Relevant bibliographies by topics / Classroom delivery

Contents

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

Academic literature on the topic 'Classroom delivery'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Classroom delivery"

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Yadav, Deo Narayan. "Perception of Virtual Class during the Covid-19 Pandemic: A Case Study of Tribhuvan University." Journal of Population and Development 2, no. 1 (2021): 12–24. http://dx.doi.org/10.3126/jpd.v2i1.43409.

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Assessing acceptance level of virtual classroom technology has become important at the Tribhuvan University after Covid-19 pandemic. This article has investigated the acceptance level of virtual classroom from teachers and students involved in BIT course delivery and previous experiences of virtual classroom from various research articles. The assessment framework is based on the setting of virtual classroom at Patan Multiple Campus (PMC) immediately after the COVID-19pandemic lockdown using “Office 365 A1 education free version of MS Teams” in pmc.edu.np domain and Moodle-Open-source learning
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Lushin, Victor, Steven Marcus, Daphney Gaston, et al. "The role of staffing and classroom characteristics on preschool teachers’ use of one-to-one intervention with children with autism." Autism 24, no. 8 (2020): 2035–45. http://dx.doi.org/10.1177/1362361320932726.

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For preschool children with autism, individual behavioral interventions are among the best-tested treatments. However, they are rarely implemented in special education preschools. We observed one-to-one behavioral interventions formally and informally delivered by staff ( N = 51) in 12 classrooms across three preschools for children with autism, aged 3–6 years, in a major US city. We estimated associations between the use of one-to-one intervention and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. A small n
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Villanueva, Liezle E., and Josephine B. Baguio. "Classroom Vulnerability and Delivery of Learning Activities of Teachers in Public Elementary Schools." Asian Journal of Education and Social Studies 50, no. 12 (2024): 301–11. https://doi.org/10.9734/ajess/2024/v50i121698.

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This study aimed to examine the classroom vulnerability and the delivery of learning activities by teachers in public elementary schools within the Carmen District, Division of Davao del Norte. The research employed a non-experimental quantitative design, utilizing a correlational method. A total of 138 public elementary school teachers were selected as respondents using universal sampling. Data analysis involved calculating the mean, Pearson r, and regression analysis. The findings revealed that the level of classroom vulnerability in terms of learning activities was high and was oftentimes m
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Brown, Kristin M., Kenneth J. Diplock, and Shannon E. Majowicz. "The environment in which behaviours are learned: a pilot assessment of high school teaching kitchens as food safety learning environments in Ontario." Environmental Health Review 59, no. 3 (2016): 88–95. http://dx.doi.org/10.5864/d2016-018.

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Youth represent a unique audience for consumer food safety education and incorporating such education into existing curricula could facilitate delivery. However, successful delivery may depend, in part, on the facilities in which said training occurs. Since little is known about school teaching kitchen set-ups as related to food safety education, we conducted a pilot assessment of the physical learning environment of four Ontario high school teaching kitchen classrooms. We visited each classroom three times and assessed its characteristics using a modified version of the provincial food premis
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García-Allén, Ana, and Shelley K. Taylor. "Seeing innovation from different prisms: university students’ and instructors’ perspectives on flipping the Spanish language classroom." Language Learning in Higher Education 13, no. 1 (2023): 105–25. http://dx.doi.org/10.1515/cercles-2023-2004.

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Abstract This article focuses on the implementation of a flipped classroom approach in two different levels of Spanish foreign By foreign language (FL), the authors mean modern language (ML), as strongly suggested by the European Commission. language university courses for beginner and intermediate learners. The flipped classroom approach delivers course content that prioritizes both digital technology and active learning. Despite its potential advantages in the language classroom, empirical research in this area remains limited. The present study addresses the gap by investigating the effects
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Popescu, I., A. Jonoski, and B. Bhattacharya. "Experiences from online and classroom education in hydroinformatics." Hydrology and Earth System Sciences 16, no. 11 (2012): 3935–44. http://dx.doi.org/10.5194/hess-16-3935-2012.

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Abstract. Universities and other higher education institutions involved in water-related engineering education are facing new challenges in offering lifelong learning services and online educational support. Both the curricula and the form of delivery are changing, as contemporary water problems require interdisciplinary approaches involving diverse and up to date expertise maintained via continuous professional development. Hydroinformatics education faces similar challenges in developing relevant curricula and finding appropriate combinations of course delivery to its target group. This arti
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Popescu, I., A. Jonoski, and B. Bhattacharya. "Experiences from online and classroom education in hydroinformatics." Hydrology and Earth System Sciences Discussions 9, no. 1 (2012): 1311–33. http://dx.doi.org/10.5194/hessd-9-1311-2012.

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Abstract. Universities and other higher education institutions involved in water-related engineering education are facing new challenges in offering life long learning services and online educational support. Both the curricula and the form of delivery are changing, as contemporary water problems require interdisciplinary approaches involving diverse and up to date expertise maintained via continuous professional development. Hydroinformatics education faces similar challenges in developing relevant curricula and finding appropriate combinations of course delivery to its target group. This art
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Dawson, Melanie Rees, and Benjamin Lignugaris/Kraft. "Meaningful Practice." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 1 (2016): 26–50. http://dx.doi.org/10.1177/0888406416664184.

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Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and structured feedback were provided to preservice special educators in TLE to improve their delivery of specific praise, praise around, and error correction. Their weekly performance was observed in TLE during simplified teaching scenarios in intervention a
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Miller, Lynda. "Classroom-Based Language Intervention." Language, Speech, and Hearing Services in Schools 20, no. 2 (1989): 153–69. http://dx.doi.org/10.1044/0161-1461.2002.153.

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This set of Clinical Forum articles focuses on classroom-based service delivery: what it is, how it developed, types of classroom-based intervention, and three descriptions of classroom-based language programs. The purpose of this first article is to acquaint the reader with three aspects of classroom-based service delivery: how it developed within speech-language pathology, types of classroom-based models, and issues attending classroom-based intervention.
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Martin, Jeffrey S., Joan E. Kreiger, and Amy L. Apicerno. "Effectiveness of a Hybrid Classroom in the Delivery of Medical Terminology Course Content Relative to a Traditional Classroom Format." Journal of the Scholarship of Teaching and Learning 15, no. 5 (2015): 72–81. http://dx.doi.org/10.14434/josotl.v15i5.13994.

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Hybrid courses are emerging as a viable option for content delivery across college campuses. In an attempt to maximize learning outcomes while leveraging resources, one institution used several sections of a Medical Terminology course as a pilot. Traditional and hybrid course delivery were compared utilizing a quantitative research method to evaluate the effectiveness of a hybrid course design in meeting and/or exceeding course objectives, as determined by student satisfaction and perceptions. Both hybrid and traditional class groups agreed that Medical Terminology has potential to be delivere
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Dissertations / Theses on the topic "Classroom delivery"

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Arentsen, Linda. "Pharmacology course outcomes Internet delivery versus traditional classroom delivery /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001arentsenl.pdf.

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Francis, Nalda J. "ESL College Students' Perspectives on Classroom Content Delivery and Assessments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7139.

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The purpose of this qualitative case study was to gather the perspectives of English as a Second Language (ESL) students to determine their views regarding content delivery and assessments in their content’ specific classes. This case study is based on the concept that students’ perspectives should be considered when planning content delivery and assessments for ESL students at Constitution College (pseudonym), a 4-year college in South Florida. ESL college students receive content and assessments in the same manner as native English - speaking students at Constitution College after completing
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Sauer, Eve R. "Teacher Preferences for Professional Development Delivery Models and Delivery Model Influence on Teacher Behavior in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/942.

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Current trends and research in education indicated that teacher learning is a crucial link to student achievement. There is a void in the research regarding teacher preferences for delivery models in professional development Determining teacher preferences is an important component in professional development planning and the driving inquiry for this research. The purpose of this exploratory case study was to determine teacher preferences in delivery models for professional development and whether delivery models influenced teacher behaviors in the classroom. The primary theory for this study
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Reitz, David Carl. "Elementary Classroom Organization Delivery Model and Its Effect on Student Achievement." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77314.

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The education spectrum includes many different modes of instruction or organizational models. The following are examples of organizational models available to school leaders: self-contained, departmentalized, team-teaching, collaboration, changing classes, and rotating classes. In this spectrum, the self-contained classroom and the departmentalized classroom are the most frequently used organizational models. The self-contained classroom involves one teacher instructing a group of students in all academic subjects. In contrast, the departmentalized classroom is a setting where educators teach
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Hart, Maura A. "Implementing change in instructional delivery of classroom curriculum a phenomenological case study of classroom teachers implementing a problem-based learning approach in the classroom /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/42/.

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Miles, Nicole P. "Noncontingent Delivery of Preferred Stimuli to Treat Problem Behavior in the Classroom." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/595.

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Students with emotional and behavioral disorders (EBD) have very poor long-term outcomes. Non-contingent reinforcement (NCR) has been used to successfully reduce problem behaviors. NCR is frequently used with populations with severe disabilities and in hospital settings using function based reinforcers. Very few studies have applied the use of NCR to EBD populations, and to students whose cognitive scores fall within the normal range. No studies have examined the use of preferred tangible reinforcers delivered non-contingently with participants with EBD or in classroom settings. This study mea
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Bignell, Kris. "An analysis of the effects of hybrid course delivery on student perceptions and academics in health information technology." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007zimmerman-bignellk.pdf.

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Anderson, Sally. "Managing universities in transition : moving from traditional classroom-based delivery to blended and distance learning approaches." Thesis, Open University, 2005. http://oro.open.ac.uk/49162/.

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McFeely, David. "Learning Style and Preferred Mode of Delivery of Adult Learners in Web-Based, Classroom, and Blended Training." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3177/.

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The purpose of this study was to investigate the association between adult learners' preferred learning style and preference for delivery mode. The subjects (n=61) were technical and billing support call center employees from an Internet company in Dallas, Texas. The participants were randomly assigned to one of six groups and given Kolb's Learning Style Inventory to assess their preference for learning style. They received training on three modules of “Influencing Others Positively,” with each module delivered via one of three methods (web-based, classroom, and blended). Participa
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Skelton, David J. E. "An investigation into the learning environments of blended delivery (e-learning and classroom) in a tertiary environment." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/555.

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This thesis describes research investigating the learning environment of tertiary students undertaking their studies through a mixture of online learning management systems and traditional tertiary classroom delivery. A review of the literature examined traditional learning environments, pure online virtual environments and more recent literature pertaining to a blended environment. The examination of student and staff perceptions of learning environments in different contexts served to generate recommendations to help tertiary teachers optimise online and traditional teaching practices within
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Books on the topic "Classroom delivery"

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Skinner-Linnenberg, Virginia. Dramatizing writing: Reincorporating delivery in the classroom. L. Erlbaum Associates, 1997.

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C, Smith Douglas. Alternative classroom management and instructional delivery systems in business education. Delta Pi Epsilon, 2002.

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Borman, Suzanne. A practical guide to elementary instruction: From plan to delivery. Allyn & Bacon, 1997.

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Berk, Ronald A. Professors are from Mars, students are from Snickers: How to write and deliver humor in the classroom and in professional presentations. Mendota Press, 1998.

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Murphy, Robert D. Multimedia Circuits: Classroom Delivery Version. Prentice Hall, 1997.

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Dramatizing Writing: Reincorporating Delivery in the Classroom. Taylor & Francis Group, 2020.

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Skinner-Linnenberg, Virginia. Dramatizing Writing: Reincorporating Delivery in the Classroom. Taylor & Francis Group, 2020.

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Skinner-Linnenberg, Virginia. Dramatizing Writing: Reincorporating Delivery in the Classroom. Taylor & Francis Group, 2020.

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Murphy, Robert. Multimedia Circuits: Classroom Delivery Version, Release 1.6. Prentice Hall College Div, 1997.

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Skinner-Linnenberg, Virginia. Dramatizing Writing: Reincorporating Delivery in the Classroom. Taylor & Francis Group, 2020.

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Book chapters on the topic "Classroom delivery"

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Klimkeit, Dirk, Pengji Wang, and Huiping Zhang. "Global Service Delivery and Project Management." In Classroom Companion: Business. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-50345-0_15.

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Klimkeit, Dirk, Pengji Wang, and Huiping Zhang. "Correction to: Global Service Delivery and Project Management." In Classroom Companion: Business. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-50345-0_19.

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Hirsch, Shanna E., Kristine E. Larson, Lydia A. Beahm, and Catherine P. Bradshaw. "Adapting Classroom Management for Delivery Across Contexts." In Handbook of Classroom Management, 3rd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003275312-10.

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Upton, Amy W. "Delivery, Evaluation, Analysis, and Reporting." In School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes. SAGE Publications, Inc, 2016. http://dx.doi.org/10.4135/9781071801123.n7.

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Wilson, Kaitlyn P., and Christina Y. Pelatti. "Intensive Course Delivery Design in a Graduate Speech-Language Pathology Curriculum." In Evidence-Based Education in the Classroom. Routledge, 2024. http://dx.doi.org/10.4324/9781003524083-9.

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Sharma, Sangeeta, and Priya Christina Sande. "Improving Classroom Delivery of Engineering Education Through Design Thinking." In Sustainable Production, Life Cycle Engineering and Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44248-4_19.

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White, Timothy, Wasif Minhas, Georgia Daleure, Hisham Hanfy, Nadia Solovieva, and Corey Brandon. "Transitioning from Classroom Delivery to Simulated Online Delivery Across Campuses: General Education in the UAE." In English Language Teaching: Theory, Research and Pedagogy. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8888-1_21.

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Vaiciukynaite, Egle, Orsolya Ihasz, Sergey Portyanko, and Shailendra Vyakarnam. "Transforming a Highly Tactile Entrepreneurship Course “Ideas to Innovation” to an Entirely Online Delivery Model: Lessons for Theory and Practice." In FGF Studies in Small Business and Entrepreneurship. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11371-0_7.

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AbstractRecent changes in education due to COVID-19 required a shift from classroom to online delivery. This chapter illustrates how a highly complex training program, Ideas to Innovation (i2i), responded to this challenge. i2i is based on experiential learning including a variety of activities carried out both in large and small groups with the intention to raise delegates’ entrepreneurial self-efficacy. In this case study, we illustrate the process by which the program was delivered online for the first time since its existence and how the online delivery of an entrepreneurial program contri
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Conroy, Maeve. "Excavating the Pathway of a Leadership Development Practitioner: A Narrative Account of Deep Reflective Practice Alongside the Lived Experience of Leadership Programme Delivery." In Leaderful Classroom Pedagogy Through an Interdisciplinary Lens. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6655-4_4.

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"Elements of alternative school delivery models." In Skills in Collaborative Classroom Consultation. Routledge, 2012. http://dx.doi.org/10.4324/9780203132425-7.

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Conference papers on the topic "Classroom delivery"

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Sherrow, Tammy. "THE FLIPPED CLASSROOM: ALTERNATE DELIVERY FOR INCREASED STUDENT LEARNING, ENGAGEMENT AND CONNECTION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0254.

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Qi, Mengmeng, Kainan Zhou, Min Zou, Minxuan Yu, Yao Xiao, and Bowen Liu. "Academic Emotions and Learning Engagement in Synchronous Delivery Classroom: Mediating Effects of Self-efficacy and Learning Motivation." In 2024 International Symposium on Educational Technology (ISET). IEEE, 2024. http://dx.doi.org/10.1109/iset61814.2024.00062.

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Chi Ngoc Thai and Saeed Roushanzamir. "Integrating Multimedia Note Delivery Software into Classroom Teaching." In 2005 Tampa, FL July 17-20, 2005. American Society of Agricultural and Biological Engineers, 2005. http://dx.doi.org/10.13031/2013.19093.

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Ismail, Rasha, Fadi Safieddine, and Atik Kulakli. "E-university lecture delivery model: From classroom to virtual." In 2017 International Conference on Engineering & MIS (ICEMIS). IEEE, 2017. http://dx.doi.org/10.1109/icemis.2017.8272983.

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Pullen, John M., Priscilla McAndrews, and Nicholas Clark. "Simultaneous Classroom and Online Course Delivery using Open Source Software." In Computers and Advanced Technology in Education. ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.774-026.

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Crawford, Isabella Christine, Stephanie Swartz, Belem Barbosa, and Susan Luck. "Employability Through Experiential Delivery of Intercultural Communication Skills Online." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11185.

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International trade, enabled by rapid technological advances, has had a profound effect on the way employees work and communicate in a borderless, virtual environment. Within this context, classroom collaboration through online virtual teams can be an effective strategy to enhance intercultural and employability skills. Research in this area advocates that using digital media to connect students with international classrooms is an easy and efficient way to develop intercultural competence. In this paper we describe and present the results of one such initiative. The authors have designed and i
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Light, Jarred, Phil Pfeiffer, and Brian Bennett. "An evaluation of continuous integration and delivery frameworks for classroom use." In ACM SE '21: 2021 ACM Southeast Conference. ACM, 2021. http://dx.doi.org/10.1145/3409334.3452085.

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Kobus, Chris J. "On Why the Flipped Classroom Model May Be the Optimum for Heat Transfer Education." In ASME 2013 Heat Transfer Summer Conference collocated with the ASME 2013 7th International Conference on Energy Sustainability and the ASME 2013 11th International Conference on Fuel Cell Science, Engineering and Technology. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/ht2013-17093.

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Much has been made of recent news that the field of heat transfer has fewer teaching professors now than in years past. It remains a challenging field for many college students who then tend to go into other engineering applications. But this trend can be reversed by utilizing modern educational tools in a flipped class model that takes advantage of and optimizes both online delivery in concert with classroom activities. Specifically, the flipped classroom model allows for the use of graphical visualization of heat transfer (a phenomena that for the most part is outside our visual spectrum) in
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Holzer, Dominik, and Alberto Pugnale. "Using Technology Innovation and Blended Delivery for Student-centred Learning in Large Undergraduate Classes." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16281.

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Delivery methods of Higher Education classes have been scrutinised globally during the COVID-19 pandemic as academics and students were forced to shift rapidly to online delivery modes. In a post-COVID-19 scenario innovative teaching and learning approaches are required to rethink how large student cohorts can be educated online and on campus in a meaningful way, thereby reenvisioning the traditional lecture and its wider class context. This paper reports on the approach taken by the authors who restructured and redesigned an existing second-year undergraduate subject in an Australian architec
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Dy, Emmanuel Henry Litam, Alex Jasper Tan, and Denis Dyvee Errabo. "Students's Perceptions and Anxieties towards e-Assessment: Implications for Online Classroom Delivery." In 2021 IEEE International Conference on Educational Technology (ICET). IEEE, 2021. http://dx.doi.org/10.1109/icet52293.2021.9563138.

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Reports on the topic "Classroom delivery"

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Seshadri, Shreelata Rao, Rishikesh B. S., Prateeti Prasad, and Sheetal Patil. Handling classroom hunger : comparing modes of mid-day meal delivery in Anekal block, Karnataka. Azim Premji University, 2020. http://dx.doi.org/10.61933/wps.19.2020.10.

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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Lessons from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/045.

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Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across
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Ayallo, Irene, Nadia Mary Akbar, Faith Burgess, et al. A Report on Teaching and Modelling Research Skills in a Classroom Setting: Social Work Students Using Their Learning and Experiences to Investigate the Link Between Modes of Learning Delivery and Social Work Core Competencies. Unitec ePress, 2024. http://dx.doi.org/10.34074/rsrp.107.

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In Semester 2 (July–November) 2022, Dr Irene Ayallo collaborated with the students in the Research Methods course in Unitec’s Bachelor of Social Practice to investigate the link between learning delivery modes and students’ ability to demonstrate the Aotearoa New Zealand Social Workers Registration Board (SWRB) core competencies (see Appendix 1). The aim of the project was to teach research skills and, simultaneously, critically analyse whether the shift in learning delivery due to the Covid-19 pandemic could impact the students’ future competencies as social workers in the Aotearoa New Zealan
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Van Der Zant, Tamara, Katherine Dix, and Toby Carslake. Evaluation of the Smiling Mind Primary School Program 2023. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-745-8.

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In its various forms, the Smiling Mind Primary School Program (the Program) has been delivered in Australian schools since 2016. The Program is a mindfulness-based social and emotional learning (SEL) program designed for primary school students in Years 1 to 6. It aims to support the mental wellbeing and emotional resilience of students. The Program offers an online, digital, curriculum, delivered by trained classroom educators, that incorporates practices and techniques to help students develop skills for managing stress, building resilience, and enhancing their overall mental health. The Pro
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Ali, S. M. Zulfiqar, Siban Shahana, and Rizwana Islam. Learning at a Distance: Assessing the Effectiveness of Remote Learning in Bangladesh. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/zevi5743.

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COVID-19 has significantly disrupted education globally, including in Bangladesh, where schools were closed for nearly two years. The Bangladeshi government initiated a distance learning program via SANGSAD TV starting April 30, 2020, initially for primary and then secondary students. This shift from traditional classroom teaching to remote learning posed challenges, particularly for young students and those from low-income households, impacting them differently based on various factors like household income, gender, electricity, and internet access. To assess the effectiveness of the Remote L
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Sur
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Chea, Phal, Chankoulika Bo, and Ryuto Minami. Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.134.202205.

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The Covid-19 pandemic locked students all around the world out of school and caused unprecedented educational disruptions for more than two years. Like other countries, Cambodia switched from the traditional physical classrooms to online and distance learning during school closures. Cambodian schools were able to reopen their doors briefly at the end of 2020 after the first nationwide school closure in March earlier that year. However, largescale community outbreaks in February 2021 forced schools to close again. There have been successful lessons in developed countries where online learning a
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8

Fitz, Julie. Positive conditions for mathematics learning: An overview of the research. Learning Policy Institute, 2025. https://doi.org/10.54300/967.472.

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This report synthesizes research findings from the fields of mathematics teaching and learning, educational psychology, and the learning sciences to identify key classroom learning conditions that matter for K–12 math learning. To organize discussion of the research literature, the report is divided into four sections, each describing a different classroom condition that emerged as important for student learning. The literature provides evidence that students learn math best when they can do the following: (1) experience positive relationships with their teachers; (2) feel a sense of belonging
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Villegas-Reimers, Eleonora, Paula Pogré, Silvana Freire, and Emma Näslund-Hadley. Preparing teachers to deliver hybrid education: a framework for Latin America and the Caribbean. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005008.

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The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. T
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Dix, Katherine, Tamara Van Der Zant, Toby Carslake, Rachel Felgate, and Syeda Kashfee Ahmed. Smiling Mind Evaluation 2021-2022: Effectiveness of the Smiling Mind Primary School program. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-744-1.

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In Australia, there has been a growing recognition of the importance of mental wellbeing and emotional resilience in students’ overall development. In response, the Smiling Mind Primary School Program was designed as a mindfulness-based social and emotional learning program for primary students in Years 1 to 6. This report presents a large-scale evaluation conducted independently by the Australian Council for Educational Research (ACER) of the Smiling Mind Primary School Program. The program was delivered in 461 primary schools in regional, rural, and disadvantaged communities across Australia
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