Relevant bibliographies by topics / Classroom attitudes

Contents

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

Academic literature on the topic 'Classroom attitudes'

Author: Grafiati
Published: 11 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "Classroom attitudes"

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Guebba, Boutaina. "The Correlation between Moroccan EFL Learners’ Attitudes towards Speaking in the Classroom and their Speaking Proficiency." International Journal of Linguistics and Translation Studies 1, no. 3 (2020): 58–80. http://dx.doi.org/10.36892/ijlts.v1i3.40.

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The present paper addresses the correlation between Moroccan EFL learners’ attitudes towards speaking and their speaking proficiency. It is an investigation of the validity of Gardner’s (1985) study, which claims that language proficiency is achieved if learners display a positive attitude towards language learning. Hence, the present study explores Moroccan EFL learners’ attitudes towards speaking in the classroom, first, and identifies the correlation between their attitudes towards speaking in the classroom and their speaking proficiency, second. The research study is conducted using two ma
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Guebba, Boutaina. "The Correlation between Moroccan EFL Learners’ Attitudes towards Speaking in the Classroom and their Speaking Proficiency." International Journal of Linguistics and Translation Studies 1, no. 3 (2020): 58–80. http://dx.doi.org/10.36892/ijlts.v1i3.40.

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The present paper addresses the correlation between Moroccan EFL learners’ attitudes towards speaking and their speaking proficiency. It is an investigation of the validity of Gardner’s (1985) study, which claims that language proficiency is achieved if learners display a positive attitude towards language learning. Hence, the present study explores Moroccan EFL learners’ attitudes towards speaking in the classroom, first, and identifies the correlation between their attitudes towards speaking in the classroom and their speaking proficiency, second. The research study is conducted using two ma
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Özer, Hasan Huseyin, Sezer Kanbul, and Fezile Ozdamli. "Effects of the Gamification Supported Flipped Classroom Model on the Attitudes and Opinions Regarding Game-Coding Education." International Journal of Emerging Technologies in Learning (iJET) 13, no. 01 (2018): 109. http://dx.doi.org/10.3991/ijet.v13i01.7634.

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The aim of this study is to determine the opinions of teacher candidate students about applications and effects of attitudes for coding by making Project Development course with gamification supported flipped classroom during coding period. Quantitative and qualitative methods were used together in this study which aims to determine the attitudes and opinions of students about coding in gamification supported flipped classrooms for 14 weeks. In the qualitative dimension of the study, pre-test and post-test were applied as attitude measure for students about the coding. Whereas in quantitative
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Yang, Chenlu. "Translanguaging in Chinese Third Language Classrooms: Teachers’ and Students’ Practices and Attitudes." Frontiers in Humanities and Social Sciences 5, no. 3 (2025): 373–85. https://doi.org/10.54691/hyxwwm53.

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The term “translanguaging” is often mentioned in studies on bilingual education, multilingual education, and second language learning, and has gradually become a hot topic in recent years. The researcher surveyed 34 students and one teacher in a third language learning classroom and found that the vast majority of students had positive attitudes toward the teacher’s translanguaging behaviors in the classroom; teachers are proactive and flexible in using their multilingual resources in the classroom to accomplish instructional goals. This study also summarized and explained two purposes of teac
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Malacapay, Marjon C. "The Influence of Learning Styles and Attitudes on Academic Performance of College Students in a Flipped Learning Environment." International Journal of Instruction 17, no. 4 (2024): 623–44. http://dx.doi.org/10.29333/iji.2024.17435a.

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This study looks into how flipped classrooms affect college students with different kinds of learning styles, attitudes, and academic performance. The purpose of the study is to provide empirical support for the effectiveness of the flipped classroom model in accommodating a variety of learning styles. Survey questionnaires and midterm grades of students were used as instruments for data analysis on 85 participants in a state university in the Philippines. Statistical tools such as frequency counts, percentages, mean, standard deviation, Kruskal-Wallis test, and Kendall's tau-b were employed f
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Jurmey, Pema, Tshering Lham, Kelzang Lhaden, Tashi Pema, and Bak Bir Rai. "Flipped Classroom: Prospect in Freeing up Classroom Instructional Hours and Students’ Attitude Towards Flipped Classroom Strategy." Educational Innovation and Practice 5 (September 9, 2022): 1–16. http://dx.doi.org/10.17102/5.1.eip.2022.

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Flipped classroom is a pedagogical model that employs video, reading assignments, practice problems, and other digital technology-based resources outside the classroom to introduce the concept for more meaningful learning. In the Bhutanese education system, the conflict between limited availability of time and coverage of large volumes of syllabus material has become a central issue in curriculum design. Therefore, this study explored how flipped classrooms could be mediated to free up of classroom instructional hours without affecting student learning. This study also assessed students’ attit
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Mansour, Ilham, and Azza Mansour. "An Analysis of Students’ Attitudes Towards Twitter Use for Academic Purposes: A Case of Saudi Undergreate Female Students." International Journal for Quality Assurance 2, no. 2 (2019): 211–18. http://dx.doi.org/10.34028/ijqa/2/2/73.

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Social media has increasingly been used in higher education classrooms as educators lean on technology to mediate and enhance their teaching and learning process. This study aims to explore students’ perceptions and attitudes towards the use of social media as an effective academic tool. 149 Undergraduate Saudi female students, enrolled in four courses at Imam Abdulrahman Bin Faisal University, were surveyed about their attitude towards the use of Twitter in classroom interactions, as well as, their perceptions regarding the use of social media in teaching practice. Findings indicate that, in
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Cahyono, Anggoro Eko Yuni. "Improving Achievement and Attitudes towards Mathematics Using Problem-Based Learning Setting Team Accelerated Instruction." Journal of Mathematics Education 4, no. 2 (2019): 52–59. http://dx.doi.org/10.31327/jomedu.v4i2.1012.

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Learning achievement and attitude towards mathematics are two of the indicators of student success in learning mathematics. Problems related to these two things that occur in classrooms where the author teaches encourage the author to make improvements in learning through a classroom action research to improve student achievement and attitudes toward mathematics. Classroom action research is carried out by applying Problem-Based Learning (PBL) with Team Accelerated Instruction (TAI) arrangements. Data were collected using two types of instruments, namely mathematics achievement test, and stude
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Dorman, Jeffrey P., and Campbell J. McRobbie. "Using Secondary School Students’ Perceptions to Develop a Structural Model for Attitude to Christianity." International Journal of Education and Religion 1, no. 1 (2000): 248–66. http://dx.doi.org/10.1163/1570-0623-90000005.

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Over the past 30 years, independent lines of research in the fields of classroom environment and student attitudes to Christianity have been conducted. This research brought these two fields together by hypothesizing a model for the relationship among age, gender, students’ perceptions of religion classroom environment, students’ religious behavior and attitudes to Christianity. Responses from 815 Australian Catholic secondary school students on four attitude to Christianity scales, four classroom environment scales and the religious behavior of students and their parents were analyzed. Confir
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Blankenship, Glen. "Classroom Climate, Global Knowledge, Global Attitudes, Political Attitudes." Theory & Research in Social Education 18, no. 4 (1990): 363–86. http://dx.doi.org/10.1080/00933104.1990.10505622.

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Dissertations / Theses on the topic "Classroom attitudes"

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Kaisler, Rebecca J. "Teachers' attitudes toward inclusion in the regular classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/RKaisler2006.pdf.

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Ölmefors, Oscar. "Student Attitudes towards Flipped Classroom : A Focus Group Study on Attitude Change in Swedish Upper Secondary School, within Mathematics towards Flipped Classroom." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189170.

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In traditional schooling, one-way monologue from teacher to student is the established way of communica­tion in the classroom. Modern pedagogues are presently breaking free of this status quo.  This master thesis explores whether there is a change in the student’s attitudes towards their school­ing and whether there is an academic benefit for the student when applying a flipped class­room model. This study was performed in Swedish upper secondary school during the students’ last course in mathematics. The study was carried out using focus group interviews and direct participat­ing observation.
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Meyer, Amy Lynn. "Evaluation of classroom performance system (CPS) technology integration in terms of classroom environment and attitudes." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2086.

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The push for technology in education might not be as successful as some 21st century policy makers might expect. Numerous researchers have failed to find any positive outcomes following the integration of technology into education. This study compared classrooms in which Classroom Performance System (CPS) technology had been integrated with non-CPS classrooms in terms of the classroom learning environment and students’ attitudes toward science. Student perceptions of the learning environment were assessed with a modified version of the Technology-Rich Outcomes-Focused Learning Environment Inve
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Edwall, Nicolina. "Explicit Grammar Instruction: In-Service Teacher Attitudes and Classroom Implementations." Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182622.

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The importance of explicit grammar instruction has been debated during decades within the second language acquisition discourse community. Researchers’ views on the topic are controversial, and there is still no clear answer to be found. In terms of English teacher attitudes, previous research shows no indication of a gradually decreasing interest in explicit grammar instruction in L2 or FL classrooms. Despite this, the Swedish National Agency of Education does not mention explicit grammar instruction in their official documents regarding the subject of English. Hence, this paper aims to exami
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Hurtig, Markus. "Varieties of English in the Swedish Classroom." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-581.

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<p>Many English teachers see British English as the standard variety and teach this variety in the classroom. Their students are, however, also exposed to a great deal of American English in today’s media. As a result, there are a lot of students who use a mixture of these varieties because of the double input, both from media and from the teachers in school. In this paper, I interviewed teachers from Swedish secondary and upper secondary schools to find out what their attitudes towards British and American English were and whether these attitudes were reflected in their teaching. I also exami
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Molzahn, Debra M. "Teachers' attitudes toward shared reading, guided reading, and learning centers." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005molzahnd.pdf.

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Kasapoglu, Koray. "Relations Between Classroom Teachers Attitudes Toward Change, Perceptions Of &quot." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612186/index.pdf.

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This study aimed at determining whether classroom teachers&lsquo<br>attitudes toward change correlate with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities in class at primary school level. Through a questionnaire, data were collected from 236 classroom teachers teaching in all public primary schools in the city center of Afyonkarahisar, Turkey. Demographical data of the participants, their attitudes toward change, perceptions of constructivist curriculum change, and implementation of constructivist teaching and learnin
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Orr, Karen Collette. "Games-based learning environments in the classroom : attitudes, dialogue and thinking." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557887.

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This thesis addresses two key research questions surrounding games-based learning (GBL). In Part One, three attitude studies are reported. Using confirmatory factor analysis, Study 1 disconfirmed the factor structure of an existing scale (Bonanno & Kommers, 2008). Studies 2 and 3 developed new scales for measuring pupils' ('Pupil attitudes to GBL' scale i.e., PA2GBL) and teachers' attitudes towards GBL . ('Teacher attitudes to GBL' scale, i.e., TA2GBL) in general. Exploratory factor analysis across both studies revealed three similar sub-scales measuring: learning benefits of GBL, perceived se
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Sandin, Ida. "Swedish Primary Teachers' Attitudes towards Integrating Gaming in the EFL Classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20494.

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A current topic in Swedish schools is the use of computer games and gaming. One reason is because computers are becoming more and more integrated into the schools, and the technology plays a large role in the everyday lives of the pupils. Since teachers should integrate pupils’ interests in the formal teaching, it is of interest to know what attitudes teachers have towards gaming. Therefore the aim of this empirical study is to gain an insight into the attitudes Swedish primary teachers have towards online and offline computer games in the EFL classroom. An additional aim is to investigate to
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Bradley, Susan Talbird. "Promoting the Development of Positive Attitudes in a Culturally Pluralistic Classroom." UNF Digital Commons, 1993. http://digitalcommons.unf.edu/etd/114.

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This project addressed the following question: How can teachers promote positive attitudes in a culturally pluralistic classroom? The review of related literature revealed a shortage of both research and practical applications regarding multicultural approaches in the classroom. Therefore, the purpose of this project was to develop a curriculum which incorporated appropriate learning activities and strategies designed to enhance positive attitudes toward cultural differences in the elementary classroom. The project was developed for third graders and goals which promoted a multicultural perspe
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Books on the topic "Classroom attitudes"

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Center for the Teaching Profession (Ohio), BEST (Ohio), and National Commission on Teaching & America's Future (U.S.), eds. A caring, competent, & qualified teacher in every classroom. Center for the Teaching Profession, 2001.

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Madonia, Mary Jane. Adolescent girls and mathematics: classroom performance, attitudes toward mathematics and perceptions of parental attitudes. Faculty of Education, Brock University, 1992.

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Ehnuel, Florence. Le bavardage, parlons-en enfin: Pour une classe à l'écoute. Fayard, 2012.

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McAfee, Richardson Steven, ed. Promoting civility: A teaching challenge. Jossey-Bass, 1999.

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Maiers, Angela. Habitudes: Teaching learning habits and attitudes in 21st century classrooms. Solution Tree Press, 2012.

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Olsen, Jerry. Dealing with disruptive students in the classroom. RoutledgeFalmer, 2004.

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C, Stroud James, Staley Lynn M, and ERIC Clearinghouse on Elementary and Early Childhood Education., eds. Adopted children in the early childhood classroom. ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1999.

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Kerr, Catherine Lisa. Young children's understandings of classroom procedures. National Library of Canada = Bibliothèque nationale du Canada, 1991.

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Holfve-Sabel, Mary-Anne. Attitudes towards Swedish comprehensive school: Comparisons over time and between classrooms in grade 6. Göteborgs Universitet, 2006.

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Ḥusnī, Muḥammad Maḥmūd Muḥammad. al- ʻAlāqah bayna iʻtiqād wa-sulūk al-mudarris tijāh baʻḍ asālīb ḥifẓ al-niẓām al-madrasī bayna al-talāmīdh. Dār al-Maʻrifah al-Jāmiʻīyah, 1985.

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Book chapters on the topic "Classroom attitudes"

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Gabriel, Kathleen F. "Motivation and Attitudes." In Creating the Path to Success in the Classroom. Routledge, 2023. http://dx.doi.org/10.4324/9781003443841-4.

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Clarke, Emma. "Acronyms and attitudes." In Contemporary Approaches to Behaviour and Mental Health in the Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9781003035527-4.

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Clarke, Emma. "Attitudes, beliefs and perspectives." In Contemporary Approaches to Behaviour and Mental Health in the Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9781003035527-11.

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Lierman, Ash. "4. Curriculum and Classroom." In The Struggle You Can’t See. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0420.04.

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This chapter focuses on students’ experiences with various aspects of teaching and learning. Particular attention is paid to the attitudes and behavior of faculty, the academic strengths and weaknesses that invisibly disabled and neurodivergent students most commonly report, and elements of course design that students experience as supports or barriers.
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Brownlie, Siobhan. "Global Classroom." In Studies in Digital Interculturality. transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839468890-010.

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In this paper Brownlie discusses a module entitled 'Global Classroom'. There are three participating universities: Le Mans Université, France where the module is part of the Masters in International Cultural Studies; the University of Pretoria, South Africa; and Fundação Armando Alvares Penteado, São Paulo, Brazil; participants from the latter two universities are fourth year students in political science. In order to facilitate communication, the module operates via the video-conferencing platform Zoom. Each week focuses on a particular topic, for example, green action, media and misinformati
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Boyd, Sally. "Foreign-born Teachers in the Multilingual Classroom in Sweden: The Role of Attitudes to Foreign Accent." In Multilingual Classroom Ecologies, edited by Angela Creese and Peter Martin. Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596964-009.

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Bernotavicz, Freda. "A Diversity Curriculum: Integrating Attitudes, Issues, and Applications." In Social Equity in the Public Administration Classroom. Routledge, 2023. http://dx.doi.org/10.4324/9781003381228-9.

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Effiong, Okon, Sylviana Engelbrecht, and Rethabile Mawela. "Cultivating Positive Reading Attitudes with Grade 8 Learners." In K-12 Classroom Research in Language Teaching and Learning. Routledge, 2024. http://dx.doi.org/10.4324/9781003485858-7.

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Harrison, Michelle A. "The Influence of Teachers’ Language Attitudes on Classroom Practices in Alsace." In French Language Policies and the Revitalisation of Regional Languages in the 21st Century. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95939-9_13.

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Glaser, Karen. "Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.03gla.

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Despite its crucial contribution to second/foreign language (L2) competence, pragmatics has still not gained a fixed place in many language teacher training programs. To address this, a workshop for in-service primary English as a Foreign Language (EFL) teachers was conducted to raise awareness of L2 pragmatics and to present suggestions for teaching it in the classroom. This chapter documents the contents of this professional training course and presents insights into the participants’ expectations and perceptions of the workshop, as well as their knowledge and attitudes towards the teaching
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Conference papers on the topic "Classroom attitudes"

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Almarashdi, Hanan Shaher, Dima Farhat, Khaleel AlArabi, Azhar Shater, and Hamza Saleh. "Shaping the Future Classroom: Preservice Teachers’ Attitudes Toward the Use of Social Media Platforms." In 2024 International Conference on Multimedia Computing, Networking and Applications (MCNA). IEEE, 2024. http://dx.doi.org/10.1109/mcna63144.2024.10703954.

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Ballester Riera, Victor, Silvia Sanz-Blas, Daniela Buzova, and Paula Fierro. "IMPLEMENTATION IN THE CLASSROOM OF NEW METHODS FOR MEASURING ADVERTISING EFFECTIVENESS: PERCEPTIONS, ATTITUDES, AND BEHAVIORS OF UNIVERSITY STUDENTS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0719.

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Bond, Marjorie, Leyla Batakci, Douglas Whitaker, et al. "A Model for the Classroom Environment." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8a3.

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The Motivational Attitudes in Statistics and Data Science Education Research group is developing a family of validated instruments: two instruments assessing students’ attitudes toward statistics or data science, two instruments assessing instructors’ attitudes toward teaching statistics or data science, and two sets of inventories to measure the learning environment in which the students and instructor interact. The Environment Inventories measure the institutional structures, course characteristics, and enacted classroom behaviors of both the students and instructors, all of which interact w
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Martinez Vargas, Ana Elena, and Sara Redondo Duarte. "TEACHERS’ ATTITUDES TOWARD CLASSROOM OBSERVATION: THE AFFECTIVE COMPONENT." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1997.

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Kočović Pajević, Milica, and Jelena Josijević. "Students’ perspective of ESP in IT classroom: challenges and opinions." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.420k.

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ESP has become a crucial part of every EFL curriculum. Hence, there are numerous challenges that both students and teachers encounter during their classes. This paper deals with potential problems that students face in ESP classroom, their attitudes towards the content and perspective of ESP classes and materials, as well as implications and recommendations for future methods and resources used in ESP classrooms. For the purpose of the study, we conducted a survey among students to examine their attitudes and to investigate their perspectives of ESP classes and materials. The paper presents th
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Clinton-Lisell, Virginia. "More Than Chalkboards: Classroom Spaces and Collaborative Learning Attitudes." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1432898.

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Purković, Damir, and Stjepan Kovačević. "The relations between students’ perceptions of equipment and attitudes toward teaching technical culture and informatics." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.027p.

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The students’ attitude towards teaching is important in order to arouse interest and motivation for the lessons. In addition to the teacher, who plays the most important role, the environment in which instruction takes place can also influence student interest and motivation. Considering the peculiarities of technology and computer science teaching, the equipment of the classroom where the teaching takes place could have an influence. Therefore, the relationship between students’ perceptions of workshop/classroom facilities and their attitudes toward teaching technology and computer science wa
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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa, and Pule Phindane. "ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.

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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools.
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Mourin Moral, Francisco Javier, and Luis de Marcos Ortega. "Perceptions and attitudes toward Interactive Whiteboards and Classroom Response Systems." In 2014 IEEE 6th International Conference on Adaptive Science & Technology (ICAST). IEEE, 2014. http://dx.doi.org/10.1109/icastech.2014.7068132.

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Mamutovic, Anastasija. "ONLINE TEACHING AND STUDENT'S ACADEMIC ACHIEVEMENTS." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-028.

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The past decade has witnessed rapid advancement in the field of technologically-supported learning environments, as well as a trend of applying technologies in formal education. Accordingly, the introduction of various forms of e-learning is becoming a reality at many universities. The development of online education offers a wide range of different teaching and learning alternatives that move the process of education beyond the traditional classroom. Instead of traditional vis-a-vis instruction, students can hear lectures online, i.e. through information technologies. This research aimed to e
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Reports on the topic "Classroom attitudes"

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes.
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Buchan, Greg. Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6749.

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Wernert, Nicole, Sima Rodrigues, Marina Schmid, and Catherine Underwood. TIMSS 2023 Australia. Volume II: Student and school characteristics. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-756-4.

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This is the second of 2 reports that look at the results of TIMSS 2023 and Australia’s performance. This report, Volume II, presents the results from the contextual questionnaires, and examines the home, school, and classroom contexts in which learning and achievement occur, as well as student attitudes. Each chapter focuses on different indicators concerning the school community; the school learning environment; mathematics and science teacher characteristics; mathematics and science classroom learning environments; and, students’ attitudes and beliefs and use of technology. Together, the dif
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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 ear
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Chea, Sathya, Sopheak Song, and Seyhakunthy Hun. Competency-Based TVET in Cambodia: Promise and Reality. Cambodia Development Resource Institute, 2020. https://doi.org/10.64202/wp.124.202008.

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Modernisation brings new economic and social challenges around the globe. In this era of the knowledge economy, knowledge and skills have become valuable assets for national development. Many countries have been working out how best to enhance their knowledge and skills pool. Focus has recently turned to competency-based training (CBT), which is believed to enrich students with practical competencies relevant to labour market needs and thus enhance their productivity and, ultimately, national economic growth. The CBT is characterised by a student-centred approach and module-based course with a
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Looi, Chee-Kit, Longkai Wu, Peter Sen Kee Seow, and Wendy Huang. Researching and developing pedagogies using unplugged and computational thinking approaches for teaching computing in the schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22601.

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INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challeng
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Ng, Chiew Hong, and Noi Keng Koh. Pre-service teachers’ ICT knowledge, attitude and use of ICT for learning and teaching. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22750.

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There has been some research into ICT in pre-service teacher training (see Aslan and Zhu, 2014; Teo, 2009; Yücel, Acun, Tarman &amp; Mete, 2010; Aslan &amp; Zhu, 2014). In investigating 1230 Singaporean pre-service teachers' ICT competencies, pedagogical beliefs, and their beliefs on the espoused use of ICT, Chai (2010) affirmed the link between the pre-service teachers' ICT competencies, their pedagogical beliefs and their espoused use of ICT. However Chai (2010) has also highlighted the need to do further research as ‘the relationship between teachers' level of ICT skills and how they would
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Watanapokakul, Satita. A Development of a game-based supplementary e-learning program for english for veterinary profession I. Chulalongkorn University, 2016. https://doi.org/10.58837/chula.res.2016.52.

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In the era of globalization, gam-based learning is one of the options that teachers implement with the students both inside and outside the classroom. This study focuses on the role of edutainment at the tertiary level. The context is the teaching and learning of English for Veterinary Profession I (Eng Vet Prof I) for 2nd year students at Chulalongkorn University Language Institute (CULI) in Bangkok, Thailand. This course focuses on improving the students’ listening and speaking skills in the Veterinary field. In order to make the materials relevant and attractive to Net Gen learners, a game-
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concep
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Smyth, Emer, and Helen Russell. Trends in Disability Prevalence among Young People: Insights from the Growing Up in Ireland Study. ESRI, 2024. http://dx.doi.org/10.26504/rs192.

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Background to the study This report draws on analyses of the two cohorts of the Growing Up in Ireland (GUI) study to examine trends in the prevalence of disability among 13-year-olds over the decade 2011/2012 to 2021/2022. The report looks at changes over time in the size and composition of those with a long-lasting condition (LLC) or disability, at the presence of socio-emotional difficulties and/or depressive symptoms among these groups, and at a range of adolescent outcomes. The prevalence of long-lasting conditions and disability The prevalence of disability is highly dependent on the defi
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