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Thematische Bibliographien / Future classroom / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Future classroom“

Autor: Grafiati

Veröffentlicht am 7. September 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Senyapili, Burcu, and Ahmet Fatih Karakaya. "The Future Setting of the Design Studio." Open House International 34, no. 1 (2009): 104–12. http://dx.doi.org/10.1108/ohi-01-2009-b0012.

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This study explores the impact of virtual classrooms as an emerging classroom typology in comparison to the physical classrooms in the design process. Two case studies were held in order to infer design students' classroom preferences in the project lifecycle. The findings put forth figures that compare two forms of design communication in the two classroom types in terms of their contribution to design development. Although the students acknowledged many advantages of web-based communication in the virtual classroom, they indicated that they are unwilling to let go off face-to-face encounters

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Jundan, Wang. "Exploration of AI Classroom in Teaching Application." International Journal of Novel Research in Computer Science and Software Engineering 10, no. 3 (2023): 78–83. https://doi.org/10.5281/zenodo.10441153.

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<strong>Abstract:</strong> With the continuous progress of technology, the breakthrough and popularization of artificial intelligence technology have changed various industries and every aspect of social life. In this context, AI classrooms have rapidly emerged and become an important force in artificial intelligence education. AI classrooms have strong interactivity, flexibility, and immersion, which will support the development of teaching activities in future teaching. Exploring the structure and composition of AI classrooms, understanding the functions of AI classroom equipment and systems

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Aljameel, Iman H. "Computer-Assisted Language Learning in Saudi Arabia: Past, Present, and Future." International Education Studies 15, no. 4 (2022): 95. http://dx.doi.org/10.5539/ies.v15n4p95.

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This study reviewed some of the research efforts exploring the use of technology in English as a foreign language (EFL) classroom in Saudi Arabia at different educational levels. The review aimed to examine the state of technology use in EFL classrooms and its potential. The findings showed that most studies were conducted by academic researchers and not classroom teachers. Additionally, the recommendations of the research conducted over the years concentrated on teacher training and building a reliable infrastructure. Moreover, the review showed that using technology in English classrooms cou

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Kaur, Lakhwinder. "Future Classroom with ICT Tools." Educational Quest- An International Journal of Education and Applied Social Sciences 6, no. 2 (2015): 133. http://dx.doi.org/10.5958/2230-7311.2015.00020.3.

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Schultz, David. "The Classroom of the Future." Journal of Public Affairs Education 21, no. 1 (2015): 5–8. http://dx.doi.org/10.1080/15236803.2015.12001811.

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Orwig, Gary, Catriona Barbato, J. Peter Kincaid, and Michael Moshell. "Classroom of the Future . . .Now!" Educational Media International 30, no. 1 (1993): 18–22. http://dx.doi.org/10.1080/0952398930300104.

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KRASNER, LEONARD, and MIRIAM KRASNER. "The Classroom of the Future." Annals of the New York Academy of Sciences 517, no. 1 Psychology an (1987): 139–52. http://dx.doi.org/10.1111/j.1749-6632.1987.tb52790.x.

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8

Marriott Toledo, Heidi Marlen, and Lucila Margarita Sànchez Pèrez. "Flipping the Classroom: Developing Teaching Skills for Future In-Service English Teachers." INNOVA Research Journal 2, no. 8 (2017): 119–29. http://dx.doi.org/10.33890/innova.v2.n8.2017.345.

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Abstract: In teaching English as a foreign language (EFL) to future in-service teachers, instructors need to develop not just the studentsâ€™ language proficiency, but also the necessary skills for 21st century teaching in the ever changing classroom where pupils are considered as digital natives. The required skills future teachers need to accomplish, a higher level in both the studentsâ€™ performance and class interest, can be developed through the Flipped classroom model, which is why this research work aims to explore diverse strategies that can be applied to blend theories such as multipl

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Bardone, Emanuele, and Signe Opermann. "In search of the future classroom:Exploring the contribution of Estonian edtech companies as sociotechnical vanguard." Digital Education Review, no. 47 (June 16, 2025): 92–108. https://doi.org/10.1344/der.2025.47.92-108.

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This article examines how small collectives, ‘sociotechnical vanguards’, contribute to shaping visions of future classrooms, focusing on edtech companies in Estonia. Moving away from global ‘sociotechnical imaginaries’, the study focuses on the visions of the future classroom articulated by the Estonian edtech companies as a sociotechnical vanguard in the K12 education system when describing their products and services. Also, the study looks at different kinds of educational futures those visions entail. Using the expert interviews method for data collection and reflexive thematic analysis for

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Et.al, Mahizer Hamzah. "Future Classroom Concept for the Malaysian Education System." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 1089–96. http://dx.doi.org/10.17762/turcomat.v12i3.847.

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The aim of this study is to realise the establishment of virtual schools in accordance to the existing education system in Malaysia.This study examines the views of experts who aredirectly involved in the education system in Malaysia through the use of the modified Delphi technique. A total of 13 experts were interviewed individually and discussions involving two focus groups were conducted. The responses of all panel members were recorded and the agreement obtained will guide the formation of a virtual school model. The findings from the interviews conducted with individual experts found five

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Ajayi, L. F. "Enhancing Science Classroom Interactions with Relevant Technologies for Future Sustainability." International Journal of Research and Innovation in Social Science VIII, IIIS (2025): 6296–300. https://doi.org/10.47772/ijriss.2024.803472s.

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This paper explores the use of technology in science education. Integrating technology into classroom teaching aims to enhance the learning experience and prepare students for the digital age. Academically, the study aims at familiarizing learners with novel potentials, and essentials of the technologies provided in the technology package when practiced with reference to fostering sustainability. The paper also focused on expatiating the significance of technology-driven classrooms where innovations and scientific growth are made possible. It expresses the current state of technology usage in

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Orzulak, Melinda Mcbee, Danielle Lillge, and Lisa Alexander. "Columns: The Future is Now: Conscious Classroom Choices: From TikTok Hot Spots to Mindful Social Connections." English Journal 113, no. 4 (2024): 89–91. http://dx.doi.org/10.58680/ej2024113489.

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What does it mean to offer students a “seat at the table” in our English language arts classrooms now that our seats are back in closer proximity following the COVID emergency? Lisa Alexander reminds us of crucial ways to reflect on conscious classroom choices in relation to technology as we seek to strengthen classroom interactions.

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Abin, Rais, and Ray Suryadi. "CLASSROOM MANAGEMENT STRATEGIES IN FOREIGN LANGUAGE CLASSROOM." JOEEL Journal of English Education and Literature 5, no. 1 (2024): 1–8. http://dx.doi.org/10.38114/joeel.v5i1.392.

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This research aimed to explore the strategies applied by EFL teachers in managing classroom. This research employed descriptive qualitative method. The subjects of this research were English teachers of seven grade at SMP Negeri 3 Wundulako which were selected through purposive sampling. The data of this research were collected by employing field note and an interview. The obtained data was analyzed in three major phases namely data reduction, data display, and conclusion. The result of the research revealed several strategies applied in the classroom management. They were classroom environmen

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Ghareb, Mazen Ismaeel, and Saman Ali Mohammed. "The Future of Technology-based Classroom." UHD Journal of Science and Technology 1, no. 1 (2017): 27–32. http://dx.doi.org/10.21928/uhdjst.v1n1y2017.pp27-32.

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Choi, Young B., Thomas A. Abbott, Michelle A. Arthur, and Douglas N. Hill. "Toward a future wireless classroom paradigm." International Journal of Innovation and Learning 4, no. 1 (2007): 14. http://dx.doi.org/10.1504/ijil.2007.011472.

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Brawner, Catherine E., and Rodney H. Allen. "Future Teachers' Classroom Applications of Technology." Computers in the Schools 23, no. 1-2 (2006): 33–44. http://dx.doi.org/10.1300/j025v23n01_04.

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., Anamika. "TECHNOLOGY-RICH CLASSROOM OF THE FUTURE." REVIEW JOURNAL PHILOSOPHY & SOCIAL SCIENCE 48, no. 1 (2023): 236–42. http://dx.doi.org/10.31995/rjpss.2023.v48i01.027.

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Fenesi, Barbara, Jeffrey D. Graham, Madeline Crichton, Michelle Ogrodnik, and Jasmyn Skinner. "Physical Activity in High School Classrooms: A Promising Avenue for Future Research." International Journal of Environmental Research and Public Health 19, no. 2 (2022): 688. http://dx.doi.org/10.3390/ijerph19020688.

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Adolescence represents a sensitive period whereby lifestyle factors such as physical activity can have profound, long-lasting effects on development and later life habits. However, adolescence constitutes a period of frequent sedentary behaviour. Among children, integrating physical activity into elementary school classrooms has been shown to reduce sedentary behaviour and improve academic achievement and overall physical and mental health. However, this promising area of research has not extended to adolescents and high school classrooms. In this paper, we describe the benefits of conducting

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Chiles, Prue. "Classrooms for the Future: ‘an adventure in design’ and research." Architectural Research Quarterly 7, no. 3-4 (2003): 244–61. http://dx.doi.org/10.1017/s1359135503002215.

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In 2000, the UK Government Department for Education and Skills (DfES) piloted 27 new primary school projects around the country in an initiative called ‘Classrooms of the Future’. Starting with a polemical question: what is ‘a Classroom of the Future’?, it encouraged both a design-led approach and an exploration of where the theory of the classroom design meets teaching practice. David Miliband, the government minister involved, described the challenge as ‘designing inspiring buildings that can adapt to educational and technological change’ (DfES, 2002a). Chris Bissell from the DfES, the initi

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Ms., SUSHMA RANI. "NANOTECHNOLOGY IN FUTURE EDUCATION." International Journal of Education &Applied Sciences Research 3, no. 3 (2016): 30–40. https://doi.org/10.5281/zenodo.10699641.

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<strong>Abstract</strong> Tomorrow’s future is strictly based on today’s students. Students are considered as a preliminary basic building block for the construction of huge society. Thus, the student’s must be expected to develop good moral skills not only for their basic necessities or requirements but to groom themselves as an essential part of country’s economic growth and technological advancements. The task of teacher here plays an important role no matter whether s/he is a mentor, guider, philosopher, educator or an expert, whose responsibility is not just to inc

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Linling, Zhong, and Rohaya Abdullah. "The Impact of COVID-19 Pandemic on Flipped Classroom for EFL Courses: A Systematic Literature Review." SAGE Open 13, no. 1 (2023): 215824402211481. http://dx.doi.org/10.1177/21582440221148149.

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The outbreak of the COVID-19 pandemic has had a significant impact on education. The closure of schools and the cessation of face-to-face classrooms have affected schools and students worldwide. The current need is to transform the traditional classroom to adapt to the new social and educational background. The flipped classroom is usually defined as a strategy to subvert the conventional academic environment; that is, the information transmission part of the traditional face-to-face lecture is removed from the classroom time for online self-learning. The flipped classroom is a highly flexible

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Dauletbaeva, Zamira, and Khurziya Dauletmuratova. "THE IMPORTANCE OF DEVELOPING PRESENTATION SKILLS OF FUTURE TEACHERS." DEVELOPMENT AND INNOVATIONS IN SCIENCE, no. 1 (January 29, 2022): 139–41. https://doi.org/10.5281/zenodo.5918305.

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In the globalized era, these days the  formation  of  applicable  skills  among  students  is associated not only with becoming proficient at a high level of communicative proficiency, but also with a complex of technologies that allow understanding the modern  methods  of  teaching  languages. Since most students struggle with having a public speech in front of audience, the ability to succeed in speaking has been considered as an integral part of professional quality of future teachers. We take the view that students need good communicat

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Zualkernan, Imran A. "Design and implementation of a low-cost classroom response system for a future classroom in the developing world." Interaction Design and Architecture(s), no. 15 (December 20, 2012): 68–84. http://dx.doi.org/10.55612/s-5002-015-006.

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Economic considerations and lack of adequate infrastructure impose unique design constraints on future classrooms of the developing world. Thus, future classrooms in underprivileged nations may differ significantly from their counterparts in the developed world. Classroom response systems (CRS) are an emerging technology for the future classroom. CRS are wireless, hand-held devices that help students provide immediate feedback to questions posed by a teacher. In their present form, due to their relatively high cost and high infrastructural requirements, such systems are not sustainable in most

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Tissenbaum, Mike, Michelle Lui, and James Slotta. "Co-Designing Collaborative Smart Classroom Curriculum for Secondary School Science." JUCS - Journal of Universal Computer Science 18, no. (3) (2012): 327–52. https://doi.org/10.3217/jucs-018-03-0327.

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This paper introduces a series of iterative designs that investigate how the aggregation and visualization of student-contributed work can support collaborative problem solving in the domain of physics. We investigate how new technologies can enable students to contribute to a shared knowledge base, working across contexts: in class, at home, and in a specialized "smart classroom" environment. We explore how student data can be provided to the teacher before class, in support of planning the next day's lesson, and during class, to help the teacher orchestrate class activities and respond to st

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Wagler, Amy, and Ron Wagler. "Beliefs about Future Curriculum." Society & Animals 24, no. 6 (2016): 596–617. http://dx.doi.org/10.1163/15685306-12341429.

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This article investigates how emotions of avoidance affect curriculum choice in a science classroom and also evaluates a research-based social form of learning for changing emotions of avoidance towards a specific science topic (arachnids) for a population of preservice teachers. It was found that there is a strong invariant structural relationship between emotions of avoidance and beliefs about incorporation of science concepts about arachnids. However, participation in the arachnid learning activities decreased emotions of avoidance and increased beliefs about incorporation into a science cl

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Brauchle, Maria. "Creating a STEM School Strategy with STEM Scholl Label, the Scientix Project and the Future Classroom Lab." Cultural and Historical Heritage: Preservation, Presentation, Digitalization 9, no. 1 (2023): 154–67. http://dx.doi.org/10.55630/kinj.2023.090112.

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The development of technologies needs well-trained STEM professionals. The transition to quality STEM education requires collaboration among STEM teachers, education researchers, policymakers, and other educational stakeholders. Creating communities for STEM education and supporting STEM teachers in Europe are the main goals of the Scientix project. Since 2021 Scientix maintains the activities of the STEM School Label project. The STEM School Label platform supports schools in developing successful STEM strategies. The Future Classroom Lab is a fully equipped, reconfigurable, teaching and lear

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Daeli, Ritueli. "Perceptions of the flipped classroom model in EFL listening instruction: Tutor experiences and implications for teacher education." Linguistics Initiative 5, no. 1 (2025): 113–27. https://doi.org/10.53696/27753719.51237.

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This study investigates the perceptions of an EFL tutor at an Indonesian university regarding the flipped classroom model’s effectiveness in enhancing listening skills and its implications for teacher education programs. The flipped classroom, which moves lecture-based instruction outside the classroom and prioritizes interactive in-class activities, was implemented in two listening classes over ten weeks. Using a qualitative approach, data were collected through a semi-structured interview and analyzed thematically to address two key research questions. The findings reveal that the flipped cl

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Long, Tao. "Smart Classroom in the Era of Education Informatization 2.0." International Journal of Education and Humanities 12, no. 2 (2024): 279–82. http://dx.doi.org/10.54097/sm67dx71.

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The advent of the era of education informatization 2.0 has brought challenges and opportunities to the educational technology work of colleges and universities. As an important part of education informatization, smart classroom has an important theoretical framework and technical support system. This paper analyzes the characteristics of the era of education informatization 2.0, discusses the concept and importance of smart classrooms, and compares them with traditional classrooms. At the same time, through innovative practices and case studies, the innovative achievements and effect evaluatio

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., Shivakumar, and Manichander . "Restructuring the Future Classroom - A Global Perspective." i-manager's Journal on School Educational Technology 9, no. 2 (2013): 19–24. http://dx.doi.org/10.26634/jsch.9.2.2496.

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Sun Hee Kim. "Teachers' Perspectives on the Future Mathematics Classroom." Journal of Research in Curriculum Instruction 16, no. 1 (2012): 285–324. http://dx.doi.org/10.24231/rici.2012.16.1.285.

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Neber, Heinz, Sarah Sennebogen, Yamin Taisir Subhi, K. Linke Sandra, and E. Vidergor Hava. "Classroom of the Future: Orchestrating Collaborative Spaces." Gifted and Talented International 26, no. 1-2 (2011): 165–67. http://dx.doi.org/10.1080/15332276.2011.11673599.

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Dixon, Deborah. "The Future of Apps in the Classroom." ASHA Leader 16, no. 12 (2011): 30. http://dx.doi.org/10.1044/leader.scm.16122011.30.

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Hartschuh, Wayne. "Technology in the Classroom of the Future." New Horizons in Adult Education and Human Resource Development 5, no. 2 (1991): 2–10. http://dx.doi.org/10.1002/nha3.10028.

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More, Alex. "Greetings From the Classroom of the Future." Childhood Education 99, no. 5 (2023): 30–39. http://dx.doi.org/10.1080/00094056.2023.2255105.

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Yang, Chenlu. "Translanguaging in Chinese Third Language Classrooms: Teachers’ and Students’ Practices and Attitudes." Frontiers in Humanities and Social Sciences 5, no. 3 (2025): 373–85. https://doi.org/10.54691/hyxwwm53.

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The term “translanguaging” is often mentioned in studies on bilingual education, multilingual education, and second language learning, and has gradually become a hot topic in recent years. The researcher surveyed 34 students and one teacher in a third language learning classroom and found that the vast majority of students had positive attitudes toward the teacher’s translanguaging behaviors in the classroom; teachers are proactive and flexible in using their multilingual resources in the classroom to accomplish instructional goals. This study also summarized and explained two purposes of teac

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Soboleva, Elena V., Tatyana N. Suvorova, Ekaterina O. Podnavoznova, and Marina O. Fakova. "Formation of digital literacy of future teachers by means of cloud technologies." Perspectives of Science and Education 54, no. 6 (2021): 505–20. http://dx.doi.org/10.32744/pse.2021.6.34.

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The problem and the aim of the study. The implementation of tutoring ideas that are extremely popular in the modern socio-economic situation in the digital educational space requires the teacher to move to a new level of professional skills, communication and information culture, network etiquette and experience in using software and hardware. To ensure the appropriate training of teachers, the development of the necessary personal qualities, improving the quality of education in higher education, new digital technologies are actively used: cloud services, interactive resources, etc. The purpo

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Din, Nazli Che, Abdul Wafi Razali, Musli Nizam Yahya, Raha Sulaiman, and Asrul Sani Abdul Razak. "Classroom Transformation for Better Education: Part 1 - A Systematic Review." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 268, no. 8 (2023): 800–811. http://dx.doi.org/10.3397/in_2023_0127.

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In order to accommodate the teaching and learning process, various communication quality between educators and students in a classroom is necessary. Numerous studies have found that classroom acoustic comfort has an impact on both student performance and educator well-being. Several factors influence a classroom's acoustic performance, including material selection, volume, noise disturbance, occupancy, and others. The purpose of this study is to critically review the significant design factors that influence a classroom's acoustic performance, including an in-depth discussion of how the factor

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Farmer, Thomas W., and Elizabeth M. Z. Farmer. "Social Relationships of Students with Exceptionalities in Mainstream Classrooms: Social Networks and Homophily." Exceptional Children 62, no. 5 (1996): 431–50. http://dx.doi.org/10.1177/001440299606200504.

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This study explored the social affiliations of students in three mainstream classrooms containing students receiving general education services, students characterized as academically gifted, students with learning disabilities, and students with emotional and behavioral disorders. The study provided an in-depth description of the classrooms' social networks, focusing on the social and demographic characteristics that distinguished clusters of students. Findings showed that students formed distinct peer clusters around shared characteristics; particular social characteristics were associated w

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Bulotsky Shearer, Rebecca J., Krystal Bichay-Awadalla, Jhonelle Bailey, Jenna Futterer, and Cathy Huaqing Qi. "Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills." Topics in Early Childhood Special Education 40, no. 3 (2020): 159–71. http://dx.doi.org/10.1177/0271121420947155.

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Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program ( N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all childre

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Rahmat, Noor Hanim. "EXPLORING THE USE OF JIGSAW WRITING AMONG ESL WRITERS: A CLASSROOM RESEARCH." Indonesian EFL Journal 1, no. 2 (2017): 123. http://dx.doi.org/10.25134/ieflj.v1i2.621.

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The use of jigsaw classroom has been used by Aronson (2015) since the 1970�s. It is a research based cooperative learning technique and has been successfully used in classrooms all over the world. Out of the jigsaw classroom, comes jigsaw writing and its serves the same function as cooperative learning in the classroom. The benefits of cooperative learning goes beyond learning the contents of the lessons, students gain a new way of learning in groups. Teachers teaching writing in the ESL classrooms will agree that teaching the writing process is not an easy task. ESL learners struggling with t

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Yang Hyejin and Namhyo Kim. "A Study on the Elementary Classroom Configuration for Improvement of Future Classroom Environment." Journal of Digital Design 15, no. 2 (2015): 121–31. http://dx.doi.org/10.17280/jdd.2015.15.2.013.

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Boutwell, Richard C., and Hugh M. Davis. "Training Shipbuilders with the Classroom of the Future." Journal of Ship Production 10, no. 03 (1994): 164–70. http://dx.doi.org/10.5957/jsp.1994.10.3.164.

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To achieve the quality and productivity gains necessary to compete successfully in a global market, shipbuilders must prepare employees to apply diverse principles to complex problems. Rote learning of facts is no longer a useful paradigm for training employees to accomplish a wide range of shipbuilding jobs. Imagine a classroom where the instructor has the ability to monitor the trainee's level of comprehension and motivation, even as the presentation is underway. This same classroom provides the instructor with instantaneous control over a complete suite of advanced instructional equipment a

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Xu, Fenghua, Yanru Yang, Junyuan Chen, and A.-Xing Zhu. "Behind the Silence of the Professional Classroom in Universities: Formation of Cognition-Practice Separation among University Students—A Grounded Theory Study in China." International Journal of Environmental Research and Public Health 19, no. 21 (2022): 14286. http://dx.doi.org/10.3390/ijerph192114286.

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Classroom silence is a negative form of classroom performance that is particularly prominent in the Chinese learner population. Existing research has mainly explored the silence phenomenon among Chinese university students in two types of learning contexts: overseas university classrooms and foreign language classrooms at local universities, without focusing on the Chinese undergraduates’ reticence in courses mediated by native language at domestic universities. However, the last type is the most common habitat for Chinese university students’ learning in higher education. Therefore, a sample

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Olorunfemi, Benjamin Oluwamuyiwa, Omowunmi Mary Longe, and Fatima Mohamed Darsot. "Survey Analysis on Engineering Students’ Experience of Future-fit Classroom Learning Environment." International Journal of Engineering Pedagogy (iJEP) 13, no. 6 (2023): 50–63. http://dx.doi.org/10.3991/ijep.v13i6.38683.

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The success of every educational activity hinges on the quality of the students’ learning experiences. This survey-based study analysed engineering students’ perceptions of their learning experiences in a future-fit classroom (FFC) compared with conventional classrooms. In this study, structured interviews using online questionnaire, that were filled out by the students, was employed as a tool. Descriptive statistics for mean, coefficient of variation (CV), as well as linear correlation coefficient, were performed to evaluate the connection between their responses using the KNIME analytical so

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Li, Shangzhi, Li Zeng, Shuting Qiu, Hongfa Sun, and Zhifeng Xiang. "Research and optimization of acoustic environment in ordinary classrooms of middle school." E3S Web of Conferences 356 (2022): 02055. http://dx.doi.org/10.1051/e3sconf/202235602055.

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A good classroom acoustic environment will contribute to teachers’ health and students’ learning. Comfortable acoustic environment requires suitable reverberation time, sufficient loudness, uniform sound field distribution, high language clarity, and no acoustic defects such as echo and acoustic focusing. In this study, the optimization strategy of acoustic environment is proposed through the investigation, field testing and numerical simulation analysis of a middle school classroom in Wenzhou under different ventilation conditions. The results show: the key factors affecting the classroom aco

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Ayulia Febrianti. "FOSTERING TEACHER-STUDENT RELATIONSHIPS FOR EFFECTIVE CLASSROOM MANAGEMENT IN ENGLISH LANGUAGE CLASS." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 7, no. 1 (2025): 35–46. https://doi.org/10.37742/jela.v7i1.147.

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In an English classroom, classroom management is often associated with discipline and the regulation of student behavior to ensure order and focus. However, effective classroom management encompasses more than discipline, aiming to establish an environment conducive to achieving positive educational outcomes. This study explores the classroom management experiences and perceptions of 5th-semester English Department B Class students. As future educators, these students provide valuable insights into managing classroom dynamics and fostering student engagement. This qualitative phenomenological

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Dong, Wan, Mazlin Azizan, and Puspalata C. Suppiah. "Systematic Literature Review of Multimodal Classroom Discourse Analysis: An SF-MDA Perspective." Malaysian Journal of Social Sciences and Humanities (MJSSH) 10, no. 5 (2025): e003400. https://doi.org/10.47405/mjssh.v10i5.3400.

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Multimodal classroom discourse analysis is critical for understanding how diverse semiotic resources interplay in shaping teaching and learning experiences. This study conducted a systematic review to explore the current status of classroom discourse analysis through the lens of Systemic Functional-Multimodal Discourse Analysis (SF-MDA). It aims to analyze the application of SF-MDA in classroom settings and identify future research directions. The review employed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method, using keywords in Scopus, Web of Science, an

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Griffin, Cynthia C., Martha B. League, Valerie L. Griffin, and Jungah Bae. "Discourse Practices in Inclusive Elementary Mathematics Classrooms." Learning Disability Quarterly 36, no. 1 (2012): 9–20. http://dx.doi.org/10.1177/0731948712465188.

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In this exploratory study, teachers’ use of standards-based, discourse practices and their students’ mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics participated in this study (three students from each classroom). Six classroom observations of teachers took place over 4 months focusing on a subset of indicators associated with Walshaw and Anthony’s framework of mathematics classroom discourse practices. F

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Embalzado, Henzel, and Pair Sajampun. "Perspectives of Students in Thailand on the Use of Humor in University Classroom." International Education Studies 13, no. 4 (2020): 17. http://dx.doi.org/10.5539/ies.v13n4p17.

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Humor is a serious business. This study explores the perception of students in Thailand on the use of humor in business classrooms indicating that humorous classroom brings about physiological and emotional benefits to students as it relieves tension and stress, makes the classroom atmosphere more comfortable and less intimidating, and facilitates better teacher-student relationship. Around 358 students from a business school in Thailand were surveyed and the results found that most of the students prefer to have certain degree of humor in classroom as opposed to the general contention that Th

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KARAFERYE, Figen. "INVESTIGATING TEACHERS’ EXPERIENCES WITH DIGITAL CLASSROOM MANAGEMENT AND INCORPORATING SOCIAL AND EMOTIONAL LEARNING." Turkish Online Journal of Distance Education 25, no. 1 (2024): 179–99. http://dx.doi.org/10.17718/tojde.1210701.

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The research on classroom management in general is numerous, yet the connection between digitization, classroom management, and Social and Emotional Learning (SEL) has been understudied. The current study explored how primary school teachers managed their digital classrooms while incorporating social and emotional learning into their classroom management practices in the remote teaching period. The study not only examined the classroom management strategies and procedures employed but also investigated teachers’ beliefs and perceptions about managing digital classrooms. The study was carried o

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