Relevant bibliographies by topics / City as classroom

Contents

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

Academic literature on the topic 'City as classroom'

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

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Journal articles on the topic "City as classroom"

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Sapolis, Lisa G., Milla C. Riggio, and Xiangming Chen. "When the City is Your Classroom." Frontiers: The Interdisciplinary Journal of Study Abroad 20, no. 1 (2011): 171–94. http://dx.doi.org/10.36366/frontiers.v20i1.298.

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As one of the few small liberal arts colleges in a city, Trinity College in Hartford, Connecticut, has developed a simple educational creed: Life and learning are inseparable. The “real world” is not something you brace yourself to enter at the end of your education. That world is with you -- politically, economically, socially, culturally -- even as you prepare to take the responsibility for running it.
 There is much talk about the need to educate students to become citizens of the world. Capitalizing on our location in a small exemplary multi-ethnic city, Trinity College gives meaning to this clichéd rhetorical notion. We train our students for a world that is complex, multi-ethnic, globalized, and cross-culturally connected in a way that no previous society could have imagined. Conceptualizing the learning experience in terms of a set of concentric circles, our education begins with the small inner circle of the campus, expands to the broader surround of Hartford, and then building on the local foundation, extends to study abroad with an urban focus.
 In this article, two of our study abroad programs exemplify our presumption that the city is your classroom: the full semester Trinity-in-Trinidad Global Learning Site and Trinity’s faculty-led summer program “Connections: Boomtowns of the Yangtze River” that links an immersion experience in the city of Hartford with four emerging megacities in China. In distinctive and complementary ways, the Trinidad and China programs illustrate how Trinity College through its urban and global educational mission is broadening and deepening the use of the city (in Hartford and globally) to better prepare our students for our urbanized and globalized world. The Trinidad program, centered on urban culture, is more a study in the city, while the China program, revolving around the triangle of urban history, urban sociology, and environmental science, is more overtly a study of the city. Both programs link the academic domain with experiential learning. Recognizing that the modern city is “no longer local” (Orum and Chen, p. 55), we believe that urban, global experience is the best way to give students insights into their own home cities, whether these are in the United States or elsewhere. We take them abroad not to give them a romantic student overseas junket, but to teach them about themselves in the context of the world in which they must live, over which they must be trained to take control.
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Meisuri, T. Silvana Sinar, Busmin Gurning, and T. Tyrhaya Zein. "The Classroom Interaction Patterns in Bilingual Classroom at Junior High School in Medan City." Advances in Language and Literary Studies 9, no. 4 (2018): 31. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.31.

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This paper deals with the interaction pattern between teacher and students in the real classroom lessons. This study was primarily conducted to determine the patterns of classroom interaction produced by the teachers and learners during the class sessions in the bilingual middle-school classrooms in Medan City, Indonesia. The data were spoken texts of teachers from five video-recorded classes (Mathematics, Physics, Biology, English and IT/TIK) during the period of even semester, and were then analyzed by applying the Flanders Interaction Analysis Categories System (FIACS) ‘Interaction Model’ following the frame works proposed by Flanders (1970). From the data analysis, it was found that the talk was dominated by teachers, particularly on the categories of no 4, 5, and 6, while students practiced no 8 mostly, and it also indicated that instructor expressions were very overwhelming in each example of assignments amid the class sessions, while understudies reactions or different properties were moderately low in rates in an educator centered classroom aside from in the scene no. 5 (IT Lesson) where understudies took the greater part of the cooperation among peers. The examination likewise demonstrates that elicitation, reaction, and input were deliberately utilized by instructor, and understudies were a piece of the structure of classroom talk exercises. The example, notwithstanding, could be changed relying upon the educator expectation or the times of lesson that understudies learn.
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Aliya Ayub, Sadiqa Saud, Shabana Akhtar. "OVERCROWDED CLASSROOM AND TEACHINGLEARNING PROCESS: ANALYSIS OF ELEMENTARY PUBLIC SECTOR SCHOOLS OF QUETTA CITY." Pakistan Journal of Educational Research 1, no. 1 (2018): 49–69. http://dx.doi.org/10.52337/pjer.v1i1.5.

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 In Pakistan overcrowded classrooms are going to be one of the major issues and considered, a factor responsible for falling the education standard. This study sets out to investigate the “impact of overcrowded classrooms on teaching- learning process at the elementary level in public sector schools in Quetta city”. Questions that motivated researcher to investigate the problem are what factors are created by the overcrowded classroom? How overcrowded classroom affects the teaching-learning process? How overcrowded classroom challenges can be overcome? Population was constituted 260 respondents both male and female teachers and students drawn from 20 selected elementary level schools in Quetta city. The mix method approach was used. Quantitative data were collected through structured questionnaire and qualitative data was collected through focused group discussion. The collected data were analyzed by percentages, frequencies and one-way ANOVA. Major findings of the study were that: at the elementary level majority of the classes were overcrowded and that decrease the possibility of effective of teaching-learning process. Overcrowding in classrooms have a direct impact on teaching-learning process. This study was helpful in the best interest of students, teachers, administrators and government to think over the problem and do something positive for the improvement of education in Balochistan.
 
 
 
 
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Black, Mary S. "Using Your City as a Multicultural Classroom." Teaching Education 11, no. 3 (2000): 343–51. http://dx.doi.org/10.1080/713698976.

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Muhammad, Asri A., Astuti Salim, and Firdawaty Marasabessy. "APLIKASI BAHAN AKUSTIK RAK TELUR SEBAGAI PEREDAM KEBISINGAN PADA INTERIOR RUANG KELAS SEKOLAH DASAR." MITRA: Jurnal Pemberdayaan Masyarakat 1, no. 1 (2017): 18–31. http://dx.doi.org/10.25170/mitra.v1i1.11.

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The classroom needs a comfortable atmosphere for learning activities. One of the comfortable factors is free from noise, which was not present in the classrooms of SDN 4 in Ternate City. This happens because the school is located on the main street with two lanes for two directions. The noise level at this location measured from the front classroom, which is directly adjacent to the main road, reached 74,02 dB. The number exceeds the noise threshold for the educational environment, which may prevent the learning activities from running optimally, as well may cause the students and teachers loss of hearing. The present community service attempted to utilize used goods in the form of egg trays to reduce waste in the environment. The KKN-PKM aimed to renovate the classroom so that it becomes a soundproof classroom by reducing the noise from the outside of the building to make the students and teachers in the classroom feel comfortable during the learning activities. The methods used in the early stage were surveys, interviews, and measurements of the beginning and end. The result of this community service was in the form of a soundproof classroom of SDN 4 in Ternate City. The average number of measurements before and after the installation of egg trays looked significant, that is 74,02 dB was reduced to 59,8 dB. The result obtained a positive response from the stakeholders and all the students and teachers of SDN 4 in Ternate City.
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Muhammad, Asri A., Astuti Salim, and Firdawaty Marasabessy. "THE APPLICATION OF ACOUSTIC MATERIAL EGG TRAY AS NOISE ABSORBERS IN THE INTERIOR OF ELEMENTARY SCHOOL CLASSROOM." MITRA : Jurnal Pemberdayaan Masyarakat 1, no. 1 (2018): 12. http://dx.doi.org/10.25170/mjpm.v1i1.1.

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The classroom needs a comfortable atmosphere for learning activities. One of the comfortable factors is free from noise, which was not present in the classrooms of SDN 4 in Ternate City. This happens because the school is located on the main street with two lanes for two directions. The noise level at this location measured from the front classroom, which is directly adjacent to the main road, reached 74,02 dB. The number exceeds the noise threshold for the educational environment, which may prevent the learning activities from running optimally, as well may cause the students and teachers loss of hearing. The present community service attempted to utilize used goods in the form of egg trays to reduce waste in the environment. The KKN-PKM aimed to renovate the classroom so that it becomes a soundproof classroom by reducing the noise from the outside of the building to make the students and teachers in the classroom feel comfortable during the learning activities. The methods used in the early stage were surveys, interviews, and measurements of the beginning and end. The result of this community service was in the form of a soundproof classroom of SDN 4 in Ternate City. The average number of measurements before and after the installation of egg trays looked significant, that is 74,02 dB was reduced to 59,8 dB. The result obtained a positive response from the stakeholders and all the students and teachers of SDN 4 in Ternate City.
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Hadley, Pamela A., Alice Simmerman, Michele Long, and Michael Luna. "Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention." Language, Speech, and Hearing Services in Schools 31, no. 3 (2000): 280–95. http://dx.doi.org/10.1044/0161-1461.3103.280.

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Purpose:This study explores the effectiveness of a collaborative, classroom-based model in enhancing the development of vocabulary and phonological awareness skills for kindergarten and first-grade children in an inner-city school district.Method:Four regular education teachers from the neighborhood school were randomly selected for participation. Children were randomly assigned to classrooms following usual school procedures. Two classrooms served as standard practice controls. In the other two classrooms, a collaborative service delivery model was implemented. One certified speech-language pathologist taught in each experimental classroom 2½ days per week. The speech-language pathologist and the regular education teachers engaged in joint curriculum planning on a weekly basis. Vocabulary and phonological awareness instruction was embedded into ongoing curricular activities. Additionally, explicit instruction in phonological awareness was planned for a 25-minute small-group activity center weekly.Results:Following the 6-month intervention, superior gains were noted in receptive vocabulary, expressive vocabulary, beginning sound awareness, and letter-sound associations for children in the experimental classrooms as compared to children in the standard practice control classrooms. The children in the experimental classrooms also showed greater improvement on a deletion task in comparison to the children in the standard practice classrooms. Importantly, this task was never used as an instructional activity, and thus demonstrated generalization to a novel phonological awareness task.Clinical Implications:The results are discussed with regard to the positive benefits of collaboration in facilitating the language abilities of inner-city children who are at risk for academic difficulties in the early elementary grades.
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Waxman, Hersholt C., Shwu-Yong L. Huang, Lascelle Anderson, and Thomas Weinstein. "Classroom Process Differences in Inner-City Elementary Schools." Journal of Educational Research 91, no. 1 (1997): 49–59. http://dx.doi.org/10.1080/00220679709597520.

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Djonko-Moore, Cara M., and Nicole M. Joseph. "Out of the Classroom and Into the City." SAGE Open 6, no. 2 (2016): 215824401664964. http://dx.doi.org/10.1177/2158244016649648.

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Zong, Jie, Wenjun He, Lingna Wang, Hongkai Chai, Yingying Zhao, and Jiying Liu. "Experimental study on indoor environment quality in a naturally ventilated classroom of a university using natural ventilation and ventilation fan." E3S Web of Conferences 165 (2020): 04082. http://dx.doi.org/10.1051/e3sconf/202016504082.

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Strengthening indoor ventilation is an important measure to improve air quality. In transitional season between spring and summer, a university classroom in Jinan city was selected as the research object. Mechanical air supply is adopted to solve the problem of insufficient fresh air or excessive carbon dioxide concentration in the classroom. CO2 concentration and air change rates are compared in natural ventilation and mechanical classrooms. The experiment shows that the indoor CO2 concentration of mechanical ventilation classroom is relatively low. Under natural ventilation, mechanical ventilation and mixed ventilation, the average air change rates were 1.05 h-1, 1.83 h-1 and 2.7 h-1, respectively. According to the statistics analysis of the questionnaire, 72.84% of the students hope to install the mechanical ventilation in the classroom.
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Dissertations / Theses on the topic "City as classroom"

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Taylor, Toni. "Writing to change the world in an inner-city kindergarten classroom." Birmingham, Ala. : University of Alabama at Birmingham, 2007. https://www.mhsl.uab.edu/dt/2007p/taylor-toni.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2007.<br>Additional advisors: Lois M. Christensen, Lynn D. Kirkland, Maryann Manning, Deborah Strevy. Description based on contents viewed Feb. 8, 2008; title from title screen. Includes bibliographical references (p. 108-114).
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Cheron, Jacqueline. "On Earth's Body - A New Center for the City of Alexandria Department of Parks and Recreation." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/33402.

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I have always been interested in the body/self relationship. As a former fitness instructor and new mother, I have experienced many variations of my body. I was especially interested in what happens during movement or exercise as the body and self become more aware of each other and the spaces around them. My thesis began with an investigation of the body in context to modern dance. I read several books and took a course on beginning modern dance where we practiced the basic motions and attended performances. I was influenced by modern dance's fluid, natural motion and bare feet in direct contact with the earth which inspires a momentary release of the soul from the body. It was these initial feelings that I wanted to convey in my thesis...a building that danced with the Earth around it, a building cradled in Earth.<br>Master of Architecture
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Nussbaum, Nancy Ryan. "Exploring literacy : apprenticeship in a first grade classroom of an inner city school /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401440886.

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Chase, Jeffery Park. "Broadening our classroom : planning education and the Naga City Studio course at UBC SCARP." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2278.

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Broadening our Classroom is organized into two parts. Part One deals with a theoretical discussion about the meaning and motivations of planning education in contemporary societies and times. From here, planning education can be both contextualized and understood within the wider discourse of what planning education should be in the 21st century. This study then works to illuminates areas of planning education that must be critiqued and challenged based on the way they are currently taught and engaged. Here, the ideas of ‘skills’ and ‘competencies’ are teased in an attempt to fruitfully grapple with planning education from the standpoint of its students. This points towards the need for 21st century planners to observe values, utilize skills and employ took-kits which include the ability to work in cross-cultural settings effectively (at home and abroad), an area of planning education which is to an extent lacking in practice. The merger of planning education and cross-cultural learning experience is proposed as a mechanism to address some of the challenges associated with this endeavor. Part Two transports the theoretical discussion into practice through an evaluation of the Naga City Studio Course offered by the School of Community and Regional Planning at the University of British Columbia (SCARP UBC). In May and June 2007, 20 UBC students participated in a ‘Planning Studio’ course in Naga City, Philippines. The Naga City Studio course serves as a case study in operationalizing a direction for planning education. The course is evaluated and analyzed primarily through participant’s experiences and reflections on the course. It becomes clear that the Naga City Studio Course serves as a creative and ultimately profound example of new directions in planning education, providing students the opportunity to gain cross-cultural exposure and to better understand and enhance their planning related skills within a cross-cultural context. The opportunity for students to both develop and better understand the (cultural) competencies necessary as practicing professionals is a key outcome of the course and serves as the key finding of Broadening our Classroom.
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Lehto, Robin. "Postmodern in the English Classroom : A Didactic Consideration of Paul Auster’s City of Glass." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25400.

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Tran, Thanh Van. "Efficient Classroom Lighting and its environmental consequences in schools in Ho Chi Ninh City, Vietnam." Thesis, London Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536740.

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Wagner-Ratliff, Ann. "How one middle school inner-city teacher implemented global education into her classroom instruction: a case study /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487858106118861.

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Breedlove, Crystal V. "Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/85905.

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Urban Education<br>Ph.D.<br>African American students constitute 17% of the student population in the United States of America and 36% of suspensions and 32% of expulsions; European American students comprise 59% of this population and 44% of suspensions and expulsions. This disproportionate rate is termed the discipline gap. The most discussed gap in the current discourse on educational statistics has been the achievement gap with numerous studies examining the need for cultural relevancy and consistent conceptual arguments made which present teachers' stereotypical perceptions of African American students as a causative factor of African American students' lack of engagement in public school classrooms. These studies and arguments provide the foundation for the emerging discussions on the discipline gap. Studies investigating this gap have found that the majority of disciplinary moments experienced by African American students are subjective in nature. The current qualitative case study design examines these Subjective Disciplinary Moments by exploring the disciplinary practices of three middle grades teachers in an urban school. The disciplinary reports submitted by these teachers were examined and follow-up interviews were conducted with the teacher and reported students (see Appendices E and F). Grounded theory methods were employed to analyze collected data and extrapolate themes from observed interactions and each participant's perception of these reported incidents. The following emerged as contributing to the construction of subjective disciplinary moments in these inner-city classrooms: not addressing student and teacher expectations explicitly, perceptions of race, class and culture not considered as a reason for understanding and not acknowledging the emotional life in the classroom.<br>Temple University--Theses
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Hsu, Hui-Fang, and 許惠芳. "A Research on Teachers’ Personality, Classroom Management Strategy and Classroom Management Effectiveness-an Example of Tainan City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/88315143601626482590.

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碩士<br>康寧大學<br>國際企業管理研究所<br>100<br>Abstract Due to rapid knowledge development and educational reform in recent years, parents more and more emphasize on education quality and actively participate in school activities. Therefore, front-line teachers must establish and maintain good parent-teacher relationship and harmonious teacher-student relationship; in terms of teaching, they should present excellent teaching quality and innovative performance so as to accord with changes in current trends and make achievement in teaching effectiveness. Subject of this study is “factor analysis of classroom management” and factors are generalized as the following three: “teachers’ personality”, “classroom management strategy” and “classroom management effectiveness”. Questionnaires are sent to survey objects- students and teachers from elementary schools in Tainan City, and statistical analysis methods (factor analysis, T test and regression analysis) are adopted to analyze students and teachers’ answers, thus to find out factors that should be considered for classroom management. Research tools used in this study include NEO-Five Factor Inventory, Teachers’ Classroom Management Strategy Questionnaire and Classroom Management Effectiveness Questionnaire. Questionnaire survey is conducted through two stages: at the first stage, elementary school teachers are chosen as research objects and a total of 150 valid questionnaires are received; at the second stage with students as objects, 1500 questionnaires are sent out and 1483 effective responses are available. Through empirical analysis, this study finds: teachers who possess personality prone to “stable sentiment”, “kindness” and “preciseness” are able to communicate with teachers, parents and school administrators more easily, win better evaluation, work out more exquisite and comprehensive classroom management strategies; consequently, they can prevent students’ destructive behaviors and achieve higher classroom management effectiveness. Results of this study are aimed to function as a reference guideline for educational workers’ teaching improvement and also provide a reference for educational authorities and future researches.
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Lin, Ying‐Ying, and 林英英. "Classroom in Community – A Study of Construction of Community Classroom in a Certain Junior High School in New Taipei City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/568zzb.

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碩士<br>華梵大學<br>建築系在職專班<br>103<br>Since 1990, Education Department in Taipei County Government conducted the “Community in Classroom” program. The program was intended to introduce residents in communities to perform the cooperative teaching through integrating the community resources to develop the topical courses and extend the learning space of students from “campus” to “community”. Ministry of Education announced Education report of Republic of China “Golden Decade of Lifetime Education” in March 2011. Chapter 6 Prospect in the same report mentioned “In this global world, the key responsibility of education is to cultivate the good citizens possess the attitude with local care and international vision.” Community is an ideal place to develop local care of students. Therefore, learning should not be confined in school settings and should cooperate with and extend the learning space to community, which is to see it as an unbounded classroom. In the community, there are always things and ones to show and tell. The academic education will not be separated from situation but rooted in the life experiences of students. The study took a certain junior high school in New Taipei City as example to discussed progress and situation of its community classroom construction integrated with community resources and analyzed the III outcomes and obstacles through observation and questionnaire survey. The study adopted Dapinglin Canal as material to plan and design the case study of courses of community classroom. Finally, the study addressed conclusion and advices based on the results for future reference of promoting community classroom by case study school or education authorities.
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Books on the topic "City as classroom"

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Classroom discipline made easy: A system that works for the inner city or any city. Deck Pub., 1996.

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Classroom discipline made easy: A system that works for the inner city or any city. 2nd ed. Deck Pub., 2006.

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In the classroom: Dispatches from an inner-city school that works. Free Press, 1997.

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Sinclair, Anna. How to succeed in an inner-city classroom: A guide for new teachers. Bell Publications, 1999.

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McKnight, Katherine S. The Second City guide to improv in the classroom: Using improvisation to teach skills and boost learning in the content areas, grades K-12. Jossey-Bass, 2008.

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McKnight, Katherine S. The Second City guide to improv in the classroom: Using improvisation to teach skills and boost learning in the content areas, grades K-12. Jossey-Bass, 2008.

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Young, Rosemary Elaine. Bringing the "bedtime" story into inner-city classrooms. Ontario Ministry of Education, 1986.

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McCauley-Cate, Janet F. This inner city thing new teachers and classroom. 2000.

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Teaching Music In The Urban Classroom. Rowman & Littlefield Education, 2006.

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Gerson, Mark. In the Classroom. MacMillan Publishing Company., 1996.

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Book chapters on the topic "City as classroom"

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Maeroff, Gene I. "Outside Influences on the Classroom." In Reforming a School System, Reviving a City. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137344472_6.

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Wymer, Walter. "Organizational Conflicts in CRM Planning and Implementation: City Hotel’s Towel Reuse Program." In Classroom Companion: Business. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65455-9_23.

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Pearson, Geoffrey. "‘A Jekyll in the Classroom, a Hyde in the Street’: Queen Victoria’s Hooligans." In Crime and the City. Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-09304-5_2.

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Moro, Simonetta. "Peripatetic Box and Personal Mapping: From Studio to Classroom to City." In Mapping Cultures. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137025050_14.

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Hernández-Martín, Lourdes, and Peter Skrandies. "Taking the Foreign out of Language Teaching: Opening up the Classroom to the Multilingual City." In Educational Linguistics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55761-4_13.

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Wang, Jinliang, and Xuefeng Xie. "Reform and Thoughts of Learning-Centered Classroom Teaching Based on the Cloud Space of World University City." In Application of Intelligent Systems in Multi-modal Information Analytics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51556-0_86.

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De Guzman, Cyndi Marie, Alessandra Fajardo, Francis Miguel Hubag, and Benette Custodio. "Ergonomic Assessment of Environmental Conditions in Public Elementary School Classrooms in Quezon City, Philippines." In Advances in Ergonomics Modeling, Usability & Special Populations. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41685-4_36.

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Sheldon, Lee. "Episode 8 – The Forbidden City." In The Multiplayer Classroom. CRC Press, 2021. http://dx.doi.org/10.1201/9780429285011-ch21.

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"Do You Call This Being Creative? Sexism in the Classroom." In Education in Edge City. Routledge, 2000. http://dx.doi.org/10.4324/9781410605573-19.

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"Do They Have to Be in a Straight Row? Classroom Climate." In Education in Edge City. Routledge, 2000. http://dx.doi.org/10.4324/9781410605573-14.

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Conference papers on the topic "City as classroom"

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Mazur-Belzyt, Katarzyna. "THE CITY – A CLASSROOM GAME FOR URBAN STUDIES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1621.

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Kokina, Kristina, Linda Mezule, and Anatolijs Borodinecs. "Board game for the engineering students to promote interest in city infrastructure courses." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13027.

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Learning is a complex process that includes self-motivation, self-control and self-discipline. The efficiency of learning depends on the motivation of students and overall atmosphere in the classroom. At the same time, promotion of interest to communicate out of the classroom is of the same importance. Furthermore, if students find an interest in a specific professional field during the out-of-classroom activities, the study process in engineering sciences becomes easier and more enjoyable.To promote the interest in engineering studies at Riga Technical University study programme Heat, Gas and Water Technology, workshops at the infrastructure units of the related industry representatives, summer workshops in the sports, seminar and recreation centre, as well as basketball and table tennis competition between teachers and students are organized on a regular basis. Through the thematic games, teachers find the motivation to upgrade the quality of the study process and students gain more information on the topic and ability to achieve higher results. The proposed board game for the out-of-classroom activities is a successful method to facilitate the communication between lecturers and students in practice. At the same time, the game contains control questions that allow to stimulate and promote the knowledge level of the students.
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Li, Jinling. "Research on visualization method of educational resources based on intelligent classroom." In 2021 International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS). IEEE, 2021. http://dx.doi.org/10.1109/icitbs53129.2021.00046.

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Jia, Shi-Chen, Ren-Dong Li, Yong-Jian Luo, and Min Zhu. "Smart Classroom System Based on Internet of Things Wireless Communication Technology." In 2021 International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS). IEEE, 2021. http://dx.doi.org/10.1109/icitbs53129.2021.00047.

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Giofre', Francesca, and Mario Raúl Ramírez de León. "Outside the classroom: the participatory design workshop on Healthy City, Mixco, Guatemala." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7949.

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Abstract:
The paper describes an innovative teaching experience held at the Faculty of Architecture the University of San Carlos of Guatemala as part of the Professional Practice Program (EPS). 20 students and 9 professors, coordinated by 4 professors, carried out a workshop on the theme of Healthy City (HC) in the Municipality of Mixco, with the support of the same. Through active learning, a ‘deprivatization’ of the teaching activity and a participatory confrontation activity through interviews and questionnaires with citizens and stakeholders, the students and professors worked in 4 groups for seven days creating a community of practice. The results took the form of project proposals aimed at urban regeneration, in accordance with the principles of the HC, presented to the local community and to the Municipality of Mixco. The experience can be repeated in its methodology and has been positively evaluated by all the participants in terms of: acquisition of competences for dialogue with citizens and stakeholders for the identification of needs, increase in design skills and group work, as well as real service in the territory. The future urban planners and architects have also played a new role as mediators of participatory processes and facilitators.
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Lin, Zhi-heng, and Yong-zhen Li. "Design and Implementation of Classroom Attendance System Based on Video Face Recognition." In 2019 International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS). IEEE, 2019. http://dx.doi.org/10.1109/icitbs.2019.00101.

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Liu, Zhidong, Liqing Geng, and Yanfeng Xu. "Design of Monitoring System for Classroom Environment Parameter Based on Wireless Communication." In 2020 International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS). IEEE, 2020. http://dx.doi.org/10.1109/icitbs49701.2020.00109.

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Jia, Yanmei. "The Study of Teacher Feedback and Student Responses in English Classroom Interaction." In 2015 International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS). IEEE, 2015. http://dx.doi.org/10.1109/icitbs.2015.235.

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Tong, Lili. "Research on English Cloud Classroom Blended Teaching Mode Based on Mobile APP." In 2021 International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS). IEEE, 2021. http://dx.doi.org/10.1109/icitbs53129.2021.00113.

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Guan, Xin. "The Design and Evaluation of "Flipped Classroom" English Teaching Model Supported by Micro Teaching." In 2016 International Conference on Smart City and Systems Engineering (ICSCSE). IEEE, 2016. http://dx.doi.org/10.1109/icscse.2016.0073.

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