, screencasting apps can help support effective…

Supporting pre-service elementary teachers in their understanding of inquiry teaching through the construction of a third discursive space

NASA Astrophysics Data System (ADS)

Greca, Ileana M.

2016-03-01

Several international reports promote the use of the inquiry teaching methodology for improvements in science education at elementary school. Nevertheless, research indicates that pre-service elementary teachers have insufficient experience with this methodology and when they try to implement it, the theory they learnt in their university education clashes with the classroom practice they observe, a problem that has also been noted with other innovative methodologies. So, it appears essential for pre-service teachers to conduct supportive reflective practice during their education to integrate theory and practice, which various studies suggest is not usually done. Our study shows how opening up a third discursive space can assist this supportive reflective practice. The third discursive space appears when pre-service teachers are involved in specific activities that allow them to contrast the discourses of theoretical knowledge taught at university with practical knowledge arising from their ideas on science and science teaching and their observations during classroom practice. The case study of three pre-service teachers shows that this strategy was fundamental in helping them to integrate theory and practice, resulting in a better understanding of the inquiry methodology and its application in the classroom.

Developing a Scale for Culturally Responsive Practice: Validation, Relationship with School Organizational Factors, and Application

ERIC Educational Resources Information Center

Han, Jae-Bum

2017-01-01

The primary goal of this dissertation is to develop and provide preliminary validation for a new measure of culturally responsive practice. This instrument, which is called the Culturally Responsive Practice Scale (CRPS), includes items that reflect ways that teachers teach multicultural students in their classrooms. To accomplish the goal, three…

Effective Classroom Management. The Basic Element of Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

This module, developed by the Research Applications for Teaching (RAFT) project, introduces the undergraduate student to practices of teachers in effective schools which facilitate the climate for learning in the classroom. Used with Canter's materials on assertive discipline, the preservice teachers should have an opportunity to reflect carefully…

Mathematics Reform Curricula and Special Education: Identifying Intersections and Implications for Practice

ERIC Educational Resources Information Center

Sayeski, Kristin L.; Paulsen, Kim J.

2010-01-01

In many general education classrooms today, teachers are using "reform" mathematics curricula. These curricula emphasize the application of mathematics in real-life contexts and include such practices as collaborative, group problem solving and student-generated algorithms. Students with learning disabilities in the area of mathematics can…

What Research Has To Say about Reading Instruction. Third Edition.

ERIC Educational Resources Information Center

Farstrup, Alan E., Ed.; Samuels, S. Jay, Ed.

Maintaining a balance among theory, research, and effective classroom practice without presenting a formulaic view of good instruction or overly theoretical discussions in which practical applications of research findings are not adequately explored, the 17 chapters in this book capture the best evidence-based thinking of experienced researchers…

Development and Piloting of a Classroom-focused Measurement Feedback System

PubMed Central

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

2015-01-01

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

Evaluation of a Design Principle for Fostering Students' Epistemological Views on Models and Modelling Using Authentic Practices as Contexts for Learning in Chemistry Education

ERIC Educational Resources Information Center

Prins, Gjalt T.; Bulte, Astrid M. W.; Pilot, Albert

2011-01-01

Science education should foster students' epistemological view on models and modelling consistent with formal epistemology in science and technology practices. This paper reports the application of a curriculum unit in the classroom using an authentic chemical practice, "Modelling drinking water treatment", as the context for learning.…

Teaching Through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System–Secondary

PubMed Central

Hafen, Christopher A.; Hamre, Bridget K.; Allen, Joseph P.; Bell, Courtney A.; Gitomer, Drew H.; Pianta, Robert C.

2017-01-01

Valid measurement of how students’ experiences in secondary school classrooms lead to gains in learning requires a developmental approach to conceptualizing classroom processes. This article presents a potentially useful theoretical model, the Teaching Through Interactions framework, which posits teacher-student interactions as a central driver for student learning and that teacher-student interactions can be organized into three major domains. Results from 1,482 classrooms provide evidence for distinct emotional, organizational, and instructional domains of teacher-student interaction. It also appears that a three-factor structure is a better fit to observational data than alternative one- and two-domain models of teacher-student classroom interactions, and that the three-domain structure is generalizable from 6th through 12th grade. Implications for practitioners, stakeholders, and researchers are discussed. PMID:28232770

Language in Thinking and Learning: Pedagogy and the New Whorfian Framework.

ERIC Educational Resources Information Center

Lee, Penny

1997-01-01

Reviews 12 elements of Whorf's theory complex, particularly the linguistic relativity principle. Shows how the theory illuminates language-mind-experience relationships with applicability to classroom practices. (SK)

High School Students' Views on the PBL Activities Supported via Flipped Classroom and LEGO Practices

ERIC Educational Resources Information Center

Cukurbasi, Baris; Kiyici, Mubin

2018-01-01

The purpose of this study was to investigate the high school students' views on instructions based on Flipped Classroom Model (FC) and LEGO applications. The case study, which is one of the qualitative research methods, was used within the scope of the study, the duration of which was 7 weeks. In order to choose the research group of the study,…

Investigating the Impact of Professional Development on Teacher Practices and Beliefs Regarding the Use of Mobile Educational Applications in the Classroom

ERIC Educational Resources Information Center

Barrett-Greenly, Tommi C.

2013-01-01

It is well known that technology holds an important place in the classroom, and that students must be prepared for working and functioning in a society abundant with swift and constant advances in technology (Mitchem, Wells & Wells, 2003). Thus, in order to ready the learners, teachers themselves must be equipped with the necessary tools and…

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

NASA Astrophysics Data System (ADS)

Ford, Michael J.; Wargo, Brian M.

2007-01-01

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

Rainbows of Intelligence. Exploring How Students Learn.

ERIC Educational Resources Information Center

Teele, Sue

This book offers practical applications for exploring multiple intelligences in the classroom to help each student express his or her own personal learning rainbow. Special features of the book include seven complete lesson plans ready to be adapted to any grade level; objectives, activities, and applications that meet U.S. and California…

Right Back at 'Cha--Boomerang Activity Provides Educational Returns

ERIC Educational Resources Information Center

Campbell, Brian

2012-01-01

Motivating students to get actively involved in the curriculum and understand the application of academic content has been a challenge for many educators. Technology education instructors have traditionally had little difficulty showing their students the connection between their classroom and lab learning and a practical application of the skills…

Blueprint for Student Success: A Guide to Research-Based Teaching Practices K-12.

ERIC Educational Resources Information Center

Jones, Susan J.

This book presents a reality-based approach to classroom instruction designed to help learners at all levels achieve lifelong success. It offers teaching strategies, activities, and applications to enhance student achievement, stressing the importance of learning through discovery, creativity, application, adaptation, and high level thinking. It…

Best Case Practices of Technology at Eastern New Mexico University.

ERIC Educational Resources Information Center

DeWitt, Calvin W.; Nutter, Scott; Ayala, Mary; Hall, Debra

This paper presents examples of best case practices of technology use in classes at Eastern New Mexico University (ENMU). The examples include successful and not-so-successful applications, with insights on the overall process of incorporating technology into the classroom. The paper focuses on the authors' experience in languages, business, and…

Teaching the History of Tracking Time with Technology

ERIC Educational Resources Information Center

Fitz, Margaret

2016-01-01

This article focuses on the mathematical value of teaching angles through the use of sundials in the classroom. The history of sundials and the mathematics embedded within them is discussed in detail. In addition, practical applications of angles are included, along with interactive practice telling time with the angles created on sundials. Time…

Handbook of Research on Classroom Diversity and Inclusive Education Practice

ERIC Educational Resources Information Center

Curran, Christina M., Ed.; Petersen, Amy J., Ed.

2017-01-01

As classrooms are becoming more diverse, teachers are now faced with the responsibility of creating an inclusive classroom community. As such, researching classroom pedagogies and practices is an imperative step in curriculum planning. The "Handbook of Research on Classroom Diversity and Inclusive Education Practice" is an authoritative…

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

ERIC Educational Resources Information Center

Savasci, Funda; Berlin, Donna F.

2012-01-01

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

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.

The Practical Application of E-Portfolios in K-12 Classrooms: An Exploration of Three Web 2.0 Tools by Three Teachers

ERIC Educational Resources Information Center

Karlin, Michael; Ozogul, Gamze; Miles, Stacy; Heide, Saul

2016-01-01

Portfolios used in K-12 classrooms give students the opportunity to collect, showcase, and reflect upon the work they have completed throughout a class or program. With the advent of the digital age, e-portfolios have allowed for this process to be conducted online through the use of Web 2.0 tools, offering a number of advantages and features that…

Pheromone Chemistry of the Smaller European Elm Bark Beetle.

ERIC Educational Resources Information Center

Beck, Keith

1978-01-01

Discusses the aggregation pheromone of the smaller European elm bark beetle, Scolytus multistriatus (Marsham), with emphasis on information that could be used in the classroom as a practical application of organic chemistry. (Author/GA)

Primary Grades Teachers' Teacher Identities and Teaching Practices in the United States and Japanese Mathematics Classrooms

ERIC Educational Resources Information Center

Johns, Kyoko Maeno

2009-01-01

The research supports the contentions that teachers' beliefs influence classroom practice and student achievement. Although research has been done to examine teachers' beliefs and classroom practice, limited research has investigated how one's culture and community affect teacher identity and mathematics classroom practice. The development over…

Improving Business School Courses by Applying Lean Principles and Practices

ERIC Educational Resources Information Center

Emiliani, M. L.

2004-01-01

Describes the application of lean principles and practices to the design and delivery of a graduate business course on leadership taken by part-time working professional students in a classroom setting. The principal objectives were to improve consistency between what was taught in the course and how the course was taught, eliminate waste, improve…

Authenticity in the Language Classroom and Beyond: Children and Adolescent Learners. TESOL Classroom Practice Series

ERIC Educational Resources Information Center

Dantas-Whitney, Maria, Ed.; Rilling, Sarah, Ed.

2010-01-01

This volume in the TESOL Classroom Practice Series presents instructional practices that are particularly successful with children and adolescent language learners. These practices take into account the unique needs and characteristics of these age groups and reflect a wide range of educational contexts, goals, and challenges from classrooms in…

Surveying the experiences and perceptions of undergraduate nursing students of a flipped classroom approach to increase understanding of drug science and its application to clinical practice.

PubMed

Hanson, Julie

2016-01-01

Patient harm from medication error is a significant issue. Individual failures by health professionals including knowledge deficits and poor communication have been identified as increasing the likelihood of medication administration errors. In Australia, the National Strategy for Quality Use of Medicines in 2002 compels health professionals to have the knowledge and skills to use medicines safely and effectively. This paper examines nursing students' perceptions of the effectiveness of a flipped classroom approach to increase understanding of pharmacology principles and the application of this knowledge to medication practice. An internet-based self-completion questionnaire was used in 2013 (n = 26) after the flipped classroom approach was implemented, and pre- (n = 6) and post-flipping (n = 25) in 2014. Students who engaged with digitally recorded lectures (eLectures) prior to face-to-face workshops stated that they had greater understanding of the subject and enhanced critical thinking skills. The replay function of the eLecture was perceived by some students as most beneficial to independent learning. However, for some students, time constraints meant that they relied on eLectures alone, while others preferred traditional teaching methods. Although limited by sample size and potential participant bias, the results provide insights about the flipped classroom experience from a student perspective. Copyright © 2015 Elsevier Ltd. All rights reserved.

Web-based classroom data collection in ADHD: a best practices case study.

PubMed

Bhatara, Vinod; Vogt, H Bruce; Ellis, Roland; Alshari, Ghyath; Patrick, Sarah

2003-09-01

Best practices research identifies and disseminates effective clinical strategies developed and refined by clinicians for their practices. As opposed to the content of health care, medical students and residents are typically not trained in the process of its provision. This paper illustrates a best practices approach to development of a Web-based classroom data collection method to improve medication management in attention deficit hyperactivity disorder (ADHD). 1) To increase Primary Care Physician (PCP) awareness of the process of best practices research, and; 2) to highlight the use of the World Wide Web as a tool for integration of care of children with ADHD. Based on the review of a large national study in ADHD, the key ingredients for the best pharmacotherapy practices were identified. The lessons from the literature were adapted for local practice using the framework and steps for best practices outlined by Mold and Gregory. A conceptual model of managing information provided by parents/caregivers and teachers to PCPs was developed. Several steps were identified, including Web-based classroom behavioral data collection by a care manager and feedback reports to PCPs from a child psychiatrist based on the data collected. This model is currently being tested. Our preliminary experience suggests that a best practices approach has potential applications to a variety of primary care settings in South Dakota. We encourage PCPs to consider best practice strategies for their own practices. The practice-based research network (Rush Net) being developed by the Center for Rural Health Improvement of the University of South Dakota School of Medicine's Department of Family Medicine can be helpful in this regard.

Explaining Variation in How Classroom Communities Adapt the Practice of Scientific Argumentation

ERIC Educational Resources Information Center

Berland, Leema K.

2011-01-01

Research and practice has placed an increasing emphasis on aligning classroom practices with scientific practices such as scientific argumentation. In this paper, I explore 1 challenge associated with this goal by examining how existing classroom practices influence students' engagement in the practice of scientific argumentation. To do so, I…

An Observational Study of Instructional and Curricular Practices Used with Gifted and Talented Students in Regular Classrooms. Research Monograph 93104.

ERIC Educational Resources Information Center

Westberg, Karen L.; And Others

This report describes one part of the Classroom Practices Study, focusing on systematic observations of gifted and talented students in 46 third and fourth grade classrooms. The observations were designed to determine if and how teachers meet the needs of gifted and talented students in regular classroom settings. The Classroom Practices Record…

Situated Practice: A Reflection on Person-Centered Classroom Management

ERIC Educational Resources Information Center

Doyle, Walter

2009-01-01

This article provides a situated perspective on the person-centered classroom management practices described in this issue, in order to highlight the special contribution these practices make to sustaining meaningful student engagement in classroom activity. Building on Paul Gump's efforts to conceptualize the classroom environment, the discussion…

How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

NASA Astrophysics Data System (ADS)

Whittington, Kayla Lee

This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

Theory through Application: A Study in the Use of Social Media for Teaching

ERIC Educational Resources Information Center

Gammon, Mark A.; McGranahan, Carole

2015-01-01

Despite the growing integration of social media in their personal and professional lives, many faculty remain uncertain about its application to the classroom. One barrier for the adoption of social media as a learning tool is continued uncertainty about effective practices and successful use cases. Anchored in a specific course implementation and…

Research into Practice: Scaffolding Learning Processes to Improve Speaking Performance

ERIC Educational Resources Information Center

Goh, Christine C. M.

2017-01-01

This article is a personal view of the application of results from three areas of research that I believe are relevant to developing second language speaking in the classroom: task repetition, pre-task planning and communication strategies. I will discuss these three areas in terms of level of research application--where research is not applied…

Exploring Application, Attitudes and Integration of Video Games: MinecraftEdu in Middle School

ERIC Educational Resources Information Center

Sáez-López, José-Manuel; Miller, John; Vázquez-Cano, Esteban; Domínguez-Garrido, María-Concepción

2015-01-01

The aim of this study is to assess the use of MinecraftEdu in classroom practice analyzing the outcomes and attitudes of all members of the educational community through a quasi-experimental approach. The research presents three dimensions oriented to assessing the use of this application in a didactic unit "History and Architecture"…

Teach Like a Champion Field Guide: A Practical Resource to Make the 49 Techniques Your Own

ERIC Educational Resources Information Center

Lemov, Doug

2012-01-01

In his acclaimed book "Teach Like a Champion", Doug Lemov shared 49 essential techniques used by excellent teachers. In his companion Field Guide, he further explores those techniques in a practical guide. With the "Teach Like a Champion Field Guide", teachers will have an indispensable resource that complements their classroom application of…

Solar Radiation and the UV Index: An Application of Numerical Integration, Trigonometric Functions, Online Education and the Modelling Process

ERIC Educational Resources Information Center

Downs, Nathan; Parisi, Alfio V.; Galligan, Linda; Turner, Joanna; Amar, Abdurazaq; King, Rachel; Ultra, Filipina; Butler, Harry

2016-01-01

A short series of practical classroom mathematics activities employing the use of a large and publicly accessible scientific data set are presented for use by students in years 9 and 10. The activities introduce and build understanding of integral calculus and trigonometric functions through the presentation of practical problem solving that…

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.

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.

Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices

ERIC Educational Resources Information Center

Mmasa, Mussa; Anney, Vicent Naano

2016-01-01

The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the…

Musk as a Pheromone? Didactic Exercise.

ERIC Educational Resources Information Center

Bersted, Chris T.

A classroom/laboratory exercise has been used to introduce college students to factorial research designs, differentiate between interpretations for experimental and quasi-experimental variables, and exemplify application of laboratory research methods to test practical questions (advertising claims). The exercise involves having randomly divided…

Stylistic Reformulation: Theoretical Premises and Practical Applications.

ERIC Educational Resources Information Center

Schultz, Jean Marie

1994-01-01

Various aspects of writing style are discussed to propose concrete methods for improving students' performance. Topics covered include the relationship between syntactic and cognitive complexity and classroom techniques and the reformulation technique as applied to student writing samples. (Contains 20 references.) (LB)

Science Classroom Inquiry (SCI) Simulations: A Novel Method to Scaffold Science Learning

PubMed Central

Peffer, Melanie E.; Beckler, Matthew L.; Schunn, Christian; Renken, Maggie; Revak, Amanda

2015-01-01

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students’ self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study. PMID:25786245

Science classroom inquiry (SCI) simulations: a novel method to scaffold science learning.

PubMed

Peffer, Melanie E; Beckler, Matthew L; Schunn, Christian; Renken, Maggie; Revak, Amanda

2015-01-01

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.

Cultivating Pre-Service Teachers' Classroom Management Skills through Teaching Practicum: A Reflective Practice

ERIC Educational Resources Information Center

Ragawanti, Debora Tri

2015-01-01

Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This…

Classroom Discussions: Possibilities and Limitations for Democratic Classroom Practices

ERIC Educational Resources Information Center

Aasebø, Turid Skarre

2017-01-01

Are students offered possibilities to experience democratic practice in classrooms? Using an analysis of empirical data from classroom discussions in lower secondary school, this article identifies and explores two different types of classroom discussions which give students different positions: a conversation in which students are positioned as…

Learning theories 101: application to everyday teaching and scholarship.

PubMed

Kay, Denise; Kibble, Jonathan

2016-03-01

Shifts in educational research, in how scholarship in higher education is defined, and in how funding is appropriated suggest that educators within basic science fields can benefit from increased understanding of learning theory and how it applies to classroom practice. This article uses a mock curriculum design scenario as a framework for the introduction of five major learning theories. Foundational constructs and principles from each theory and how they apply to the proposed curriculum designs are described. A summative table that includes basic principles, constructs, and classroom applications as well as the role of the teacher and learner is also provided for each theory. Copyright © 2016 The American Physiological Society.

Measuring Ultraviolet Radiation Underwater: A Practical Application of the Beer-Lambert-Bouguer Law for High School Physics

ERIC Educational Resources Information Center

Schouten, Peter; Parisi, Alfio; Downs, Nathan

2009-01-01

The measurement of solar UV under water is not a simple process. In the underwater environment the difficulty of obtaining useable data is greatly amplified due to the optically complicated and at times unpredictable nature of water itself. The following practical exercise designed for use in the Year 11 and Year 12 Physics classroom aims to…

What Does Research Say about the Ideal Condition for Students Learning Mathematics?--A "Baker's Dozen" Articles to Inform Secondary Teaching

ERIC Educational Resources Information Center

Jones, Karrie A.; Vermette, Paul J.; Jones, Jennifer L.

2012-01-01

In seeking to align the everyday decision-making and lesson delivery of secondary teachers to current research in mathematics education, this piece provides an application of theory into classroom practice. By focusing on a sample of 13 quantitative and qualitative research studies of pedagogical best practice published since 2000, a set of…

The Use of Edmodo in Creating an Online Learning Community of Practice for Learning to Teach Science

ERIC Educational Resources Information Center

Ekici, Didem Inel

2017-01-01

This study aimed to create an online community of practice by creating a virtual classroom in the Edmodo application and ascertain the opinions of pre-service primary teachers about the effects of Edmodo on their learning to teach science and availability of Edmodo. The research used a case study, which is one method of descriptive research.…

Beliefs and Issues in Social Studies Instructional Practices: A Case Study of Alternatively Certified Elementary Teachers

ERIC Educational Resources Information Center

Bisland, Beverly Milner; O'Connor, Evelyn A.; Malow-Iroff, Micheline S.

2009-01-01

The purpose of this study is to investigate the social studies teaching beliefs and the application of these beliefs into classroom practice of a group of elementary teachers who are part of a New York City alternative certification program. The teachers in this study are working in low performing New York City schools, are typically pursuing…

The Analog Computer as a Teaching Tool in Physics

ERIC Educational Resources Information Center

Wylen, H. E.; Schwarz, W. M.

1973-01-01

Discusses use of two EAI semi-expanded TR-20 units to display solutions to differential equations for harmonic oscillators, quantum-mechanical particles, trajectories, radioactive decay series, and hysteresis curves. Suggests practical applications for both undergraduate physics laboratories and classroom demonstrations. (CC)

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

NASA Astrophysics Data System (ADS)

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2017-08-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

NASA Astrophysics Data System (ADS)

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2018-06-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.

A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions

ERIC Educational Resources Information Center

Rusk, Robert Brian

2016-01-01

This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive…

Theme: Agricultural Education and Distance Education.

ERIC Educational Resources Information Center

Murphy, Tim H.; And Others

1996-01-01

Includes "The Time Is Now" (Murphy); "Technological Solution in Search of an Instructional Problem" (Willis, Touchstone); "'Principles' of Distance Education" (Peasley); "A Star Is Born!" (Swan); "Enrichment in the Classroom" (Blume, Talbert); "Practical Applications for Distance Education Technologies in Remote and Rural Areas" (Davis, Frick);…

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

ERIC Educational Resources Information Center

Harrison, Christine

2013-01-01

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

Reinvention of Classroom Practice Innovations

ERIC Educational Resources Information Center

Sansom, David W.

2017-01-01

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

[NRC/GT: Six Year One Research Studies.

ERIC Educational Resources Information Center

Gubbins, E. Jean, Ed.

1992-01-01

This newsletter focuses on six Year 1 research projects associated with the National Research Center on the Gifted and Talented (NRC/GT). The updates address: "Regular Classroom Practices With Gifted Students: Findings from the Classroom Practices Survey" (Francis X. Archambault, Jr. and others); "The Classroom Practices Study:…

Effect of Professional Development on Classroom Practices in Some Selected Saudi Universities

ERIC Educational Resources Information Center

Alghamdi, AbdulKhaliq Hajjad; Bin Sihes, Ahmad Johari

2016-01-01

"Scientific studies found the impact of professional development on effective classroom practices in Higher Education." This paper hypothesizes no statistically significant effect of lecturers' professional development on classroom practices in some selected Saudi Universities not as highlighted in the model. Hierarchical multiple…

Observing Classroom Practice

ERIC Educational Resources Information Center

Danielson, Charlotte

2012-01-01

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

Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics

NASA Astrophysics Data System (ADS)

Makar, Katie; Fielding-Wells, Jill

2018-03-01

The 3-year study described in this paper aims to create new knowledge about inquiry norms in primary mathematics classrooms. Mathematical inquiry addresses complex problems that contain ambiguities, yet classroom environments often do not adopt norms that promote curiosity, risk-taking and negotiation needed to productively engage with complex problems. Little is known about how teachers and students initiate, develop and maintain norms of mathematical inquiry in primary classrooms. The research question guiding this study is, "How do classroom norms develop that facilitate student learning in primary classrooms which practice mathematical inquiry?" The project will (1) analyse a video archive of inquiry lessons to identify signature practices that enhance productive classroom norms of mathematical inquiry and facilitate learning, (2) engage expert inquiry teachers to collaborate to identify and design strategies for assisting teachers to develop and sustain norms over time that are conducive to mathematical inquiry and (3) support and study teachers new to mathematical inquiry adopting these practices in their classrooms. Anticipated outcomes include identification and illustration of classroom norms of mathematical inquiry, signature practices linked to these norms and case studies of primary teachers' progressive development of classroom norms of mathematical inquiry and how they facilitate learning.

Contemplative Administration: Transforming the Workplace Culture of Higher Education

ERIC Educational Resources Information Center

Beer, Laura E.

2010-01-01

A contemplative approach to higher education is receiving increased attention and application in the classroom. Applying contemplative practices to administration, however, has received little attention in the literature. This case study offers a unique look at Naropa University and its implementation of contemplative administration. Findings…

Functional Approaches to Written Text: Classroom Applications.

ERIC Educational Resources Information Center

Miller, Tom, Ed.

Noting that little in language can be understood without taking into consideration the wider picture of communicative purpose, content, context, and audience, this book address practical uses of various approaches to discourse analysis. Several assumptions run through the chapters: knowledge is socially constructed; the manner in which language…

Technology and Curriculum: Shadows and Machines

ERIC Educational Resources Information Center

Lewkowich, David

2012-01-01

The influence of technology in today's classroom is undeniably ubiquitous and scattered, and though the practice of conceptualizing technological application emerges from within an already contested and highly politicized field of human relations, when approached in the context of curriculum, this contestation takes on new significance. In this…

Improving Audio Quality in Distance Learning Applications.

ERIC Educational Resources Information Center

Richardson, Craig H.

This paper discusses common causes of problems encountered with audio systems in distance learning networks and offers practical suggestions for correcting the problems. Problems and discussions are divided into nine categories: (1) acoustics, including reverberant classrooms leading to distorted or garbled voices, as well as one-dimensional audio…

Improving K-12 STEM Education Outcomes through Technological Integration

ERIC Educational Resources Information Center

Urban, Michael J., Ed.; Falvo, David A., Ed.

2016-01-01

The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and…

Integrating Graduate Coursework to Prepare Alternatively Certified Teachers

ERIC Educational Resources Information Center

Heineke, Amy J.; Preach, Deborah

2013-01-01

In this article, we describe our innovative work as teacher educators to integrate coursework for alternatively certified teachers. Rather than maintain boundaries among individual courses for new elementary teachers, explicit connections support first-year teachers professional learning and aid in the immediate application to classroom practice.…

Brown & Smith Communication Solutions: A Staffing System Simulation

ERIC Educational Resources Information Center

Small, Erika E.; Doll, Jessica L.; Bergman, Shawn M.; Heggestad, Eric D.

2018-01-01

Developing students' practical skills in strategic staffing and selection within the classroom can be challenging. This article describes a staffing system simulation designed to engage students and develop applied skills in strategic recruiting, assessment, and evaluation of job applicants. Instructors looking for a multifaceted team project…

Evidence-Based Practice: Integrating Classroom Curriculum and Field Education

ERIC Educational Resources Information Center

Tuchman, Ellen; Lalane, Monique

2011-01-01

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

Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study

ERIC Educational Resources Information Center

Hildenbrand, Susan M.; Arndt, Katrina

2016-01-01

This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…

Developing with Residual Practice in EFL Classrooms

ERIC Educational Resources Information Center

Kivanç Çaganaga, Çagda; Kaymakamoglu, Sibel

2015-01-01

This article explores the concept of residual practice as a means of understanding the importance of daily experience on classroom management. The suggested theory can adequately illuminate the nature and process of learning while teaching in classrooms. This article aims to provide residual practice as a comprehensive framework for evaluating the…

Effective Second Language Writing. TESOL Classroom Practice Series

ERIC Educational Resources Information Center

Kasten, Susan, Ed.

2010-01-01

The classroom practices discussed in "Effective Second Language Writing" reflect various trends and methodologies; however, the underlying theme in this volume of the Classroom Practice Series is the need for clear and meaningful communication between ESL writers and their readers. While approaches differ, two core beliefs are constant: ESL…

The SMORE Project: A Model for Transforming Authentic Research into Classroom Curricula

NASA Astrophysics Data System (ADS)

Abmayr, V.

2016-12-01

The SMORE (Students Monitoring Ocean Response to Eutrophication) Project is the direct result of a partnership between marine scientist Dr. Patricia Yager (UGA) and Lollie Garay, a middle school classroom teacher from Texas. Partnered by PolarTREC on an expedition to the Southern Ocean in 2007, they have since traveled together building not only a lasting teacher/scientist collaboration, but also a tri-state student collaboration based on authentic fieldwork. Inspired by Dr. Yager's research, this student -driven project has generated biogeochemical data from Alaska, Texas, and Georgia. Moreover, it has enhanced student understanding of ocean science topics traditionally underemphasized in classrooms. Engaging students in scientific practices and application benefits not only the students and teachers, but also the scientists.

Teacher Logs: A Tool for Gaining a Comprehensive Understanding of Classroom Practices

ERIC Educational Resources Information Center

Glennie, Elizabeth J.; Charles, Karen J.; Rice, Olivia N.

2017-01-01

Examining repeated classroom encounters over time provides a comprehensive picture of activities. Studies of instructional practices in classrooms have traditionally relied on two methods: classroom observations, which are expensive, and surveys, which are limited in scope and accuracy. Teacher logs provide a "real-time" method for…

The Dance of Elementary School Classroom Management

ERIC Educational Resources Information Center

Powell, Pamela

2014-01-01

At times, classroom management and guidance elude even the most seasoned teachers. Yet, students need guidance and practice in self-regulatory skills to assist in the learning that occurs in classrooms. Teachers need both practical and research-based classroom management strategies that benefit the environment and help create a space conducive to…

School food practices of prospective teachers.

PubMed

Rossiter, Melissa; Glanville, Theresa; Taylor, Jennifer; Blum, Ilya

2007-12-01

Schoolteachers can affect students' eating habits in several ways: through nutrition knowledge, positive role modeling, and avoidance of unhealthy classroom food practices. In this study, the knowledge, attitudes, and eating behaviors of prospective teachers as determinants of intended classroom food practices and the school environment and its potential impact on classroom food practices were examined and explored. One hundred and three students (response rate 79%) enrolled in the final year of a bachelor of education program with at least 22 weeks of practice teaching completed a self-administered questionnaire adapted from the Teens Eating for Energy and Nutrition at School teaching staff survey. Indexes related to classroom food practices, school food environment, personal health, fat intake, and nutrition knowledge were constructed and explored quantitatively using linear modeling techniques and contingency table analysis. The majority of respondents reported a high fat intake (65%) and had mid-to-low nutrition knowledge (72%). While most respondents (93%) believed that a healthy school food environment was important, two thirds reported unhealthy classroom food practices. Unhealthy classroom food practices were more likely to be used by those intending to teach at the secondary level, those who held a high personal health belief, and those who demonstrated less support for a healthy school environment. These findings suggest that knowledge, attitudes, and food behaviors of prospective teachers may be barriers to promoting healthy food habits to their future students. Further, prospective teachers would benefit from policies and programs that support healthy classroom practices and from compulsory nutrition education in the teacher training curriculum.

Inquiry-based instruction in secondary science classrooms: A survey of teacher practice

NASA Astrophysics Data System (ADS)

Gejda, Linda Muggeo

The purpose of this quantitative investigation was to describe the extent to which secondary science teachers, who were certified through Connecticut's BEST portfolio assessment process between 1997 and 2004 and had taught secondary science during the past academic year, reported practicing the indicators of inquiry-based instruction in the classroom and the factors that they perceived facilitated, obstructed, or informed that practice. Indicators of inquiry-based instruction were derived from the Biological Sciences Curriculum Study (BSCS) 5E model (Bybee, 1997). The method for data collection was a researcher-developed, self-report, questionnaire entitled "Inquiry-based Instruction in Secondary Science Classrooms: A Survey", which was developed and disseminated using a slightly modified Dillman (2000) approach. Almost all of the study participants reported practicing the 5Es (engage, explore, explain, elaborate, and evaluate) of inquiry-based instruction in their secondary science classrooms. Time, resources, the need to cover material for mandatory assessments, the science topics or concepts being taught, and professional development on inquiry-based instruction were reported to be important considerations in participants' decisions to practice inquiry-based instruction in their science classrooms. A majority of the secondary science teachers participating in this study indicated they had the time, access to resources and the professional development opportunities they needed to practice inquiry-based instruction in their secondary classrooms. Study participants ranked having the time to teach in an inquiry-based fashion and the need to cover material for mandated testing as the biggest obstacles to their practice of inquiry-based instruction in the secondary classroom. Classroom experience and collegial exchange informed the inquiry-based instruction practice of the secondary science teachers who participated in this study. Recommendations for further research, practice, and policy were made based upon the results of this study.

Fifth-Grade Teachers' Social Studies Knowledge and Beliefs and Their Relationship to Classroom Practices

ERIC Educational Resources Information Center

Harcarik, Michele

2009-01-01

This mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World,…

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

ERIC Educational Resources Information Center

Kinloch, Karen Elizabeth

2013-01-01

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

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

ERIC Educational Resources Information Center

Ficarra, Laura; Quinn, Kevin

2014-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

Lee, Pyng-Na; Lin, Sheng-Hsi

2013-01-01

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

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…

Self-Efficacy Beliefs, Classroom Management, and the Cradle-to-Prison Pipeline

ERIC Educational Resources Information Center

Delale-O'Connor, Lori Ann; Alvarez, Adam J.; Murray, Ira E.; Milner, H. Richard, IV

2017-01-01

In this article, we focus on connections between and among teachers' self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura's (1986) theorization of self-efficacy, we discuss how teachers' beliefs shape their classroom management practices and how these beliefs and practices can be essential…

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

ERIC Educational Resources Information Center

Koloi-Keaikitse, Setlhomo

2016-01-01

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

The Relationship between Teachers' Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices

ERIC Educational Resources Information Center

Saad, Rayana; BouJaoude, Saouma

2012-01-01

The purpose of this study was to investigate relationships between teachers' attitudes toward science, knowledge and beliefs about inquiry, and science classroom teaching practices. Specifically, the study addressed three questions: What are teachers' beliefs and knowledge about inquiry? What are teachers' teaching related classroom practices? Do…

Toward Intentional, Reflective, and Assimilative Classroom Practices with Students with FASD

ERIC Educational Resources Information Center

Poth, Cheryl; Pei, Jacqueline; Job, Jenelle M.; Wyper, Katherine

2014-01-01

The value of research-informed classroom practices is well recognized and thus this qualitative study was designed to explore, from multiple perspectives, the experiences and influences of classroom practices for students with Fetal Alcohol Spectrum Disorders (FASD). The inductive analysis of 11 focus groups and three interviews involving 60…

A Freudian Approach to Education.

ERIC Educational Resources Information Center

Gartner, Sandra L.

This document offers the point of view that Bruno Bettelheim's writings, based on Sigmund Freud's approach to education, suggest the most practical applications for achieving positive results within the classroom. The overall result of a student being taught all through school by the Freudian method would be an extremely positive one. Such a…

Talking Classrooms: Shaping Children's Learning through Oral Language Instruction.

ERIC Educational Resources Information Center

Smith, Patricia G., Ed.

This book offers a variety of viewpoints relevant to teachers and researchers who are interested in the practical application of the theory and philosophy behind oral language instruction. Through an assortment of international essays, the authors demonstrate the changing nature of children's talk in the writing circle, reading conference, English…

Philosophy in the Music Classroom: Poststructuralist Lessons from "The Lego Movie"

ERIC Educational Resources Information Center

Richerme, Lauren Kapalka

2015-01-01

This article introduces some of the practices in which various poststructuralist authors engage and suggests applications for music education. First, an explanation of how some poststructuralist authors embrace exclusions and how music educators might draw on such thinking and action is offered. Second, the article articulates various…

Preserving Man's Environment.

ERIC Educational Resources Information Center

Pavoni, Joseph L.; And Others

This text focuses upon ecology and environmental science. It provides a thorough introduction to these areas, as well as the dimension of practical application to the classroom situation. The introductory section deals with the need to become aware of environmental problems, as well as presenting a brief summary of the succeeding chapters. The…

Enhancing Field Research Methods with Mobile Survey Technology

ERIC Educational Resources Information Center

Glass, Michael R.

2015-01-01

This paper assesses the experience of undergraduate students using mobile devices and a commercial application, iSurvey, to conduct a neighborhood survey. Mobile devices offer benefits for enhancing student learning and engagement. This field exercise created the opportunity for classroom discussions on the practicalities of urban research, the…

Co-Constructing an Understanding of Creativity in Drama Education that Draws on Neuropsychological Concepts

ERIC Educational Resources Information Center

Howard-Jones, Paul A.; Winfield, M.; Crimmins, G.

2008-01-01

Background: Neuroscience is unlikely to produce findings for immediate application in the classroom. The educational significance and practical implications of knowledge about mind and brain inevitably require some level of interpretation, yet the multiplying examples of unscientific "brain-based" educational concepts suggest this process of…

Learn by Doing: Practical Applications On and Off Campus.

ERIC Educational Resources Information Center

Zeuschner, Raymond Bud

Speech communication students and faculty at California Polytechnic State University, where the university motto is "Learn by Doing," take their skills and training beyond the classroom and reach out to diverse audiences by doing speaking. Members of the "student host" corps need to be quick, prepared and diplomatic as they…

From Research to Practice: A Framework for Contextualizing Teaching and Learning

ERIC Educational Resources Information Center

Ambrose, Valerie K.; Davis, C. Amelia; Ziegler, Mary F.

2013-01-01

Developmental reading instructors are increasingly pressured to include real-world content in their curriculum to bring contextualized teaching and learning to life. The purpose of this practitioner-focused article is to tie knowledge about contextualized teaching and learning with classroom application techniques. We present a framework that…

Collaborative Learning Utilizing Case-Based Problems

ERIC Educational Resources Information Center

Hilvano, Nestor T.; Mathis, Karen M.; Schauer, Daniel P.

2014-01-01

Engaging students in discussion and creating high impact teaching and learning practices are a challenge in every classroom. Small group discussion and poster presentations were used to solve case-based problems to highlight issues for the learner and to allow each student to demonstrate understanding and application of theory to real life…

Testing the Fracture Behaviour of Chocolate

ERIC Educational Resources Information Center

Parsons, L. B.; Goodall, R.

2011-01-01

In teaching the materials science aspects of physics, mechanical behaviour is important due to its relevance to many practical applications. This article presents a method for experimentally examining the toughness of chocolate, including a design for a simple test rig, and a number of experiments that can be performed in the classroom. Typical…

Building "Science Capital" in the Classroom

ERIC Educational Resources Information Center

Nomikou, Effrosyni; Archer, Louise; King, Heather

2017-01-01

In this article we share insights from our ongoing research on the concept of "science capital"--a term that refers to an individual's science-related resources and dispositions. We have been working in collaboration with secondary teachers in England to explore the applications of the concept in science teaching practice. Underpinned by…

Reframing Knowing, Being, and Doing in the Seminary Classroom

ERIC Educational Resources Information Center

Cahalan, Kathleen A.

2011-01-01

Seminary education requires that students learn a complex body of theological knowledge, engage in the practices of ministry, and develop as persons of faith and vocation. Utilizing the six aspects of significant learning experiences defined by L. Dee Fink--foundational knowledge, application, integration, the human dimension, caring, and learning…

Differentiated Instruction: An Analysis of Approaches and Applications

ERIC Educational Resources Information Center

Smeeton, Gina

2016-01-01

The purpose of this study was to find common perceptions and practices of differentiated instruction by fifth grade teachers. Currently, there is little research on the perspectives of teachers who are learning about and utilizing differentiated instruction in the classroom. This study reviews teacher perceptions about differentiated instruction,…

Understanding Resistance: Reflections on Race and Privilege through Service-Learning

ERIC Educational Resources Information Center

Espino, Michelle M.; Lee, Jenny J.

2011-01-01

Service-learning has been hailed as an effective means to bridge classroom learning with practical application in the local context. Numerous studies have demonstrated the educational value of service-learning, particularly the potential to build awareness and appreciation for diversity. Students' resistance to even acknowledging issues of…

Notional-Functional Syllabus: From Theory to Classroom Applications.

ERIC Educational Resources Information Center

Knop, Constance K.

A notional-functional syllabus is a set of materials to be learned by students of a second language. While learning to perform communicative activities, students practice language structures that refer to certain situations and ideas (notions). The language structures are organized to express different interactions (functions) that are possible…

Extending the Domain of Instructional Effectiveness Assessment in Student Evaluations of Communication Courses.

ERIC Educational Resources Information Center

Rice, Ronald E.; Stewart, Lea P.; Hujber, Michele

2000-01-01

Presents results from a teaching effectiveness survey of alumni. Indicates alumni believe that good instructors should demonstrate effective preparation, interest in course material and students, availability to students outside of class, effective pedagogy, practical application, classroom interaction with students, sociability, and a high level…

Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse

ERIC Educational Resources Information Center

Van Sluys, Katie; Lewison, Mitzi; Flint, Amy Seely

2006-01-01

Studying critical literacies includes examining how research practices influence what is learned about classroom activity and the world. This article highlights the processes and practices used in studying 1 classroom conversation. The data, drawn from an elementary school classroom of a Critical Literacy in Action teacher-researcher group member,…

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

ERIC Educational Resources Information Center

Goldberg, Gail Lynn; Roswell, Barbara Sherr

2000-01-01

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

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

ERIC Educational Resources Information Center

Newman, Dorothy C.; Stallings, William M.

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

Measuring the Quality of Inclusive Practices: Findings from the Inclusive Classroom Profile Pilot

ERIC Educational Resources Information Center

Soukakou, Elena P.; Winton, Pam J.; West, Tracey A.; Sideris, John H.; Rucker, Lia M.

2014-01-01

The purpose of this study was to test the reliability and validity of the Inclusive Classroom Profile (ICP), an observation measure designed to assess the quality of classroom practices in inclusive preschool programs. The measure was field tested in 51 inclusive classrooms. Results confirmed and extended previous research findings, providing…

Foreign-Language Pedagogy: Practical Applications to Theoretical Concerns. Selected Papers from the Loyola College Conference Entitled "Bridging Theory and Practice in the Foreign-Language Classroom" (Baltimore, Maryland, October 18-20, 1991).

ERIC Educational Resources Information Center

Wieczorek, Joseph A., Ed.

1993-01-01

Papers from the conference include the following: "Activites orales et motivation dans l'etude du vocabulaire d'une langue etrangere (Oral Activities and Motivation in the Study of Vocabulary in a Foreign Language)" (M. Guisset); "Bridging High School and College Classes through the Multicultural Approach: The Case of Francophone…

Exploring Digital Literacy Practices in an Inclusive Classroom

ERIC Educational Resources Information Center

Price-Dennis, Detra; Holmes, Kathlene A.; Smith, Emily

2015-01-01

In this article instructional practices from a diverse inclusive 5th grade classroom are examined to better understand how students engaged in 21st century literacies. The authors focus on one classroom to provide insight into how a 21st century literacies perspective can support inclusive literacy practices that 1) create a community of learners,…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

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

ERIC Educational Resources Information Center

Arends, Fabian; Winnaar, Lolita; Mosimege, Mogege

2017-01-01

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

Two Heads Are Better than One: Influencing Preservice Classroom Teachers' Understanding and Practice of Classroom-Library Collaboration

ERIC Educational Resources Information Center

Moreillon, Judi

2008-01-01

Two Heads Are Better than One: The Factors Influencing the Understanding and Practice of Classroom-Library Collaboration proposed to identify the factors involved in educating future K-8 classroom teachers about collaboration for instruction with school library media specialists (SLMSs). This longitudinal study monitored the growth of teacher…

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

ERIC Educational Resources Information Center

Gol-Guven, Mine

2016-01-01

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

Scientists in the making: An ethnographic investigation of scientific processes as literate practice in an elementary classroom

NASA Astrophysics Data System (ADS)

Crawford, Teresa Jo

This study explored the issue of literacy in science by examining how the social and academic literate practices in an elementary classroom formed the basis for learning across the curriculum, with a specific focus on the disciplinary field of science. Through the study of classroom interaction, issues related to student knowledge and ability were addressed as they pertain to scientific literacy in the context of science education reform. The theoretical framework guiding this study was drawn from sociocultural studies of scientific communities and interactional ethnography in education. To investigate the literate practices of science in a school setting, data were collected over a two-year period with the same teacher in her third grade and then her fourth/fifth grade classroom. Data were collected through participant observation in the form of fieldnotes, video data, interviews, and various artifacts (e.g., writings, drawings, teaching protocols). Using ethnographic and sociolinguistic methods of analysis this work examined classroom members' discursive practices to illustrate the role that discourse plays in creating opportunities for engagement in, and access to, scientific knowledge. These analyses revealed that the discursive actions and practices among members of this classroom shaped a particular type of learning environment that was process-oriented and inquiry based. It was shown that this learning environment afforded opportunities for students to engage in the processes of science outside the official, planned curriculum, often leading to whole class scientific investigations and discussions. Additionally, within this classroom community students were able to draw on multiple discourses to display their knowledge of scientific concepts and practices. Overall, this study found that the literate practices of this classroom community, as they were socially constructed among members, contributed to opportunities for students to practice science and demonstrate scientific literacy.

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

PubMed Central

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

2015-01-01

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

Extensive Reading in EFL Classroom at Secondary Schools in Bangladesh: Current Practices and Future Possibilities

ERIC Educational Resources Information Center

Haider, Md. Zulfeqar; Akhter, Elina

2012-01-01

Extensive reading is being practiced in many EFL and ESL classrooms as an effective means for developing learners' reading as well as other related skills. This paper is based on a small-scale study that explores the current practices and future possibilities of using extensive reading in the EFL classrooms at the junior secondary schools in…

Instructional and Career Guidance in STEM: An Improvement Initiative to Create Opportunities for Female High School Students

NASA Astrophysics Data System (ADS)

Belcher, Aaron Heath

The purpose of this disquisition is to disseminate an improvement initiative in a public high school that addressed female Science, Technology, Engineering and Math (STEM) disparity in STEM classes. In this high school current instructional and career guidance practices were inadequate in providing female STEM students opportunities to experience relevant instruction in STEM through the application of real world practices. The improvement initiative identified four interventions using qualitative research that addressed the question, how do instructional and career guidance practices that emphasize the real world application of STEM impact the academic choices and career aspirations of female STEM students? The interventions include (1) instructional feedback (2) instructional resources, (3) career coaching, and (4) community college partnership. These interventions were chosen as a result of insider research methods that followed a scan, focus, summarize framework for understanding the problem. The aim of the improvement initiative was to develop structured protocols that impact STEM classroom and career guidance practices. An intervention team intended to identify opportunities for female STEM students to experience the real world application of STEM. First, the research context is explained. Then, a review of the literature explains foundation knowledge that led to the conceptual and leadership framework. Next, the research methodology is outlined including design and participants, survey instruments, procedures, timeline, and measures. The research methodology is followed by an analysis of data for instructional and career guidance practice efficacy. Finally, a discussion of the initiative and its outcome are illustrated through the stories of three female STEM students. As a result of these stories, the intervention team developed STEM classroom observation protocols. These protocols can be used by school leaders as a structure for STEM instruction and career guidance.

Procedures to increase some aspects of creativity.

PubMed Central

Glover, J; Gary, A L

1976-01-01

Instructions reinforcement (team points), and practice were applied to four behaviorally defined creative behaviors of eight fourth- and fifth-grade students. All four aspects (number of different responses, fluency; number of verb forms, flexibility; number of words per response, elaboration; and statistical infrequency of response forms, originality) were demonstrated to be under experimental control. The procedures also raised students' scores on Torrance's tests of creativity. Application of the experimental procedures may well be practical for classroom teachers. PMID:943391

Procedures to increase some aspects of creativity.

PubMed

Glover, J; Gary, A L

1976-01-01

Instructions reinforcement (team points), and practice were applied to four behaviorally defined creative behaviors of eight fourth- and fifth-grade students. All four aspects (number of different responses, fluency; number of verb forms, flexibility; number of words per response, elaboration; and statistical infrequency of response forms, originality) were demonstrated to be under experimental control. The procedures also raised students' scores on Torrance's tests of creativity. Application of the experimental procedures may well be practical for classroom teachers.

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

PubMed

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

2008-04-01

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

Knowledge Diffusion in a Grade 4-5 Classroom during a Unit on Civil Engineering: An Analysis of a Classroom Community in Terms of Its Changing Resources and Practices.

ERIC Educational Resources Information Center

Roth, Wolff-Michael

1996-01-01

Employed the actor network theory to examine the transformation of a grade-four classroom community as new resources and practices became available. Found that the diffusion and enculturation metaphors are insufficient to model important aspects of learning in a student-centered classroom. (MOK)

Racism in nursing education: a reflective journey.

PubMed

Markey, Kathleen; Tilki, Mary

This article discusses the personal and professional journey of discovery experienced by a nurse lecturer as a result of engagement in a project exploring the impact of racism in the nursing classroom. The findings of the study demonstrated the existence and complexity of racism, the impact of racism on student learning, the limitations of lecturers in recognizing and addressing racism and organizational factors which perpetuate institutional racism. The authors describe the insight gained from the research process and how this has influenced the practice of the first author and how reflection and mentorship by the second author have challenged personal ethnocentricity, encouraged new ways of thinking, enhanced confidence and encouraged experiential teaching strategies. The article highlights the ways in which nurse lecturers might become culturally competent and in particular addressing issues of racism in the classroom and enabling learning which is applicable in practice.

Enhancing literacy practices in science classrooms through a professional development program for Canadian minority-language teachers

NASA Astrophysics Data System (ADS)

Rivard, Léonard P.; Gueye, Ndeye R.

2016-05-01

Literacy in the Science Classroom Project was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study.

Learning Theories 101: Application to Everyday Teaching and Scholarship

ERIC Educational Resources Information Center

Kay, Denise; Kibble, Jonathan

2016-01-01

Shifts in educational research, in how scholarship in higher education is defined, and in how funding is appropriated suggest that educators within basic science fields can benefit from increased understanding of learning theory and how it applies to classroom practice. This article uses a mock curriculum design scenario as a framework for the…

Expanding the Notion of Competence: Some Implications for Elementary Speech Programs.

ERIC Educational Resources Information Center

Hopper, Robert

Applications of research in psycholinguistics, particularly Noam Chomsky's research, have suggested some drastic innovations in the practices of both the classroom teacher and the child development researcher. For example, more emphasis is needed upon asking what a speaker knows about the grammar of the language with less concern about how…

Problem Solving for the Twenty-First Century: Global Education Activities in the Social Studies Curriculum (K-12).

ERIC Educational Resources Information Center

Peters, Richard

Educators are encouraged in this document to practice a multi-disciplinary approach in the classroom to prepare students for new management styles in an interrelated society. The first section on perceptions covers the following: information processing (planning, implementing, assessing); the learning process (exploration, invention, application);…

Abstract Proceedings of the Florida Instructional Computing Conference (Orlando, Florida, January 21-24, 1986).

ERIC Educational Resources Information Center

Roblyer, M. D., Ed.

Current issues in educational uses for microcomputers are addressed in this collection of 139 abstracts of papers in which computer literacy and practical applications dominate. Topics discussed include factors related to computer use in the classroom, e.g., computer lab utilization; teaching geometry, science, math, and English via…

The Application of Teacher Cognition in the Classroom: A New Teaching Competency.

ERIC Educational Resources Information Center

Armour-Thomas, Eleanor

1989-01-01

This article reviews the role of teacher cognition in teaching and critically examines methods of its assessment. Research investigations of three aspects of teachers' thought processes that may have implications for educational practice are examined. The inclusion of cognitive competencies in a teacher's repertoire of skills is discussed. (IAH)

Communicating Effectively with Your Gifted Child's School

ERIC Educational Resources Information Center

Smutny, Joan Franklin

2015-01-01

One of the most common questions the National Association for Gifted Children (NAGC) receives from parents is, "How should I advocate for my child in the classroom?" Dr. Joan Smutny first tackled this topic for "Parenting for High Potential" in 2002, but her practical, step-by-step approach is still very applicable today. Some…

Facilitation and Assessment of Student Learning in Business Communication

ERIC Educational Resources Information Center

Mahin, Linda; Kruggel, Thomas G.

2006-01-01

Business and professional writing courses offer ideal contexts for incorporating service learning into the academic classroom. The focus of such courses on rhetorical analysis and language as social action provide a sound theoretical and practical ground for the application of writing and speaking skills to solve problems and effect change. In…

Could Elementary Mathematics Textbooks Help Give Attention to Reasons in the Classroom?

ERIC Educational Resources Information Center

Newton, Douglas P.; Newton, Lynn D.

2007-01-01

Trainee teachers, new and non-specialist teachers of elementary mathematics have a tendency to avoid thought about reasons in mathematics. Instead, they tend to favour the development of computational skill through the rote application of procedures, routines and algorithms. Could elementary mathematics textbooks serve as models of practice and…

Implications of Informal Education Experiences for Mathematics Teachers' Ability to Make Connections beyond Formal Classroom

ERIC Educational Resources Information Center

Popovic, Gorjana; Lederman, Judith S.

2015-01-01

The Common Core Standard for Mathematical Practice 4: Model with Mathematics specifies that mathematically proficient students are able to make connections between school mathematics and its applications to solving real-world problems. Hence, mathematics teachers are expected to incorporate connections between mathematical concepts they teach and…

Picturing German: Teaching Language and Literature through Visual Art

ERIC Educational Resources Information Center

Knapp, Thyra E.

2012-01-01

This article examines the importance of visual culture with regard to its pedagogical applications in the German language classroom. I begin by outlining the benefits and concerns associated with making visual art a part of the curriculum. Next, practical ideas are presented for using paintings in beginning, intermediate, and advanced courses.…

Libraries Alive: Promoting Libraries and Literature--Practical Applications for the Teacher-Librarian.

ERIC Educational Resources Information Center

Boyd, Suzette

Enthusiasm for and a commitment to literature are the essential tools needed to successfully promote the enriching, challenging, and thought-provoking world of books. This paper focuses on the promotion of literature inside the classroom, inside the library, and in the wider community. Programs at Methodist Ladies' College (Australia), a boarding…

Teaching for Real Learning: Classroom Applications, Grades 4-12

ERIC Educational Resources Information Center

Devlin-Scherer, Roberta

2005-01-01

Here is a roadmap to success affecting the growth and achievement of all students. This book integrates research about teaching and learning using a variety of sources, both popular and academic, to create a readable text. The author offers: (1) A description of current practices in schools that successfully promote positive relationships; (2)…

A Comparison of Soil Test Kits for Use in the Secondary Classroom

ERIC Educational Resources Information Center

Yusten, Jason; Gerber, D. Timothy; Beck, Judy

2003-01-01

Because soils provide water, minerals, and a medium to anchor the roots of plants, measuring the basic physical/chemical components of soils is important to maintaining healthy garden plants and agricultural crops. Historically, soil analysis has been practiced to determine fertilizer and lime applications, soil fertility, and soil improvement…

Television Production: A Classroom Approach. Instructor Edition.

ERIC Educational Resources Information Center

Kyker, Keith; Curchy, Christopher

This text serves as a guide covering basic aspects of television production leading to complete production of video yearbooks and news shows. Each lesson is divided into eight sections: (1) objectives; (2) vocabulary; (3) lesson text, which encourages production related ideas on practical application as well as theory; (4) review questions; (5)…

Theatrical Makeup Enhances the Drama.

ERIC Educational Resources Information Center

Aiex, Patrick K.

With a little practice, even an amateur or classroom technician can learn the fundamentals of simple theatrical makeup. The principles of stage makeup and its application begin with a knowledge of the materials and the tools used to apply them. Base, liner, rouge, eye shadow, lipstick, and finishing powder are the basic materials. Base comes in…

The Tablet for Second Language Vocabulary Learning: Keyboard, Stylus or Multiple Choice

ERIC Educational Resources Information Center

Van Hove, Stephanie; Vanderhoven, Ellen; Cornillie, Frederik

2017-01-01

Mobile technologies are increasingly finding their way into classroom practice. While these technologies can create opportunities that may facilitate learning, including the learning of a second or foreign language (L2), the full potential of these new media often remains underexploited. A case in point concerns tablet applications for language…

Ideas in Practice: Teaching Mathematics in an "Academic Servicing" Course.

ERIC Educational Resources Information Center

Ritsena, Paul

1981-01-01

Describes a remedial approach which provides math and communications instruction for applied arts and technology students. Looks at the problems of lack of time and math anxiety. Provides examples of math problems that show "real life" applications of math skills. Recounts how the problems are used in the classroom. (AYC)

Educational Simulation in Practice: A Teaching Experience Using a Flight Simulator

ERIC Educational Resources Information Center

Ruiz, Sergio; Aguado, Carlos; Moreno, Romualdo

2014-01-01

The use of appropriate Educational Simulation systems (software and hardware for learning purposes) may contribute to the application of the "Learning by Doing" (LbD) paradigm in classroom, thus helping the students to assimilate the theoretical concepts of a subject and acquire certain pre-defined competencies in a more didactical way.…

The Energy Relationships of Corn Production and Alcohol Fermentation.

ERIC Educational Resources Information Center

Van Koevering, Thomas E.; And Others

1987-01-01

Proposes that the production of alcohol from corn be used as a practical application of scientific principles that deal with energy transformations. Discusses the solar energy available for growth, examining the utilization of solar energy by plants. Describes the conversion of corn to alcohol, with suggestions for classroom and laboratory study.…

Linking Recent Research in Cognitive Science and Problem Solving to Instructional Practice: New Possibilities.

ERIC Educational Resources Information Center

Lippert, Renate

The application of recent advances in the understanding of problem solving to the classroom is reviewed. Current research findings are described, and the instructional validity of these findings is illustrated by a research study of an instructional strategy called novice knowledge engineering. How various instructional strategies serve as…

Leveraging Current Initiatives to Bring Earth and Space Science into Elementary and Early Childhood Classrooms: NGSS in the Context of the Classroom Technology Push

NASA Astrophysics Data System (ADS)

Pacheco-Guffrey, H. A.

2016-12-01

Classroom teachers face many challenges today such as new standards, the moving targets of high stakes tests and teacher evaluations, inconsistent/insufficient access to resources and evolving education policies. Science education in the K-5 context is even more complex. NGSS can be intimidating, especially to K-5 educators with little science background. High stakes science tests are slow to catch up with newly drafted state level science standards, leaving teachers unsure about what to change and when to implement updated standards. Amid all this change, many schools are also piloting new technology programs. Though exciting, tech initiatives can also be overwhelming to teachers who are already overburdened. A practical way to support teachers in science while remaining mindful of these stressors is to design and share resources that leverage other K-5 school initiatives. This is often done by integrating writing or math into science learning to meet Common Core requirements. This presentation will suggest a method for bringing Earth and space science learning into elementary / early childhood classrooms by utilizing the current push for tablet technology. The goal is to make science integration reasonable by linking it to technology programs that are in their early stages. The roles and uses of K-5 Earth and space science apps will be examined in this presentation. These apps will be linked to NGSS standards as well as to the science and engineering practices. To complement the app resources, two support frameworks will also be shared. They are designed to help educators consider new technologies in the context of their own classrooms and lessons. The SAMR Model (Puentadura, 2012) is a conceptual framework that helps teachers think critically about the means and purposes of integrating technology into existing lessons. A practical framework created by the author will also be shared. It is designed to help teachers identify and address the important logistical and curricular decision-making aspects of integrating technology into K-5 classroom science. This method provides clear applications for new technology while also bringing meaningful Earth and space science learning into K-5 classrooms.

Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms

ERIC Educational Resources Information Center

Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara

2015-01-01

This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of…

TESOL: Current Problems and Classroom Practices.

ERIC Educational Resources Information Center

Wardhaugh, Ronald

This paper attempts to "bridge the gap between the practical orientation of teachers and the theoretical concerns that should underlie practice," Discussed in turn are language, psychology, and pedagogical philosophy. An adequate knowledge of these areas is essential to good classroom practices; every bad practice is evidence of some weakness in…

Development and Construct Validity of the Classroom Strategies Scale-Observer Form

ERIC Educational Resources Information Center

Reddy, Linda A.; Fabiano, Gregory; Dudek, Christopher M.; Hsu, Louis

2013-01-01

Research on progress monitoring has almost exclusively focused on student behavior and not on teacher practices. This article presents the development and validation of a new teacher observational assessment (Classroom Strategies Scale) of classroom instructional and behavioral management practices. The theoretical underpinnings and empirical…

Effects of Targeted Professional Development on Teachers' Specific Praise Rates

ERIC Educational Resources Information Center

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

2017-01-01

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

The Multimodal Writing Process: Changing Practices in Contemporary Classrooms

ERIC Educational Resources Information Center

Edwards-Groves, Christine Joy

2011-01-01

This paper presents research exploring "writing and text construction" practices in contemporary primary classrooms. In particular, the ways 17 teachers and their students engaged with technologies in the construction of classroom texts were investigated. The case studies presented prompt the necessity to extend more traditional…

A Call for a Community of Practice to Assess the Impact of Emerging Technologies on Undergraduate Biology Education †

PubMed Central

Jensen, Jamie L.; Dario-Becker, Juville; Hughes, Lee E.; Amburn, D. Sue Katz; Shaw, Joyce A.

2012-01-01

Recent recommendations for educational research encourage empirically tested, theory-based, completely transparent, and broadly applicable studies. In light of these recommendations, we call for a research standard and community of practice in the evaluation of technology use in the undergraduate life science classroom. We outline appropriate research methodology, review and critique the past research on technology usage and, lastly, suggest a new and improved focus for research on emerging technologies. PMID:23653777

A call for a community of practice to assess the impact of emerging technologies on undergraduate biology education.

PubMed

Jensen, Jamie L; Dario-Becker, Juville; Hughes, Lee E; Amburn, D Sue Katz; Shaw, Joyce A

2012-01-01

Recent recommendations for educational research encourage empirically tested, theory-based, completely transparent, and broadly applicable studies. In light of these recommendations, we call for a research standard and community of practice in the evaluation of technology use in the undergraduate life science classroom. We outline appropriate research methodology, review and critique the past research on technology usage and, lastly, suggest a new and improved focus for research on emerging technologies.

The Development of Novice Teachers' Culturally Responsive Classroom Management Practice

ERIC Educational Resources Information Center

Patish, Yelena

2016-01-01

While extensive research has been conducted on classroom management little research exists on culturally responsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturally responsive management practice (CRCM) to better meet the needs of their students. My analysis was…

Ideas for the Working Classroom. Classroom Practices, Vol. 27.

ERIC Educational Resources Information Center

Gill, Kent, Ed.; And Others

Based on successful classroom practice, the 31 essays in this book describe methods for teaching English and language arts while increasing students' self-esteem and respect for others, awareness of social issues, appreciation of literature, understanding of connections among disciplines, and involvement in their own learning. Essays in the book…

Promoting Kindergarten Children's Creativity in the Classroom Environment in Jordan

ERIC Educational Resources Information Center

Dababneh, Kholoud; Ihmeideh, Fathi M.; Al-Omari, Aieman A.

2010-01-01

This study aimed at investigating teachers' classroom practices, which either stimulate or inhibit the development of the creative environment of classrooms in Jordan, and determining the differences between practices according to educational level, experience level and type of teaching. The sample of the study consisted of 215 kindergarten…

The Relationship between EFL Teachers' Beliefs and Actual Practices of Classroom Management

ERIC Educational Resources Information Center

Aliakbari, Mohammad; Heidarzad, Mohsen

2015-01-01

This study aimed at analyzing Iranian EFL teachers' beliefs toward classroom management and the relationship between teachers' beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional…

"Periscope": Looking into Learning in Best-Practices Physics Classrooms

ERIC Educational Resources Information Center

Scherr, Rachel E.; Goertzen, Renee Michelle

2018-01-01

"Periscope" is a set of lessons to support learning assistants, teaching assistants, and faculty in learning to notice and interpret classroom events the way an accomplished teacher does. "Periscope" lessons are centered on video episodes from a variety of best-practices university physics classrooms. By observing, discussing,…

Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management

ERIC Educational Resources Information Center

Drang, Debra Michal

2011-01-01

This study examined preschool teachers' beliefs, knowledge, and practices related to classroom management. The rationale for researching this topic is based on the role of teachers in the special education referral process, the poor success rate for inclusion for children with disabilities who demonstrate problematic classroom behaviors, and the…

Teaching Practices and Elementary Classroom Peer Ecologies

ERIC Educational Resources Information Center

Gest, Scott D.; Rodkin, Philip C.

2011-01-01

Teachers and students in 39 1st, 3rd and 5th grade classrooms participated in a study of teaching practices and classroom peer networks. Teachers reported on their attitudes towards aggression and withdrawal, provided rationales for their seating arrangements, and were observed on patterns of emotional and instructional support and classroom…

Taking the Time to Read Aloud

ERIC Educational Resources Information Center

Braun, Patricia

2010-01-01

Reading aloud is a widely accepted and successful practice in elementary school classrooms, but is rarely found in middle school classrooms (Allen 2000). However, results from initial research on reading aloud in secondary classrooms support the practice (Ivey and Fisher 2006). The benefits of reading aloud are many, but two benefits are…

Beginning literacy: links among teacher knowledge, teacher practice, and student learning.

PubMed

McCutchen, Deborah; Abbott, Robert D; Green, Laura B; Beretvas, S Natasha; Cox, Susanne; Potter, Nina S; Quiroga, Teresa; Gray, Audra L

2002-01-01

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.

An Accommodations Model for the Secondary Inclusive Classroom

ERIC Educational Resources Information Center

Scanlon, David; Baker, Diana

2012-01-01

Despite expectations for accommodations in inclusive classrooms, little guidance for effective practice is available. Most accommodations policies and evidence-based practices address assessments. High school regular and special educators collaborated in focus groups to articulate a model based on their practices and perceptions of best practice.…

Research Making Its Way into Classroom Practice

ERIC Educational Resources Information Center

Johnston, Peter; Goatley, Virginia

2015-01-01

Identifying researchers whose work has influenced classroom practice, raises questions about the nature of research and its relationship with practice, and the means through which knowledge is distributed. We argue that normally, influence arises through lines of research more than individuals, that knowing-in-practice distribution systems should…

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

PubMed Central

Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-01-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591

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

PubMed

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

2016-08-12

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

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.

PubMed

Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-02-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.

Creating a Dialogic Environment for Transformative Science Teaching Practices: Towards an Inclusive Education for Science

ERIC Educational Resources Information Center

Reynaga-Peña, Cristina G.; Sandoval-Ríos, Marisol; Torres-Frías, José; López-Suero, Carolina; Lozano Garza, Adrián; Dessens Félix, Maribel; González Maitland, Marcelino; Ibanez, Jorge G.

2018-01-01

This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers…

An Application of Total Quality Principles in Transforming the Culture of Classrooms

ERIC Educational Resources Information Center

Algozzine, Bob; Audette, Robert H.; Marr, Mary Beth; Algozzine, Kate

2005-01-01

During the 1990s, many public schools began to apply the principles of Total Quality Management. As they moved ahead, they discovered that most of the separate principles that comprise Total Quality Management are not new to public education. Theories and practices using similar and related ideas have been championed by educators for generations.…

The Science Workbook of Student Research Projects in Food - Agriculture - Natural Resources.

ERIC Educational Resources Information Center

Darrow, Edward E., Ed.

This workbook provides descriptions of research projects for high school and middle school science teachers and students. The projects can be used as demonstrations in the laboratory or classroom to help teachers illustrate the practical application of basic science principles. They can also be used by students, under the guidance of the teachers,…

An Online Peer Assisted Learning Community Model and its Application in ZJNU

ERIC Educational Resources Information Center

Gaofeng, Ruan; Yeyu, Lin

2007-01-01

Peer coaching, or peer assisting, was established in 1970s by Joyce and Showers. Initially used in teachers' professional development, it refers to a process that two or more teacher peers evaluate current practice mutually; expand skills, extract and build new skills; share ideas, and review & solve problems of classroom teaching in a way of…

The Development of Interdisciplinary Thinking in the New Postmodern Education

ERIC Educational Resources Information Center

Yang, Shu Nu

2013-01-01

As an educator, it is always interesting to learn and employ new and creative ways of thinking and methods in teaching. However, the application of these new ideas in our classrooms needs more examination for better ways of implementation. Since the postmodernist theory and approaches have been practiced in education in the past few decades, the…

A Mobile Phone Faraday Cage

ERIC Educational Resources Information Center

French, M. M. J.

2011-01-01

A Faraday cage is an interesting physical phenomenon where an electromagnetic wave can be excluded from a volume of space by enclosure with an electrically conducting material. The practical application of this in the classroom is to block the signal to a mobile phone by enclosing it in a metal can. The background of the physics behind this is…

More than Just Fun and Games: BSG and Glo-Bus as Strategic Education Instruments

ERIC Educational Resources Information Center

Karriker, Joy H.; Aaron, Joshua R.

2014-01-01

Simulations like the BSG and Glo-Bus allow students the opportunity to practice their integrated, strategic management skills in a relatively risk-free environment or "live case." We review these games and address their strengths, along with the challenges associated with their classroom application. Because of their sound designs and…

From the Classroom to the Boardroom: Schools Adopt Digital and Sustainable Practices across All Levels

ERIC Educational Resources Information Center

Daniels, Marc

2011-01-01

Significant responsibility for the transition from paper to online can be traced to the college admissions office. By instituting online applications, admissions offices fundamentally altered the way in which college admissions works. Always on the forefront of developing and implementing new technology for the benefit of faculty and students,…

Alternative Methods for the Reduction of Evaporation: Practical Exercises for the Science Classroom

ERIC Educational Resources Information Center

Schouten, Peter; Putland, Sam; Lemckert, Charles J.; Parisi, Alfio V.; Downs, Nathan

2012-01-01

Across the world, freshwater is valued as the most critically important natural resource, as it is required to sustain the cycle of life. Evaporation is one of the primary environmental processes that can reduce the amount of quality water available for use in industrial, agricultural and household applications. The effect of evaporation becomes…

Audio/Audioconferencing in Support of Distance Education. Knowledge Series: A Topical, Start-Up Guide to Distance Education Practice and Delivery.

ERIC Educational Resources Information Center

Macmullen, Paul

The main focus of this document is on audioconferencing, which in distance education contexts provides "virtual" interaction equivalent in quality to face-to-face, conventional classroom interaction. The applications of audiotape and audio broadcast are covered only briefly. Discussion first includes reasons for using audioconferencing…

Leading by Design: A Collaborative and Creative Leadership Framework for Dance Integration in P-12 Schools

ERIC Educational Resources Information Center

Leonard, Alison E.; Hellenbrand, Leah; McShane-Hellenbrand, Karen

2014-01-01

This article presents the Mentorship, Integrated Curriculum, Collaboration, and Scholarship (MICCS) framework as an applicable model for transformative, creative, and curriculum-based K-12 dance education and arts integration. Developed and practiced by the authors--an artist/educator, a classroom teacher, and an arts education scholar and former…

Vision '90: The Maricopa Community Colleges Journal of Teaching and Learning, Volume 2, Numbers 1-2, 1990.

ERIC Educational Resources Information Center

Malena, Richard F., Ed.

1990-01-01

Designed to provide a forum for faculty and staff in the Maricopa Community College District to exchange information about effective teaching methods for practical application and intellectual stimulation, this journal publishes articles on teaching, learning, and classroom research activities. The two issues in this volume contain the following…

Handbook of Research on Technology Tools for Real-World Skill Development (2 Volumes)

ERIC Educational Resources Information Center

Rosen, Yigel, Ed.; Ferrara, Steve, Ed.; Mosharraf, Maryam, Ed.

2016-01-01

Education is expanding to include a stronger focus on the practical application of classroom lessons in an effort to prepare the next generation of scholars for a changing world economy centered on collaborative and problem-solving skills for the digital age. "The Handbook of Research on Technology Tools for Real-World Skill Development"…

Teaching Word Recognition, Spelling, and Vocabulary: Strategies from "The Reading Teacher."

ERIC Educational Resources Information Center

Rasinski, Timothy V., Ed.; Padak, Nancy D., Ed.; Church, Brenda Weible, Ed.; Fawcett, Gay, Ed.; Hendershot, Judith, Ed.; Henry, Justina M., Ed.; Moss, Barbara G., Ed.; Peck, Jacqueline K., Ed.; Pryor, Elizabeth, Ed.; Roskos, Kathleen A., Ed.

This book, one of four in the Teaching Reading Collection, presents the "best of the best" classroom-tested ideas, approaches, and practical applications for helping students learn about words. The articles have been drawn from the journal "The Reading Teacher" from 1993-1999. The ideas and strategies are intended to provide possible building…

Mindfulness Practices for Accounting and Business Education: A New Perspective

ERIC Educational Resources Information Center

Borker, David R.

2013-01-01

For more than a decade, researchers in accounting and business education have focused on the concept of mindfulness as a source of ideas that contribute to transforming the classroom experience and the quality of student learning. This research is founded on the work of social scientists studying the general application of mindfulness to teaching…

Early Intervention Practitioners' Self-Efficacy: A Measure and Its Applications

ERIC Educational Resources Information Center

Lamorey, S.; Wilcox, M.J.

2005-01-01

Teacher efficacy is linked to student achievement and classroom practices in general and special education, but has not been explored in early intervention (EI). Based upon the work of Gibson and Dembo [Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A contrast validation. Journal of Educational Psychology, 76(4) 569-582], a 15-item early…

Practical Applications of Analyses and Descriptions of Texts.

ERIC Educational Resources Information Center

Pugh, A. K.

An examination of the literature supports the view that the implications of text studies have yet to have much impact on classrooms. For example, word frequency lists have been used widely in the preparation of reading materials. However, few books come with a list of the frequency of the words they contain. Thus, the main use of comparing texts…

Exploring Developmental Appropriateness of Multitouch Tables in Prekindergarten: A Video Analysis

ERIC Educational Resources Information Center

Ward, Jennifer; Branson, Stephanie; Cross, Megan D.; Berson, Ilene R.

2016-01-01

This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality…

"The Horror" of Structural Racism: Helping Students Take a Critical Stance Using Classic Literature

ERIC Educational Resources Information Center

McCardle, Todd

2017-01-01

The goal of this piece is to provide educators with the knowledge and practical application needed to build critical literacy within their students using a traditional text that might not be considered multicultural. This essay challenges the idea that "outdated" literary works have no place in today's multicultural classroom, as it…

Tell Me What You Hear: Vocabulary Acquisition and Application in the General Music Middle School Classroom

ERIC Educational Resources Information Center

Walby, Nathan

2011-01-01

Teaching musical vocabulary in a middle school general music class can often be challenging to the performance-based teacher. This article provides several teaching strategies for approaching words from both a theoretical and a practical standpoint. Based on a dialectical "this-with-that" approach by Estelle Jorgensen, this article argues that…

Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements.

PubMed

Wilson, Leanne; McNeill, Brigid; Gillon, Gail T

2017-07-01

Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives. To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development. A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies. Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants. Shared placement experiences between student SLTs and student teachers may be an effective method for building participants' competencies in multiple aspects of collaborative practice. Active facilitation by both SLT and classroom teacher supervisors alongside careful consideration of learning contexts (e.g., classroom structure) will help to ensure that learning is maximized for prospective professionals. © 2016 Royal College of Speech and Language Therapists.

Study and practice of flipped classroom in optoelectronic technology curriculum

NASA Astrophysics Data System (ADS)

Shi, Jianhua; Lei, Bing; Liu, Wei; Yao, Tianfu; Jiang, Wenjie

2017-08-01

"Flipped Classroom" is one of the most popular teaching models, and has been applied in more and more curriculums. It is totally different from the traditional teaching model. In the "Flipped Classroom" model, the students should watch the teaching video afterschool, and in the classroom only the discussion is proceeded to improve the students' comprehension. In this presentation, "Flipped Classroom" was studied and practiced in opto-electronic technology curriculum; its effect was analyzed by comparing it with the traditional teaching model. Based on extensive and deep investigation, the phylogeny, the characters and the important processes of "Flipped Classroom" are studied. The differences between the "Flipped Classroom" and the traditional teaching model are demonstrated. Then "Flipped Classroom" was practiced in opto-electronic technology curriculum. In order to obtain high effectiveness, a lot of teaching resources were prepared, such as the high-quality teaching video, the animations and the virtual experiments, the questions that the students should finish before and discussed in the class, etc. At last, the teaching effect was evaluated through analyzing the result of the examination and the students' surveys.

Effects of Training and Feedback on Teachers' Use of Classroom Preventive Practices

ERIC Educational Resources Information Center

Artman-Meeker, Kathleen M.; Hemmeter, Mary Louise

2013-01-01

This study examined the effects of in-service training with performance feedback on preschool teachers' use of classroom preventive practices. Three practices designed to prevent challenging behavior were selected: transition preparations, rule reminders, and social-emotional teaching strategies. Following a brief training on each practice,…

The Classroom Observation Protocol for Undergraduate STEM (COPUS): a new instrument to characterize university STEM classroom practices.

PubMed

Smith, Michelle K; Jones, Francis H M; Gilbert, Sarah L; Wieman, Carl E

2013-01-01

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or COPUS. This protocol allows STEM faculty, after a short 1.5-hour training period, to reliably characterize how faculty and students are spending their time in the classroom. We present the protocol, discuss how it differs from existing classroom observation protocols, and describe the process by which it was developed and validated. We also discuss how the observation data can be used to guide individual and institutional change.

The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

PubMed Central

Smith, Michelle K.; Jones, Francis H. M.; Gilbert, Sarah L.; Wieman, Carl E.

2013-01-01

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or COPUS. This protocol allows STEM faculty, after a short 1.5-hour training period, to reliably characterize how faculty and students are spending their time in the classroom. We present the protocol, discuss how it differs from existing classroom observation protocols, and describe the process by which it was developed and validated. We also discuss how the observation data can be used to guide individual and institutional change. PMID:24297289

A Cognitive Approach to e-Learning

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

Greitzer, Frank L.; Rice, Douglas M.; Eaton, Sharon L.

2003-12-01

Like traditional classroom instruction, distributed learning derives from passive training paradigms. Just as student-centered classroom teaching methods have been applied over several decades of classroom instruction, interactive approaches have been encouraged for distributed learning. While implementation of multimedia-based training features may appear to produce active learning, sophisticated use of multimedia features alone does not necessarily enhance learning. This paper describes the results of applying cognitive science principles to enhance learning in a student-centered, distributed learning environment, and lessons learned in developing and delivering this training. Our interactive, scenario-based approach exploits multimedia technology within a systematic, cognitive framework for learning. Themore » basis of the application of cognitive principles is the innovative use of multimedia technology to implement interaction elements. These simple multimedia interactions, which are used to support new concepts, are later combined with other interaction elements to create more complex, integrated practical exercises. This technology-based approach may be applied in a variety of training and education contexts, but is especially well suited for training of equipment operators and maintainers. For example, it has been used in a sustainment training application for the United States Army's Combat Support System Automated Information System Interface (CAISI). The CAISI provides a wireless communications capability that allows various logistics systems to communicate across the battlefield. Based on classroom training material developed by the CAISI Project Office, the Pacific Northwest National Laboratory designed and developed an interactive, student-centered distributed-learning application for CAISI operators and maintainers. This web-based CAISI training system is also distributed on CD media for use on individual computers, and material developed for the computer-based course can be used in the classroom. In addition to its primary role in sustainment training, this distributed learning course can complement or replace portions of the classroom instruction, thus supporting a blended learning solution.« less

Multilevel and Diverse Classrooms

ERIC Educational Resources Information Center

Baurain, Bradley, Ed.; Ha, Phan Le, Ed.

2010-01-01

The benefits and advantages of classroom practices incorporating unity-in-diversity and diversity-in-unity are what "Multilevel and Diverse Classrooms" is all about. Multilevel classrooms--also known as mixed-ability or heterogeneous classrooms--are a fact of life in ESOL programs around the world. These classrooms are often not only…

Middle School Science Teachers' Confidence and Pedagogical Practice of New Literacies

NASA Astrophysics Data System (ADS)

Hsu, Hui-Yin; Wang, Shiang-Kwei; Runco, Lisa

2013-06-01

Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve, students need the new literacies skills and practices to successfully participate fully in the civic life of a global community. Are teachers prepared to integrate ICTs in the classroom to develop students' new literacies skills? The purpose of this study is to suggest a new literacies framework that guides ICTs integration and supports scientific inquiry, as well as investigate middle school teachers' confidence to practice new literacies in science classrooms. The study adopted mixed-methodology design, surveyed 32 middle school science teachers' ICTs and new literacies skills, and randomly observed 15 teachers' new literacies practices in the classrooms. The results revealed that even though teachers have high confidence in using ICTs, the meaningful technology integration and new literacies practices were scarcely observed in their classroom practices.

Science Teachers' Representations of Classroom Practice in the Process of Formative Assessment Design

ERIC Educational Resources Information Center

Heredia, Sara C.; Furtak, Erin Marie; Morrison, Deb; Renga, Ian Parker

2016-01-01

Formative assessment has been recognized as an essential element of effective classroom practice; as a result, teachers are increasingly required to create formative assessments for their classrooms. This study examines data drawn from a long-term, site-based professional development program that supported a department of biology teachers in the…

Dimensions of Questioning: A Qualitative Study of Current Classroom Practice in Malaysia

ERIC Educational Resources Information Center

Hussin, Habsah

2006-01-01

This study investigated questioning as practiced in Malaysian secondary school classrooms, to determine teachers' rationale for adopting certain techniques of questioning, and to use the findings to inform teacher education. Questioning is a central aspect of any classroom interaction as it serves so many functions but it is still an…

Analysing Mentoring Dialogues for Developing a Preservice Teacher's Classroom Management Practices

ERIC Educational Resources Information Center

Sempowicz, Tracey; Hudson, Peter

2011-01-01

A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee's classroom management. Using multiple data sources (e.g., lesson…

Learning from Culturally and Linguistically Diverse Classrooms: Using Inquiry to Inform Practice. Language & Literacy Series

ERIC Educational Resources Information Center

Fingon, Joan C., Ed.; Ulanoff, Sharon H., Ed.

2012-01-01

This resource guide looks at new classroom-based literacy research that supports "all" learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where…

Social Justice Literacies in the English Classroom: Teaching Practice in Action. Language and Literacy Series

ERIC Educational Resources Information Center

Boyd, Ashley S.

2017-01-01

This timely book focuses on different social justice pedagogies and how they can work within standards and district mandates in a variety of English language arts classrooms. With detailed analysis and authentic classroom vignettes, the author explores how teachers cultivate relationships for equity, utilize transformative language practices,…

In-Depth Analysis of Handwriting Curriculum and Instruction in Four Kindergarten Classrooms

ERIC Educational Resources Information Center

Vander Hart, Nanho; Fitzpatrick, Paula; Cortesa, Cathryn

2010-01-01

The quality of handwriting curriculum and instructional practices in actual classrooms was investigated in an in-depth case study of four inner city kindergarten classrooms using quantitative and qualitative methods. The handwriting proficiency of students was also evaluated to assess the impact of the instructional practices observed. The…

Voices in English Classrooms: Honoring Diversity and Change. Classroom Practices in Teaching English, Vol. 28.

ERIC Educational Resources Information Center

Cook, Lenora, Ed.; Lodge, Helen C., Ed.

This book presents a collection of classroom practices that view the personal experiences of diverse student populations as valuable resources for instruction. It offers teachers various responses to the challenges posed by students' cultural, linguistic, and social group affiliations. The book contains essays arranged into three interwoven…

A Family Literacy Intervention to Support Parents in Children's Early Literacy Learning

ERIC Educational Resources Information Center

Steiner, Lilly M.

2014-01-01

This study examines a family literacy intervention conducted in two first-grade classrooms with culturally diverse student populations. In the treatment and control classrooms, six parents and a classroom teacher learned practices for building home-school partnerships. Data were analyzed to determine changes in home-literacy practices, increases…

Question Asking in the Science Classroom: Teacher Attitudes and Practices

ERIC Educational Resources Information Center

Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

2014-01-01

Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the…

Generalizing from Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment

ERIC Educational Resources Information Center

Wilhelm, Anne Garrison; Kim, Sungyeun

2015-01-01

One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often…

Leveraging Disciplinary Practices to Support Students' Active Participation in Formative Assessment

ERIC Educational Resources Information Center

Cowie, Bronwen; Moreland, Judy

2015-01-01

Studies of disciplinary work have converged with studies of classrooms to highlight the social and cultural nature of disciplinary knowledge and practices, and of classroom learning and assessment. For students to become discerning and autonomous/authoring learners, classroom assessment needs to ensure students experience what it means to exercise…

Telecollaboration in the Secondary Language Classroom: Case Study of Adolescent Interaction and Pedagogical Integration

ERIC Educational Resources Information Center

Ware, Paige; Kessler, Greg

2016-01-01

This study builds on research examining the in-school technology practices of adolescent language learners by exploring the patterns of classroom literacy practices that emerge when a telecollaborative project is introduced into a conventional secondary language classroom. We draw on the conceptual frameworks and discourse analytical tools…

Making It Happen: Interaction in the Second Language Classroom, From Theory to Practice.

ERIC Educational Resources Information Center

Richard-Amato, Patricia A.

A discussion linking theory and practice in second language instruction focuses on ways of providing opportunities for meaningful interaction in language classrooms. The first part lays a theoretical foundation, looking at: the variety and evolution of instructional approaches from grammar-based to communicative; the classroom as environment for…

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

PubMed

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

2018-05-24

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

Different Regions, Diverse Classrooms? a Study of Primary Classrooms in China

ERIC Educational Resources Information Center

McNaught, Carmel; Lok, Beatrice; Yin, Hongbiao; Lee, John Chi-Kin; Song, Huan

2014-01-01

Classroom experience is shaped by a number of factors. In this paper, we report a classroom observation study in China, illustrating regional variation in students' classroom learning experiences. Through comparing and contrasting observed classroom practices in three different regions in China (Chongqing, Hong Kong and Shanghai), the paper…

The current practice of using multiple representations in year 4 science classrooms

NASA Astrophysics Data System (ADS)

Chuenmanee, Chanoknat; Thathong, Kongsak

2018-01-01

Multiple representations have been widely used as a reasoning tool for understanding complex scientific concepts. Thus this study attempted to investigate the current practice of using multiple representations on Year 4 science classrooms in terms of modes and levels which appear in curriculum documents, teaching plans, tasks and assessments, teaching practices, and students' behaviors. Indeed, documentary analysis, classroom observation, and interview were used as the data collection methods. First of all, Year 4 science documents were analyzed. Then classroom observation was used as a collecting method to seek what actually happen in the classroom. Finally, in-depth interviews were used to gather more information and obtain meaningful data. The finding reveals that many modes of verbal, visual, and tactile representations within three levels of representations are posed in Year 4 documents. Moreover, according to classroom observations and interviews, there are three main points of applying multiple representations into classrooms. First of all, various modes of representations were used, however, a huge number of them did not come together with the levels. The levels of representations, secondly, macroscopic and cellular levels were introduced into all classrooms while symbolic level was provided only in some classrooms. Finally, the connection of modes and levels pointed out that modes of representations were used without the considerations on the levels of them. So, it seems to be that teaching practice did not meet the aims of curriculum. Therefore, these issues were being considered in order to organize and design the further science lessons.

School Food Practices of Prospective Teachers

ERIC Educational Resources Information Center

Rossiter, Melissa; Glanville, Theresa; Taylor, Jennifer; Blum, Ilya

2007-01-01

Background: Schoolteachers can affect students' eating habits in several ways: through nutrition knowledge, positive role modeling, and avoidance of unhealthy classroom food practices. In this study, the knowledge, attitudes, and eating behaviors of prospective teachers as determinants of intended classroom food practices and the school…

Literacy as Social Practice: Primary Voices K-6

ERIC Educational Resources Information Center

National Council of Teachers of English, 2004

2004-01-01

Based on a view of literacy as social practice, this book highlights the ways in which classroom teachers and educators have practiced and imagined teaching literacy in everyday classrooms. The twelve essays published here originally appeared in the NCTE journal Primary Voices K-6 and highlight four key issues essential to literacy practice in…

Facilitating Real-Time Observation of, and Peer Discussion and Feedback about, Practice in Writing Classrooms

ERIC Educational Resources Information Center

Parr, Judy M.; Hawe, Eleanor

2017-01-01

This study investigates conditions designed to optimize learning where professionals utilize the expertise and support of one another. It describes a research--practice collaboration to enhance teacher knowledge and practice through peer observation of, and feedback about, classroom practice in writing. A collaboratively designed observation…

Perceived Teaching Practice and Its Prediction of Student Engagement in Singapore

ERIC Educational Resources Information Center

Luo, Wenshu

2017-01-01

This study examined teaching practice in Singapore mathematics classrooms and its prediction of student engagement. A large sample of Singapore Secondary 2 students first reported perceived teaching practice in their mathematics classrooms in Term 1 and their engagement in mathematics study in Term 2. Based on Rasch analysis of teaching practice,…

"Keeping SCORE": Reflective Practice through Classroom Observations

ERIC Educational Resources Information Center

Farrell, Thomas S. C.

2011-01-01

Reflective practice means that teachers must subject their own teaching beliefs and practices to critical examination. One way of facilitating reflective practice in ESL teachers is to encourage them to engage in classroom observations as part of their professional development. This paper reports on a case study of a short series of classroom…

The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.

PubMed

Abry, Tashia; Rimm-Kaufman, Sara E; Larsen, Ross A; Brewer, Alexis J

2013-08-01

This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n=132) received training in the RC approach, whereas teachers in control schools (n=107) continued "business as usual." Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher-student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher-student interaction quality at pretest, RC training was expected to predict posttest teacher-student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β=0.85, p=.002. Specifically, RC teachers had higher levels of FOI of RC practices, β=1.62, p<.001, R2=.69. In turn, FOI related to greater improvement in teacher-student interaction quality, β=0.52, p=.001, R2=.32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

A sequential analysis of classroom discourse in Italian primary schools: the many faces of the IRF pattern.

PubMed

Molinari, Luisa; Mameli, Consuelo; Gnisci, Augusto

2013-09-01

A sequential analysis of classroom discourse is needed to investigate the conditions under which the triadic initiation-response-feedback (IRF) pattern may host different teaching orientations. The purpose of the study is twofold: first, to describe the characteristics of classroom discourse and, second, to identify and explore the different interactive sequences that can be captured with a sequential statistical analysis. Twelve whole-class activities were video recorded in three Italian primary schools. We observed classroom interaction as it occurs naturally on an everyday basis. In total, we collected 587 min of video recordings. Subsequently, 828 triadic IRF patterns were extracted from this material and analysed with the programme Generalized Sequential Query (GSEQ). The results indicate that classroom discourse may unfold in different ways. In particular, we identified and described four types of sequences. Dialogic sequences were triggered by authentic questions, and continued through further relaunches. Monologic sequences were directed to fulfil the teachers' pre-determined didactic purposes. Co-constructive sequences fostered deduction, reasoning, and thinking. Scaffolding sequences helped and sustained children with difficulties. The application of sequential analyses allowed us to show that interactive sequences may account for a variety of meanings, thus making a significant contribution to the literature and research practice in classroom discourse. © 2012 The British Psychological Society.

What Goes Into a Decision? How Nursing Faculty Decide Which Best Practices to Use for Classroom Testing.

PubMed

Killingsworth, Erin; Kimble, Laura P; Sudia, Tanya

2015-01-01

To explore the decision-making process of BSN faculty when determining which best practices to use for classroom testing. A descriptive, correlational study was conducted with a national sample (N = 127) of full-time BSN faculty. Participants completed a web-based survey incorporating instruments that measured beliefs about evaluation, decision-making, and best practices for item analysis and constructing and revising classroom tests. Study participants represented 31 states and were primarily middle-aged white women. In multiple linear regression analyses, faculty beliefs, contextual factors for decision-making, and decision-making processes accounted for statistically significant amounts of the variance in item analysis and test construction and revision. Strong faculty beliefs that rules were important when evaluating students was a significant predictor of increased use of best practices. Results support that understanding faculty beliefs around classroom testing is important in promoting the use of best practices.

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

PubMed

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

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors' alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. © 2015 S. L. Eddy et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Changing Classroom Practices: Resources for Literary and Cultural Studies. Refiguring English Studies.

ERIC Educational Resources Information Center

Downing, David B., Ed.

Offering models for what reconfigured literary and cultural studies classrooms might look like, this book suggests new directions for teachers of literary and cultural studies seeking to change their own classroom practices and curriculum designs in a time of significant cultural uncertainty. The 14 essays in the book are grounded in the…

Exploring the Classroom Practices That May Enable a Compassionate Approach to Financial Literacy Education

ERIC Educational Resources Information Center

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2018-01-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Motivation, Needs Support, and Language Arts Classroom Practices: Creation and Validation of a Measure of Young Adolescents' Perceptions

ERIC Educational Resources Information Center

Pennington, Sarah E.

2017-01-01

Early adolescence is a critical time for examining academic motivation, specifically motivation to read. To support self-determined motivation to read, students' needs for competence, autonomy, and relatedness must be met within the classroom context. Because classroom instructional practices are a key component of adolescents' daily experiences…

An Evaluation of the Relationship between Classroom Practices and Mathematics Motivation from Student and Teacher Perspectives

ERIC Educational Resources Information Center

Chen, Jinsong

2011-01-01

This study evaluated the relationships between classroom practices and mathematics motivation. The evaluation was given in a specific context, namely eighth grade in U.S. middle schools. Using quantitative methods, the study adopted data from the Trends in International Mathematics and Science Study (TIMSS) 2007 and compared classroom practices…

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

ERIC Educational Resources Information Center

Civitillo, Sauro; Denessen, Eddie; Molenaar, Inge

2016-01-01

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

Constructivism in Practice: An Exploratory Study of Teaching Patterns and Student Motivation in Physics Classrooms in Finland, Germany and Switzerland

ERIC Educational Resources Information Center

Beerenwinkel, Anne; von Arx, Matthias

2017-01-01

For the last three decades, moderate constructivism has become an increasingly prominent perspective in science education. Researchers have defined characteristics of constructivist-oriented science classrooms, but the implementation of such science teaching in daily classroom practice seems difficult. Against this background, we conducted a…

Students' Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children's Aggressive Behaviors, and Peer Rejection

ERIC Educational Resources Information Center

Madill, Rebecca A.; Gest, Scott D.; Rodkin, Philip C.

2011-01-01

This study contributes to the literature clarifying teaching practices in elementary classrooms that promote students' social relatedness. The focus on teaching practices reflects the need to understand malleable elements of the classroom, which can then be targeted for professional development. Specifically, this study examines whether children…

Teaching about Love and Practicing Feminist Pedagogy in a College Classroom

ERIC Educational Resources Information Center

Mei-Hui, You

2014-01-01

Being a feminist teacher, working on gender equity education, including teaching, reading, writing, and doing research on this topic, has become a commitment for me. I have frequently reflected my teaching practices and occasionally found new teaching strategies in the classroom. I always try to bring new topics or issues into the classroom in…

Changes in Teachers' Beliefs and Classroom Practices Concerning Inquiry-Based Instruction Following a Year-Long RET-PLC Program

ERIC Educational Resources Information Center

Miranda, Rommel J.; Damico, Julie B.

2015-01-01

This mixed-methods study examines how engaging science teachers in a summer Research Experiences for Teachers (RET) followed by an academic-year Professional Learning Community (PLC) focused on translating teacher research experiences to inquiry-based classroom lessons might facilitate changes in their beliefs and classroom practices regarding…

"Model-Based Reasoning Is Not a Simple Thing": Investigating Enactment of Modeling in Five High School Biology Classrooms

ERIC Educational Resources Information Center

Gaytan, Candice Renee

2017-01-01

Modeling is an important scientific practice through which scientists generate, evaluate, and revise scientific knowledge, and it can be translated into science classrooms as a means for engaging students in authentic scientific practice. Much of the research investigating modeling in classrooms focuses on student learning, leaving a gap in…

Revisiting Classroom Practices in East Asian Countries: Examination of Within-Country Variations and Effects of Classroom Instruction

ERIC Educational Resources Information Center

Kim, Yoonjeon

2018-01-01

Background/Context: East Asian schools receive much attention for the comparatively high achievement of their students. To account for this success, scholars and commentators advance broad claims about the rote character of instruction or the complexity of classroom practice, typically generalizing to an entire nation. Yet little is known about…

Innovative Writing Instruction: Practice Makes Perfect! Realizing Classrooms as "Landscapes of Learning," Not Places of Perfection

ERIC Educational Resources Information Center

Ozier, Lance

2011-01-01

Pressure for students to produce writing perfection in the classroom often eclipses the emphasis placed on the need for students to practice writing. Occasions for students to choose, challenge, and reflect--to actually risk risking--are too often absent from conversations among students and teachers in countless English classrooms. Tom Romano…

Developing Indicators of Classroom Practice to Evaluate the Impact of District Mathematics Reform Initiative: A Generalizability Analysis

ERIC Educational Resources Information Center

Newton, Xiaoxia A.

2010-01-01

This paper reported results from a generalizability study that examined the process of developing classroom practice indicators used to evaluate the impact of a school district's mathematics reform initiative. The study utilized classroom observational data from 32 second, fourth, eighth, and tenth grade teachers. The study addresses important…

Creativity in the Hong Kong Classroom: What Is the Contextual Practice?

ERIC Educational Resources Information Center

Forrester, Victor; Hui, Anna

2007-01-01

A review is offered of Hong Kong's current education reform that sites a key role for "creativity." This key role leads us to ask "Creativity in the Hong Kong Classroom: what is the contextual practice?" To address this question 27 Primary classroom teachers across three subject areas were observed and rated using the Classroom…

Classroom Conversation Analysis and Critical Reflective Practice: Self-Evaluation of Teacher Talk Framework in Focus

ERIC Educational Resources Information Center

Ghafarpour, Hajar

2017-01-01

The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the…

An Observation of Classroom Assessment Practices among Lecturers in Selected Malaysian Higher Learning Institutions

ERIC Educational Resources Information Center

Singh, Charanjit Kaur Swaran; Lebar, Othman; Kepol, Napisah; Rahman, Rafiah Abdul; Mukhtar, Kurotol Aini Muhammad

2017-01-01

Purpose: The study was aimed at exploring and analysing the current assessment practices of lecturers in selected Malaysian higher learning institution classrooms. The focus was the different modes of assessment used in the classroom and to make recommendations on using a variety of assessment modes that would be well-aligned with the intended…

An Inquiry-Based Approach to Critical Literacy: Pedagogical Nuances of a Second Grade Classroom

ERIC Educational Resources Information Center

Beach, Pamela; Cleovoulou, Yiola

2014-01-01

This case study explores the pedagogy and practices of an elementary school teacher who combines inquiry pedagogy and critical literacy. The authors gathered data for this analysis by conducting two interviews with a classroom teacher and observing classroom practices 12 times over a 6 month period. Through a general inductive approach to…

Knots in Thinking and the Problem of Enactment: Exploring the Classroom Thinking of Three Novice Teachers

ERIC Educational Resources Information Center

Zimmerman, Aaron Samuel

2017-01-01

Novice teachers begin their careers with certain instructional ideals; however, in practice, novice teachers tend to enact classroom practices that only partially align with these ideals--a phenomenon referred to as the problem of enactment. This article explores this phenomenon by investigating the classroom thinking of three novice teachers.…

Teachers' Practices in High School Chemistry Just Prior to the Adoption of the Next Generation Science Standards

ERIC Educational Resources Information Center

Boesdorfer, Sarah B.; Staude, Kristin D.

2016-01-01

Effective professional development that influences teachers' classroom practices starts with what teachers know, understand, and do in their classroom. The Next Generation Science Standards (NGSS) challenge teachers to make changes to their classroom; to help teachers make these changes, it is necessary to know what they are doing in their…

Writer to Writer: How To Conference Young Authors. The Bill Harp Professional Teachers Library Series.

ERIC Educational Resources Information Center

Thomason, Tommy

Written for the busy teacher, this book examines classroom writing conferences, one of the most talked about and least practiced strategies in the writing process classroom. Each brief chapter introduces a different facet of the writing conference or the philosophy and classroom practice that undergird it, and each chapter ends with a…

Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

ERIC Educational Resources Information Center

Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.

2015-01-01

This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

Education for Sustainable Development: Liberation or Indoctrination? An Assessment of Faculty Members' Attitudes and Classroom Practices

ERIC Educational Resources Information Center

Qablan, Ahmad Mohammad; Al-Ruz, Jamal Abu; Khasawneh, Samer; Al-Omari, Aieman

2009-01-01

The purpose of this study was to investigate the attitudes and classroom practices of environmental science faculty members in Jordanian universities. Mix data collection methodology was employed to collect data in this study. In addition to the developed survey, several participants' interviews and classroom observations were conducted with…

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.

Language of poverty strategies: Implemented in the urban elementary science classroom

NASA Astrophysics Data System (ADS)

Jeanpierre, Bobby Jo

2000-08-01

This research study reports the results of school-based staff development models used at three urban elementary schools that had liaison teachers assisting classroom teachers in implementing instructional strategies in science teaching from "Language of Poverty," a curriculum framework designed to address the academic needs of disadvantaged students. The case study of two urban elementary schools and six classroom teachers, and survey and interview data results of a third school, uncovered insights into several areas of science teaching in urban settings. One conclusion is that in spite of substantial allocation of resources and assistance, teachers did not translate instructional strategies from "Language of Poverty" curriculum into their classroom practices in a way that would foster urban disadvantaged students' understanding of "big science concepts." A second conclusion is that the school-based staff development models were limited in their ability to address the diverse professional needs of all of its staff. Third, as it relates to students, discipline issues occurred in these urban classrooms across ethnicity and gender. And in addition to teachers being knowledgeable of relevant social and cultural group norms' application of this knowledge in an appropriate and consistent manner is needed to effectively address discipline concerns.

Classroom Management in Diverse Classrooms

ERIC Educational Resources Information Center

Milner, H. Richard, IV; Tenore, F. Blake

2010-01-01

Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments. The authors present the culturally responsive classroom management practices of two teachers from an urban and diverse middle school to extend the construct, culturally responsive classroom management. The principles that…

Classroom Amplification Technology: Theory and Practice.

ERIC Educational Resources Information Center

Crandell, Carl C.; Smaldino, Joseph J.

2000-01-01

This article reviews some relevant events in the development of acoustical standards for classrooms, describes classroom challenges to providing clear acoustical signals to children in classrooms, and outlines amplification solutions to some of those classroom challenges. Solutions include personal amplification devices and use of signal-to-noise…

Text Messaging, Pragmatic Competence, and Affective Facilitation in the EFL Context: A Pilot Study

ERIC Educational Resources Information Center

Haggan, Madeline

2010-01-01

Since text messaging is a widely popular method of communication among young people, the paper tries to investigate whether it might have some practical application in the EFL classroom. Kuwaiti EFL students asked to render a mixture of text messages written by their peers and native English speakers into Standard English produced a large number…

Multicultural Music Education in Singapore Primary Schools: An Analysis of the Applications of a Specialist Professional Development in Practical Music Teaching

ERIC Educational Resources Information Center

Costes-Onishi, Pamela; Lum, Chee Hoo

2015-01-01

Multicultural music education is often approached simply through the exposure of students to different world musics. This "cultural supermarket" approach to teaching diversity in the classrooms is re-examined in this study by drawing attention to the need for a broader curriculum reform. Using the Singapore primary school music teachers…

Discovering the Lost Ark of Possibilities: Bringing Visibility to the Invisible Art Form of Film Music in Your Music Classroom

ERIC Educational Resources Information Center

Keown, Daniel J.

2015-01-01

Conventional music learning in schools could benefit from the study of the music from films, television, and video games. This article offers practical applications for including film music as an outlet for analysis, an interdisciplinary compositional art form, a viable teaching tool, and an authentic performance/production experience. Music…

Making Cooperative Learning Work in the College Classroom: An Application of the "Five Pillars" of Cooperative Learning to Post-Secondary Instruction

ERIC Educational Resources Information Center

Jones, Karrie A.; Jones, Jennifer L.

2008-01-01

Cooperative learning is viable yet generally underutilized method of instruction at the college level (Paulsen and Faust, 2008). This paper highlights the work of teacher educator Dr. Paul J. Vermette in his implementation of cooperative learning based practices in a graduate level Multicultural education course. In analyzing the "Five…

A Comparative Perspective on Teacher Attitude-Constructs That Impact on Inclusive Education in South Africa and Sweden

ERIC Educational Resources Information Center

Nel, Norma; Müller, Hélène; Hugo, Anna; Helldin, Rolf; Bäckmann, Örjan; Dwyer, Helen; Skarlind, Anders

2011-01-01

This article is based on joint research, between academics from South Africa and Sweden, comparing the influence of South African and Swedish teachers' attitudes towards the practical application of inclusive education (IE) in the classroom. The aim of the study was to identify and investigate problem areas pertaining to teachers' attitudes to IE.…

Research on Computers in Mathematics Education, IV. The Use of Computers in Mathematics Education Resource Series.

ERIC Educational Resources Information Center

Kieren, Thomas E.

This last paper in a set of four reviews research on a wide variety of computer applications in the mathematics classroom. It covers computer-based instruction, especially drill-and-practice and tutorial modes; computer-managed instruction; and computer-augmented problem-solving. Analytical comments on the findings and status of the research are…

Online Learning Tools as Supplements for Basic and Clinical Science Education.

PubMed

Ellman, Matthew S; Schwartz, Michael L

2016-01-01

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the "flipped classroom" pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered.

4 Formative Assessment Practices That Make a Difference in Classrooms

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2016

2016-01-01

Teachers know they need to focus on practices that can make the biggest difference to their students--but which practices have a track record of improving learning and growth? Read the second article in our five-part series to discover specific classroom formative assessment practices proven to take students from zoned out to tuned in. You'll…

Bridging the Research-to-Practice Gap: A Review of the Literature Focusing on Inclusive Education

ERIC Educational Resources Information Center

Grima-Farrell, Christine R.; Bain, Alan; McDonagh, Sarah H.

2011-01-01

Despite advances in our knowledge of evidence-based inclusive educational practice, much of this knowledge does not reach routine classroom practice. There remains a significant gap between our accumulated knowledge about what can work in classrooms and the extent to which evidence-based practice is used in sustainable ways. This inability to…

Teachers' Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)

ERIC Educational Resources Information Center

Kaymakamoglu, Sibel Ersel

2018-01-01

This study explored the EFL teachers' beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively…

Interrogating Your Wisdom of Practice to Improve Classroom Practices

ERIC Educational Resources Information Center

Chappell, Philip

2017-01-01

This article presents a heuristic for language teachers to articulate and explore their fundamental theories of and philosophical stances towards language, language learning, and language teaching. It includes tools with which teachers can interrogate those theories, weighing them up against their actual classroom practices. Through presenting…

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 Communities' Adaptations of the Practice of Scientific Argumentation

ERIC Educational Resources Information Center

Berland, Leema K.; Reiser, Brian J.

2011-01-01

Scientific argumentation is increasingly seen as a key inquiry practice for students in science classrooms. This is a complex practice that entails three overlapping, instructional goals: Participants "articulate their understandings" and work to "persuade others of those understandings" in order to "make sense of the…

Classroom Management in Pre-Service Teachers' Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-Service English Teachers

ERIC Educational Resources Information Center

Korkut, Perihan

2017-01-01

The pre-service teachers find the chance to practice their classroom management skills during their practicum as they present demo lessons under supervision of their university instructors and mentor teachers. It had been discovered in a previous study, however, that the interactional features during the classroom management episodes in…

The Practice and Challenges of Implementing Critical Thinking Skills in Omani Post-Basic EFL Classrooms

ERIC Educational Resources Information Center

Al-Kindi, Naeema Saleh; AL-Mekhlafi, Abdo Mohammed

2017-01-01

The purpose of the current study is to investigate post-basic English teachers' practice of critical thinking skills and the challenges they face while teaching skills in EFL classrooms. Three research questions were investigated to achieve this purpose: 1--To what extent do EFL teachers use classroom behaviors that nurture critical thinking at…

Examining the Relationship between Selected Grade 3-12 Teachers' Perceived Assessment Literacy and Their Classroom Assessment Practices

ERIC Educational Resources Information Center

Hudson, Mark E.

2017-01-01

The study examined the self-reported understandings of selected 3rd to 12th grade teachers had of assessment and the assessment practices they reported implementing in their classrooms along with evidence extracted from written lesson plans. The literature on classroom assessment supports the idea that teachers who create meaningful assessments,…

Comparison of Selected Instructional and Classroom Management Practices of Graduates from Two Science Teacher Education Programs.

ERIC Educational Resources Information Center

Conrath, Melissa Moorhead

The purpose of this study was to compare graduates of the Undergraduate and Post-Degree Programs in secondary school science at the Ohio State University, with respect to their attitudes toward the use of inquiry activities, use of inquiry activities in the classroom and the use of effective classroom management practices. Teacher characteristics…

Investigating Factors That Contribute to Effective Teaching-Learning Practices: EFL/ESL Classroom Context

ERIC Educational Resources Information Center

Islam, Rukaia

2017-01-01

This paper seeks to address some key issues, which can influence as well as determine the nature of teaching and learning practices in an ELT classroom directly or indirectly. This paper views an EFL or ESL classroom as a dynamic and multi-dimensional platform open to different interpretations of teaching and learning. Factors like teachers'…

Formal and Non-Formal Digital Practices: Institutionalizing Transactional Learning Spaces in a Media Classroom

ERIC Educational Resources Information Center

de Lange, Thomas

2011-01-01

This article examines how a classroom procedure known as PGE (Plan/Go-through/Evaluate) group work aims at integrating formal and non-formal media experiences and practices into classroom-based media learning. The study displays, on the one hand, how PGE group work emerged and was institutionally embedded in a media course. On the other hand, the…

From Theory to Practice: Concept-Based Inquiry in a High School Art Classroom

ERIC Educational Resources Information Center

Walker, Margaret A.

2014-01-01

This study examines what an emerging educational theory looks like when put into practice in an art classroom. It explores the teaching methodology of a high school art teacher who has utilized concept-based inquiry in the classroom to engage his students in artmaking and analyzes the influence this methodology has had on his adolescent students.…

Meaningful Engagement in Scientific Practices: How Classroom Communities Develop Authentic Epistemologies for Science

NASA Astrophysics Data System (ADS)

Krist, Christina Rae

Recent reforms in science education, based on decades of learning research, emphasize engaging students in science and engineering practices as the means to develop and refine disciplinary ideas. These reforms advocate an epistemic shift in how school science is done: from students learning about science ideas to students figuring out core science ideas. This shift is challenging to implement: how do we bring the goals and practices of a discipline into classroom communities in meaningful ways that go beyond simply following rote scientific procedures? In this dissertation, I investigate how classroom communities learn to engage meaningfully in scientific practices, characterizing their engagement as a process of epistemic learning. I take a situated perspective that defines learning as shifts in how members engage in communities of practice. I examine students' epistemic learning as a function of their participation in a classroom community of scientific practice along two dimensions: what they do, or the practical epistemic heuristics they use to guide how they build knowledge; and who they are, or how ownership and authorship of ideas is negotiated and affectively marked through interaction. I focus on a cohort of students as they move from 6th to 8 th grade. I analyze three science units, one from each grade level, to look at the epistemic heuristics implicit in student and teacher talk and how the use of those heuristics shifts over time. In addition, I examine one anomalous 8th grade class to look at how students and the teacher position themselves and each other with respect to the ideas in their classroom and how that positioning supports epistemic learning. Taken together, these analyses demonstrate how students' engagement in scientific practices evolves in terms of what they do and who they are in relation to the knowledge and ideas in their classroom over time. I propose a model for epistemic learning that articulates how classroom communities develop practical epistemologies that guide their knowledge building work and how the development of these epistemologies is identity-laden. I find that for engagement in science practices to be meaningful, classroom communities' engagement is motivated by the unknowns in students' knowledge, or what they still need to figure out and explain. In contexts where knowledge is uncertain, practical epistemic heuristics become authentically useful for students' knowledge building work. However, using unknowns to motivate learning can be distressing for students. The anomalous case study suggests that students' meaningful engagement in science knowledge building requires particular affective supports from the teacher that allow students to take on and embrace new identities with respect to ideas in their classroom. Taken together, the model of epistemic learning that I propose suggests that both conceptual and affective supports are necessary to shift science classrooms in ways that engage students in meaningful science knowledge building.

Cogenerating fluency in urban science classrooms

NASA Astrophysics Data System (ADS)

Lavan, Sarah-Kate

This critical ethnographic study employed the use of cogenerative dialogue (Roth & Tobin, 2002) as a means to allow participants of a science classroom to reflect on and transform classroom structures while at the same time create opportunities for all stakeholders to develop collective responsibility for teaching and learning. The research was situated in a science classroom in an inner city charter high school that was both a challenging place for the teacher (Jen Beers) and an oppressive place for the students as all struggled to reconcile issues related to power hierarchies and significant differences in social and cultural histories. As a result, cultural misinterpretations and the undervaluing of students' cultural capital served as a foundation for learning. This study examined the various fields and forms of practice that created opportunities for refining teaching practices and at the same time afforded the development of collective responsibility by addressing the roles, identities and agency of all classroom participants. Specifically, I asked the following questions: (1) How can co-generative dialogue can be used to involve all classroom participants in creating a learning community? (2) How does this shape the identities and roles of the participants who were involved? and (3) How do the changed roles and practices lead toward science fluency? The framework of cultural sociology, specifically the dialectical relationship of structure and agency, interaction ritual theory (Collins, 2003) and research on dispositions (Boykin, 1986), provided analytic tools to investigate the practices of the various stakeholders and the classroom structures as well as the historical and cultural contexts surrounding them. Multiple data resources such as field notes, videotape, interviews and artifacts were drawn on from two fields (the science classroom and cogenerative dialogues) to elicit and support findings at micro, meso and macroscopic levels. The major findings of the study reveal that the transformation of the classroom, and consequently teacher and student practices, were recursively tied to the conversations members held in the cogenerative dialogues. The evolving classroom structures afforded individuals and community members a variety of dispositions (e.g., orality, affect, communalism, verve, movement, and expressive individualism) from which to access and employ in producing, reproducing, and transforming culture in and out of the science classroom.

In-Forming Practice through Action Research. Family and Consumer Sciences Teacher Education. Yearbook.

ERIC Educational Resources Information Center

Peterat, Linda, Ed.; Smith, M. Gale

This book contains 16 papers about informing family and consumer sciences educational practice through action research. The following papers are included: "Informing Practice through Classroom Inquiry" (Linda Peterat, M. Gale Smith); "Focusing Praxis Research on Sexism in a Primary Classroom" (Emily Sutherland);…

White Faculty Transforming Whiteness in the Classroom through Pedagogical Practice

ERIC Educational Resources Information Center

Charbeneau, Jessica

2015-01-01

The primary objective of this qualitative study is to present a conceptual framework of pedagogical practices reported by white faculty that serve to challenge the hegemony of whiteness in the university classroom. These transformative teaching practices surfaced through a review of racialized pedagogies discussed in the literature and in…

Critical Viewing in Media Literacy Practice.

ERIC Educational Resources Information Center

Semali, Ladislaus

This paper introduces the concept of critical viewing and illustrates what it means to take a critical stance in classroom teaching practice. The paper's purposes are: first, to discuss the possibilities of criticism in classroom practice as defined by progressive educators; second, to explain the interrelationship between critical literacy and…

From Knowledge to Practice: A Gifted Educator's Journey

ERIC Educational Resources Information Center

Reinhard, Jessica J.

2016-01-01

This qualitative case study of a third-year teacher of intermediate students in a self-contained gifted education classroom uncovers the relationship between knowledge of pedagogical practices from national gifted education standards and their transfer to classroom practice. Ethnographic methods of interviews, field observations, lesson documents,…

Fostering Critical Thinking Practices at Primary Science Classrooms in Nepal

ERIC Educational Resources Information Center

Acharya, Kamal Prasad

2016-01-01

This article examines the socio-cultural activities that have direct and indirect impacts on critical thinking practices in primary science classrooms and what kinds of teachers' activities help to foster the development of critical thinking practices in children. Meanwhile, the constructivist and the socio-cultural theoretical dimensions have…

New Literacies: Everyday Practices and Classroom Learning

ERIC Educational Resources Information Center

Lankshear, Colin; Knobel, Michelle

2006-01-01

The first edition of this popular book examined new literacies and new kinds of knowledge and classroom practices in the context of the massive growth of electronic information and communication technologies. This timely second edition discusses a fresh range of practices like blogging, fanfiction, mobile/wireless communications, and fan practices…

The Discursive Practice of Participation in an Elementary Classroom Community

ERIC Educational Resources Information Center

Kovalainen, Minna; Kumpulainen, Kristiina

2005-01-01

This study examines the discursive practice of participation in an elementary classroom community aiming towards collective meaning-making and joint creation of knowledge. The theoretical and methodological basis of the study is shaped by the sociocultural and socio-linguistic approaches. Through examining the communicative practices and…

Intersections: Theory-Practice in the Writing Center.

ERIC Educational Resources Information Center

Mullin, Joan A., Ed.; Wallace, Ray, Ed.

The 15 essays in this book reveal the complexity of teaching writing, with some contributors calling into question the gap between classroom theory and classroom practice as seen through students' and tutors' perspectives. The book analyzes the cornerstone of theory and proposes a reexamination of some taken-for-granted composition practices.…

Professional Development of Faculty: How Do We Know It Is Effective?

NASA Astrophysics Data System (ADS)

Derting, T. L.; Ebert-May, D.; Hodder, J.

2011-12-01

Professional development (PD) of faculty has been an integral component of curriculum reform efforts in STEM. Traditionally, PD occurs through workshops that last from hours to several days. Regardless of the particular model of PD used during a workshop, its effectiveness is usually assessed through self-report surveys of faculty satisfaction, perceived learning, and reports of applications in faculty classrooms. My presentation focuses on ways of assessing the effectiveness of models of PD, with an emphasis on the need for objective measures of change in faculty teaching. The data that I present raise two significant questions about faculty PD. Are traditional approaches to faculty PD effective in changing classroom teaching practices and improving student learning? What evidence is needed to determine the effectiveness of different models of PD? Self-report data have been useful in identifying variables that can influence the extent to which faculty implement new teaching strategies. These variables include faculty beliefs about student learning, self-efficacy, level of dissatisfaction with student learning, departmental rewards for teaching and learning, time limitations, and peer interactions. Self-report data do not, however, provide a complete or necessarily accurate assessment of the impacts of PD on classroom practices and student learning. Objective assessment of teaching and learning is also necessary, yet seldom conducted. Two approaches to such assessment will be presented, one based on student performance and the other based on observations of faculty teaching. In multiple sections of a student-centered, inquiry-based course, learning gains were higher for students taught by faculty who were trained in student-centered teaching compared with faculty with no such training. In two national projects that focused on faculty PD, self-report data indicated that faculty increased their use of student-centered teaching following PD. Objective assessment measures, however, showed that most faculty actually used teacher-centered methods with only minor use of student-centered teaching practices. Moreover, variables that have been associated with change in teaching practices, or the lack thereof, contributed little to explaining observed classroom teaching practice after PD. For example, faculty with less teaching experience engaged in more student-centered teaching compared with faculty with more years of teaching experience. Also, departmental and peer support for faculty use of non-lecture approaches to teaching had no significant relationship with the classroom practices used by faculty. These and other data suggest that assumptions about the effectiveness of traditional models of PDs need to be validated using objective, as well as subjective measures. The data also indicate a need for new models of PD for STEM faculty.

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

NASA Astrophysics Data System (ADS)

Akers, Julia B.

1999-10-01

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

Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms

NASA Astrophysics Data System (ADS)

Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

2017-12-01

In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students' science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers' value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers' instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.

Modern Scientific Literacy: A Case Study of Multiliteracies and Scientific Practices in a Fifth Grade Classroom

NASA Astrophysics Data System (ADS)

Allison, Elizabeth; Goldston, M. Jenice

2018-01-01

This study investigates the convergence of multiliteracies and scientific practices in a fifth grade classroom. As students' lives become increasingly multimodal, diverse, and globalized, the traditional notions of literacy must be revisited (New London Group 1996). With the adoption of the Next Generation Science Standards (NGSS Lead States 2013a) in many states, either in their entirety or in adapted forms, it becomes useful to explore the interconnectedness multiliteracies and scientific practices and the resulting implications for scientific literacy. The case study included a fifth grade classroom, including the students and teacher. In order to create a rich description of the cases involved, data were collected and triangulated through teacher interviews, student interviews and focus groups, and classroom observations. Findings reveal that as science activities were enriched with multiliteracies and scientific practices, students were engaged in developing skills and knowledge central to being scientifically literate. Furthermore, this study establishes that characteristics of scientific literacy, by its intent and purpose, are a form of multiliteracies in elementary classrooms. Therefore, the teaching and learning of science and its practices for scientific literacy are in turn reinforcing the development of broader multiliteracies.

Classroom Practices in Teaching English--1965-66: A Third Report of the NCTE Committee to Report Promising Practices in the Teaching of English.

ERIC Educational Resources Information Center

National Council of Teachers of English, Champaign, IL.

The 13 articles in this report fall into four categories: programs for the culturally disadvantaged, teaching composition, curriculum revision, and detailed classroom practices. Mildred A. Dawson outlines compensatory programs used in Sacramento, California, to prevent drop-outs; Lois Grose concentrates on the pattern-practice method of teaching…

Exploring a Community of Practice Model for Professional Development to Address Challenges to Classroom Practices in Early Childhood

ERIC Educational Resources Information Center

Christ, Tanya; Wang, X. Christine

2013-01-01

This study explored whether or not, and how, an on-site and research-teacher community of practice model for professional development addressed the challenges to classroom practices in a Head Start program. Data sources included interviews with teachers, videos of planning and teaching sessions, and the researchers' fieldwork log and reflective…

Parental Engagement in a Classroom Community of Practice: Boundary Practices as Part of a Culturally Responsive Pedagogy

ERIC Educational Resources Information Center

Quintos, Beatriz; Civil, Marta

2008-01-01

This study addresses the pressing need to recognize and include disenfranchised students within mathematics education in a way that incorporates the voices of their communities. We use the concept of boundary practices to point to the multiple ways in which the mathematics learning practices in a classroom connect or disconnect, include or…

The Best of Both Worlds: Building on the COPUS and RTOP Observation Protocols to Easily and Reliably Measure Various Levels of Reformed Instructional Practice

PubMed Central

Lund, Travis J.; Pilarz, Matthew; Velasco, Jonathan B.; Chakraverty, Devasmita; Rosploch, Kaitlyn; Undersander, Molly; Stains, Marilyne

2015-01-01

Researchers, university administrators, and faculty members are increasingly interested in measuring and describing instructional practices provided in science, technology, engineering, and mathematics (STEM) courses at the college level. Specifically, there is keen interest in comparing instructional practices between courses, monitoring changes over time, and mapping observed practices to research-based teaching. While increasingly common observation protocols (Reformed Teaching Observation Protocol [RTOP] and Classroom Observation Protocol in Undergraduate STEM [COPUS]) at the postsecondary level help achieve some of these goals, they also suffer from weaknesses that limit their applicability. In this study, we leverage the strengths of these protocols to provide an easy method that enables the reliable and valid characterization of instructional practices. This method was developed empirically via a cluster analysis using observations of 269 individual class periods, corresponding to 73 different faculty members, 28 different research-intensive institutions, and various STEM disciplines. Ten clusters, called COPUS profiles, emerged from this analysis; they represent the most common types of instructional practices enacted in the classrooms observed for this study. RTOP scores were used to validate the alignment of the 10 COPUS profiles with reformed teaching. Herein, we present a detailed description of the cluster analysis method, the COPUS profiles, and the distribution of the COPUS profiles across various STEM courses at research-intensive universities. PMID:25976654

Pharmacogenomics: From classroom to practice.

PubMed

Nutter, Samantha C; Gálvez-Peralta, Marina

2018-05-31

Perceptions and challenges connecting Pharmacogenomics taught in classrooms and translationing it to advance pharmacy practice rotations and healthcare settings and potential areas of development. © 2018 The Authors. Molecular Genetics & Genomic Medicine published by Wiley Periodicals, Inc.

Multimodal Teaching Analytics: Automated Extraction of Orchestration Graphs from Wearable Sensor Data.

PubMed

Prieto, Luis P; Sharma, Kshitij; Kidzinski, Łukasz; Rodríguez-Triana, María Jesús; Dillenbourg, Pierre

2018-04-01

The pedagogical modelling of everyday classroom practice is an interesting kind of evidence, both for educational research and teachers' own professional development. This paper explores the usage of wearable sensors and machine learning techniques to automatically extract orchestration graphs (teaching activities and their social plane over time), on a dataset of 12 classroom sessions enacted by two different teachers in different classroom settings. The dataset included mobile eye-tracking as well as audiovisual and accelerometry data from sensors worn by the teacher. We evaluated both time-independent and time-aware models, achieving median F1 scores of about 0.7-0.8 on leave-one-session-out k-fold cross-validation. Although these results show the feasibility of this approach, they also highlight the need for larger datasets, recorded in a wider variety of classroom settings, to provide automated tagging of classroom practice that can be used in everyday practice across multiple teachers.

Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom

NASA Astrophysics Data System (ADS)

Hunter, Jodie

2014-12-01

Current reforms in mathematics education advocate the development of mathematical learning communities in which students have opportunities to engage in mathematical discourse and classroom practices which underlie algebraic reasoning. This article specifically addresses the pedagogical actions teachers take which structure student engagement in dialogical discourse and activity which facilitates early algebraic reasoning. Using videotaped recordings of classroom observations, the teacher and researcher collaboratively examined the classroom practices and modified the participatory practices to develop a learning environment which supported early algebraic reasoning. Facilitating change in the classroom environment was a lengthy process which required consistent and ongoing attention initially to the social norms and then to the socio-mathematical norms. Specific pedagogical actions such as the use of specifically designed tasks, materials and representations and a constant press for justification and generalisation were required to support students to link their numerical understandings to algebraic reasoning.

Teacher Learning in the Workplace: A Study of the Relationship between a Novice EFL Teacher's Classroom Practices and Cognition Development

ERIC Educational Resources Information Center

Kang, Yan; Cheng, Xiaotang

2014-01-01

This article reports on an in-depth case study of a novice middle school EFL teacher's cognition development during the process of learning to teach in the workplace. Data was collected mainly through classroom observations and interviews. Results indicate that the teacher exhibited a considerable amount of change in her classroom practices, which…

Flipping the Classroom without Flipping Out the Students: Working with an Instructional Designer in an Undergraduate Evidence-Based Nursing Practice Course

ERIC Educational Resources Information Center

Matsuda, Yui; Azaiza, Khitam; Salani, Deborah

2017-01-01

The flipped classroom approach is an innovative teaching method to promote students' active learning. It has been used in nursing education and has showed positive results. The purpose of this article is to describe the process of developing a flipped classroom approach for an undergraduate evidence-based nursing practice course and discuss…

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…

Toward Better Goal Clarity in Instruction: How Focus on Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

ERIC Educational Resources Information Center

Alles, Martina; Seidel, Tina; Gröschner, Alexander

2018-01-01

Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared…

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

NASA Astrophysics Data System (ADS)

Archer-Bradshaw, Ramona E.

2017-02-01

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers' demonstrated role in the classroom, their demonstration of learning through discourse, learning goals and the nature of classroom activities. Five hundred nineteen students from 12 of the 23 secondary schools on the island and 15 teachers across 8 schools participated in the study. Data were collected by means of a questionnaire, an observational schedule and field notes. It was found that while problem-solving and questioning were mainly used in the classroom, the use of experiments was among the least popular teaching strategies. Additionally, results showed that teachers' display of the knowledge of the characteristics of scientific literacy was unsatisfactory. Generally, the findings indicate a gap between teaching for scientific literacy as expressed in the literature and current instructional practices in secondary science classrooms in Barbados.

La formation des enseignants en FLS: Le parent pauvre d'un riche patrimoine (The Training of Teachers of French as a Second Language: The Poor Parent of a Rich Heritage).

ERIC Educational Resources Information Center

Calve, Pierre

1983-01-01

Teacher training for French instructors is criticized as incomplete, consisting only of some formulas for immediate classroom application. A plan for a more comprehensive curriculum consisting of theoretical and practical components in the areas of language, culture, learning, communication, and instruction is proposed. (MSE)

Example of Good Practice of a Learning Environment with a Classroom Response System in a Mechanical Engineering Bachelor Course

ERIC Educational Resources Information Center

Arteaga, Ines Lopez; Vinken, Esther

2013-01-01

Results of a successful pilot study are presented, in which quizzes are introduced in a second year bachelor course for mechanical engineering students. The pilot study course entailed the basic concepts of mechanical vibrations in complex, realistic structures. The quiz is held weekly using a SharePoint application. The purpose of the quizzes is…

A Law of Physics in the Classroom: The Case of Ohm's Law

ERIC Educational Resources Information Center

Kipnis, Nahum

2009-01-01

Difficulties in learning Ohm's Law suggest a need to refocus it from the law for a part of the circuit to the law for the whole circuit. Such a revision may improve understanding of Ohm's Law and its practical applications. This suggestion comes from an analysis of the history of the law's discovery and its teaching. The historical materials this…

Revolving Classroom Door: Management Strategies To Eliminate the Quick Spin.

ERIC Educational Resources Information Center

Rancifer, Jesse L.

This paper presents classroom management practices that can be used to avoid the "revolving classroom door." In the revolving classroom door, misbehaving students are sent to the principal, and eventually returned to the classroom with no gains in student behavior or opportunity for learning. The paper begins by discussing the meaning of classroom…

How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation

ERIC Educational Resources Information Center

Strayer, Jeremy F.

2012-01-01

Recent technological developments have given rise to blended learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom. This article compares the learning…

Teaching Practices in Grade 5 Mathematics Classrooms with High-Achieving English Learner Students

ERIC Educational Resources Information Center

Merritt, Eileen G.; Palacios, Natalia; Banse, Holland; Rimm-Kaufman, Sara E.; Leis, Micela

2017-01-01

Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered "highly effective teachers" in classrooms with a majority of students who were…

Significant Structuring Resources in the Reading Practices of a Digital Classroom

ERIC Educational Resources Information Center

Molin, Lisa; Lantz-Andersson, Annika

2016-01-01

Since reading and writing digitally demand partially different competencies, there is a change in some of the premises of related educational practices. This study aims to contribute to the knowledge of educational reading practices by scrutinizing how literacy events evolve in a digital classroom where each student has a personal digital device…

The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

ERIC Educational Resources Information Center

Ruggiero, Dana; Mong, Christopher J.

2015-01-01

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers,…

Becoming Visible: Shifting Teacher Practice to Actively Engage New Immigrant Students in Urban Classrooms

ERIC Educational Resources Information Center

Schultz, Katherine; Coleman-King, Chonika

2012-01-01

This article documents what happened when a teacher in an urban school shifted classroom practice through changing participation structures to incorporate digital technology and multiple modalities into a fifth grade literacy curriculum. This shift in teacher practice provided opportunities for immigrant students to become more visible in the…

Inside the Black Box of Classroom Practice: Change without Reform in American Education

ERIC Educational Resources Information Center

Cuban, Larry

2013-01-01

A book that explores the problematic connection between education policy and practice while pointing in the direction of a more fruitful relationship, "Inside the Black Box of Classroom Practice" is a provocative culminating statement from one of America's most insightful education scholars and leaders. "Inside the Black Box of…

Evidence of Middle School Science Assessment Practice from Classroom-Based Portfolios

ERIC Educational Resources Information Center

Kloser, Matthew; Borko, Hilda; Martinez, Jose Felipe; Stecher, Brian; Luskin, Rebecca

2017-01-01

Assessments are powerful tools for informing teachers and students about where student thinking stands with relation to a learning goal. Yet, few studies provide qualitative analyses of assessment practice across a unit. This study uses a framework of nine dimensions of effective assessment practice in science classrooms to compare more and less…

Aligning Literacy Practices in Secondary History Classes with Research on Learning

ERIC Educational Resources Information Center

Nokes, Jeffery D.

2008-01-01

Literacy is a basic element of the discipline of history and of traditional secondary history instruction. However neither the growing body of research on learning with texts nor modern learning theories support the traditional literacy practices that are taking place in many secondary history classrooms. Nor are classroom literacy practices a…

Interactional Practices across Settings: "From Classroom Role-Plays to Workplace Patient Consultations"

ERIC Educational Resources Information Center

Nguyen, Hanh Thi

2018-01-01

This article investigates how learned interactional practices from an instructional setting may be utilized in the workplace setting. I examine how the same novice in a pharmacy employed the practices of sequential organization in role-played patient consultations in the classroom and in subsequent actual patient consultations in a clerkship. I…

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…

Towards Translingual and Transcultural Practice: Explorations in a White-Majority, Rural, Midwestern Elementary Classroom

ERIC Educational Resources Information Center

Panos, Alexandra

2017-01-01

New Literacy Studies and related scholarship on the use of digital tools in classrooms support the argument that literacy practices can be understood as translingual and transcultural practices within the context of an otherwise monocultural and monolingual setting. Pushing for broader conceptions of "mono" settings and arguing for…

Developmentally Appropriate Practices and Children's Perception of Self-Competence in Head Start Classrooms

ERIC Educational Resources Information Center

Jambunathan, Saigeetha

2012-01-01

The present project studied the relationship between the use of developmentally appropriate practices and children's perception of self-competence in Head Start classrooms. Self-competence is defined as children's confidence in succeeding in certain tasks. Developmentally appropriate practices (DAP) as proposed by the National Association for the…

Transfer of Online Professional Learning to Teachers' Classroom Practice

ERIC Educational Resources Information Center

Herrington, Anthony; Herrington, Jan; Hoban, Garry; Reid, Doug

2009-01-01

Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. However, it is not clear how well the approach impacts on teachers' classroom practices. This…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

NASA Astrophysics Data System (ADS)

Jayaraman, Uma Devi

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

Epistemological Syncretism in a Biology Classroom: A Case Study

NASA Astrophysics Data System (ADS)

Bennett, William D.; Park, Soonhye

2011-02-01

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

An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools

NASA Astrophysics Data System (ADS)

Wahyudi; Treagust, David F.

2004-08-01

This study reports on teaching practices in science classrooms of Indonesian lower secondary schools in rural areas. Using six schools from three districts in the province of Kalimantan Selatan as the sample, this study found that most teaching practices in science classrooms in rural schools were teacher-centred with students copying notes. However, the study also found unique teaching practices of an exemplary science teacher whose teaching style can be described as both student-centred and teacher-centred, with students encouraged to be active learners. Four features of exemplary teaching practices were identified: The teacher managed the classroom effectively; used a variety of questioning techniques; employed various teaching approaches instead of traditional methods; and created a favourable learning environment. Data from classroom observations, interviews with teachers, and students responses to a questionnaire were used to compare the exemplary teacher and his colleagues. This study identified internal factors that may affect teaching practices such as a teachers content knowledge and beliefs about teaching. Compared to the other teachers, the exemplary teacher possessed more content knowledge and had a relatively stronger belief in his ability to teach.

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.

A New Era of Science Education: Science Teachers' Perceptions and Classroom Practices of Science, Technology, Engineering, and Mathematics (STEM) Integration

NASA Astrophysics Data System (ADS)

Wang, Hui-Hui

Quality STEM education is the key in helping the United States maintain its lead in global competitiveness and in preparing for new economic and security challenges in the future. Policymakers and professional societies emphasize STEM education by legislating the addition of engineering standards to the existing science standards. On the other hand, the nature of the work of most STEM professionals requires people to actively apply STEM knowledge to make critical decisions. Therefore, using an integrated approach to teaching STEM in K-12 is expected. However, science teachers encounter numerous difficulties in adapting the new STEM integration reforms into their classrooms because of a lack of knowledge and experience. Therefore, high quality STEM integration professional development programs are an urgent necessity. In order to provide these high quality programs, it is important to understand teachers' perceptions and classroom practices regarding STEM integration. A multiple-case study was conducted with five secondary school science teachers in order to gain a better understanding of teachers' perceptions and classroom practices in using STEM integration. This study addresses the following research questions: 1) What are secondary school science teachers' practices of STEM integration? 2) What are secondary science teachers' overall perceptions of STEM integration? and 3) What is the connection between secondary science teachers' perceptions and understanding of STEM integration with their classroom practices? This research aims to explore teachers' perceptions and classroom practices in order to set up the baseline for STEM integration and also to determine STEM integration professional development best practices in science education. Findings from the study provide critical data for making informed decision about the direction for STEM integration in science education in K-12.

Bedside, classroom and bench: collaborative strategies to generate evidence-based knowledge for nursing practice.

PubMed

Weaver, Charlotte A; Warren, Judith J; Delaney, Connie

2005-12-01

The rise of evidence-base practice (EBP) as a standard for care delivery is rapidly emerging as a global phenomenon that is transcending political, economic and geographic boundaries. Evidence-based nursing (EBN) addresses the growing body of nursing knowledge supported by different levels of evidence for best practices in nursing care. Across all health care, including nursing, we face the challenge of how to most effectively close the gap between what is known and what is practiced. There is extensive literature on the barriers and difficulties of translating research findings into practical application. While the literature refers to this challenge as the "Bench to Bedside" lag, this paper presents three collaborative strategies that aim to minimize this gap. The Bedside strategy proposes to use the data generated from care delivery and captured in the massive data repositories of electronic health record (EHR) systems as empirical evidence that can be analysed to discover and then inform best practice. In the Classroom strategy, we present a description for how evidence-based nursing knowledge is taught in a baccalaureate nursing program. And finally, the Bench strategy describes applied informatics in converting paper-based EBN protocols into the workflow of clinical information systems. Protocols are translated into reference and executable knowledge with the goal of placing the latest scientific knowledge at the fingertips of front line clinicians. In all three strategies, information technology (IT) is presented as the underlying tool that makes this rapid translation of nursing knowledge into practice and education feasible.

Social Inclusion: Teachers as Facilitators in Peer Acceptance of Students with Disabilities in Regular Classrooms in Tamil Nadu, India

ERIC Educational Resources Information Center

David, Ruffina; Kuyini, Ahmed Bawa

2012-01-01

This study examined the impact of classroom teachers' attitudes towards inclusive education, teachers' self-efficacy and classroom practices on the social status of students with disabilities in inclusive classrooms in Tamil Nadu, India. Questionnaires, interviews and classroom observations were employed to gather data. The data analysis included…

Living Inquiry: Learning from and about Informational Texts in a Second-Grade Classroom

ERIC Educational Resources Information Center

Maloch, Beth; Horsey, Michelle

2013-01-01

This article tells the story of one second grade teacher and the ways she integrated informational texts into her classroom. Reported by the classroom teacher and a researcher who studied her practice for a year, the manuscripts detail the ways Michelle (the classroom teacher) embedded informational texts in her classroom primarily within the…

Classroom Labels That Young Children Can Use: Enhancing Biliteracy Development in a Dual Language Classroom

ERIC Educational Resources Information Center

Salinas-Gonzalez, Irasema; Arreguin-Anderson, Maria G.; Alanís, Iliana

2015-01-01

This article focuses on biliteracy development of English and Spanish through the practical strategy of systematically labeling the classroom within the context of daily classroom activities and providing children with various opportunities to use the words throughout the day. Using the foundational work related to classroom labels from Pinnell…

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

ERIC Educational Resources Information Center

Andrade, Mariel; Coutinho, Clara

2017-01-01

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

No Teacher Is an Island: Bridging the Gap between Teachers' Professional Practice and Research Findings

ERIC Educational Resources Information Center

Herrington, Deborah; Daubenmire, Patrick L.

2016-01-01

Despite decades of research regarding best practices for the teaching and learning of chemistry, as well as two sets of national reform documents for science education, classroom instruction in high school chemistry classrooms remains largely unchanged. One key reason for this continued gap between research and practice is a reliance on…

From Philosophy to Practice: An Investigation of the Impact of a School's Philosophy on Policy and Classroom Practice

ERIC Educational Resources Information Center

Scouller, Dianne L.

2012-01-01

Recent research in two New Zealand Christian schools found that despite biblical vision and mission statements and declarations of pedagogy built on biblical foundations, actual classroom practice frequently differed little from that in secular schools. Teachers could clearly articulate their respective school's vision and goals but all except one…

Animations of Classroom Interaction: Expanding the Boundaries of Video Records of Practice

ERIC Educational Resources Information Center

Chazan, Daniel; Herbst, Patricio

2012-01-01

Background/Context: For decades, teacher educators and professional developers have been using video recordings of actual classroom practice to help teachers reflect on their teaching (e.g., van Es & Sherin, 2002, 2008) and to help preservice teachers come into contact with practice (Lampert & Ball, 1998). However, the use of video records of…

Experienced EFL Teachers' Professional Practical Knowledge, Reasoning and Classroom Decision Making in Egypt: Views from the Inside Out

ERIC Educational Resources Information Center

Abdelhafez, Ahmed

2014-01-01

This study aimed to investigate the areas that constituted the professional practical knowledge of experienced English as a Foreign Language teachers in Egypt and how their knowledge informed their classroom practice. Quantitative and qualitative data were collected from 236 preparatory and secondary school teachers in 38 schools through…

TPACK in Elementary and High School Teachers' Self-Reported Classroom Practices with the Interactive Whiteboard (IWB)

ERIC Educational Resources Information Center

Lefebvre, Sonia; Samson, Ghislain; Gareau, Alexandre; Brouillette, Nancy

2016-01-01

The interactive whiteboard (IWB) is increasingly used for teaching and learning in the classroom. Nevertheless, the ways that teachers incorporate this tool within their teaching practices remain poorly understood. This paper examines elementary and high school teachers' self-reported practices with the IWB. The conceptual framework centers on…

Enacting Understanding of Inclusion in Complex Contexts: Classroom Practices of South African Teachers

ERIC Educational Resources Information Center

Engelbrecht, Petra; Nel, Mirna; Nel, Norma; Tlale, Dan

2015-01-01

While the practice of inclusive education has recently been widely embraced as an ideal model for education, the acceptance of inclusive education practices has not translated into reality in most mainstream classrooms. Despite the fact that education policies in South Africa stipulate that all learners should be provided with the opportunities to…

A Qualitative Phenomenological Study of Students' Perceptions of Classroom Practices and the Affect on Engagement

ERIC Educational Resources Information Center

Baum-Leaman, Rebekah

2013-01-01

Although teachers continue to implement an array of best practices, learners identified as unsuccessful according to criteria may lack engagement to succeed in the current curriculum activities. Even as teachers continue to apply best practices in the classroom, data does not support continued improvement of student engagement and achievement of…

Urban Third Grade Teachers' Practices and Perceptions in Science Instruction with English Language Learners

ERIC Educational Resources Information Center

Lewis, Scott; Maerten-Rivera, Jaime; Adamson, Karen; Lee, Okhee

2011-01-01

The study examined relationships among key domains of science instruction with English language learning (ELL) students based on teachers' perceptions of their classroom practices (i.e., what they think they do) and actual classroom practices (i.e., what they are observed doing). The four domains under investigation included: (1) teachers'…

Beliefs, Practices, and Reflection: Exploring a Science Teacher's Classroom Assessment through the Assessment Triangle Model

ERIC Educational Resources Information Center

Lyon, Edward G.

2011-01-01

This paper describes the Assessment Practices Framework and how I used it to study a high school Chemistry teacher as she designed, implemented, and learned from a chemistry lab report. The framework consists of exploring three teacher-centered components of classroom assessment (assessment beliefs, practices, and reflection) and analyzing…

Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices

ERIC Educational Resources Information Center

Reddy, Linda A.; Dudek, Christopher M.

2014-01-01

In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…

Becoming Critical Thinkers: The Impact of Treatments on Student Reflective Practice in the College Classroom

ERIC Educational Resources Information Center

Depinet, Andrea

2012-01-01

The purpose of the study was to determine the effect of instructional treatments on reflective practice and critical thinking in the college classroom at Bowling Green State University in the College of Business. The study employed a quasi-experimental pretest posttest control group design to examine student reflective practice among three…

Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching

ERIC Educational Resources Information Center

Hora, Matthew Tadashi; Ferrare, Joseph J.

2013-01-01

Descriptions of faculty practice that illuminate nuances of how course planning and classroom instruction occur in specific contexts are important to inform pedagogical interventions. The study reported in this article draws on systems-of-practice theory to focus on the dynamic interplay among actors, artifacts, and tasks that constrains…

Disruptive Practices: Enacting Critical Pedagogy through Meditation, Community Building, and Explorative Spaces in a Graduate Course for Pre-Service Teachers

ERIC Educational Resources Information Center

Helmer, Kirsten

2014-01-01

This study showcases classroom interactions that reveal the transformational potential of educational practices which disrupt traditional notions about teaching and learning. These disruptive practices create qualitatively different social relations within a classroom which open spaces for students to co-create knowledge in new and creative ways.…

Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case Study

ERIC Educational Resources Information Center

Rahman, Mohammad Mosiur; Singh, Manjet Kaur Mehar; Pandian, Ambigapathy

2018-01-01

This paper presents a case study that investigated and compared the stated beliefs and observed classroom practices relating to Communicative Language Teaching (CLT) of two ESL teachers. The findings of the study revealed that both the teachers hold similar complex beliefs that mostly contradict the philosophy of CLT. The practices were not in…

Exploring Teacher Beliefs and Classroom Practices through Reflective Practice: A Case Study

ERIC Educational Resources Information Center

Farrell, Thomas S. C.; Ives, Jessica

2015-01-01

This article presents a case study that explored and reflected on the relationship between the stated beliefs and observed classroom practices of one second language reading teacher. The findings of this study revealed that this particular teacher holds complex beliefs about teaching reading that were evident to some extent in many of his…

Professional Learning Communities' Impact on Science Teacher Classroom Practice in a Midwestern Urban School District

ERIC Educational Resources Information Center

Carpenter, Dan

2012-01-01

The purpose of this reputation-based, multiple-site case study was to explore professional learning communities' impact on teacher classroom practice. The goal of this research was to describe the administrator and teachers' perceptions with respect to professional learning communities as it related to teacher practice in their school. Educators…

An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools

ERIC Educational Resources Information Center

Wahyudi; Treagust, David F.

2004-01-01

This study reports on teaching practices in science classrooms of Indonesian lower secondary schools in rural areas. Using six schools from three districts in the province of Kalimantan Selatan as the sample, this study found that most teaching practices in science classrooms in rural schools were teacher-centred with students copying notes.…

Factors Relating to Education Professionals' Classroom Practices for the Inclusion of Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Segall, Matthew J.; Campbell, Jonathan M.

2012-01-01

It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding…

Applying the Brakes: How Practical Classroom Decisions Affect the Adoption of Inquiry Instruction

ERIC Educational Resources Information Center

Yarnall, Louise; Fusco, Judi

2014-01-01

If college science instructors are to use inquiry practices more in the classroom, they need both professional support to foster comfort with the pedagogy and practical ways to engage students in inquiry. Over a semester, we studied 13 community college biology instructors as they adopted bioinformatics problem-based learning (PBL) modules in…

The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

ERIC Educational Resources Information Center

Smith, Michelle K.; Jones, Francis H. M.; Gilbert, Sarah L.; Wieman, Carl E.

2013-01-01

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To…

Using a motivation-based instructional model for teacher development and students' learning of science

NASA Astrophysics Data System (ADS)

Bae, Min-Jung

2009-10-01

Science teachers often have difficulty helping students participate in scientific practices and understand scientific ideas. In addition, they do not frequently help students value their science learning. As one way to address these problems, I designed and examined the effects of professional development using a motivation-based instructional model with teachers and students. This motivation-based inquiry and application instructional model (MIAIM) consists of four steps of activities and identifies instructional and motivational functions that teachers can use to engage their students in scientific inquiry and application and to help them value their science learning. In order to conduct this study, I worked with three teachers (4 th, 8th, and 8th) in both suburban and urban environments. This study consisted of three parts-an initial observation of teachers' classrooms, professional development with MIAIM, and an observation of teachers' classrooms after the professional development. Data analysis of class observations, interviews, and class artifacts shows that there was a moderate change in teachers' teaching approach after the intervention. The three teachers designed and enacted some inquiry and application lessons that fit the intent of MIAIM. They also used some instructional and motivational practices more frequently after the intervention than they did before the intervention. In particular, they more frequently established central questions for investigations, helped students find patterns in data by themselves, provided opportunities for application, related science to students' everyday lives, and created students' interests in scientific investigation by using interesting stories. However, there was no substantial change in teachers' use of some practices such as providing explanations, supporting students' autonomy, and using knowledge about students in designing and enacting science lessons. In addition, data analysis of students' surveys, class observations, and tests indicates that some students from each class became more motivated to learn science when their teachers taught MIAIM based science lessons. They became more interested in science class and more appreciative of how science is related and important to their lives. In addition, students from all classes significantly increased their knowledge about scientific topics. Several factors might have influenced the teachers' use of MIAIM: their initial teaching approaches and practices; experiences with using MIAIM in their class; the content area; and school and classroom contexts. Those aspects of MIAIM that teachers did not use may have been more difficult for the teachers to understand or may have been inconsistent with other some of their other beliefs. In addition, the changes in students' motivation and understanding of scientific ideas seemed to be closely associated with what kinds of practices of MIAIM the teachers used. This study indicates that teachers can help students participate in scientific practices, learn important ideas, and value learning science with the help of MIAIM as a conceptual tool and contextualized support from professional development activities and curriculum materials such as worksheets and lesson plans.

Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

PubMed Central

Roehrig, G. H.; Michlin, M.; Schmitt, L.; MacNabb, C.; Dubinsky, J. M.

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms. PMID:23222837

Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

PubMed

Roehrig, G H; Michlin, M; Schmitt, L; MacNabb, C; Dubinsky, J M

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

Predicting Acceptance of Diversity in Pre-Kindergarten Classrooms

ERIC Educational Resources Information Center

Sanders, Kay; Downer, Jason

2012-01-01

This study examined classroom-level contributors to an acceptance of diversity in publicly supported pre-kindergarten classrooms across 11 states. Classroom composition, process quality, and teacher characteristics were examined as predictors of diversity-promoting practices as measured by the ECERS-R, acceptance of diversity construct. Findings…

Classroom Notes Plus: A Quarterly of Teaching Ideas, 1999-2000.

ERIC Educational Resources Information Center

Classroom Notes Plus, 2000

2000-01-01

"Classroom Notes Plus" publishes descriptions of original, unpublished teaching practices or adapted ideas. Each issue also contains sections on Teacher Talk, Classroom Solutions, and Web resources. The August 1999 issue contains the following materials: Ideas from the Classroom-"Parody: Getting the Joke with Style" (Bonnie…

Pre-Service Teachers and Classroom Authority

ERIC Educational Resources Information Center

Pellegrino, Anthony M.

2010-01-01

This study examined the classroom practices of five pre-service teachers from three secondary schools in a large southeastern state. Through classroom observations, survey responses, reviews of refection logs, and focus-group interview responses, we centered on the issue of developing classroom authority as a means to effective classroom…

Reducing Aggressive Male Behavior in Elementary School: Promising Practices

ERIC Educational Resources Information Center

Holmes, Barbara; Gibson, Jamel; Morrison-Danner, Dietrich

2014-01-01

Student aggression and violent behavior, especially among males, is pervasive and problematic in the classroom. When incorporated in the lesson design, promising practices (music, movement, and visual stimulation) are evidence-based strategies that may reduce male aggression in the classroom.

Theories for the Classroom: Connections between Research and Practice.

ERIC Educational Resources Information Center

Kieren, Thomas E.

1997-01-01

Builds a case for possible connections between the discipline of mathematics education and the practice of mathematics education in the classroom. Focuses on constructivist, interactionist, and enactivist theorizing and research. Argues that this approach offers opportunities for divergent thinking. (DDR)

We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices

NASA Astrophysics Data System (ADS)

Roehrig, Gillian H.; Dubosarsky, Mia; Mason, Annie; Carlson, Stephan; Murphy, Barbara

2011-10-01

Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the `culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers' classroom practices, surveys and interviews, we explore changes in teachers' attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers' attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.

Understanding diffusion theory and Fick's law through food and cooking.

PubMed

Zhou, Larissa; Nyberg, Kendra; Rowat, Amy C

2015-09-01

Diffusion is critical to physiological processes ranging from gas exchange across alveoli to transport within individual cells. In the classroom, however, it can be challenging to convey the concept of diffusion on the microscopic scale. In this article, we present a series of three exercises that use food and cooking to illustrate diffusion theory and Fick's first law. These exercises are part of a 10-wk undergraduate course that uses food and cooking to teach fundamental concepts in physiology and biophysics to students, including nonscience majors. Consistent demonstration of practical applications in a classroom setting has the potential to fundamentally change how students view the role of science in their lives (15). Copyright © 2015 The American Physiological Society.

Have You Considered Gamifying Your Classroom?

ERIC Educational Resources Information Center

Glass, Graham

2018-01-01

New classroom practices can be brought into the classroom that engage students through their enjoyment of games, while building their confidence and bolstering their understanding that mistakes are valuable stops along the journey to understanding.

A qualitative study of the instructional behaviors and practices of a dyad of educators in self-contained and inclusive co-taught secondary biology classrooms during a nine-week science instruction grading period

NASA Astrophysics Data System (ADS)

Hardy, Shanon D.

The Individuals with Disabilities Education Act (IDEA) (1997) mandates that students with disabilities have access to the general education curriculum. School districts have developed a variety of service delivery models to provide challenging educational experiences for all students. Co-teaching or collaborative teaching is the most widely used of the different service delivery models. While the philosophy of inclusion is widely accepted, the efficacy of the various inclusion models has recently been the focus of educational research. Researchers have questioned whether the presence of a special educator in the general education classroom has resulted in students with high incidence disabilities receiving specialized instruction. A qualitative study was designed to examine the instructional behaviors and practices exhibited and used by a dyad of educators in self-contained learning disabilities and inclusive co-taught secondary Biology classrooms during a nine-week science instruction grading period. In addition to utilizing interviews, observations, and classroom observation scales to answer the research questions, supporting student data (time-sampling measurement/opportunity to learn and student grades) were collected. The study concluded that the presence of a special educator in a co-taught classroom: (1) did contribute to the creation of a new learning environment, and notable changes in the instructional behaviors and practices of a general educator; (2) did contribute to limited specialized instruction for students with disabilities in the co-taught classrooms and embedded (not overt) special education practices related to the planning and decision-making of the educators; (3) did contribute to the creation of a successful co-teaching partnership including the use of effective teaching behaviors; and (4) did impact success for some of the students with disabilities in the co-taught classrooms; but (5) did not ensure the continuation of some of the new instructional behaviors and practices in the general education classroom if the collaboration ended.

Learning to Teach in the Early Years Classroom

ERIC Educational Resources Information Center

Blaise, Mindy; Nuttal, Joce

2011-01-01

"Learning to Teach in the Early Years Classroom" helps teacher education students understand the complexities of teaching in early years' classrooms. It integrates research and theory with practice through vignettes, based on authentic classroom case studies, in order to show students how educators make decisions and achieve expected outcomes.…

Perspectives Regarding Classroom Management Style: Differences between Elementary and Secondary Level Teachers.

ERIC Educational Resources Information Center

Martin, Nancy K.; Baldwin, Beatrice

This study represents a continuation of research efforts to further refine the Inventory of Classroom Management Style, an instrument designed to measure teachers' perceptions of their classroom management beliefs and practices. "Classroom management" is an umbrella term describing teacher efforts to oversee a multitude of activities in…

Teacher Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior

ERIC Educational Resources Information Center

Oliver, Regina M.; Wehby, Joseph H.; Reschly, Daniel J.

2011-01-01

Despite the large research base grounded in behavioral theory for strategies to increase appropriate behavior and prevent or decrease inappropriate behavior in the classroom, a systematic review of multi-component universal classroom management research is necessary to establish the effects of teachers' universal classroom management approaches.…

A Practical Rationale for Classroom Assessment: The SWOT Approach

ERIC Educational Resources Information Center

McLaurin, Sidney E.; Bell, Beulah; Smith, Curtis

2009-01-01

The classroom assessment process can have encouraging results when it begins with "early assessment" that addresses student learning, as well as the social and emotional needs of student(s) in the classroom. This paper presents a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis for classroom assessment. It will review literature…

A Handbook for Classroom Management that Works

ERIC Educational Resources Information Center

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

2005-01-01

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

Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

ERIC Educational Resources Information Center

Akin, Sibel; Yildirim, Ali; Goodwin, A. Lin

2016-01-01

This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15…

Classroom Management. TESOL Classroom Practice Series

ERIC Educational Resources Information Center

Farrell, Thomas S. C., Ed.

2008-01-01

This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…

Educator or Bully? Managing the 21st Century Classroom

ERIC Educational Resources Information Center

Pagliaro, Marie

2011-01-01

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

The Practical Guide to Classroom Literacy Assessment

ERIC Educational Resources Information Center

Barone, Diane M.; Taylor, Joan M.

2006-01-01

Whether it is standardized test data, student journals, or informal classroom question and answer, assessments provide invaluable, ongoing diagnostic information for making key instructional decisions. In this engaging and comprehensive resource, the authors demonstrate practical ways for embedding test preparation into teaching by integrating…

STEM School Discourse Patterns

ERIC Educational Resources Information Center

Tofel-Grehl, Colby; Callahan, Carolyn M.

2016-01-01

Analysis of discursive practices in science classrooms within STEM schools may provide meaningful information about the nature of these classrooms and, potentially, their uniqueness. Full descriptions of current practice can serve as a foundation for exploring the differences in instructional norms within STEM specialized schools and across…

Offering Behavioral Assistance to Latino Students Demonstrating Challenging Behaviors

ERIC Educational Resources Information Center

Moreno, Gerardo; Bullock, Lyndal M.

2015-01-01

Challenging behaviors can significantly alter the learning environment of any classroom. Traditionally, schools have implemented practices that remove the offending student from the classroom, deliver punitive disciplinary actions, or refer the student to special education evaluation. Unfortunately, such practices have demonstrated little…

From interaction to interaction: Exploring shared resources constructed through and mediating classroom science learning

NASA Astrophysics Data System (ADS)

Tang, Xiaowei

Recent reform documents and science education literature emphasize the importance of scientific argumentation as a discourse and practice of science that should be supported in school science learning. Much of this literature focuses on the structure of argument, whether for assessing the quality of argument or designing instructional scaffolds. This study challenges the narrowness of this research paradigm and argues for the necessity of examining students' argumentative practices as rooted in the complex, evolving system of the classroom. Employing a sociocultural-historical lens of activity theory (Engestrom, 1987, 1999), discourse analysis is employed to explore how a high school biology class continuously builds affordances and constraints for argumentation practices through interactions. The ways in which argumentation occurs, including the nature of teacher and student participation, are influenced by learning goals, classroom norms, teacher-student relationships and epistemological stances constructed through a class' interactive history. Based on such findings, science education should consider promoting classroom scientific argumentation as a long-term process, requiring supportive resources that develop through continuous classroom interactions. Moreover, in order to understand affordances that support disciplinary learning in classroom, we need to look beyond just disciplinary interactions. This work has implications for classroom research on argumentation and teacher education, specifically, the preparation of teachers for secondary science teaching.

Exploration of instruction, assessment, and equity in the middle school science classroom

NASA Astrophysics Data System (ADS)

Szpyrka, Donna A.

2001-07-01

In order to determine equitable practices of middle school science teachers questionnaire responses, classroom observations, teacher interviews, and assessment artifacts were examined to discover relationships between classroom instruction, assessment practices, and equity. Teachers in middle school science classrooms in six different schools completed a National Center for Education Statistics questionnaire, offered assessment artifacts, and participated in interviews. Observers using a classroom observation protocol and an equity profile rated 22 lessons. The study found that a distinction could be made between teachers who were more equitable and those who were less equitable. Careful planning and organization; the incorporation of tasks, roles, and interactions consistent with investigative science; a collaborative approach to learning; and instruction that takes into account what transpired in previous lessons---appear to be characteristics of lesson design of the more equitable teachers. In addition, instructional strategies and activities that addressed access, equity, and diversity as well as, a classroom climate that was respectful of students' contributions were found to a greater extent in the more equitable teachers' classrooms. While all teachers used multiple methods of assessment, the more equitable teachers used assessment differently. They also provided written feedback to students, relied on more than one aspect of student performance for determining grades, and explicated clear and specific assessment practices.

The Principal's Role in Helping Teachers Manage Their Classrooms.

ERIC Educational Resources Information Center

Klitgaard, Guy C.

1987-01-01

The principal should lead in instructional improvement and have a good understanding of the principles and practices of classroom management and a good classroom management system. Discusses instructional supervision and assessing teacher performance. (MD)

Taking Interaction in Literacy Events Seriously: A Conversation Analysis Approach to Evolving Literacy Practices in the Classroom

ERIC Educational Resources Information Center

Tanner, Marie

2017-01-01

In this article, I examine the relation between literacy events and literacy practices in classroom interaction and add to ongoing discussions in the field of NLS about the transcontextual nature of literacy and how local literacy events are linked to broader literacy practices. It specifically focuses on how the link between literacy events and…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Nursing Faculty Decision Making about Best Practices in Test Construction, Item Analysis, and Revision

ERIC Educational Resources Information Center

Killingsworth, Erin Elizabeth

2013-01-01

With the widespread use of classroom exams in nursing education there is a great need for research on current practices in nursing education regarding this form of assessment. The purpose of this study was to explore how nursing faculty members make decisions about using best practices in classroom test construction, item analysis, and revision in…

Developing a Professional Vision of Classroom Practices of a Mathematics Teacher: Views from a Researcher and a Teacher

ERIC Educational Resources Information Center

Ho, Kai Fai; Tan, Preston

2013-01-01

The term "professional vision" points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher's interest was to capture and study notable aspects of the teacher's practice. Through a coding scheme, disparate…

Exploring the contexts of urban science classrooms. Part 2: The emergence of rituals in the learning of science

NASA Astrophysics Data System (ADS)

Emdin, Christopher

2007-04-01

In Part 1 of this paper, I described the corporate and communal nature of research, teaching, and learning in urban science classrooms as both a theoretical approach to understanding, and way of viewing practices within these fields. By providing a new approach to theorizing the cultural misalignments that are prevalent in urban schools, I look to provide an informative tool for investigating under-discussed dynamics that impact science teaching and learning. In this body of work, I further expose the nature of the corporate|communal by describing practices that define communal practice. I do so conversant of the fact that synthesizing my previous work on corporate and communal practices necessarily pushes science education researchers and teachers to look for somewhat tactile explications of communal practices. That is to say, if communal practices do exist within the corporate structures of science classrooms, how do they present themselves and how can they be targeted? This paper begins a journey into such a study and focuses on student transactions, fundamental interactions and rituals as a key to redefining and attaining success in urban science classrooms.

Showing and telling: using tablet technology to engage students in mathematics

NASA Astrophysics Data System (ADS)

Ingram, Naomi; Williamson-Leadley, Sandra; Pratt, Keryn

2016-03-01

This paper reports on a qualitative investigation into the use of Show and Tell tablet technology in mathematics classrooms. A Show and Tell application (app) allows the user to capture voice and writing or text in real time. Described here are the perceptions of 11 teachers during and after their exploration into the use of Show and Tell in their primary and secondary classrooms. These perceptions were used to evaluate Show and Tell tablet technology against a framework of student engagement and effective pedagogy. The results of the study indicated that the teachers perceived both the level and the quality of the students' engagement were high. Using Show and Tell apps enabled the teachers to enact effective pedagogy within their classroom practices. Importantly, through the use of Show and Tell recordings, students' thinking became visible to themselves, their teachers and other students in the class. This thinking then formed the basis of robust discussions and negotiation about the mathematical concepts and the strategies the students used to solve problems.

Exploring the role of classroom-based learning in professional identity formation of family practice residents using the experiences, trajectories, and reifications framework.

PubMed

Chen, Luke Y C; Hubinette, Maria M

2017-08-01

Classroom-based learning such as academic half day has undervalued social aspects. We sought to explore its role in the professional identity development of family medicine residents. In this case study, residents and faculty from four training sites in the University of British Columbia Department of Family Practice were interviewed. The "experiences, trajectories, and reifications (ETR) framework" was used as a sensitizing tool for modified inductive (thematic) analysis of the transcripts. Classroom-based learning provided a different context for residents' interpretation of their clinical experiences, characterized as a "home base" for rotating urban residents, and a connection to a larger academic community for residents in rural training sites. Both these aspects were important in creating a positive trajectory of professional identity formation. Teaching directed at the learning needs of family physicians, and participation of family practice faculty as teachers and role models was a precipitation of a curriculum "centered in family medicine." Interactions between family medicine residents and faculty in the classroom facilitated the necessary engagements to reify a shared understanding of the discipline of family practice. Classroom-based learning has substantial impact on professional identity formation at an individual and collective level.

Formative assessment and equity: An exploration of opportunities for eliciting, recognizing, and responding within science classroom conversations

NASA Astrophysics Data System (ADS)

Morrison, Deb

Educational inequity can be seen in both student participation and achievement outcomes. In science education, as in many other areas of education, disparities in equity of achievement (NCES, 2011) and equity of participation in science learning environments (Brown & Ryoo, 2008; Calabrese Barton, 2003) have been well documented. Some of these studies highlight the need to understand the components of effective science classroom talk as a way to bridge everyday and scientific discourse practices, to engage students in the intellectual work of sense-making in science. The National Research Council ([NRC]; 2012) specifically named the everyday to scientific connections of science classroom discourse as a focus for work on science learning equity. Formative assessment practices in science classrooms may provide an entree for teachers to improve their connections between everyday and science classroom discourses (Black & Wiliam, 1998b). In this study I examined science classroom conversations during formative assessment discussions in 10th grade biology contexts to determine where opportunities might exist to improve science learning. I engaged a theoretical framework focused on discourse (Gee, 2012) and classroom talk (Michaels, O'Connor, & Resnick, 2008) to socially situate student-teacher interactions in a community of learners (Rogoff, 1994). I used qualitative analysis (Gee, 2011; Carspecken, 1996) to locate patterns of talk during whole class and small group discussions of two science teachers, Robyn and Lisa, as they engaged in a two-year professional development focused on formative assessment. Both teachers' classroom conversation practices showed a number of opportunities to promote equity. Robyn and Lisa used common formative assessment tools to reorganize the way that students participated in their classroom conversations, allowing students individual thinking time prior to classroom talk. While Robyn often expanded reasoning herself, Lisa tended to press students for reasoning instead. Robyn and Lisa linked everyday to scientific language in their classrooms. Additionally, Lisa built on students' everyday experiences in her talk with students. Both teachers framed students' science ideas as misconceptions, however, Robyn did this more often than Lisa. Finally, this study suggested ways in which teachers may be further supported to increase these practices.

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Milestones and entrustable professional activities: The key to practically translating competencies for interprofessional education?

PubMed

Wagner, Susan J; Reeves, Scott

2015-01-01

Competency-based education and practice have become foundational for developing interprofessional education (IPE) and interprofessional collaboration. There has been a plethora of competencies developed in these areas recently, both at individual institutions and nationally; however, their effective integration and thus potential has not been fully realized educationally. Milestones and entrustable professional activities (EPAs) are new concepts and assessment approaches from medical education that provide a way to functionally use and maximize competencies to ensure that competency is attained. They are applicable to learning activities both within the classroom and the clinic, as well as to lifelong learning. This paper defines and describes milestones and EPAs, considers the importance of their application to IPE, and summarizes a future research project that will identify EPAs for an IPE curriculum.

Digital Storytelling in Primary-Grade Classrooms

ERIC Educational Resources Information Center

Foley, Leslie M.

2013-01-01

As digital media practices become readily available in today's classrooms, literacy and literacy instruction are changing in profound ways (Alvermann, 2010). Professional organizations emphasize the importance of integrating new literacies (New London Group, 1996) practices into language-arts instruction (IRA, 2009; NCTE, 2005). As a result,…

Classroom Management with Exceptional Learners

ERIC Educational Resources Information Center

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

2017-01-01

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

Practicing Hospitality in the Classroom

ERIC Educational Resources Information Center

Burwell, Rebecca; Huyser, Mackenzi

2013-01-01

This article explores pedagogical approaches to teaching students how to practice hospitality toward the other. Using case examples from the college classroom, the authors discuss the roots of Christian hospitality and educational theory on transformative learning to explore how students experience engaging with others after they have…

Intercultural Education in Everyday Practice

ERIC Educational Resources Information Center

Tupas, Ruanni

2014-01-01

While there is substantive work in intercultural education, especially that which proposes intellectual or conceptual road maps for pedagogic interculturalism and, more specifically for the classroom, there is a need to surface the complexity of everyday intercultural classroom practices. This article reflects on some Singapore students' responses…

[Construction of the study platform for Meridians and Acupoints and the application in the flipped classroom].

PubMed

Hu, Rong

2016-11-12

To construct the study platform for meridians and acupoints by analyzing the status and current problems of teaching Meridians and Acupoints and in accordance with the principles as "knowledge fragmentation, game breakthrough and overall assessment" and observe the application effect in the flipped classroom. Totally two hundred and five 2014 grade bachelor candidates from four classes of the department of acupuncture-moxibustion and tuina were selected from Hunan Junior College of TCM. They were randomized into an observation group (102 cases) and a control group (103 cases). in the observation group, the flipped classroom was performed by adopting the study platform of meridians and acupoints. Additionally, the team cooperation learning and overall assessment were conducted. In the control group, the traditional teaching system was adopted, in which, the mode of "teacher's demonstration-to-discussion in group-to-teachers' assessment" and the operation check at the end of the semester were applied. The learning effect and the self-learning ability were evaluated at the end of semester in the two groups. The satisfaction survey was conducted in the observation group. In the observation group, the drawing of meridian running course and locating the acupoints, as well as the self-learning ability were better than those in the control group, indicating the significant differences (all P <0.05). The interests in platform, interaction, contribution to knowledge learning and the improvement of the self-learning ability were much more obvious and the satisfaction was quite high, accounting for over 90%. The acceptance to the flipped classroom and the satisfaction of participation were slightly low. The study platform of learning Meridians and Acupoints was applied in the flipped classroom and has effectively improved the practical manipulation results and self-learning ability. However, the interestingness and interactivity of the platform are expected to be improved. The effective teaching design should be adopted in the flipped classroom to improve the students' desire of participation.

The Effect of Social and Classroom Ecological Factors on Promoting Self-Determination in Elementary School

PubMed Central

Cho, Hyunjeong; Wehmeyer, Michael; Kingston, Neil

2014-01-01

Promoting the self-determination of students with disabilities as a means to access the general curriculum has been the subject of research in recent years, as has the importance of efforts to promote self-determination during elementary years. To examine the status of such efforts in the field, 203 elementary special educators were surveyed in 23 states to determine how (a) classroom instructional practices or strategies, (b) classroom ecological or setting variables, and (c) self-reported barriers to promoting self-determination affected their perceptions of the importance of teaching self-determination and the frequency with which they did so. Results indicated that special educators’ perceived importance of teaching self-determination was not impacted by classroom instructional factors, but was affected by classroom ecological factors. Classroom ecological factors were not, however, significant in the frequency with which teachers provided instruction on self-determination, but classroom instructional practices were. Limitations and implications are discussed, and suggestions for future research are offered. PMID:25067895

Physical therapy in preschool classrooms: successful integration of therapy into classroom routines.

PubMed

Sekerak, Darlene Massey; Kirkpatrick, Dana B; Nelson, Kristal C; Propes, June H

2003-01-01

This exploratory investigation identifies factors that contribute to success of physical therapy services delivered in the context of the daily routines in preschool classroom settings. Ten pediatric physical therapists from rural and urban communities across North Carolina served as informants during telephone interviews. Qualitative analysis of the data led to the identification of six major themes: interactions among classroom personnel, impact of the classroom environment, individual characteristics of the child, logistical considerations, administrative policies and practices, and service delivery options. All 10 informants shared the perception that the cooperation and commitment of the teacher was essential for successful incorporation of therapy activities in classroom routines. Furthermore, the informants agreed that multiple models of service delivery were necessary to meet the individual needs of children. These results lead the authors to question the wisdom of promoting any one service delivery model as "best practice" and suggest guidelines for successful integration of physical therapy in the preschool classroom.

Assessing L2 Competency in Early Immersion Classrooms.

ERIC Educational Resources Information Center

Weber, Sandra; Tardif, Claudette

1991-01-01

Reports on a study that explored the use of puppets and classroom-based interview protocols as a practical way for teachers and researchers to get feedback on young students' learning in second-language classrooms. (21 references) (GLR)

The impact of professional development on classroom teaching for science educators participating in a long term community of practice

NASA Astrophysics Data System (ADS)

Jensen, Aaron C.

Efforts to modify and improve science education in the United States have seen minimal success (Crawford, 2000; Borko & Putman, 1996; Puntambekar, Stylianou & Goldstein, 2007; Lustick, 2011). One important reason for this is the professional development that teachers go through in order to learn about and apply these new ideas is generally of poor quality and structured incorrectly for long-term changes in the classroom (Little, 1993; Fullen, 1996; Porter, 2000; Jeanpierre, Oberhauser, & Freeman, 2005). This grounded theory study explores a science community of practice and how the professional development achieved through participation in that community has effected the instruction of the teachers involved, specifically the incorporation of researched based effective science teaching instructional strategies. This study uses personal reflection papers written by the participants, interviews, and classroom observations to understand the influence that the science community of practice has had on the participants. Results indicate that participation in this science community of practice has significant impact on the teachers involved. Participants gained greater understanding of science content knowledge, incorporated effective science instructional strategies into their classroom, and were able to practice both content knowledge and strategies in a non-threatening environment thus gaining a greater understanding of how to apply them in the classrooms. These findings motivate continued research in the role that communities of practice may play in teacher professional develop and the effectiveness of quality professional development in attaining long-term, sustained improvement in science education.

An application of the theory of planned behavior to examine the impact of classroom inclusion on elementary school students.

PubMed

Campbell, Michael

2010-05-01

Classroom inclusion serves as the most discussed service delivery model in the debate over the most appropriate way to provide education for students with disabilities. Integrating students with disabilities with nondisabled peers may increase attitudes of acceptance, but the literature also indicates that placement alone does not yield an increase in interaction between these two groups of peers (Brinker & Thorpe, 1986; Fryexe & Kennedy, 1995; Kennedy, Shulka, & Fryxell, 1997). This study investigated the impact of classroom inclusion on nondisabled students. Using survey research methods and guided by the Theory of Planned Behavior (Aizen, I. [1985]. From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman [Eds.], Action-control: From cognition to behavior [pp. 11-39]. Heidelberg: Springer), 593 responses were obtained from a convenience sample of 936 third, fourth, and fifth grade students and their parents from 52 classrooms spread across six different schools. Survey results were also collected from these students' parents and their teachers and used to add a richer depth to the data analysis. Implications for policy and practice are drawn. Limitations and recommendations for future research are also indicated.

Inventing Creativity: An Exploration of the Pedagogy of Ingenuity in Science Classrooms

ERIC Educational Resources Information Center

Meyer, Allison Antink; Lederman, Norman G.

2013-01-01

Concerns with the ability of U.S. classrooms to develop learners who will become the next generation of innovators, particularly given the present climate of standardized testing, warrants a closer look at creativity in science classrooms. The present study explored these concerns associated with teachers' classroom practice by addressing the…

Student Leadership Education in Elementary Classrooms

ERIC Educational Resources Information Center

Hess, Lindsay

2010-01-01

As I began my career as a teacher, I assumed leadership education would naturally be integrated into the elementary classroom curriculum because I was intrigued by this topic. However, as I spent more time in the classroom I quickly realized leadership skills were not part of regular classroom learning or practice for elementary age students. I…

Improving Access to Mathematics: Diversity and Equity in the Classroom. Multicultural Education Series

ERIC Educational Resources Information Center

Nasir, Na'ilah Suad, Ed.; Cobb, Paul, Ed.

2006-01-01

Key experts with extensive research and classroom experience examine how the multiple dimensions of race, class, culture, power, and knowledge interact in mathematics classrooms to foster and create inequities. Chapters explore new theoretical perspectives, describe successful classroom practices, and offer insights on how to develop an effective…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Gender Integration in Coeducational Classrooms: Advancing Educational Research and Practice

ERIC Educational Resources Information Center

Fabes, Richard A.; Martin, Carol Lynn; Hanish, Laura D.; DeLay, Dawn

2018-01-01

Despite the fact that most boys and girls are in classrooms together, there is considerable variation in the degree to which their classrooms reflect gender integration (GI). In some classrooms, boys' and girls' relationships with each other are generally positive and harmonious. However, in other classes, students tend to only work with…

The flipped classroom for professional development: part I. Benefits and strategies.

PubMed

McDonald, Katie; Smith, Charlene M

2013-10-01

Individualizing the educational encounter is supported by flipping the classroom experience. This column offers an overview and describes the benefits of flipping the classroom. Part II will explore the practicalities and pedagogy of lecture capture using podcasts and videos, a technology strategy used in flipping the classroom. Copyright 2013, SLACK Incorporated.

Pedagogical Approaches to Student Racial Conflict in the Classroom

ERIC Educational Resources Information Center

Pasque, Penny A.; Chesler, Mark A.; Charbeneau, Jessica; Carlson, Corissa

2013-01-01

The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students' learning…

Bridging Theory to Practice with Classroom Rounds

ERIC Educational Resources Information Center

Bowman, Connie L.; Herrelko, Janet M.

2014-01-01

Pre-service candidates' perceptions of how to teach were challenged after going through the process of Classroom Rounds, the process that was used in this study. Classroom Rounds consisted of a pre-conference meeting with an inservice teacher, followed by a classroom observation of that teacher, and finally a discussion focusing on proven…

Implementing iPads in the Inclusive Classroom Setting

ERIC Educational Resources Information Center

Maich, Kimberly; Hall, Carmen

2016-01-01

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

Composing Critical Pedagogies: Teaching Writing as Revision. Refiguring English Studies Series.

ERIC Educational Resources Information Center

Lee, Amy

Taking readers inside a first-year college writing classroom and inviting them to reflect on the social, interpersonal, and institutional issues being worked through in specific classroom discussions, this book presents an account of an honestly politicized college writing classroom and focuses on authentic classroom practices and actual students'…

Realization of a Language-As-Resource Orientation in Language Immersion Mathematics Classrooms

ERIC Educational Resources Information Center

José Manuel Martínez

2017-01-01

Researchers have argued for an orientation to language as a resource that values bilingualism in mathematics classrooms. However, little is known about what mathematics teachers can do to translate a language-as-resource orientation into productive classroom practice. In this study, I analyze video data from two language immersion classrooms to…

Reading Comprehension Instruction in Irish Primary Classrooms: Key Insights into Teachers' Perspectives on Classroom Practices

ERIC Educational Resources Information Center

Concannon-Gibney, Tara; Murphy, Brian

2012-01-01

Despite a wealth of international research indicating the importance but also the dearth of explicit reading comprehension instruction in classrooms, current classroom reading pedagogy does not appear to have acknowledged and addressed this shortcoming to any significant degree. This is cause for some considerable concern, as today's students…

Evaluating Classroom Interaction with the iPad®: An Updated Stalling's Tool

ERIC Educational Resources Information Center

MacKinnon, Gregory; Schep, Lourens; Borden, Lisa Lunney; Murray-Orr, Anne; Orr, Jeff; MacKinnon, Paula

2016-01-01

A large study of classrooms in the Caribbean context necessitated the use of a validated classroom observation tool. In practice, the paper-version Stalling's instrument (Stallings & Kaskowitz 1974) presented specific challenges with respect to (a) facile data collection and (b) qualitative observations of classrooms. In response to these…

Working with Bilingual Children: Good Practice in the Primary Classroom. Bilingual Education and Bilingualism 6.

ERIC Educational Resources Information Center

Verma, Mahendra K., Ed.; And Others

Papers by teachers and teacher trainers address issues in bilingualism and related teaching techniques in the elementary school classroom in England. They are derived from an inservice teacher training project. Essays include: "Investigating Children's Discourse in the Primary Classroom: The Linguistic Demands of Classroom Tasks"…

Question Asking in the Science Classroom: Teacher Attitudes and Practices

NASA Astrophysics Data System (ADS)

Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

2014-02-01

Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain.

Transformative practices in secondary school science classrooms: Life histories of Black South African teachers

NASA Astrophysics Data System (ADS)

Jita, Loyiso Currell

1999-11-01

This study investigated the construction of teaching practices that are aimed at including all students in learning the key ideas of science and helping them to develop a voice for participating in the discourses in and outside of the science classroom. Such practices define what in this study is referred to as transformative practice. The study tells the stories of three Black secondary school teachers in South Africa who have worked to construct a transformative practice in their biology and physical science classrooms. Using a life history perspective, the study explored the relationships between teachers' identities and the changes in their classroom practices. Data were collected mainly through periodic interviews with the teachers and observations of their teaching practices over a period of 18 months. An important finding of the study was that the classroom practices of all three teachers were defined by three similar themes of: (1) "covering the content" and preparing their students to succeed in the national examinations, (2) developing deep conceptual understandings of the subject matter, and (3) including all students in their teaching by constructing what other researchers have called a "culturally-relevant" pedagogy. This finding was consistent despite the observed variations of context and personal histories. A major finding of this study on the question of the relationship between identity and teaching practice was that despite the importance of context, subject matter, material and social resources, another category of resources---the "resources of biography"---proved to be crucial for each of the teachers in crafting a transformative pedagogy. These "resources of biography" included such things as the teachers' own experiences of marginalization, the experiences of growing up or living in a particular culture, and the experiences of participating in certain kinds of social, political, religious or professional activities. The study suggests that it is not only the experiences that provide a person with the resources for crafting a transformative practice, but a conscious reflection on and willingness to learn from these experiences that makes them available as resources for crafting such a practice. Further research is needed to better understand what the rubric of "resources of biography" includes and to explore the interactions between these kinds of resources and the material, human, and social resources that teachers need to reform their classroom practices.

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.

Transfer of Instructional Practices from Freedom Schools to the Classroom

ERIC Educational Resources Information Center

Stanford, Myah D.

2017-01-01

The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children's Defense Fund Freedom Schools (CDFFS) Program were examined. Haskell ("Transfer of learning: cognition, instruction, and reasoning." Academic Press, San Diego, 2001) outlined eleven principles of transfer…

"Unwalling" the Classroom: Teacher Reaction and Adaptation

ERIC Educational Resources Information Center

Deed, Craig; Lesko, Thomas

2015-01-01

Modern open school architecture abstractly expresses ideas about choice, flexibility and autonomy. While open spaces express and authorise different teaching practice, these versions of school and classrooms present challenges to teaching routines and practice. This paper examines how teachers adapt as they move into new school buildings designed…

Head Start Instructional Professionals' Inclusion Perceptions and Practices

ERIC Educational Resources Information Center

Muccio, Leah S.; Kidd, Julie K.; White, C. Stephen; Burns, M. Susan

2014-01-01

This study considered the facilitators and barriers of successful inclusion in Head Start classrooms by examining the perspectives and practices of instructional professionals. A cross-sectional survey design was combined with direct observation in inclusive Head Start classrooms. Survey data were collected from 71 Head Start instructional…

Transforming Classroom Culture: Inclusive Pedagogical Practices

ERIC Educational Resources Information Center

Dallalfar, Arlene, Ed.; Kingston-Mann, Esther, Ed.; Sieber, Tim, Ed.

2011-01-01

"Transforming Classroom Culture" is an anthology of original work authored by diverse faculty who work in a variety of New England college and university settings--private and public, racially homogeneous and diverse. The authors focus on institutional contexts that promote innovation in teaching practice, faculty identity as a resource…

Developing Practice: Teaching Teachers Today for Tomorrow

ERIC Educational Resources Information Center

Mays, Tony John

2011-01-01

This paper argues that the development of classroom practice is central to the purpose of the IPET (initial professional education and training) of teachers. Notwithstanding the growing use of ICTs (information and communication technologies), both in teacher development and school classrooms, the normative modeling of appropriate contact-based…

English Teachers Classroom Assessment Practices

ERIC Educational Resources Information Center

Saefurrohman; Balinas, Elvira S.

2016-01-01

The new language assessment policies in the Philippines and in Indonesia have impact on English teachers' assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high…

Talking the Talk: Translating Research to Practice

ERIC Educational Resources Information Center

Grifenhagen, Jill F.; Barnes, Erica M.; Collins, Molly F.; Dickinson, David K.

2017-01-01

Decades of research have identified features of classrooms and teachers' talk that are associated with children's language growth. Unfortunately, much of this work has not yet translated to widespread practice in early childhood classrooms. Given the important contributions that early language development makes to later academic achievement,…

Opening Up Classroom Space: Student Voice, Autobiography, & the Curriculum

ERIC Educational Resources Information Center

Bernhardt, Philip

2009-01-01

Incorporating autobiography into the classroom has the potential to facilitate reflective and interpretative practices, through which self-understanding and transformative learning may emerge. Bridging theory, practice, and the personal, this paper explores how autobiographical narratives were incorporated into a 9th grade social studies class to…

Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement.

PubMed

Premo, Joshua; Cavagnetto, Andy; Davis, William B; Brickman, Peggy

2018-06-01

Collaboration is an important career skill and vital to student understanding of the social aspects of science, but less is known about relationships among collaborative-learning strategies, classroom climate, and student learning. We sought to increase the collaborative character of introductory undergraduate laboratory classrooms by analyzing a 9-week intervention in 10 classrooms ( n = 251) that participated in cooperative-learning modules (promoting interdependence via a modified jigsaw technique). Students in an additional 10 classrooms ( n = 232) completed the same material in an unstructured format representative of common educational practice. Results showed that, when between-class variance was controlled for, intervention students did not score higher on weekly quizzes, but science interest and prior science experience had a reduced relationship to quiz performance in intervention classrooms. Also, intervention classrooms showed increased collaborative engagement at both whole-class and individual levels (24 students at three time points), but the intervention was only one of several factors found to account for late-intervention classroom collaborative engagement (prosocial behavior and discussion practices). Taken together, findings suggest that integrating interdependence-based tasks may foster collaborative engagement at both small-group and whole-classroom levels, but by itself may not be enough to promote increased student achievement.

Envisioning New Technologies in Teacher Practice: Moving Forward, Circling Back Using a Teacher Action Research Approach. New Literacies and Digital Epistemologies. Volume 47

ERIC Educational Resources Information Center

Strong-Wilson, Teresa, Ed.

2012-01-01

How do classroom teachers envision new technologies within their practice? In the conversation on incorporating new technologies into classrooms, teachers are often sidelined. "Envisioning New Technologies in Teacher Practice" looks at the complex ways in which teachers move forward to embrace change as well as how they circle back, continually…

Beyond Mimesis to an Assemblage of Reals in the Drama Classroom: Which Reals? Which Representational Aesthetics? What Theatre-Building Practices? Whose Truths?

ERIC Educational Resources Information Center

Gallagher, Kathleen; Jacobson, Kelsey

2018-01-01

In this paper, the authors argue for novel, less mimetic, ways to harness "the real" in drama practices. They study particular youth theatre-making practices in a Toronto secondary classroom, both successes and failures, to make the case for an untethering of "the real" from realism's representational aesthetics. They further…

A Study of Secondary Science Teacher Efficacy and Level of Constructivist Instructional Practice Implementation in West Virginia Science Classrooms

ERIC Educational Resources Information Center

Knapp, Amanda Kristen

2013-01-01

The purpose of this study was to investigate the level of use of selected constructivist instructional practices and level of teacher efficacy in West Virginia secondary science classrooms. The study next sought to determine if a relationship existed between level of use of the constructivist practices and teacher efficacy. In addition the study…

The influences of implementing state-mandated science assessment on teacher practice

NASA Astrophysics Data System (ADS)

Katzmann, Jason Matthew

Four high school Biology teachers, two novice and two experienced, participated in a year and a half case study. By utilizing a naturalistic paradigm, the four individuals were studied in their natural environment, their classrooms. Data sources included: three semi-structured interviews, classroom observation field notes, and classroom artifacts. Through cross-case analysis and a constant comparative methodology, coding nodes where combined and refined resulting in the final themes for discussion. The following research question was investigated: what is the impact of high-stakes testing on high school Biology teacher's instructional planning, instructional practices and classroom assessments? Seven final themes were realized: Assessment, CSAP, Planning, Pressure, Standards, Teaching and Time. Each theme was developed and discussed utilizing each participant's voice. Trustworthiness of this study was established via five avenues: triangulation of data sources, credibility, transferability, dependability and confirmability. A model of the influences of high-stakes testing on teacher practice was developed to describe the seven themes (Figure 5). This model serves as an illustration of the complex nature of teacher practice and the influences upon it. The four participants in this study were influenced by high-stakes assessment. It influenced their instructional decisions, assessment practices, use of time, planning decisions and decreased the amount of inquiry that occurred in the classroom. Implications of this research and future research directions are described.

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

Hodgson, A.T.; Apte, M.G.; Shendell, D.G.

Detailed studies of a new manufactured house and four new industrialized relocatable school classrooms were conducted to determine the emission sources of formaldehyde and other VOCs and to identify and implement source reduction practices. Procedures were developed to generate VOC emission factors that allowed reasonably accurate predictions of indoor air VOC concentrations. Based on the identified sources of formaldehyde and other aldehydes, practices were developed to reduce the concentrations of these compounds in new house construction. An alternate ceiling panel reduced formaldehyde concentrations in the classrooms. Overall, the classrooms had relatively low VOC concentrations.

The Flipped Classroom – From Theory to Practice in Health Professional Education

PubMed Central

McLaughlin, Jacqueline E.

2017-01-01

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning. PMID:28970619

The Flipped Classroom - From Theory to Practice in Health Professional Education.

PubMed

Persky, Adam M; McLaughlin, Jacqueline E

2017-08-01

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning.

How Do Value-Added Indicators Compare to Other Measures of Teacher Effectiveness? What We Know Series: Value-Added Methods and Applications. Knowledge Brief 5

ERIC Educational Resources Information Center

Harris, Douglas N.

2012-01-01

In the recent drive to revamp teacher evaluation and accountability, measures of a teacher's value added have played the starring role. But the star of the show is not always the best actor, nor can the star succeed without a strong supporting cast. In assessing teacher performance, observations of classroom practice, portfolios of teachers' work,…

Conducting an Introductory Biology Course in an Active Learning Classroom: A Case Study of an Experienced Faculty Member

ERIC Educational Resources Information Center

Langley, David; Guzey, S. Selcen

2014-01-01

A case study is described that examines the beliefs and practices of a university instructor who teaches regularly in an active learning classroom. His perspective provides insights into the pedagogical practices that drive his success in these learning spaces.

Celebrating Difference: Best Practices in Culturally Responsive Teaching Online

ERIC Educational Resources Information Center

Woodley, Xeturah; Hernandez, Cecilia; Parra, Julia; Negash, Beyan

2017-01-01

Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect…

Explorations into Pedagogy within Mathematics Classrooms: Insights from Contemporary Inquiries

ERIC Educational Resources Information Center

Walshaw, Margaret

2013-01-01

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

Engaging Undergraduates in Feminist Classrooms: An Exploration of Professors' Practices

ERIC Educational Resources Information Center

Spencer, Leland G.

2015-01-01

This article reports the results of a feminist action research project that sought to ascertain professors' best practices for engaging undergraduates in feminist classrooms. In semi-structured interviews, professors recommended assigning readings from a variety of positionalities; creating a safe space for class discussion; relying on data to…

Predictors of Developmentally Appropriate Classroom Practices in Kindergarten through Third Grade.

ERIC Educational Resources Information Center

Maxwell, Kelly L.; McWilliam, R. A.; Hemmeter, Mary Louise; Ault, Melinda Jones; Schuster, John W.

2001-01-01

Tested psychometric properties of a new measure of developmentally appropriate practices in kindergarten through third grade and the predictive value of classroom and teacher characteristics. Found that grade, class size, number of children with disabilities, teacher educational level, teacher experience, and teacher beliefs accounted for 42…

Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities

ERIC Educational Resources Information Center

Garcia, Ofelia; Sylvan, Claire E.

2011-01-01

Bilingual classrooms most often have strict language arrangements about when and who should speak what language to whom. This practice responds to diglossic arrangements and models of bilingualism developed in the 20th century. However, in the 21st century, heteroglossic bilingual conceptualizations are needed in which the complex discursive…

Inquiry-Based Instruction in Secondary Science Classrooms: A Survey of Teacher Practice

ERIC Educational Resources Information Center

Gejda, Linda M.; LaRocco, Diana J.

2006-01-01

Background: For ten years, the National Science Education Standards (National Research Council, 1996) have served as the foundation for Connecticut's teacher certification in science and the expectations of teacher practice secondary science classrooms. Furthermore, beginning science teachers must demonstrate the ability to teach in an…

Factors Associated with Alignment between Teacher Survey Reports and Classroom Observation Ratings of Mathematics Instruction

ERIC Educational Resources Information Center

Kaufman, Julia Heath; Stein, Mary Kay; Junker, Brian

2016-01-01

We investigated the alignment between a teacher survey self-report measure and classroom observation measure of ambitious mathematics instructional practice among teachers in two urban school districts using two different standards-based mathematics curricula. Survey reports suggested mild differences in teachers' instructional practices between…

Lab-on-a-Chip: Frontier Science in the Classroom

ERIC Educational Resources Information Center

Wietsma, Jan Jaap; van der Veen, Jan T.; Buesink, Wilfred; van den Berg, Albert; Odijk, Mathieu

2018-01-01

Lab-on-a-chip technology is brought into the classroom through development of a lesson series with hands-on practicals. Students can discover the principles of microfluidics with different practicals covering laminar flow, micromixing, and droplet generation, as well as trapping and counting beads. A quite affordable novel production technique…

Teaching Disaffected Middle School Students: How Classroom Dynamics Shape Students' Experiences

ERIC Educational Resources Information Center

Kennedy, Brianna L.

2011-01-01

This article examines instruction at a school in California for expelled middle school students and illustrates the practices of its most and least effective teachers. Findings show that teachers' implementation of instructional practices, classroom management, and rapport building mutually reinforced each other to either facilitate or hinder…

Your Science Classroom: Becoming an Elementary/Middle School Science Teacher

ERIC Educational Resources Information Center

Goldston, M. Jenice; Downey, Laura

2012-01-01

Designed around a practical "practice-what-you-teach" approach to methods instruction, "Your Science Classroom: Becoming an Elementary/Middle School Science Teacher" is based on current constructivist philosophy, organized around 5E inquiry, and guided by the National Science Education Teaching Standards. Written in a reader-friendly style, the…

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

ERIC Educational Resources Information Center

DeTemple, Jill; Sarrouf, John

2017-01-01

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

Social Representations as Mediators of Practice in Mathematics Classrooms with Immigrant Students

ERIC Educational Resources Information Center

Gorgorio, Nuria; de Abreu, Guida

2009-01-01

This article suggests that a critical perspective of the notion of social representations can offer useful insights into understanding practices of teaching and learning in mathematics classrooms with immigrant students. Drawing on literature using social representations, previous empirical studies are revisited to examine three specific…

Characterizing Mathematics Classroom Practice: Impact of Observation and Coding Choices

ERIC Educational Resources Information Center

Ing, Marsha; Webb, Noreen M.

2012-01-01

Large-scale observational measures of classroom practice increasingly focus on opportunities for student participation as an indicator of instructional quality. Each observational measure necessitates making design and coding choices on how to best measure student participation. This study investigated variations of coding approaches that may be…

Glimpses of Dialogue: Transitional Practices in Digitalised Classrooms

ERIC Educational Resources Information Center

Skaftun, Atle; Igland, Mari-Ann; Husebø, Dag; Nome, Sture; Nygard, Arne Olav

2018-01-01

This socio-culturally informed qualitative study examines digitalised classrooms in Norwegian secondary schools, with a focus on the relationship between information and communication technology (ICT) and dialogic aspects of literacy practices. In the article, we foreground two cases: one on the use of digital mind maps and one on a writing…