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Journal articles on the topic 'Classroom assignment'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Fusic S, Julius. "Online assignment approach in mechatronics system design course using Google classroom." Journal of Engineering Education Transformations 35, no. 2 (2021): 46–52. http://dx.doi.org/10.16920/jeet/2021/v35i2/22070.

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Abstract : In this cyber-driven world, assignments are submitted by higher education students by using pen, paper and pencil. With the outbreak COVID-19, the smart phones, tablets and computers/laptops play a vital role in educating the school students as well as higher education students. Despite the fact that the current generation students' skill development is through additional education modes like assignments, formative assessment, and model-based assignments and so on, the teaching and learning process remains old. Very few educators are using smart education tools to collect feedbacks,

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Brink, Pamela J., and Kathryn King. "A Classroom Assignment." Western Journal of Nursing Research 22, no. 3 (2000): 261–62. http://dx.doi.org/10.1177/01939450022044403.

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Rademacher, Joyce A., Jean B. Schumaker, and Donald D. Deshler. "Development and Validation of a Classroom Assignment Routine for Inclusive Settings." Learning Disability Quarterly 19, no. 3 (1996): 163–77. http://dx.doi.org/10.2307/1511059.

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This study had two purposes: (a) to identify the characteristics of high-quality classroom assignments and how they are best explained, as indicated by teachers, students with learning disabilities (LD), and students without LD; and (b) to determine the effects of training teachers to use an assignment completion routine based on these characteristics. Multiple-probe and comparison-group designs were used in combination to show the effects of learning the routine on the teachers' planning, explanation, and evaluation of assignments. Results indicated that the teachers initially performed few o

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Bosworth, Ryan, and Hao Li. "Patterns in Student Assignment to Elementary School Classrooms." education policy analysis archives 21 (June 10, 2013): 51. http://dx.doi.org/10.14507/epaa.v21n51.2013.

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In an effort to better understand aggregate patterns in the way elementary school students are assigned to classes, we conduct a careful analysis of observed classroom assignment outcomes in the 5th grade in North Carolina elementary schools. First, we model the probability that a pair of students are classmates as a function of the characteristics of that pair of students. This novel methodological technique enables us to directly observe the degree to which actual assignment patterns differ from what might be expected under random assignment for a wide variety of student characteristics. Sec

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Anggraini, Mona, and Syahrul Syahrul. "The Use of Google Classroom in Learning English at the Eleventh Grade at SMKN 1 AMPEK ANGKEK." FOSTER: Journal of English Language Teaching 2, no. 4 (2021): 473–84. http://dx.doi.org/10.24256/foster-jelt.v2i4.43.

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The purposes of this study were to find out what were students’ difficulties in using Google classroom and how the teacher describe usage Google Classroom in learning English. In this research, the researcher used a qualitative approach, in the form of descriptive qualitative. The informants of this study were students from grade 11th TB 1. The data was got by online observation and interview. The results of the study showed that students’ difficulties in using Google Classroom that were the students had difficulty in uploading videos through Google Classroom, it was caused by the students con

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Hiebert, Rebecca. "Building academic integrity using student centered strategies." Canadian Perspectives on Academic Integrity 4, no. 1 (2021): 140. http://dx.doi.org/10.55016/ojs/cpai.v4i1.72850.

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This session will be about working to achieve a culture of academic integrity in the classroom by helping students develop their own inner motivation. One way that students feel motivated to work on assignments with integrity is when they feel recognized and valued by positive student-instructor relationships. Additionally, by providing students with class time to practice assignment skills and receive feedback on their efforts, students will have the confidence to attempt the assignment on their own. Finally, by preparing choice-based assignments, students can take ownership of the unique pro

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Hamblin, Lynda. "Voices in the Junior High School Classroom: Lost and Found." English Journal 90, no. 1 (2000): 80–87. http://dx.doi.org/10.58680/ej2000663.

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Discusses aspects of the classroom environment that nurture young writers. Describes strategies and assignments (including cross-curricular poetry, a letter writing activity, multi genre papers, a tribute assignment, and a “read and retail” assignment) which helps students understand and develop voice. Notes that while students’ writing improved, their scores on Idaho’s Direct Writing Assessment did not, since it actually negates students’ voices.

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Rothstein, Jesse. "Student Sorting and Bias in Value-Added Estimation: Selection on Observables and Unobservables." Education Finance and Policy 4, no. 4 (2009): 537–71. http://dx.doi.org/10.1162/edfp.2009.4.4.537.

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Nonrandom assignment of students to teachers can bias value-added estimates of teachers' causal effects. Rothstein (2008, 2010) shows that typical value-added models indicate large counterfactual effects of fifth-grade teachers on students' fourth-grade learning, indicating that classroom assignments are far from random. This article quantifies the resulting biases in estimates of fifth-grade teachers' causal effects from several value-added models, under varying assumptions about the assignment process. If assignments are assumed to depend only on observables, the most commonly used specifica

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Bassett, Elizabeth, Heather Dean, Andrea Korda, Mary Elizabeth Leighton, and Vanessa Warne. "Getting Scrappy in the Classroom During COVID-19." KULA: Knowledge Creation, Dissemination, and Preservation Studies 6, no. 1 (2022): 1–18. http://dx.doi.org/10.18357/kula.222.

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This teaching reflection, co-authored by two librarians and three instructors, offers a case study in collaborative assignment design and argues for the value of both collaboration as an instructional model and digital exhibitions as open educational resources. It explores how the transition to remote curating, learning, and teaching prompted by COVID-19 occasioned changes in how we curated exhibitions, on the one hand, and developed learning opportunities for students, on the other hand. Focused on a digital exhibition of nineteenth-century scrapbooks and the integration of scrapbooking—as a

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Hogue Smith, Cheryl. "Feature: All Truly Great Thoughts Are Conceived While Walking1”: Academic Inclusion through Multimodal Walkabouts." Teaching English in the Two-Year College 47, no. 1 (2019): 18–21. http://dx.doi.org/10.58680/tetyc201930321.

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This article explores the value of including creative assignments in the composition classroom. Specifically, it demonstrates how a multimodal assignment can help struggling students develop the confidence to succeed on creative assignments and on subsequent more traditional academic assignments.

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Hahn, Sarah. "Interviewing an Elder: Students’ Perceptions of Change in an Introduction to Gerontology Classroom." Innovation in Aging 5, Supplement_1 (2021): 101–2. http://dx.doi.org/10.1093/geroni/igab046.385.

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Abstract Within the gerontological classroom, high-impact practices and creative assignments have consistently shown to help engage students, optimize learning, and increase positive attitudes toward older adults and aging (e.g., Chonody, 2015; Yamashita, et al., 2018). One such creative assignment, interviewing an older adult, has been cited as both an influential and valuable experience to gerontology students (e.g., O’Hanlon & Brookover, 2002). Although this assignment has been popular in and out of gerontology courses, more data regarding this and student’s understanding is needed. As

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Anuik, Jonathan. "Classroom Incivility Going Viral on Social Media: One Professor’s Encounters." Journal of Contemporary Issues in Education 19, no. 2 (2024): 11–36. https://doi.org/10.20355/jcie29601.

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The advent of social media expands the domain of the standard classroom. The outcome is that incidents of conflict, also known as classroom incivility, exist not only within the conventional classroom. They can take place on social media platforms. In this paper, the author draws on his experience with a complaint about an assignment in one of his classes that surfaced on X (formerly Twitter), feedback on the assignment that took the shape of a story on Instagram, and his response to the activity in the two venues. He draws on the concept of classroom incivility and reflects on how this term,

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Feng, Li. "Hire Today, Gone Tomorrow: New Teacher Classroom Assignments and Teacher Mobility." Education Finance and Policy 5, no. 3 (2010): 278–316. http://dx.doi.org/10.1162/edfp_a_00002.

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This article explores whether new teachers are assigned to tough classrooms and whether such classroom assignment is associated with higher teacher mobility. It utilizes the statewide administrative data set on public school teachers in Florida during the period 1997–2003 in conjunction with the 1999–2000 Schools and Staffing Survey and its Teacher Follow-Up Survey (SASS-TFS) data set. The SASS-TFS illustrates the possible misclassification of teachers in certain state administrative databases. Results suggest that new teachers in Florida and elsewhere usually teach in more challenging schools

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Dammak, Abdelaziz, Abdelkarim Elloumi, and Hichem Kamoun. "Classroom assignment for exam timetabling." Advances in Engineering Software 37, no. 10 (2006): 659–66. http://dx.doi.org/10.1016/j.advengsoft.2006.02.001.

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Azizah, Riawati. "Student learning independence using the application of the recitation method during online learning through the Google Classroom App." ATTARBIYAH: Journal of Islamic Culture and Education 6, no. 1 (2021): 47–60. http://dx.doi.org/10.18326/attarbiyah.v6i1.47-60.

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In an effort to reduce increasing number of Covid-19 spread, currently, majority ofstudents from early childhood education to universities are undergoing online learning. There are various learning management systems (LMS) as well as social media digital platforms that can be utilized by teachers and students to carry out online learning, one of which is Google Classroom. By applying the recitation or assignment method through Google Classroom, it is found that student learning independence has not been formed optimally. This research aims to describe how student learning independence is viewe

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Whalen, D. Joel. "Selections From the ABC 2018 Annual Conference, Miami, Florida: Bridging Teaching Ideas From the Innovator to the Classroom." Business and Professional Communication Quarterly 82, no. 3 (2019): 370–93. http://dx.doi.org/10.1177/2329490619833378.

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This article offers readers 13 My Favorite Assignments that were presented at the Association for Business Communication’s 83rd annual conference held in Miami, Florida, in 2018. The teaching innovations offered include assignments that present quick, fun icebreaker exercises; visual communication and diversity; rhetoric; email; and informational interviews. Additional assignment support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects—are posted on the Association for Business Communication and DePaul Univ

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Suamuang, Wuttiporn, and Surachai Suksakulchai. "Using Assignment Logs to Enhance Self-regulation Skills." International Journal of Information and Education Technology 12, no. 10 (2022): 1031–36. http://dx.doi.org/10.18178/ijiet.2022.12.10.1716.

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Self-regulation play a key role on undergraduates’ knowledge, skills, and engagement in flipped classroom. However, some students cannot complete assignment due to failure of time management, which is a critical skill of self-regulation (SR). Therefore, a tool is required to support self-regulation. Assignment log is a key tool for maintaining self-regulation, including self-efficacy, time management, and help-seeking. This study aimed to study the usage of the assignment logs in flipped classroom and lecture based-learning on self-efficacy, time management, and help-seeking, compared with fli

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Merle, Patrick, and Karen Freberg. "All about that tweet: student perceptions of professors’ social media use in the classroom." Journal of Research in Interactive Marketing 10, no. 2 (2016): 124–36. http://dx.doi.org/10.1108/jrim-01-2015-0008.

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Purpose The purpose of this study is to explore whether public relations professors’ presence on social media and the inclusion of a social media assignment influence students’ perceptions of a course. Design/methodology/approach The experimental portion of this investigation consisted of a 2 (the presence or absence of a professor’s social media accounts) × 2 (the presence or absence of a social media assignment) factorial design resulting in four conditions. Findings The presence of a social media assignment positively influences students’ intent to register for a public relations course. Re

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Ramirez, Michael, and Amanda Marquez. "Latinx Authorship and Representation in Digital Spaces: Wikipedia as a Tool to Decolonize the HSI Classroom." Association of Mexican American Educators Journal 15, no. 1 (2021): 57–89. http://dx.doi.org/10.24974/amae.15.1.418.

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    Wikipedia, the free online encyclopedia, is accessed by over 1.5 billion users each month, yet remains stigmatized in the academic world. Many faculty demonstrate reluctance in allowing students to use Wikipedia as part of their research and writing projects due to the open access nature of the site and have all but banned its use in their courses. In this article, we evaluate implications of our pedagogical decision to embed a Wikipedia editing assignment into our respective undergraduate courses at a Hispanic-Serving Institution (HSI) in South Texas. First, we des

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Rom, Curt R. "Teaching in the Virtual Classroom: Using Internet and Computer Resources to Enhance Educational Opportunities in a General Plant Sciences Class." HortScience 31, no. 4 (1996): 589e—589. http://dx.doi.org/10.21273/hortsci.31.4.589e.

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To enhance the opportunities for students to access information and the instructors of a large, general plant science class, “Virtual Classroom” concepts using computers resources were implemented. The Virtual Classroom uses three computer resources: 1) a closed subscription LISTSERV for the extramural class discussions, 2) electronic mail for homework assignment and submission, and 3) a World Wide Web Internet homepage for the course. In a large, introductory-level class, student–teacher interaction can be limited. The size of the class and the content may inhibit questioning and discussion a

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Aldinger, Joseph M. M. "Story Maps and Disability Studies: A Digital Blueprint for Teaching Community Engagement." International Journal of Humanities and Arts Computing 12, no. 1 (2018): 59–70. http://dx.doi.org/10.3366/ijhac.2018.0207.

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Story Maps and Disability Studies: A Digital Blueprint for Teaching Community Engagement argues that the spatial humanities and disability studies can highlight for students how classroom discussions are connected to public discourse concerning issues of access. This article examines an interdisciplinary project that uses digital cartography to introduce students to concepts in disability studies in order to get them engaged with issues of social justice within their community. The assignment asks students to map the nexus of power relations that they find in their community using digital tool

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Lakin, Jessica L., and Aaron L. Wichman. "Applying Social Psychological Concepts outside the Classroom." Teaching of Psychology 32, no. 2 (2005): 110–13. http://dx.doi.org/10.1207/s15328023top3202_7.

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This article evaluates a writing assignment in which social psychology students gathered examples from outside the classroom (e.g., cartoons, movies) and analyzed them with course material. Compared to a control group, students who completed the assignment learned that it was easier to apply social psychology to the real world. A follow-up survey 9 months later demonstrated that this effect persisted. Students who completed the assignment also valued social psychology more and believed they had learned more in their social psychology course.

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Pedrotti, Leon S., and John D. Chamberlain. "CORD Applied Mathematics: Hands-On Learning in Context." Mathematics Teacher 88, no. 8 (1995): 690a—707. http://dx.doi.org/10.5951/mt.88.8.690a.

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My and José are hurrying to their morning mathematic class. They are excited! Today they are scheduled to do a mathematics-laboratory assignment. Twice a week, their classroom turns into a laboratory where they use real measuting equipment—such as a vernier caliper, a carpenter's square, or a stopwatch. They collect and analyze data. They ee just how the mathematics they learn in the classroom helps them solve real-world problems. They really like these assignments.

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M., Sathiskumar, and K. Prema Dr. "Utility of Google classroom application: Views of Students teacher." International Journal of Advance and Applied Research 14, no. 17 (2022): 1–4. https://doi.org/10.5281/zenodo.7404679.

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Google Classroom is a free application designed help students and teachers communicate, collaborate, organize, and manage assignments go paperless and much more. This guide is chocked full of step-by-step instructions for using Google classroom, setting up classes, creating announcements, discussions, assignments and assignment management tips. Google classroom also find helpful screenshots of both side the teacher and student. This paper is an effort broader idea of perception of benefits and usage Google classroom application in school of distance education in Bharathiar University. Normativ

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M., Sathiskumar, and K. Prema Dr. "Utility of Google classroom application: Views of Students teacher." 'Journal of Research & Development' 14, no. 19 (2022): 1–4. https://doi.org/10.5281/zenodo.7430918.

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Google Classroom is a free application designed help students and teachers communicate, collaborate, organize, and manage assignments go paperless and much more. This guide is chocked full of step-by-step instructions for using Google classroom, setting up classes, creating announcements, discussions, assignments and assignment management tips. Google classroom also find helpful screenshots of both side the teacher and student. This paper is an effort broader idea of perception of benefits and usage Google classroom application in school of distance education in Bharathiar University. Normativ

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Whalen, D. Joel. "Selections From the ABC 2016 Annual Conference, Albuquerque, New Mexico: Bright as Stars in the Albuquerque Desert Sky: Classroom-Tested Business Communication Assignments." Business and Professional Communication Quarterly 80, no. 2 (2017): 236–57. http://dx.doi.org/10.1177/2329490617693350.

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This article, the first of a two-part series, presents 13 teaching innovations debuted at the 2016 Association for Business Communication’s annual conference. The second edition of My Favorite Assignment will be published in the fall 2017 Business and Professional Communication Quarterly. Assignments include international collaborative projects, students’ professional development, fast skill-building exercises, data interpretation, event planning, and more. Additional assignment support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions,

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Ramakrisnan, Prasanna. "Enhancing student practical skills using the modified flipped classroom (MFC) approach." International Journal on e-Learning and Higher Education 19, no. 2 (2024): 125–36. http://dx.doi.org/10.24191/ijelhe.v19n2.1928.

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This research aimed to investigate the effectiveness of a modified flipped classroom (MFC) approach in enhancing multimedia practical skills among undergraduate students. Traditional flipped classroom approaches were merged with learning contents created and shared with students prior to the classroom time; and classroom hands-on sessions tailored for multimedia skill acquisition. In the MFC approach, the classroom time is converted to synchronous online classes and problem-solving activities. A cohort of 42 undergraduate students enrolled in a multimedia computing course was divided into two

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Mattison, Laci, and Rachel Tait-Ripperdan. "Digital Archives and the Literature Classroom." Pedagogy 22, no. 2 (2022): 295–307. http://dx.doi.org/10.1215/15314200-9576485.

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Abstract This article describes the implementation of and assessment findings for a digital archival assignment in the 3000-level Victorian Literature and Culture course at Florida Gulf Coast University. The assignment utilized ProQuest's database, Queen Victoria's Journals, which comprises the extant journals of Queen Victoria, and demonstrated the value of primary historical research and digital archives in enhancing student content knowledge, information literacy, and critical thinking.

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Bloom, Matthew. "Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition." Open Praxis 11, no. 4 (2019): 343. http://dx.doi.org/10.5944/openpraxis.11.4.1025.

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This article presents the results of a 2016 classroom research study assessing the impact of open pedagogy on student skills mastery in English 101, a first-year undergraduate composition course at a two-year community college in North America. Ninety-two students in five sections used the same free OER course materials, but two sections were given traditional assignments (i.e. formal essays and grammar exercises) and the other three sections were given “open” assignments that involved designing and remixing open resources. Assignment results and other course metrics used to investigate the im

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Syahrianti, Heri, and Sarifa Suhra. "EFEKTIVITAS PEMBELAJARAN GOOGLE CLASSROOM DITINJAU DARI HASIL BELAJAR MAHASISWA PRODI PENDIDIKAN AGAMA ISLAM FAKULTAS TARBIYAH IAIN BONE." AL-QAYYIMAH: Jurnal Pendidikan Islam 4, no. 2 (2021): 277–300. http://dx.doi.org/10.30863/aqym.v4i2.2042.

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This paper aims to describe the effectiveness of Google Classroom learning in terms of student learning outcomes of the Islamic Religious Education Study Program Faculty of Tarbiyah IAIN Bone. This type of research is descriptive qualitative research or qualitative research. The research approach is a pedagogical, information technology, and psychological approach. The subjects of this study were lecturers of Islamic Religious Education IAIN Bone which consisted of 6 people, and students of the Islamic Religious Education Study Program of the Tarbiyah Faculty of IAIN Bone, which amounted to 16

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Stage, Scott A. "A Preliminary Investigation of the Relationship between In-School Suspension and the Disruptive Classroom Behavior of Students with Behavioral Disorders." Behavioral Disorders 23, no. 1 (1997): 57–76. http://dx.doi.org/10.1177/019874299702300105.

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This study examined the effects of three types of in-school suspension programs on disruptive classroom behavior as well as the impact of classroom management techniques on assignment to in-school suspension. The participants were 36 students (ages 12–17) with behavioral or emotional disorders who were enrolled in a residential school for adolescents. There were four intervention phases. In the Timeout1 intervention, students (n = 17) served a 15-minute timeout. In the Timeout Plus Academic Task intervention, students (n = 19) served a timeout and completed an academic assignment. In the Probl

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Pratama, Surya Adi, Hamengkubuwono Hamengkubuwono, Kusen Kusen, and Jumira Warlizasusi. "Pengelolaan Google Classroom dalam Hasil Belajar Siswa." Journal of Education and Instruction (JOEAI) 5, no. 2 (2022): 485–95. http://dx.doi.org/10.31539/joeai.v5i2.4383.

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This study aims to explain effectiveness in managing google classroom and its obstacles, and describe learning outcomes in managing google classroom. This research uses a qualitative approach with a descriptive type. The research results show that the management of google classroom runs quite effectively in the learning process because students are more active and enthusiastic about using google classroom during the learning process. The obstacles in managing Google Classroom include that there are still students who don't have an Android cellphone, have difficulty buying internet quota and fo

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Weis, Tracey M. "Writing Autobiographies on Brown in the History Classroom." History of Education Quarterly 44, no. 1 (2004): 120–24. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00153.x.

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About fifteen years ago, I heard Anne Firor Scott, W.K. Boyd Professor Emerita at Duke University, recount an exercise that she assigned to incoming Duke students: “How did your hometown respond to the Brown decision?” Students were required to consult local newspapers and public records, to interview relatives, neighbors, teachers, and public officials, and to carry out other research to address this query. Intrigued by this investigation, I devised an autobiographical version of this writing assignment for students at my northern campus. For the past several years, I have launched sections o

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Li, Wenling, Bin Liu, and Yanmei Zhao. "The Application of '172' Autonomous Classroom Model in High School Biology Education in China." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 03, no. 10 (2024): 1383–87. https://doi.org/10.5281/zenodo.14006863.

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The "172" autonomous classroom model differs from traditional classrooms in that it meticulously arranges the overall semester learning plan, the design of classroom teaching segments, and the assignment of homework according to modules. By changing the classroom mode, learning processes, and evaluation methods, the aim is to improve teaching efficiency and quality. Based on personal teaching experience, this paper organizes and summarizes the "172" autonomous classroom model and proposes suggestions for its application in high school biology teaching. These suggestions include emphasizing the

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Riser, Diana K., Stephanie D. Clarke, and Allison N. Stallworth. "Scientific Memes: Using the Language of Social Media to Improve Scientific Literacy and Communication in Lifespan Development." Psychology Learning & Teaching 19, no. 3 (2020): 275–89. http://dx.doi.org/10.1177/1475725720929277.

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Social media is riddled with memes (i.e., captioned images intended to convey cultural ideas or beliefs) that often promote maladaptive and unsupported beliefs about human development and parenting. This paper presents a scientific writing assignment designed to help spread accurate information on human development beyond the classroom through creation and sharing of original material on social media. Students were tasked with identifying applicable themes of the course, transforming these themes into scientific memes with supporting research articles, posting these materials to social media,

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Carter, Michael W., and Craig A. Tovey. "When Is the Classroom Assignment Problem Hard?" Operations Research 40, no. 1-supplement-1 (1992): S28—S39. http://dx.doi.org/10.1287/opre.40.1.s28.

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VALIAKOS, APOSTOLOS, ANTIGONI KARYTSA, IOANNA MATHAIOU, IOANNIS PETRIDIS, IOANNA SKARVELAKI, and DIMITRIOS LIOVAS. "Assignment and Evaluation in the Online Classroom." INTERNATIONAL JOURNAL OF EDUCATIONAL INNOVATION 6, no. 5 (2024): 102–6. https://doi.org/10.69685/onus5448.

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Online assessment is a critical aspect of the modern educational process, offering educators the opportunity to improve their teaching methods and effectively assess the performance and progress of their students. Through the use of digital tools, educators can collect data in real-time, analyze learning outcomes with greater accuracy, and readjust their teaching approaches in the online classroom. Furthermore, online assessment provides the opportunity for more creative and diverse forms of assessment. This article examines various assessment approaches and strategies, with an emphasis on the

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Caputo, John S. "Media ecology classroom assignment: Comparative media paper." Explorations in Media Ecology 18, no. 4 (2019): 435–38. http://dx.doi.org/10.1386/eme_00014_1.

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This essay discusses a foundational theory in media studies and uses an experiential approach to learning the concept. Based on the foundational writings of Sapir, Innes, McLuhan, Postman and others, the following is a two-part assignment that appears simple but can be quite complex. When looking at the cultural influence of media, we are often misled by the illusion of content. This assignment requires the student to examine how the form of a medium of communication influences the content. The student is asked to write a brief comparative analysis (two to four pages) of the same story in two

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Dean, Deborah. "Strategic Writing: Moving beyond the Classroom Assignment." English Journal 95, no. 2 (2005): 82–88. http://dx.doi.org/10.58680/ej20054349.

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Dr., Gautam G. Gaude. "Perspective of Prospective Teacher's on Classroom Assignment." International Journal of Trends in Emerging Research and Development 3, no. 2 (2025): 30–33. https://doi.org/10.5281/zenodo.15063846.

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The perspective of prospective teachers was found out through self-constructed questionnaire. The questionnaire was administered on First year B.Ed. prospective teachers of GVM’S Dr. Dada Vaidya College of Education, Farmagudi, Ponda Goa for academic year 2024-25. A total of 61 participants completed the questionnaire. Initially, the prospective teachers reviewed the literature from the "daily digest" on the cyber crime portal. They also prepared an educational talk based on the file titled “Cyber Hygiene For Cyber Space” from the cyber crime portal, which was presented to sc

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Welch, Kristen, Nicholas Lee, and Dustin Shuman. "Teaching Visual Rhetoric in the First-Year Composition Classroom." Teaching English in the Two-Year College 37, no. 3 (2010): 256–64. http://dx.doi.org/10.58680/tetyc201010231.

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First-year composition students engage with visual rhetoric via interpretation and analysis through a trip to a local art museum for the first essay assignment and through an exploration of photography for the second essay assignment.

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Rublee, Maria Rost. "Rubrics in the Political Science Classroom: Packing a Serious Analytical Punch." PS: Political Science & Politics 47, no. 01 (2013): 199–203. http://dx.doi.org/10.1017/s1049096513001704.

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AbstractAlthough professors may be aware that rubrics shorten grading time and improve grading consistency, many are not aware that rubrics offer a powerful analytical punch. Given the demands for active learning in today's college classroom, rubrics allow instructors to focus on analytical quality while engaging students in a variety of assignments. Rubrics are useful not only in more traditional applications—for example, papers and oral presentations—but also for more creative purposes. Using rubrics in both self and peer assessment engages students more in assignments, allowing them to refl

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Rosyada, Amrina, and Hanna Sundari. "Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application." Studies in English Language and Education 8, no. 2 (2021): 710–25. http://dx.doi.org/10.24815/siele.v8i2.18374.

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Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Clas

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Shan, Qi. "Intelligent Learning Algorithm for English Flipped Classroom Based on Recurrent Neural Network." Wireless Communications and Mobile Computing 2021 (September 13, 2021): 1–8. http://dx.doi.org/10.1155/2021/8020461.

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Reading and writing are the foundations of English learning as well as an important method of instruction. With the advancement of network technology and the onset of the information age, an increasing number of students have lost interest in traditional English reading and writing instruction in the classroom. Flipped classrooms have emerged as a result of this situation and have become the focus of research in one fell swoop. As a result, flipped classroom research at home and abroad has primarily focused on the theory and practical application of flipped classrooms, and flipped classroom ap

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Vanishree, K. "Next-Generation Classroom Management Software for Enhanced Education system." International Journal for Research in Applied Science and Engineering Technology 13, no. 4 (2025): 1940–45. https://doi.org/10.22214/ijraset.2025.68651.

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Abstract: The Next-Generation Classroom Management Software (NGCMS) is a comprehensive web application designed to streamline educational processes for students and teachers. This system provides a structured registration and authentication process, ensuring secure access to personalized dashboards. The student module includes Attendance tracking through QR code scanning, Task Management for department-wise assignment tracking, Online Duty (OD) & Leave Application for seamless request approvals, and Zoom Meeting integration for scheduled online classes. The teacher module features Attendan

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Lehtonen, Jonathan. "Ecocomposition in the ESL Classroom: The Campus Space Compare and Contrast Assignment." Languages 4, no. 2 (2019): 28. http://dx.doi.org/10.3390/languages4020028.

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This essay showcases a place-based compare–contrast assignment originally designed for first-year ESL composition courses at a U.S. university. This ecocomposition assignment prompts students to research and compare the technological design and visual rhetoric embodied in two spaces or buildings in their learning community. Based on my experience using this assignment for three consecutive semesters in 2017–2018, this essay discusses the grounding of the campus space compare–contrast assignment in theories of content-based instruction and place-based ecocomposition, and argues for its suitabil

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Thor, Der, Nan Xiao, Meixun Zheng, Ruidan Ma, and Xiao Xi Yu. "An interactive online approach to small-group student presentations and discussions." Advances in Physiology Education 41, no. 4 (2017): 498–504. http://dx.doi.org/10.1152/advan.00019.2017.

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Student presentations had been widely implemented across content areas, including health sciences education. However, due to various limitations, small-group student presentations in the classroom may not reach their full potential for student learning. To address challenges with presentations in the classroom, we redesigned the assignment by having students present and discuss online using VoiceThread, a cloud-based presentation and discussion tool. First-year students pursuing a Doctor of Dental Surgery degree were assigned into small groups to present physiology content and to discuss that

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Ritter, Gary W., Marc J. Holley, and Nathan C. Jensen. "Does classroom technology make a difference? A random assignment study in US classrooms." Effective Education 4, no. 1 (2012): 87–110. http://dx.doi.org/10.1080/19415532.2013.778590.

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Xiao, Nan, Der Thor, and Meixun Zheng. "Student Preferences Impact Outcome of Flipped Classroom in Dental Education: Students Favoring Flipped Classroom Benefited More." Education Sciences 11, no. 4 (2021): 150. http://dx.doi.org/10.3390/educsci11040150.

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Many reports in dental education showed that student learning improved with the flipped classroom method. However, there are few reports that describe how different subsets of students may benefit from the flipped classroom. In this study, we investigated how students’ preference for the flipped classroom impacted their learning outcome. We used a flipped classroom module on the physiology of the autonomic nervous system taught to year one Doctor of Dental Surgery students to test the hypothesis that students who favored the flipped classroom performed better on assessment quizzes. The module

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Bangs, Joann. "Thinking On The Margin: A Classroom Experiment." American Journal of Business Education (AJBE) 2, no. 2 (2009): 89–94. http://dx.doi.org/10.19030/ajbe.v2i2.4040.

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