Relevant bibliographies by topics / Academic achievement. Children Classroom environment

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic achievement. Children Classroom environment'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Academic achievement. Children Classroom environment"

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Gomes, Ana Maria, Mariana Costa Martins, Manuel Farinha, Beatriz Silva, Edite Ferreira, Alexandre Castro Caldas, and Tânia Brandão. "Bullying’s Negative Effect on Academic Achievement." International Journal of Educational Psychology 9, no. 3 (October 24, 2020): 243. http://dx.doi.org/10.17583/ijep.2020.4812.

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Bullying's a phenomenon that carries great harm for those involved (bully or victim alike) in which academic achievement is harmed as well. However, the strength of such impact is yet to be clarified, existing many possibilities to explore. Or in other words, many variables that can justify such connection - classroom behavior being one example.The goal of the present investigation is to study the impact that bullying (while mediated by the classroom behavior) has on the academic achievement.The sample consisted of 288 children (from 1st year to 4th year’s students); and their teachers (whom reported their classroom behavior). Results showed that the bullying situation itself, didn’t significantly explain the academic achievement of those involved. However, from classroom behavior it was found an indirect effect between bullying and academic achievement. Within classroom behavior, the main contributive dimensions were - victim related, the excessive motor activity; and bully related, oppositional behaviors, excessive motor activity and ADHD index.This results alert to the importance of the educational agents’ attention given to the existing behavior in their classrooms. Not only because of the disruption created in each classroom’s environment, but also as a possible sign of an involvement in the existing bullying dynamics.
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Choi, Ji Eun, Sung Hwa Hong, and Il Joon Moon. "Academic Performance, Communication, and Psychosocial Development of Prelingual Deaf Children with Cochlear Implants in Mainstream Schools." Journal of Audiology and Otology 24, no. 2 (April 10, 2020): 61–70. http://dx.doi.org/10.7874/jao.2019.00346.

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Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance.Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively.Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception.Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.
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Crandell, Carl C., and Joseph J. Smaldino. "Classroom Acoustics for Children With Normal Hearing and With Hearing Impairment." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 362–70. http://dx.doi.org/10.1044/0161-1461.3104.362.

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Past investigations demonstrate that the acoustical environment of a classroom is a critical factor in the academic, psychoeducational, and psychosocial achievement of children with normal hearing and with hearing impairment. This article examines several acoustical variables, such as noise, reverberation, and speaker-listener distance, which can deleteriously affect speech perception in classrooms. Moreover, the discussion examines the effects of these variables on the speech perception abilities of both children with normal hearing and children with hearing loss. Finally, appropriate acoustical criteria are suggested for children in educational settings.
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Daley, Tamara C., Shannon E. Whaley, Marian D. Sigman, Donald Guthrie, Charlotte G. Neumann, and Nimrod Bwibo. "Background and classroom correlates of child achievement, cognitive, and behavioural outcomes in rural Kenyan schoolchildren." International Journal of Behavioral Development 29, no. 5 (September 2005): 399–408. http://dx.doi.org/10.1177/01650250500172780.

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In the current study, background data (sex, age, and SES) and classroom factors were examined as predictors of scholastic achievement and child cognitive and behavioural outcomes in a group of rural Kenyan schoolchildren during their first year of formal schooling. Previous research in this area has provided mixed results regarding the characteristics of children and school environments that best predict optimal outcomes for children. This study extended previous research through the use of multiple culturally grounded predictor and outcome variables; in addition to using observational techniques to assess the classroom environment, this study examined cognitive, academic, and behavioural measures. Results suggested that while background factors such as child age and SES are important predictors of child outcomes, inclusion of classroom factors significantly improved prediction for all types of child outcomes, and the addition of behaviour as a predictor shows an even greater effect. The largest effect was seen for the outcome variables most closely tied to classroom activities.
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Khanal, Dr Uttam. "Child Friendly Environment of Classroom on Basic Level in Nepal: Education Achievement of Community School." International Education Studies and Sustainability 1, no. 1 (June 18, 2021): p78. http://dx.doi.org/10.22158/iess.v1n1p78.

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This study focuses on child-friendly classroom environments and basic level academic achievement and analyzes the role that teachers, parents, students, and school management committees play in school work. Nepal’s disadvantaged schools are concentrated in rural areas, but those schools are also trying to make themselves child-friendly schools. The objective was to analyze the problems seen in the construction of child-friendly schools by analyzing the classroom environment, the current condition of the school, the impact of the child-friendly classroom environment on the level of educational achievement. The school management committee, teachers, the interaction between the parents and the stakeholders on various issues has helped in the construction of the child-friendly school and the community has expressed its readiness to help as the school is their own. According to the parents, the school has been punishing the children for one reason or another and the school should be reformed as there are protests from all quarters. In order to achieve the set targets as per the educational policy of the state and for the all-round development of the children-It has become necessary for everyone to pay attention to remove the small weaknesses and analyze the results and engage in classroom management including child-friendly schools.
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Coleman, Sean T., Adrian Wayne Bruce, Lamar Jamison White, A. Wade Boykin, and Kenneth Tyler. "Communal and Individual Learning Contexts as They Relate to Mathematics Achievement Under Simulated Classroom Conditions." Journal of Black Psychology 43, no. 6 (August 25, 2016): 543–64. http://dx.doi.org/10.1177/0095798416665966.

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The current study builds on previous communalism research by exploring the enduring facilitative effects of communal learning contexts on academic achievement for African American children over extended time and while calling on critical thinking skills. In addition, this study sought to explore the communalism construct in a more applied academic environment that approximated real classroom conditions. This study examined performance differences in fraction problem solving among 96 low-income African American students in Grades 3 to 6 participating in either a communal or individual learning context. Pretest to posttest gains showed that students randomly selected for the communal learning context significantly outperformed students who learned in the individualistic context. Additionally, communal learning students outperformed their individual counterparts during each weekly domain assessments. Several promising results obtained draws the communalism construct to a more applied culturally relevant pedagogical tool.
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Khalfaoui, Andrea, Rocío García-Carrión, Lourdes Villardón-Gallego, and Elena Duque. "Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers." Social Sciences 9, no. 7 (July 7, 2020): 116. http://dx.doi.org/10.3390/socsci9070116.

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Peer interactions in early childhood education play a key role in establishing the first structures of social relationships and foundations for future development. Engaging in social exchanges with different people enriches children’s concurrent and future learning opportunities. Building on the importance of diversifying interactions, interactive groups (IGs) are a specific dialogue-based classroom organization format that creates an inclusive learning environment by allocating students to small heterogeneous groups with an adult volunteer per group. This classroom organization format has produced reported evidence of enhancing social cohesion and academic achievement, mainly in elementary education. However, its potential to foster positive peer interactions in Early Childhood Education among disadvantaged children remains unexplored. Therefore, this case study explores in depth the type and frequency of positive peer interactions in interactive groups in a preschool classroom serving mainly Roma and immigrant children with a very low SES. The results show that in this context, children acknowledge each other’s work and provide help, guidance, and solidarity interactions when solving academic tasks. Our analysis reveals that children internalize the rules and functioning of the IG since those aspects emerge in their conversations during the activity. Implications for practitioners and policymakers are also discussed.
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Kame’enui, Edward J., and Deborah C. Simmons. "Beyond Effective Practices to Schools as Host Environments: Building and Sustaining a School‐wide Intervention Model in Beginning Reading for All Children." Australasian Journal of Special Education 23, no. 2-3 (1999): 101–27. http://dx.doi.org/10.1017/s1030011200024581.

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Our knowledge of effective practices for improving the academic achievement of students in the primary and elementary years has increased dramatically in the last decade (Simmons & Kameenui, in press; Stringfield, in press). However, implementing an effective practice in one classroom or in a research context is very different from implementingandsustaining effective practice at the school‐building level. There is a great deal of collective wailing in the field these days about the feeble attempts to translate research into effective practice (Malouf & Schiller, 1995) that improves reading achievement in students who are at serious academic risk.
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Elliott, Julian G., Susan E. Gathercole, Tracy P. Alloway, Joni Holmes, and Hannah Kirkwood. "An Evaluation of a Classroom-Based Intervention to Help Overcome Working Memory Difficulties and Improve Long-Term Academic Achievement." Journal of Cognitive Education and Psychology 9, no. 3 (January 1, 2010): 227–50. http://dx.doi.org/10.1891/1945-8959.9.3.227.

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Two contrasting forms of classroom-based intervention were implemented with 256 primary school children identified as having working memory (WM) difficulties. In one, teaching staff were trained to provide educational environments that were sensitive to the needs of identified children with WM difficulties. The second form of intervention utilized a behavioral teaching approach in which identified children were provided with regular, brief, and highly focused inputs in relevant basic skills areas. A third group of children with similar WM difficulties served as controls. At the end of the year, there was no evidence that either of the intervention programs had resulted in greater WM or academic performance (on Wechsler mathematics and reading tests) than for controls. However, classroom observation data indicated that the extent to which teachers implemented desirable strategies at any time point, inside or outside of the interventions (that is, across all of the research groups), proved to be a predictor of the children’s attainment. The implications of these findings for further work in this burgeoning field are discussed.
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MA, Hing Keung. "THE RELATION OF ACADEMIC ACHIEVEMENT, FAMILY AND CLASSROOM SOCIAL ENVIRONMENT, AND PEER INTERACTIONS TO PROSOCIAL AND ANTISOCIAL BEHAVIOR OF CHINESE CHILDREN." PSYCHOLOGIA -An International Journal of Psychology in the Orient 46, no. 3 (2003): 163–73. http://dx.doi.org/10.2117/psysoc.2003.163.

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Dissertations / Theses on the topic "Academic achievement. Children Classroom environment"

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Miller, Therese A. "The effect of physical activity on the academic performance and classroom behavior of fourth grade students /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988684.

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Hodgson, Randall. "The impact of high stakes testing on student learning in the classroom." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Hodgson_RMIT2010.pdf.

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Shaddock, Bellamy Lucinda. "Classroom Environment: Content Analysis Examining Characteristics of Classroom Environments That Affect Students' Academic Achievement." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3133.

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The purpose of this qualitative study was to extend the understanding of the characteristics of a classroom environment that impact students’ engagement in academics and therefore has the potential to positively impact student achievement scores. Data were collected through content analysis to analyze for reoccurring themes to assess how the characteristics of the classroom environment impact student’s achievement. Ten classrooms within the Kingsport City District were observed and analyzed for this study. Six research questions guided this study, and qualitative data were analyzed for reoccurring themes. Findings from this study suggest that implementing certain characteristics in to the classroom environment can positively impact students’ academic success. The development and construction of classroom environments should include such characteristics as positive discipline, well laid out and organized classrooms, accountable talks, collaborative groups, positive teacher student interaction, and learning targets. As a result of this research a recommendation for practice is that districts support the development of classrooms that would positively impact student’s achievement.
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Bennett, Jan. "The Relationship Between Classroom Climate and Student Achievement." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3065/.

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The purpose of this study was to determine the relationship between sixth grade students' academic achievement levels in math and their perceptions of school climate. Student characteristics of socioeconomic status and gender were used to identify groups for the purpose of data analysis. Data was gathered using the five independent variables of the My Class Inventory (satisfaction, friction, competitiveness, difficulty, and cohesiveness) and the dependent variable of the Stanford Achievement Total Math scores. The results of the data collection were tested using a Pearson product-moment analysis and a backward multiple regression analysis. A univariate analysis of variance was also used to compare the five independent variables of the My Class Inventory as well as to compare socioeconomic status and gender with the Stanford Achievement Total Math scores. The schools selected for this study were from a city in Texas with a population of approximately 100,000. The sample consisted of 262 sixth grade mathematics students. The findings of this study are as follows: (a) The Pearson product-moment correlation analysis revealed little, if any, correlation for any of the five subscale predictor variables; (b) the multiple regression analysis revealed that all five classroom climate indicators combined together could explain only 10.5% of the variance in mathematics achievement; (c) the univariate analysis of variance revealed that there is a significant relationship between the climate factors of friction and difficulty when compared to mathematics achievement; and (d) the univariate analysis of variance also revealed that mathematics achievement scores vary significantly as a function of economic category membership, but there appears to be no relationship to gender.
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McCormick, Bonnie Day. "Attitude, achievement, and classroom environment in a learner-centered introductory biology course /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992868.

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Wang, Ze. "Academic motivation, mathematics achievement, and the school context building achievement models using TIMSS 2003 /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5520.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2009) Includes bibliographical references.
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Nyesoah, Jean-Anna N. "Building community in the classroom." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Tong, Kar-man Karen, and 湯嘉文. "The relation of perceived classroom social environment to early adolescents' academic self-efficacy, engagement, school participationand academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B45589562.

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Smith, Patricia Gallagher. "Classroom behaviors, academic achievement, and self-, teacher, and parent perceptions of elementary SBH and SLD children /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726460321664.

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A, Helding Karen. "Effectiveness of national board certified teachers in terms of classroom environment, attitudes and achievement among secondary science students /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20061129.143734.

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Books on the topic "Academic achievement. Children Classroom environment"

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Arter, Judith A. Assessing school and classroom climate: A consumer's guide. Portland, Or: Northwest Regional Educational Laboratory, 1987.

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Arter, Judith A. Assessing school and classroom climate: A consumer's guide. Portland, Or: Northwest Regional Educational Laboratory, 1987.

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Randhawa, Bikkar S. Structural links of achievement and contextual measures. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1990.

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1959-, Frey Nancy, and Pumpian Ian, eds. How to create a culture of achievement in your school and classroom. Alexandria, Va: ASCD, 2012.

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Gibbs, Jeanne. Guiding your school community to live a culture of caring and learning: The process is called Tribes. Windsor, CA: CenterSource Systems, 2007.

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Boyle, Jerry. It's all about people skills: Surviving challenges in the classroom. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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Maralee, Mayberry, ed. Effective educational environments. Newbury Park, Calif: Corwin Press, 1992.

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Barkley, Elizabeth F. Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, 2010.

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Bob, Costello. Circulos restaurativos nas escolas: Construindo um sentido de comunidade e melhorando o aprendizado. Bethlehem, Pensilvânia, EUA: International Institute for Restorative Practices, 2011.

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Barkley, Elizabeth F. Student engagement techniques: A handbook for college faculty. San Francisco: Jossey-Bass, 2010.

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Book chapters on the topic "Academic achievement. Children Classroom environment"

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Greer, Deirdre C., and Pam Wetherington. "Using Environment-Based Education to Transform the School Campus." In Marketing the Green School, 211–20. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6312-1.ch015.

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A focus on building environmentally sustainable schools emerged in the 1990s; however, building green schools is cost prohibitive due to limited education construction budgets. One solution is to engage children in transforming existing schools while incorporating environment-based education. Environment-based education is a form of project-based learning that employs a student-centered approach to teaching integrated curriculum. Project-based learning has been shown to be beneficial in supporting the social, emotional, physical, and cognitive development of students. Benefits of project-based learning include building a sense of community within the classroom, encouraging parent involvement, increased motivation and engagement, and increased academic achievement. This chapter explores possibilities for transforming existing schools to be more environmentally friendly, considering the benefits of engaging students in authentic projects and providing examples of ways to get students of all ages involved in projects that can extend environmental awareness from the school to home and into the community.
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Dryfoos, Joy G. "Prevalence of School Failure and Dropping Out." In Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.003.0009.

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In this chapter, we turn to the risk behavior that appears to underlie many of the problems addressed so far. Low achievement in school has been shown to be an important predictor of substance abuse, delinquency, and early sexual intercourse. And as we will see, not only are many of the antecedents of poor school performance the same as those for other problem behaviors, so are the consequences. Moreover, low academic achievement is both a predictor and a consequence of other kinds of risk behavior, as well as being a problem in itself. Understanding the epidemiology of school failure and dropping out is fundamental to this book’s argument: that high-risk behaviors are interrelated and, therefore, interventions must be comprehensive. School failure is a process rather than a single risk event. A young person initiates hard drug use or has early unprotected sexual intercourse or first commits a delinquent act at a specific time and place. Usually these actions are voluntary and follow a personal decision (although they are heavily influenced by the social environment). Low achievement results from an array of forces, many of which are outside the control of the child. The quality of the school is, of course, a major factor, as are the actual classroom practices and attitudes of the teacher. Estimates of the risk of other problem behaviors can be projected based on individual characteristics. Children with certain attributes are more likely than others to get involved in certain behaviors. This is not necessarily the case for estimating the risk of school failure since the probabilities are conditioned by both individual characteristics and the quality of the school. Children from disadvantaged households have been shown to succeed in excellent schools, while some schools are so inadequate that success is an exception. Unlike the other behaviors, risk of educational failure is measured routinely for almost all children at frequent intervals. Report cards inform children about their progress and, in aggregate, these marks produce a grade point average for each student.
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Kaur, Supreet. "Benefits and Multiple Learning Effects of Recess Among Nursery School Children." In Advances in Early Childhood and K-12 Education, 70–86. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7585-7.ch005.

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Parents these days are very peculiar about their child's education and development. The first five years of a child's life are fundamentally important. They are the foundation years that shapes children's future health, happiness, growth, development, and learning achievement at school, in the family and community, and generally in life. The purpose of this chapter is to describe the benefits and positive outcomes for play in kindergarten classrooms, despite current challenges to playful learning. In this chapter, the authors discuss some key research findings that show the importance of play and outdoor exploration for developing the child holistically such as risk taking and resilience abilities, love for nature, troubleshooting, reading and writing, academic skills, physical development and health, social-emotional and soft skills, and overall brain development of the child. The interventional techniques will be discussed which will be helpful both for the parents and teachers so that children can learn in all the environments they are being exposed to.
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Olusola, Ogunlade Bamidele, Olubusayo Victor Fakuade, Bamidele Olusola Ogunlade, and Omoron Josephine Akhigbe. "Perception of Stakeholders on the Use of Social Networking Tools for Classroom Instruction in School Environment." In Open and Social Learning in Impact Communities and Smart Territories, 64–83. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5867-5.ch004.

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Social networking platforms are becoming the most important tools for interaction among people, where everybody can share, exchange, comment, discuss, and create information and knowledge in a collaborative way. The aim of this chapter is to examine the perception of stakeholders on the use of social network tools for classroom instruction in school environment in Ibadan North Local Government of Oyo State. Based on literature and experiences carried out by the researcher in Ibadan metropolis, it also explores the impact of the social networking platforms applications on personal, teaching, and learning uses among secondary students, teachers, and parents. Based on these, it is recommended that, if social networking platforms are effectively used, it will develop positive attitude towards learning as well as enhancing academic achievement among secondary school students.
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Rohde-Collins, Dorothy. "Students Exposed to Community Violence." In Supporting and Educating Traumatized Students, 93–104. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.003.0006.

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Children from chronically violent communities who are frequently exposed to such violent behavior are more likely to have difficulty regulating emotions, meeting behavioral expectations, and maintaining focus in the classroom; all important characteristics related to school success. Over time, the violent nature of their neighborhood can cause children to develop a negative worldview and distrust of outsiders. This chapter will help teachers minimize the negative effects of chronic community violence and increase academic achievement through the implementation of interventions at the community-, family-, and student-level.
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Pagge, Jenny. "Effective Use of ICT and Storytelling to Teach Statistics in the Preschool Classroom." In Theory and Practice: An Interface or A Great Divide?, 440–44. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.83.

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New school curricula and modern teachers are trying to get the child engaged and interested in statistics through accessibility and enjoyment. This has been backed up by much research into the correlation of a child’s engagement and their academic achievement (Gunuc, & Kuzu, 2014). Using storytelling as a teaching method, teachers can provide a meaningful context for statistics which can change this prejudice from a young age (Casey et al., 2004, Walters et al 2018) and is shown to have many educational benefits for children (Sherwood, 2018). In the last years ICT tools, games and storytelling have been used to achieve this engagement (Lekka et al, 2017, Walters 2018). ICT provides children with the opportunity to enhance their communication skills, creativity, high-order thinking and practical technological skills which are needed in a modern society (Corel, 2019). This paper includes a brief overview of research that looks at the use of ICT applications, and use of storytelling to teach descriptive statistics in the preschool classroom.
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Clark, Amy Jo, Melanie K. Van Dyke, Jill T. Tussey, and Leslie Haas. "Literacy as a Support for Social-Emotional and Academic Growth." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education, 406–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7464-5.ch019.

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This overview of childhood brain development makes targeted connections between social-emotional learning (SEL) and instructional supports. Emphasis is placed on how interactions between caregivers/teachers, children, and the environment inform early SEL and literacy skill development. Specific attention is paid to delayed social-emotional development and behavior disorders. Multimodal text sets are offered as a way to increase classroom awareness and understanding related to autism, ADD/ADHD, and ODD. SEL resources and support organization information is also provided.
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Fleischman, Jarena G. "Students Anticipating the Death of a Family Member or Loved One." In Supporting and Educating Traumatized Students, 139–54. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.003.0010.

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Educators realize that a set structure and routine in the classroom helps students know what to expect as well as prepare for their upcoming classes. Likewise, children and adolescents thrive on established family routines at home, with parents determining expectations and house rules, allowing their children to know exactly what to expect. Without having to worry about what to expect at home, children can focus on learning and continue towards achieving important developmental milestones. However, when a terminal illness leads to the expected or anticipated death of a family member or close loved one, set expectations and routines are often deviated from and replaced with an intense focus on the terminal family member’s needs. These changes can have a profound effect on the children living in the home, which can in turn influence academic achievement and behavior in school. This chapter will focus on helping educators understand and support the array of social-emotional and academic needs of children and adolescents who are forced to endure the apprehension of losing an immediate family member and then the actual loss of that individual.
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Marschark, Marc, Harry G. Lang, and John A. Albertini. "Teaching and the Curriculum." In Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.003.0014.

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We have discussed how the education of deaf children depends on their characteristics as well as on the characteristics of parents, teachers, and school programs that serve those children. We have summarized a variety of studies that have implications for parents, teachers, and educational administrators with regard to fostering communication skills, cognitive growth, and social interaction by deaf children. The available evidence supports the need for strong early intervention programs that provide the experiential diversity critical for development across the life span and for achievement in a variety of educational settings. Chapter 8 dealt with the specific educational challenges confronting deaf students in reading and writing. The message there was that English literacy needs to be considered broadly, as it affects both learning and success in a variety of areas, both academic and nonacademic. In chapter 8, we also discussed implications for curriculum materials and particular teaching emphases. Now, we turn to some best practices for teaching and curriculum development in content areas such as science, mathematics, and social studies and show how information in the previous chapters comes together in the dayto-day activities of students and teachers. As we have seen, available research findings indicate the need to exercise caution when deaf learners are placed in inclusive academic environments. Deaf students have specific needs that may not be met adequately if it is assumed that, aside from communication differences, deaf students and hearing students are the same. This is not a point to be raised only with regard to mainstream classrooms; it is a complex issue that needs to be addressed throughout the educational system. To set the stage for the remainder of this chapter, let us review some salient points which emerged from earlier chapters and were seen as key in understanding the teaching and learning of deaf students: • Deaf students have different experiences that may influence how they view and interact with the world. • A diversity of both object-oriented and person-oriented experiences is crucial to normal development. • Deaf students depend more on visual information, but they also may be more prone to distraction than hearing peers in the visual domain.
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Kish, Maria H. Z. "Overview of Using Vignettes to Develop Higher Order Thinking and Academic Achievement in Adult Learners in an Online Learning Environment." In Advances in Information and Communication Technology Education, 135–56. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-922-9.ch011.

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A challenge in teaching and providing any type of instruction in the online learning environment is to ensure that participants are engaged in the process and find meaning in their learning. This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. Vignettes are short and realistic stories that may help bridge participants’ previous experiences to applying course material in relevant situations. The Generative Learning Model, consisting of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000), was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. Two outcomes were anticipated using vignettes within the Generative Learning Model in a hybrid online course: 1) enhancement of academic achievement and 2) higher order thinking . This study considered data from student work collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University, Pittsburgh, Pennsylvania, in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their observations concerning vignettes in reflective learning logs. The adult online learners in this study professionally focused on teaching children and adults. This study’s participants all professionally focused on teaching children and adults. The research findings indicate that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking. This article also discusses the methods that have been used to teach adult learners how to respond to and create vignettes for their own teaching and presentation purposes.
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Conference papers on the topic "Academic achievement. Children Classroom environment"

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Buta, Monica, Lavinia Cheie, and Laura Visu-Petra. "A computer mediated training program to reduce children’s math anxiety." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.805.

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Mathematics anxiety is widespread among children, interfering with their ability to solve math problems in academic and every-day situations. This has detrimental, long term effects on academic achievement, engagement in STEM-related careers and employability. While a number of apps and programs have been created to improve children’s mathematical competence, they were mostly created for commercial purposes, lacking scientific validity and being prone to inaccuracies. Therefore, we designed an evidence-based, adaptive training program (Math-trolls) in order to investigate how computer mediated tutoring might reduce math anxiety. Math-trolls is an interactive online computer game designed so that children successively discover 7 planets following an intense cognitive tutoring program. With the help of a tutor, the game helps children make meaning in math, improving number sense. The space exploration theme is engaging and child-friendly, employed to reduce children’s anxiety. We conducted a pilot study on 60 primary-school children, who completed the Math-trolls game in 8 sessions. We also measured children’s math anxiety and math performance pre- and post- computerized tutoring. Preliminary results of this pilot study suggest that Math-trolls, a computer mediated training program, is efficient in decreasing young children’s math anxiety, also improving number sense and math performance. This offers valuable insights regarding the natural progression of the interrelationships between math anxiety and math performance. The program has the potential to become a valuable tool to be used within the classroom by educators, within the family by parents or by children themselves.
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Chiner, Esther, Marcos Gómez-Puerta, Victoria E. García-Vera, and M. Cristina Cardona-Moltó. "UNIVERSITY STUDENTS’ STRUGGLES WITH ONLINE LEARNING DURING THE COVID-19 PANDEMIC LOCKDOWN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end057.

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As a result of the COVID-19 pandemic that affected most countries during the year 2020, the society had to adapt rapidly to new forms of working in which the Internet has been an essential tool. And so did the higher institutions around the world, which had to move from a face-to-face classroom environment to an online one. The change from traditional learning to online learning was so unexpected that neither the instructors nor the students may have been prepared for it and could have important consequences on students’ learning and academic achievement. The purpose of this study was to explore how university students had to struggle with online learning during the COVID-19 pandemic lockdown attending to three aspects: (a) availability and use of electronic devices, (b) personal factors, and (c) teaching factors. A non-experimental study based on a survey design was conducted, in which a convenience sample of 496 undergraduate and graduate students from two different universities located in south eastern Spain participated. The majority of the participants (66.3%) had very little or no experience in online learning and 55% considered that their academic performance was being worse than in face-to-face classes. Findings showed that most of the students had the electronic devices required for online learning (e.g. laptops, earphones, webcams, smartphones), although they mainly used laptops and earphones. They did not have other devices at home such as desktop computers, printers and scanners. The personal factors that most affected their academic performance were family problems and/or responsibilities (46.6%), psychological or emotional problems (41.6%), an inappropriate study environment (41.2%), and a bad Internet connection (31.4%). With regard to teaching factors, students complained of excessive assignments (82.6%), lack of lesson explanations (78.6%), loss of concentration during synchronous classes (64.3%), having to learn through the computer screen (58.9%), and feeling of being abandoned (57.4%), among others. In sum, university students’ struggles with online learning were more related to teaching factors than to personal and material factors. Therefore, higher education institutions and faculty should be prepared to respond to student’s needs in different teaching scenarios, and more specifically in online environments, by adapting not only their teaching styles and resources but also the way they interact with students.
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Reports on the topic "Academic achievement. Children Classroom environment"

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Lyu, huimin, cuixiang Dong, chunyan Zha, and qiuying Yang. Effects of classroom active breaks interventions on cognitive function and academic achievement of children and adolescents：a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2020. http://dx.doi.org/10.37766/inplasy2020.8.0020.

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Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.

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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid regard to graphic registration of magazines, which, without regard to absence of the proper publisher-polydiene bases, marked structuralness and expressiveness. A repertoire of periodicals of Ukrainian migration is in the American, English and French areas of occupation of Germany and Austria after Second world war, which consists of 200 names, strikes the tipologichnoy vseokhopnistyu and testifies to the high intellectual level of the moved persons, desire of yaknaynovishe, to realize the considerable potential in new terms with hope on transference of the purchased experience to Ukraine. On ruins of Europe for two-three years the network of the press, which could be proud of the European state is separately taken, is created. Different was a period of their appearance: from odnogo-dvokh there are to a few hundred numbers, that it is related to intensive migration of Ukrainians to the USA, Canada, countries of South America, Australia. But indisputable is a fact of forming of conceptions of newspapers and magazines, which it follows to study, doslidzhuvati and adjust them to present Ukrainian realities. Here not superfluous will be an example of a few editions on the thematic range of which the names – «Plastun» specify, «Skob», «Mali druzi», «Sonechko», «Yunackiy shliah», «Iyzhak», «Lys Mykyta» (satire, humour), «Literaturna gazeta», «Ukraina і svit», «Ridne slovo», «Hrystyianskyi shliah», «Golos derzhavnyka», «Ukrainskyi samostiynyk», «Gart», «Zmag» (sport), «Litopys politviaznia», «Ukrains’ka shkola», «Torgivlia i promysel», «Gospodars’ko-kooperatyvne zhyttia», «Ukrainskyi gospodar», «Ukrainskyi esperantist», «Radiotehnik», «Politviazen’», «Ukrainskyi selianyn» Considering three riznovektorni magazines «Teatr» (edition of Association Mistciv the Ukrainian Stage), «Studentskyi prapor» (a magazine of the Ukrainian academic young people is in Austria), «Yuni druzi» (a plastoviy magazine is for senior children and youth) assert that maintenance all three magazines directed on creation of different on age and by the professional orientation of national associations for achievement of the unique purpose – cherishing and maintainance of environments of ukrainstva, identity, in the conditions of strange land. Without regard to unfavorable publisher-polydiene possibilities, absence of financial support and proper encouragement, release, followed the intensive necessity of concentration of efforts for achievement of primary purpose – receipt and re-erecting of the Ukrainian State.
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