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Relevant bibliographies by topics / Authentic classroom

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Academic literature on the topic 'Authentic classroom'

Author: Grafiati

Published: 5 June 2025

Last updated: 8 July 2025

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Journal articles on the topic "Authentic classroom"

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Lowe, Kevin B. "The authentic classroom." Journal of Management & Organization 25, no. 03 (2019): 445–52. http://dx.doi.org/10.1017/jmo.2019.41.

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AbstractA panel of eight leadership scholars was convened to participate in a panel at the 20th International Leadership Association Conference to discuss the benefits and the pitfalls of applying authentic leadership theory to the classroom setting. Inspired by Ken Parry's masterful teaching and the authenticity that he displayed in the classroom, this paper provides an overview of the panel's discussion as they grappled with the attractions, the challenges and the risks that are posed to both teacher-scholars and student-scholars in bringing their full selves into the classroom.

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Hadjioannou, Xenia. "Bringing the Background to the Foreground: What Do Classroom Environments That Support Authentic Discussions Look Like?" American Educational Research Journal 44, no. 2 (2007): 370–99. http://dx.doi.org/10.3102/0002831207302173.

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Authentic discussions are dialogically oriented classroom interactions where participants present and consider multiple perspectives and often use others’ input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be essential to the presence of authentic discussions: physical environment, curricular demands and enacted curriculum, teacher beliefs, student beliefs about discussions, relationships among members, classroom procedures, and norms of classroom participation.

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Block, David Martin. "Authentic video and classroom observation." System 21, no. 1 (1993): 49–67. http://dx.doi.org/10.1016/0346-251x(93)90006-3.

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Tursunboevna, Nematova Zebo. "THE USEGE OF AUTHENTIC MATERIALS IN THE LANGUAGE CLASSROOM." International Journal Of Literature And Languages 03, no. 02 (2023): 68–73. http://dx.doi.org/10.37547/ijll/volume03issue02-13.

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Teaching with authentic materials has been a hot topic in the English teaching industry for quite some time. With the dawn of easy and widespread internet access, students are exposed to a large number of authentic English texts and resources online. Many of our learners now also work in multi-cultural and multi-national companies or study abroad. The article create the need for students to be able to understand a variety of authentic English sources. In this article we will show you how to help your students develop the skills needed to understand and react to authentic texts.

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Kelly, Sean, Andrew M. Olney, Patrick Donnelly, Martin Nystrand, and Sidney K. D’Mello. "Automatically Measuring Question Authenticity in Real-World Classrooms." Educational Researcher 47, no. 7 (2018): 451–64. http://dx.doi.org/10.3102/0013189x18785613.

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Analyzing the quality of classroom talk is central to educational research and improvement efforts. In particular, the presence of authentic teacher questions, where answers are not predetermined by the teacher, helps constitute and serves as a marker of productive classroom discourse. Further, authentic questions can be cultivated to improve teaching effectiveness and consequently student achievement. Unfortunately, current methods to measure question authenticity do not scale because they rely on human observations or coding of teacher discourse. To address this challenge, we set out to use automatic speech recognition, natural language processing, and machine learning to train computers to detect authentic questions in real-world classrooms automatically. Our methods were iteratively refined using classroom audio and human-coded observational data from two sources: (a) a large archival database of text transcripts of 451 observations from 112 classrooms; and (b) a newly collected sample of 132 high-quality audio recordings from 27 classrooms, obtained under technical constraints that anticipate large-scale automated data collection and analysis. Correlations between human-coded and computer-coded authenticity at the classroom level were sufficiently high ( r = .602 for archival transcripts and .687 for audio recordings) to provide a valuable complement to human coding in research efforts.

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Albert, Joseph F., and Kaitlin Vadla. "Authentic Leadership Development in the Classroom." Journal of Leadership Education 8, no. 1 (2009): 72–92. http://dx.doi.org/10.12806/v8/i1/ab2.

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Walker, Michelle. "Authentic Assessment in the Literature Classroom." English Journal 86, no. 1 (1997): 69. http://dx.doi.org/10.2307/820786.

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Walker, Michelle. "Authentic Assessment in the Literature Classroom." English Journal 86, no. 1 (1997): 69–75. http://dx.doi.org/10.58680/ej19973323.

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Downing, Megan. "Authentic Classroom Leaders: The Student Perspective." Journal of Leadership Education 15, no. 1 (2016): 178–80. http://dx.doi.org/10.12806/v15/i1/i2.

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Tway, Eileen. "The Resource Center: Authentic Classroom Interaction." Language Arts 66, no. 2 (1989): 201–5. http://dx.doi.org/10.58680/la198924864.

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Dissertations / Theses on the topic "Authentic classroom"

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Sasse, Craig M. "Authentic learning : what makes a classroom and its tasks authentic? /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9840031.

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Guthrie, James Dale. "A case study of problem-solving in an authentic classroom /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901238.

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Mrwebi, Mandosi Betty-Sarah. "An investigation into the provision of authentic teaching and learning experiences in the mathematics classroom / Mrwebi, M.B." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7177.

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The provision of authentic teaching and learning in the Mathematics classroom is one of the corner stones of the National Curriculum Statement (NCS). This study investigated to what extent teachers provide authentic teaching and learning in their Mathematics classrooms. A literature study was undertaken to explain authentic teaching and learning. The use of teaching methods and strategies, learning activities, assessment methods and strategies, and the role of the teacher and learner in the context of authentic teaching and learning in the classroom were explored. The literature review provided the conceptual framework for the study; as well as the framework for designing questionnaires and an observation schedule. The questionnaires were utilized to obtain the perceptions of teachers and learners regarding opportunities provided by teachers for the provision of authentic teaching and learning experiences in the Mathematics classroom, and the observation schedule determined how and to what extent the principles of authentic teaching and learning were translated into practice. Data was collected by means of quantitative, non-experimental descriptive survey research. The self-constructed questionnaires were administered to a convenient sample of a purposively selected group of Grade 4, Grade 5 and Grade 6 Intermediate Phase Mathematics teachers (n = 24) and learners (n = 440) in the Johannesburg South District of the Gauteng Department of Education. In addition to this, the classroom practices of six of the teachers who completed the questionnaire were observed over a period of six months. The triangulation of teacher and learner data revealed similarities and differences in opinion related to the opportunities that teachers create for authentic teaching and learning in the Mathematics classroom. In essence, the data revealed that teachers who took part in the study apparently understand the principles that underpin authentic teaching and learning, and to some extent comply with the principles of authentic teaching and learning in their classrooms. In addition to this, the triangulation of the teacher responses to the questionnaire and the observations of the classroom practices of the teachers indicated that in practice all the application of the principles of authentic teaching, learning and assessment have not yet fully become a reality in the Mathematics classroom. According to the learner responses, to the questionnaire, as well as the observations, it appeared that the application of teaching and assessment strategies that promote authentic teaching and learning are under-utilized by the teachers. This study is concluded with recommendations to teachers on how to create classroom climates that promote the provision of authentic teaching and learning in the Mathematics classroom.<br>Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

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Ayers, Michael Patrick. "Toward authentic audiences : blogging in a high school English classroom." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2669.

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Though researchers have discussed adolescents' uses of social media and Web 2.0 texts outside school, little research has analyzed how such texts are used in classrooms. This study examines various perspectives on a group of high school students engaged in blogging as part of two language arts courses over an eight-month period. Research questions focused on how students conceived of and interacted with their readers, how they used structural features of the blogging platform to connect their blogs to one another, and how discourses of freedom of speech online led a few students to transgress school norms. To answer these questions, I studied examples of eighty classroom blogs from my own high school students, conducted interviews with eight students, and maintained researcher field notes. I analyzed this data using a combination of discourse analysis, multimodal analysis, while applying social network analysis to understand how the blogs were connected through the key feature known as Following. My findings suggest that the connectivity offered by Web 2.0 enabled students to reach and communicate with authentic audiences who could recognize and validate their identity performances. Further, I argue that though certain features of Web 2.0 media are incongruous with many conventional classroom norms, teachers should work to bridge those gaps.

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Zimmerer, Angela A. "Classroom websites an authentic way to integrate technology into the curriculum /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AZimmererPartI2007.pdf.

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Nordahl, Kristina. "Authentic Authority: The Heart of Effective Teaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29795.

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The purpose of this thesis paper is to explore the elements of effective teaching. The main research questions that are dealt with regard how teachers can establish themselves as authentic authorities in the classroom and what strategies are conducive to effective teaching. The thesis paper aims to identify specific strategies and techniques that can be employed to increase teachers’ authority and provide a learning environment conducive to cooperative, on-task learning.This investigation will be in the form of a case study of an eighth grade English teacher at a secondary school in southern Sweden. The case study consists of two parts: an in-class observation of six English lessons forms the basis for a follow-up semi-structured interview.This thesis highlights the importance of teachers’ ability to establish referent and expert authority in their teaching role.

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Welbourn, Mark. "Approaching authentic texts in the second language classroom - some factors to consider." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27804.

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The aim of this dissertation is to investigate the underlying factors involved in introducing authentic literature to the EFL classroom. The purpose has been to establish which factors should be considered in order to facilitate both the discrepancies between more literate pupils and less literate pupils, and the differing experiences and backgrounds of the class as a whole. The research focuses on the introduction of literature within whole group reading sessions, and considers factors such as equal reading levels versus below reading levels, protagonist gender, book titles and the amount of English read outside of the classroom.The dissertation discusses the reliability of readability programs, vocabulary required in order to comprehend second language literature, pupils’ ever increasing contact with English outside of school and pupils’ reactions to texts deemed either equal or below their own literacy level. In a classroom investigation, pupils were presented with texts taken from books judged to be either equal to or below their suggested age group, and asked to comment on their reading experiences. Results showed that texts from both sectors were received favourably, and that factors such as genre, protagonist gender and the book’s title were more decisive factors to a book’s popularity. Indeed, pupils noticed little or no difference in books written for a younger audience. Furthermore, an interview with an English teacher at a compulsory school confirmed that a book’s suggested age range had little or no importance when choosing texts for the classroom, and suggests that vocabulary focus in class can combat any discrepancy in pupil literacy levels.

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Long, Cory J. "Authentic materials an educator's guide to their use in the language classroom /." [Muncie, Ind.] : Ball State University, 2009. http://cardinalscholar.bsu.edu/451.

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Hayunga, Kelly Lynn. "Elementary Students' Perceptions of Their Authentic Engagement when Using iPads in the Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404574/.

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The purpose of this study was to examine the impact of a 1:1 iPad initiative on student engagement in the classroom, as perceived by students. The design of this case study consisted of a purposeful sample of six, 5th grade students from a suburban elementary school in North Central Texas who participated in surveys, individual interviews, and focus group discussions. Two research questions guided this study: (1) How do elementary school students perceive they are authentically engaged when using iPads in the classroom? (2) What types of instructional strategies do elementary school students perceive to be most relevant and meaningful? Data collected to answer the research questions was analyzed using thematic analysis, which entailed identifying recurring themes within the data, comparing, coding, combining, and then reporting them. The findings from the research suggested that 1:1 initiatives can foster engaging learning experiences that are meaningful to students and that the iPad provided students a more personalized learning experience which had a positive effect on their engagement. Additional findings disclosed that the type of assignments and schoolwork that students were able to do with the iPad also positively impacted their engagement and interest in the content and their learning. The conclusions reached in this study also supported findings from other studies on 1:1 programs and student engagement.

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Lundfelt, Ingrid. "Pushing Literacy Forward : How to use the novel Push in the English language classroom." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12841.

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This is an essay in the field of English literature didactics. It argues for the use of authentic texts in literacy acquisition. Specifically, the aim of this essay is to justify the use of the novel Push in an English language classroom in Sweden by presenting a literature lesson plan and validating it by three intrerview responses from teachers at a senior high school. I believe students may find the theme of the novel engaging and motivating. The lesson plan is outlined as a student writing project. In this writing project, students will practice reading, speaking and writing skills. The project also includes peer- response which is an activity mentioned in the Englsih 5 syllabus. The lesson plan aims to achieve the learning outcomes of what the Swedish curriculum and syllabus state. The project is validated by a questionnaire, sent by e-mail to teachers at a senior high school in Gävle, regarding the relevance of the proposed lesson plan. Since only three teachers found it possible to participate this essay should be considerate as a pilot case study. However their answers and my analysis provide practical teaching guidelines and indicate the relevance of this particular lesson plan.

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Books on the topic "Authentic classroom"

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Dolgin, Joanna. Authentic assessments for the English classroom. National Council of Teachers of English, 2010.

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Tombari, Martin L. Authentic assessment in the classroom: Applications and practice. Merrill, 1999.

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Fraser, Susan. Authentic childhood: Exploring Reggio Emilia in the classroom. Delmar/Thomson Learning, 2002.

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Larimer, Ruth E. New ways in using authentic materials in the classroom. Edited by Larimer Ruth E, Schleicher Leigh, and DaCosta Maria H. Teachers of English to Speakers of Other Languages, 1999.

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Heilbronner, Nancy N. Let's be scientists: Authentic learning in the science classroom. Prufrock Press Inc., 2013.

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1964-, Avalos Mary A., and International Reading Association, eds. Ready for the classroom?: Preparing reading teachers with authentic assessments. International Reading Association, 2008.

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Cheng, Hsing-Fu. Adapting authentic reading materials to raise students' learning motivation: A classroom-based research. The Author], 2003.

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Serafini, Frank. Classroom reading assessments: Windows into more efficient and authentic ways to evaluate your readers. Heinemann, 2010.

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1957-, McFarlane Angela, ed. Information technology and authentic learning: Realising the potential of computers in the primary classroom. Routledge, 1996.

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A, Litao Rodrigo, and De Guzman Allan B, eds. Authentic assessment: Using student diaries in today's classrooms. UST Pub. House, 2008.

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Book chapters on the topic "Authentic classroom"

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McNair, Andi. "Authentic Engagement." In Designing for Depth in the Classroom. Routledge, 2022. http://dx.doi.org/10.4324/9781003349471-6.

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Stanley, Todd. "5 Practical Strategies to Bring the World to Your Classroom." In Authentic Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-12.

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Vitali, Frances. "Connection to Classroom Practice." In Family Storytelling as Authentic Pedagogy. Routledge, 2024. http://dx.doi.org/10.4324/9781032700076-7.

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Stanley, Todd. "5 Practical Strategies to Take Your Classroom to the Real World." In Authentic Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-11.

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Stanley, Todd. "Conclusion Now That Your Classroom Is Authentic, What Do You Do?" In Authentic Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-13.

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Burke, Rachel, and Heather Sharp. "Drama in the Primary Classroom: Contextualising Critical Numeracy." In Numeracy in Authentic Contexts. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5736-6_8.

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Burke, Rachel. "Language and Culture in the Mathematics Classroom: Scaffolding Learner Engagement." In Numeracy in Authentic Contexts. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5736-6_6.

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Herrington, Jan, Marcus Specht, Gwyn Brickell, and Barry Harper. "Supporting Authentic Learning Contexts Beyond Classroom Walls." In Learning Network Services for Professional Development. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-00978-5_16.

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Mesibov, Don, and Dan Drmacich. "Classroom Tasks Must Be Meaningful and Authentic." In Helping Students Take Control of Their Own Learning. Routledge, 2022. http://dx.doi.org/10.4324/9781003284697-25.

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Costigan, Arthur T. "The ELA Classroom in the Context of Contemporary Schooling." In An Authentic English Language Arts Curriculum. Routledge, 2018. http://dx.doi.org/10.4324/9781351167161-5.

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Conference papers on the topic "Authentic classroom"

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Trajkovska, Vesna. "AUTHENTIC TEXTS AS A RESOURCE FOR DESIGNING PASSIVE VOICE EXERCISES FOR STUDENTS OF ENGLISH FOR LAW ENFORCEMENT." In SECURITY HORIZONS. Faculty of Security- Skopje, 2022. http://dx.doi.org/10.20544/icp.3.6.22.p03.

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The paper deals with the matter of teaching passive voice to students of English for law enforcement based on its use in authentic texts in this field which were originally written in English. It addresses the importance of authentic texts when designing English language classroom activities, and the opportunities they provide for extracting written material used in authentic context, for the purposes of language instruction. The variety of ways in which authentic texts can be used in teaching English for law enforcement are illustrated with practical ideas for specific classroom exercises. These exercises are designed to help learners improve their knowledge on the use of passive voice based on examples derived from contexts relevant to law enforcement. The aim of the paper is to show that authentic materials can serve for a didactic purpose and help learners improve their grammar skills coupled with the acquisition of subject field knowledge. Key words: English for law enforcement, authentic texts, teaching, passive voice, classroom exercises

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Gazizova, Liliia. "TEACHING GRAMMAR WITH AUTHENTIC MATERIALS IN SPANISH LANGUAGE CLASSROOM." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0539.

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Rebull, Luisa. "Authentic Research in the Classroom for Teachers and Students." In Robotic Telescopes, Student Research and Education. Our Solar Siblings, 2018. http://dx.doi.org/10.32374/rtsre.2017.002.

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Maftuh, Moh, Imam Mudofir, Muhyiddin Aziz, Eda Maaliah, and Nafik Fitriana. "Using Authentic Materials to Improve Listening Comprehension in Esl Classroom." In Proceedings of the First International Conference on Economics, Business and Social Humanities, ICONEBS 2020, November 4-5, 2020, Madiun, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.4-11-2020.2304543.

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Tan, Heidi Yeen-Ju, Mai Neo, Tse Kian Neo, Soon Hin Hew, and Khadija Hamidani. "REAL-WORLD PROJECTS IN THE CLASSROOM: AN AUTHENTIC LEARNING APPROACH." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1078.

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Madina, Tukhtakhujaeva. "USING AUTHENTIC VIDEOS TO TEACH FOR SOCIOLINGUISTIC COMPETENCE IN FOREIGN LANGUAGE CLASSROOM." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-24.

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This article explores the role and advantages of using authentic video materials in teaching sociolinguistic competence in foreign language classes. The methods of integrating video materials into the teaching process are discussed, as well as the advantages, including the development of dialectal material and stimulating discussion. Examples of tasks and exercises based on authentic video materials are also presented.

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Chejara, Pankaj. "Multimodal Learning Analytics for Understanding Collocated Collaboration in Authentic Classroom Settings." In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2020. http://dx.doi.org/10.1109/icalt49669.2020.00123.

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Davidek, Svetlana, and Jon Phillips. "CATalysts for Learning: Elevating Education With Authentic Classroom Assessment Techniques (CATs)." In – The IAFOR International Conference on Education – Hawaii 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2189-1036.2024.51.

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Johnson, Michael. "Exploring Authentic English Learning Tasks in the EFL Classroom With KIVA." In The Asian Conference on Education 2024. The International Academic Forum(IAFOR), 2025. https://doi.org/10.22492/issn.2186-5892.2025.111.

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MacEntee, Virginia, and Shirley Wells. "The Use of Technology to Facilitate Authentic Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2889.

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The Use of Technology to Facilitate Authentic Learning will discuss the rationale for developing authentic learning assignments that use technology and allow students to be engaged in exploration and inquiry. Constructivists believe that the most effective way for students to acquire knowledge is to apply that knowledge or instruction to resolve problems that are common to their experience. Therefore, these assignments involve real-world projects that are both relevant and interesting to the learner. Students become involved in an effort to influence an audience beyond their classroom. The Power Point Presentations and the Brochures are developed for their peers and for an audience outside the class (their host teachers and schools).

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Reports on the topic "Authentic classroom"

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Harmon, Dr Jennifer. Exploring the Efficacy of Active and Authentic Learning in the Visual Merchandising Classroom. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1524.

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Schank, Patti, Christopher Barth, Valerie Crawford, and Judi Fusco. Collaborative Argumentation for Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/251.

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This primer explores the benefits and challenges of integrating collaborative argumentation practices into classrooms to deepen student understanding and foster critical thinking. Argumentation is identified as a key approach for building scientific knowledge and improving content learning. The document outlines strategies for supporting students' argumentation skills, fostering a culture of critical communication, and overcoming obstacles such as time constraints and lack of systemic support. Recommendations include introducing argumentation as knowledge building and consensus, establishing a classroom culture of respect and curiosity, incorporating multiple perspectives, providing prompts and scaffolds, and creating authentic opportunities for in-depth argumentation. The document concludes with resources and references to aid educators in implementing collaborative argumentation practices.

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Wasanasomsithi, Punchalee. A case study of Thai ESL learners' language and literacy learning in an authentic situation : opening a bank account. Chulalongkorn University, 2003. https://doi.org/10.58837/chula.res.2003.86.

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Learning is a life-long activity. Whether we are in school or not, we are always learning something for some purpose. In fact, society is a large classroom full of rich resources, which allows us to experience, explore, and experiemnt how second language andn literacy are learned in an authentic situation. The subjects consisted of ten Thai students who were studying English asd a second language and who were enrolled in a graduate program at Indiana University, Bloomington, Indiana, U.S.A. The chosen topic was opening a bank account, one of the shared experiences all foreign students have to undergo. Data collection was conducted by means of semi-structured interviews, and data analysis involved categorization of data. The findings revealed that different learners employ different means when they attempt to learn. The three important patterns that have emerged from the observations include having a community of expert support, a personal purpose, and personal efforts of making sense/meaning, essential factors which assisted and motivated all ESL subjects to learn authentically. Based on these findings, it is recommended that ESL teachers should incorporate cooperated small group activities into the curriculum to enable students at different levels or with different specialties to support one another both academically and emotionally.Furthermore, students shoul be provided with ample opprotunity to work on individualized projects which meet their personal goals or interests. Finally, to achieve the goal of encouraging personal efforts of meaning making, ESl teachers should create problem-solving projects for students to learn to dela with problems which may occur in real life outside the classroom. It is believed that if more authentic tasks are integrated into the classroom, teachers would be able to facilitate the optimal growth in their students' learning to improve the quality and success rate of the language teaching/learning situation.

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Devreese, Margaux. COMTOG Report on “Path Out”. European Center for Populism Studies (ECPS), 2023. http://dx.doi.org/10.55271/rp0039.

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Path Out is successful at teaching people about the realities of conflict due to its well-researched background, appealing art direction, authentic storytelling and exploration opportunities. When the game is introduced in an educational environment, it gains new players, and the teachers are able to provide a framework for understanding the student’s player experience. However, despite the classroom context expanding Path Out’s potential, similar nuanced and thoughtful games about conflict, such as the other games featured in the COMTOG project, do not have access to these educational environments.

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Wasanasomsithi, Punchalee. An investigation into language learners' use of and attitudes toward a self-access learning center : paving the path to learner autonomy. Chulalongkorn University, 2004. https://doi.org/10.58837/chula.res.2004.103.

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Previous research has shown that classroom-based language learning alone may not be sufficient to lead learners to mastery of the target language. For this reason, language learner's self-directed learning or independent language learning, both in the Self-Access Learning Center (SALC) and in authentic situations outside classes, has become an essential component of English language learning, both in the ESL and EFL contexts. The main objective of this research was to investigate the use of a self-access language learning center by 515 Chulalongkorn University students who were required to earn 5% of their Foundation English II course marks in the SALC. The study also aimed at exploring these students' attitudes toward their participation in the SALC and their perceptions of how effective this participationn was. Data collection was conducted by means of a self-administered questionnaire consisting of both closed-ended and open-ended items. The reearch findings, derived from both quantitative data and qualitative data, zoomed in on these language learners' actual use of as well as their attitudes toward the SALC. Based on these findings, implications for teachers and those who are involved in managing SALCs such as administrators and SALC staff members are proposed in the hope that if the way SALCs are arranged is based on informed decisions about learners' needs and wants, as well as likes and dislikes, learner autonomy can be better enhanced and mastery of the target language can be better achieved.

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Wortman, Amanda, and Nick Schiner. Access to Powerful Technology as a Catalyst for Career Pathway Engagement. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/217.

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This paper explores the opportunities and affordances presented when historically and systemically excluded (HSE) youth gain access to high-powered technology and tools in their school environment through an innovative program. Many research studies have shown the challenges HSE youth face in accessing high-value occupations, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). Despite the increasing demand for STEM jobs, pathways from schools to careers in these fields often lack effectiveness, especially among HSE students. The Reinvent the Classroom initiative, a collaboration between Digital Promise, HP, Microsoft, and Intel, aims to address this pathway challenge by integrating high-powered and effective technology into education. The initiative focuses on the idea that for students to meaningfully find their way to and through career and technical education (CTE) pathways, they must have the opportunity to find synergies among their interests, talents, and skills, and gain access to the required high-powered technologies that fuel powerful learning experiences. The HP Learning Studio at Anaheim High School serves as a catalyst for this journey, representing a significant step towards increasing student awareness, interest, and engagement in career and technical education pathways through exposure to technology and relevant learning opportunities. The studio provides students with access to high-powered technology and resources, fostering authentic, challenging, and collaborative learning experiences. Examples from Anaheim High School demonstrate how exposure to the HP Learning Studio sparks interest and leads to deep engagement in CTE pathways. The paper concludes by emphasizing the importance of aligning educational initiatives with student interests and community needs. By providing access to powerful learning opportunities, such as those facilitated by the HP Learning Studio, schools can empower students to pursue their passions and effectively prepare for future careers. The partnership between the Reinvent the Classroom initiative and Anaheim High School represents a promising approach to bridging the skills gap and promoting equitable access to jobs for the future for all students, especially those from historically marginalized communities. Through the integration of technology and innovative pedagogical approaches, schools can create transformative learning experiences that prepare students for success in the 21st-century workforce. But only by ensuring those technologies and pedagogies are available to all students can schools bridge the gap between K-12, an ever-evolving jobs landscape, and future-ready careers.

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