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Journal articles on the topic 'Classroom Experiences'
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RAJARATNAM, MONO. "Primary classroom experiences." Journal of Computer Assisted Learning 4, no. 1 (March 1988): 44–47. http://dx.doi.org/10.1111/j.1365-2729.1988.tb00092.x.
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Marsden, J. "Some Classroom Experiences." Aboriginal Child at School 15, no. 1 (March 1987): 22–23. http://dx.doi.org/10.1017/s0310582200014735.
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McSpadden, Emalinda L. "An Educational Paradigm in the Midst of Shifting: Students’ and Professors’ Attitudes toward Classroom Technology." Journal of Teaching and Learning with Technology 7, no. 1 (June 6, 2018): 59–69. http://dx.doi.org/10.14434//jotlt.v7n1.23368.
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Many community college educators struggle with the notion of technology as integral to classroom learning, concerned about changing the very nature of what classroom learning means. For students, there are similar concerns regarding classroom experience, especially if students come from different educational backgrounds, generations, or levels of technological expertise. This qualitative research study compares student and professor experiences of classroom-specific technology use, and findings indicate convergent and divergent themes among students and professors specific to their classroom technology experiences. Students and professors agree that technology should be used in classrooms, despite sometimes hindering creativity and becoming a distraction. Students and professors disagreed in their satisfaction with amounts of classroom technology use and assurance in the efficacy of that technology use. These findings provide valuable insights and fundamental guiding principles for assessing the relationship between users and classroom technology.
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McSpadden, Emalinda L. "An Educational Paradigm in the Midst of Shifting: Students’ and Professors’ Attitudes toward Classroom Technology." Journal of Teaching and Learning with Technology 7, no. 1 (June 6, 2018): 59–69. http://dx.doi.org/10.14434/jotlt.v7i1.23368.
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Many community college educators struggle with the notion of technology as integral to classroom learning, concerned about changing the very nature of what classroom learning means. For students, there are similar concerns regarding classroom experience, especially if students come from different educational backgrounds, generations, or levels of technological expertise. This qualitative research study compares student and professor experiences of classroom-specific technology use, and findings indicate convergent and divergent themes among students and professors specific to their classroom technology experiences. Students and professors agree that technology should be used in classrooms, despite sometimes hindering creativity and becoming a distraction. Students and professors disagreed in their satisfaction with amounts of classroom technology use and assurance in the efficacy of that technology use. These findings provide valuable insights and fundamental guiding principles for assessing the relationship between users and classroom technology.
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Schoonmaker, Frances. "Only those who See Take off Their Shoes: Seeing the Classroom as a Spiritual Space." Teachers College Record: The Voice of Scholarship in Education 111, no. 12 (December 2009): 2713–31. http://dx.doi.org/10.1177/016146810911101203.
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Background/Context Spirituality refers to a way of being that includes the capacity of humans to see beyond themselves, to become more than they are, to see mystery and wonder in the world around them, and to experience private and collective moments of awe, wonder, and transcendence. Though there is growing interest in spirituality and education, there is little evidence that it is intentionally included in most public school classrooms. Purpose and Focus The author's personal experiences as a classroom teacher, adult early recollections of spiritual experience, and children's responses to literature with spiritual themes are used to illustrate three points: (1) Although practice of spiritual discipline may help teachers to be more sensitive to spiritual experiences, it does not necessarily follow that they know what to do with them in the classroom. (2) Early recollections of spiritual experiences and reflection on what these mean for classroom practice may be a way of helping teachers learn how to identify and support spirituality in the classroom. (3) Teachers need to recognize that children's spirituality is part of their being in the world, and honoring it in the classroom requires providing opportunities for its expression within the ordinary events of classroom life. Research Design The article is an essay, juxtaposing literature on children's spirituality with the author's personal experiences as a classroom teacher and researcher to make an argument for classrooms as spiritual spaces. Conclusions The possibilities inherent in discovering and coming to know—possibilities that are hopeful and open us up to the “more-than-ness” of being human—are often closed off in the day-to-day press of classroom life because teachers are not prepared to consider them, and they are not considered part of the curriculum. The author concludes that educators need to learn how to see the spirituality inherent in the everyday acts of learning, in coming to know, and in being in the classroom and to make space for the unseen. Further research is needed to articulate both theory and practice related to children's spirituality in the classroom.
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Ye, Jian-Hong. "Analysis of Chinese College Students’ Learning Experience in a Blended-Flipped Classroom: Based on the Belief-Action-Outcome (BAO) Model." International Journal of Information and Education Technology 15, no. 4 (2025): 662–71. https://doi.org/10.18178/ijiet.2025.15.4.2274.
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Currently, the blended learning and flipped classroom teaching method is gaining increasing popularity in higher education worldwide. Higher education institutions are adopting blended-flipped classroom teaching to enhance students’ learning experiences and address the shortcomings of traditional teaching methods. This study aimed to examine the various factors influencing students’ learning experiences in a research methods course. The study involved 18 third-year preschool education majors at a private undergraduate college in Guangxi, China, who had experienced blended-flipped classroom teaching. After the course concluded, semi-structured interviews were conducted to understand their learning experiences across the pre-class, in-class, and post-class stages of the blended-flipped classroom. Following the interviews, data were coded and thematically analyzed based on the Belief-Action-Outcome (BAO) model to explore the impact of beliefs on learning behaviors and outcomes. The study found that under the influence of positive learning beliefs and behaviors, students who participated in blended-flipped classroom teaching experienced improved learning outcomes the application of the BAO model in the field of education, and contributing to the qualitative research on students’ learning experiences with blended-flipped classrooms. Future course design can integrate ideological and political education, enhance the use of artificial intelligence, and apply knowledge graphs to support self-directed learning, enrich college students’ learning experiences, and improve learning outcomes.
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HARK SÖYLEMEZ, Nesrin. "Virtual classrooms in distance education: an examination of virtual classroom experiences." Acta Didactica Napocensia 16, no. 1 (August 31, 2023): 123–39. http://dx.doi.org/10.24193/adn.16.1.9.
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"This study examines the virtual classroom experiences of graduate students. Virtual classroom applications related to the course “applications of scientific research” taught at a state university were treated as a case study. Virtual classroom recordings, defined using the university’s learning management system, were used as research data. The study data consisted of virtual classroom recordings created throughout the academic term, shared documents, students’ synchronous participation statuses in classes, completion statuses of virtual class activities, watching statuses of live lessons, preparation statuses for shared documents, and instant messaging during synchronous virtual classroom experiences. Content analysis was used to analyze the data. The virtual classrooms encompass 45 students, including 30 females and 15 males, who took the course ‘Scientific Research Practices’ at a state university during the 2020–2021 academic year at the postgraduate level. The results show that effective and well-managed virtual classrooms enabled students to participate simultaneously. Virtual classrooms facilitated the development of a sense of community among students, and these students adhered to the norms typically observed in a physical classroom. Conducting an effective educational process in virtual classrooms is closely linked to the instructor’s skills. Furthermore, the technical issues encountered did not significantly impact the educational process negatively."
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Culha, Ali, and Salih Yılmaz. "Classroom Management Experiences of Preschool Teachers with Refugee Students." International Journal of Psychology and Educational Studies 10, no. 2 (March 24, 2023): 393–405. http://dx.doi.org/10.52380/ijpes.2023.10.2.1028.
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Although refugee education is among the prominent research topics today, there is limited information in the literature about preschool, one of the important periods of education, and classroom management in this context. The purpose of this study is to explore the classroom management experiences of preschool teachers who have refugee students in their classrooms. In this way, this research examines the experiences of teachers about how they make sense of the difficulties they face in the classroom and the strategies they develop to combat them. Twenty-one preschool teachers with refugee students in their classrooms were included in this qualitative study through criterion purposive-measure sampling method. The data were collected using a semi-structured interview form and analyzed using content analysis. Research findings showed that the difficulties experienced by teachers in terms of classroom management with the presence of refugee students in their classrooms were listed under the categories of grouping tendency, difficulties in implementation, need for additional activities, lack of time, communication problems, exhibiting unwanted behaviors, adaptation problems, tendency to disobey rules and cultural differences. Furthermore, the study revealed what kind of solutions teachers applied in terms of classroom management for the difficulties arising from the presence of refugee students in the classroom. The teachers used some strategies such as using visual elements, mainstreaming, considering individual differences, increasing comprehensibility, peer support, social communication, language activities, using reinforcement, intensive communication, and family support. In line with the results of the research, suggestions for future research and practices are discussed.
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La Torre Castillo, Carlos Celso. "Virtual Classroom Usage and User Perception for English Learning as a Second Language at Universities in Lima, Peru." International Journal of Emerging Technologies in Learning (iJET) 16, no. 08 (April 23, 2021): 261. http://dx.doi.org/10.3991/ijet.v16i08.19221.
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A more extensive use of virtual tools in teaching-learning processes needs a professors’ and students’ proactive attitude, positive experiences, and improvement in their implementation. A cross-sectional study was carried out to know the perceptions of private university students from Lima on the use of the necessary elements for an English language virtual classroom. The sample was composed of 150 accounting students from five universities, whose perceptions on virtual classroom elements were assessed and compared to their previous experiences. Most students were in favor of using the virtual classroom and its different elements, and those who had a previous experience with virtual classrooms were more in favor of using reminders, chats, forums, e-mails and online exercises (p<0,05). In sum, most students were in favor of using the virtual classroom and having a previous experience favors a more positive perception towards online learning tools.
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Purtell, Kelly M., and Arya Ansari. "Classroom Age Composition and Preschoolers’ School Readiness: The Implications of Classroom Quality and Teacher Qualifications." AERA Open 4, no. 1 (February 2018): 233285841875830. http://dx.doi.org/10.1177/2332858418758300.
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Recent research has shown that the age composition of preschool classrooms influences children’s early learning. Building on prior research, this study examines whether the association between classroom age composition and children’s learning and development vary based on classroom quality and teacher characteristics using a subset of the Family and Child Experiences Survey (FACES), a nationally representative sample of 3- and 4-year-old children attending Head Start (n = 2,829). Results revealed that the association between age composition and children’s academic skills was dependent on classroom quality and that classroom quality was less predictive of children’s skills in mixed-age classrooms. Teacher education but not experience also moderated the influence of age composition such that mixed-age classrooms taught by a teacher with higher education were not associated with decreased literacy gains among older children.
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MARCHANT, MARGARET. "Further primary classroom experiences." Journal of Computer Assisted Learning 4, no. 4 (December 1988): 244–47. http://dx.doi.org/10.1111/j.1365-2729.1988.tb00187.x.
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Ross, Andrew S., and Damian J. Rivers. "Emotional experiences beyond the classroom: Interactions with the social world." Studies in Second Language Learning and Teaching 8, no. 1 (March 27, 2018): 103–26. http://dx.doi.org/10.14746/ssllt.2018.8.1.5.
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Research into the emotional experiences of language learners and their impact upon the language-learning process remains relatively undernourished within second language education. The research available focuses primarily on emotions experienced within the classroom, rather than in the daily lives of learners within various social contexts. This article contends that the focus placed upon emotions within the relatively structured environment of the formal classroom is problematic, particularly within an ESL environment, as the target language is more frequently experienced beyond the classroom. Drawing on data collected within Australia, the study explored the emotional experiences of a small cohort of eight university-level ESL learners experienced within their various social interactions beyond the classroom with a specific focus on the emotions of hope, enjoyment and frustration. Semi-structured interviews revealed that their emotional experiences beyond the classroom were particularly intense in comparison to emotional experiences within the formal language-learning classroom.
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Keengwe, Jared, and Biljana Belamaric Wilsey. "Online Graduate Students’ Perceptions of Face-to-Face Classroom Instruction." International Journal of Information and Communication Technology Education 8, no. 3 (July 2012): 45–54. http://dx.doi.org/10.4018/jicte.2012070106.
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This article reports online graduate students’ perceptions of face-to-face classroom instruction in a doctoral program at a large public university in the eastern United States. The purpose of this study is to examine the experiences of graduate students returning to a face-to-face classroom after becoming accustomed to online learning. The students’ online course experiences impacted their subsequent return to the face-to-face classroom in terms of logistics (anxiety finding a physical classroom, budgeting time to make it there) and learning (including interactions with students and instructors). The primary impact was increased appreciation of face-to-face interactions. Instructors also gained experience applying some other strategies to improve their classes. These findings could inform course developers and instructors about student expectations in face-to-face classrooms as well as stimulate reflections on recommendations for instructional improvements to enhance student learning.
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Click, Elizabeth, Marjorie Edguer, Jesse Honsky, Matthew Salerno, Barbara Burgess-Van Aken, Suzanne Rusnak, and Kristen Berg. "Mindfulness Matters: The Experience of Mindfulness Activity Facilitation by Faculty." Building Healthy Academic Communities Journal 9, no. 1 (February 4, 2025): 73–87. https://doi.org/10.18061/bhac.v9i1.9746.
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Background: Faculty and students have experienced increased stress and challenges over the past years. Mindfulness is a strategy that has been used in classrooms to help manage those challenges; however, there is limited research on the faculty experience of leading mindfulness activities in the classroom. Aim: This research aimed to explore how university faculty perceive the experience of using brief mindfulness activities in the classroom. Methods: This pilot study examined use of brief instructor-led mindfulness activities in the classroom. A descriptive qualitative design was used to examine faculty perceptions associated with leading mindfulness activities. Eight faculty teaching undergraduate and graduate students at a private midwestern research-intensive university, from four different schools, participated. Results: Faculty perceived the brief mindfulness activities they led as encouraging students’ well-being and mental health, helping students to transition into the classroom, fostering connection and community among faculty and students, demonstrating care and support of students, and helping faculty support their own self-development and well-being. Conclusions: Leading brief mindfulness activities in the classroom provides benefits for faculty. Faculty perceive those practices to also be beneficial for students. More qualitative research is recommended to better understand the comprehensive effects and experiences associated with mindfulness practice in the classroom.
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Basnet, Lok Bahadur. "Exploring Teachers’ Experiences on the Construction and Use of Teaching Materials in Mathematics Classroom: A Narrative Inquiry." Journal of Mathematics Education 5, no. 1 (December 21, 2023): 63–74. http://dx.doi.org/10.3126/jme.v5i1.60851.
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Teachers' experience and knowledge with the construction and use of teaching materials influences the teacher's classroom activities. This study intended to explore mathematics teacher's experience on the construction and use of teaching materials in the classrooms. This study used a narrative inquiry approach to explore the use and construction of teaching materials in mathematics teaching, focusing on the experiences of mathematics teachers from secondary schools in Dang district of Nepal. The findings suggest that the experienced mathematics teachers used only text-books and whiteboards as teaching materials. They did not use additional teaching materials in their mathematics classrooms at the beginning of their careers. Further, with the help of in-service teacher training, the research participants got the knowledge and skills to construct and use teaching materials, like the prism models, pyramids, cones, and cylinders. Furthermore, the findings also suggested that the teachers do not use these teaching materials regularly due to poor classroom management and overwork load. The findings of this study can be helpful for mathematics teachers, teacher trainers, school administrations, and policymakers for meaningful mathematics teaching and learning.
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Isenbarger, Lynn, and Arlette Ingram Willis. "An Intersection of Theory and Practice: Accepting the Language a Child Brings into the Classroom." Language Arts 84, no. 2 (November 1, 2006): 1–11. http://dx.doi.org/10.58680/la20065619.
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This article draws from the experiences of a European American classroom teacher, her African American teacher educator, the classroom teacher’s interactions with an African American family, and her conversations with her African American aide. It answers the call to speak to the everyday experiences of teachers who seek to acknowledge and address the linguistic and cultural understandings that students bring with them to our classrooms and explores the tension a teacher experiences as she navigates between theories she is reading and discussing in her university coursework and the expectations and understandings of the parents and aide of an African American male who is a student in her classroom. In addition, the teacher educator makes recommendations for applying theory and research in multilingual and multicultural classrooms.
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BATTAL, Şeymanur, and Berrin AKMAN. "Responsive Classroom Management Practices in the Context of Preschool Teachers’ Professional Experiences." Cukurova University Faculty of Education Journal 51, no. 3 (December 30, 2022): 1739–68. http://dx.doi.org/10.14812/cufej.1135750.
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Responsive classroom management can be achieved by the harmonious combination of many variables such as teacher and child characteristics. One of these variables is the professional experience of teachers. Professional experience affects teachers' practices, expectations and attitudes regarding children. Accordingly, the present study aimed to identify responsive classroom management practices within the context of pre-school teachers' professional experiences. The research sample consisted of 60 preschool teachers. The teachers' knowledge about responsive classroom management practices was identified in writing with the help of a questionnaire made up of open-ended and multiple-choice questions created by the researchers. In the study, which was designed as a case study, inductive and descriptive analyses were used to analyze the data. The results of the study revealed that both experienced teachers and novice teachers performed similar practices in areas such as the emotional climate of the classroom, classroom rules and instructional support. In addition, it was found that there were differences in the approaches of the novice teachers and experienced teachers regarding the noisy classroom as well as in the way they defined and intervened problematic behaviors.
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Santosa, Made Hery, and Safitry Wahyuni. "“Bitmoji is Cool!”: Exploring the Secondary English Teachers’ Narratives Using Digital Avatar-based Pedagogical Agent." Journal of Education Technology 8, no. 3 (October 25, 2024): 451–61. https://doi.org/10.23887/jet.v8i3.76632.
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In online learning, students are likely to experience boredom, lack of motivation, reluctance, and anxiety. Bitmoji Virtual Classroom (BVC) – a virtual classroom can be one option in implementing interactive learning. This study aims to investigate the experiences of English teachers in designing interesting and interactive English learning using Bitmoji Virtual Classroom (BVC) – a virtual classroom designed as a digital avatar-based learning agent in online learning – to increase students’ interest, engagement, and motivation to learn. Using a narrative inquiry approach, this study explores the experiences of four junior high school English teachers who voluntarily participated. Data were collected through in-depth interviews and analyzed thematically. The findings show that teachers find the process of designing virtual classrooms enjoyable, aided by the attractive features of Bitmoji and Google Slides. They support the creation of effective learning and better student engagement through the help of this interactive learning media. However, they face challenges, such as the need for clearer learning guidelines during the implementation of the interactive media used. This study suggests that the use of avatar-based virtual classrooms can serve as an innovative strategy to develop creativity and increase student motivation in a virtual English learning environment.
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KARAFERYE, Figen. "INVESTIGATING TEACHERS’ EXPERIENCES WITH DIGITAL CLASSROOM MANAGEMENT AND INCORPORATING SOCIAL AND EMOTIONAL LEARNING." Turkish Online Journal of Distance Education 25, no. 1 (January 1, 2024): 179–99. http://dx.doi.org/10.17718/tojde.1210701.
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The research on classroom management in general is numerous, yet the connection between digitization, classroom management, and Social and Emotional Learning (SEL) has been understudied. The current study explored how primary school teachers managed their digital classrooms while incorporating social and emotional learning into their classroom management practices in the remote teaching period. The study not only examined the classroom management strategies and procedures employed but also investigated teachers’ beliefs and perceptions about managing digital classrooms. The study was carried out with 145 primary school teachers teaching in school grades 1st-4th from five different public schools by adopting stratified random sampling. The data were collected via written responses of the participants with the closed, fixed-response, and standardized open-ended forms developed by the researcher. Descriptive analysis and content analysis were used in the analysis of quantitative and qualitative data respectively. The findings revealed that the majority of teachers led online classroom management processes similar to their face-to-face experiences but were less effective concerning the developmental needs of each student in the digital classroom. Furthermore, the study yielded insight into the stress factors and protective factors within the context of classroom management incorporating SEL, and it provided direction for future implementations concerning teachers’ professional learning needs and expectations.
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Martin, Moira. "Mindfulness and Transformation in a College Classroom." Adult Learning 29, no. 1 (January 30, 2018): 5–10. http://dx.doi.org/10.1177/1045159517744752.
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Community college classrooms afford students from a variety of backgrounds the possibility to engage and inform one another with respect to their unique perspectives and life experiences. Unfortunately, in many of these situations, students find themselves self-critical, and their internal comparisons with others may impede the potential of a transformational educational experience. This article discusses the benefit of utilizing mindfulness meditation as a way of bringing students more in touch with their internal processes, which in turn allows them greater availability to others in the classroom and thus creates more transformational learning experiences for these community college students.
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Dehdary, Nazanin, Ndrew Allmark, Zakiya Al Nadabi, and Sally Al Hurmuzy. "Using a Technology-Enhanced Active Learning Classroom to Teach English: A Help or Hindrance?" Journal of Language Teaching and Research 15, no. 5 (September 1, 2024): 1455–66. http://dx.doi.org/10.17507/jltr.1505.07.
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Educators view active learning as a pedagogical enabler for preparing students for the demands of today’s workplaces and equipping students with 21st century skills such as critical thinking, problem solving, collaboration, and teamwork. However, there seems to be a noticeable incongruity between the eagerness on the development of 21st century skills and the learning spaces where these skills are intended to be acquired. The significance of learning spaces and their potential for facilitating or impeding students’ active engagement should not be overlooked. Considering the indispensability of technology in today's world, its integration becomes crucial not only in today's pedagogy and curriculum but also in the design of learning spaces. This study aims to investigate teachers’ perspectives of teaching in a technology-enhanced active learning (TEAL) classroom by exploring their experiences of using the TEAL classrooms, the factors affecting their experiences, and how these factors shape teaching experiences from the viewpoint of teacher participants. This study adopts a mixed methods approach where quantitative and qualitative data collection and analysis are incorporated to address the research questions. Findings of the study suggest that the majority of classroom users had a positive overall impression of the TEAL classrooms with some discussing the challenges they encountered. Analysis of the data shows both classroom-related and non-classroom related factors influencing teachers’ teaching experiences. Classroom-related factors encompass aspects such as classroom layout and the technology embedded within the classroom environment. On the other hand, non-classroom related factors are classified into course-related, teacher-related, and student-related factors.
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Madigan, Jennifer. "Single-Gender and Co-Educational Special Education Classrooms: Latina Student Attitudes, Perceptions, and Experiences." Multiple Voices for Ethnically Diverse Exceptional Learners 6, no. 1 (September 1, 2003): 13–26. http://dx.doi.org/10.56829/muvo.6.1.5q35903833768687.
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This qualitative research was designed to give voice to Latina students in single-gender and co-educational secondary-level special education placements for students with mild to moderate learning disabilities. Classroom observations and interviews were conducted with Latina special education students and classroom teachers in both single-gender and coeducational special education classrooms in one urban school site serving a large special education population. The findings of the study indicate that the single-gender special education environment provides greater comfort levels and less distractions in the classroom and increased levels of classroom participation and school attendance than the co-educational classroom environment.
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Brkich, Christopher Andrew, and Elizabeth Yeager Washington. "Pedagogical Negotiations and Authentic Intellectual Work: A Phenomenological Examination of High School Teachers’ Experiences." Social Studies Research and Practice 6, no. 1 (March 1, 2011): 35–57. http://dx.doi.org/10.1108/ssrp-01-2011-b0003.
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This article focuses on the following questions: 1) How do secondary social studies teachers working in schools of color experience pedagogical negotiations when trying to teach students thoughtful, critically informed citizenship and government and school accountability mandates? and 2) How does teaching with lessons grounded in the principles of authentic intellectual work (AIW) affect this negotiation experience? We employed a phenomenological framework as the methodological basis for eliciting two classroom teachers’ experiences, both of whom have advanced degrees in social studies education and several years of teaching experience in schools of color and of poverty. The findings show that prior to the incorporation of lessons based on the principles of authentic intellectual work, these teachers’ negotiation experiences had strong negatively affective dimensions based on a zero-sum pedagogical conceptualization of curriculum. Following the introduction of lessons based on AIW, these negatively affective dimensions began to recede from their experiences and were replaced by more positive ones. Given that classroom teachers are the ultimate arbiters of curriculum in their classrooms, this research has implications for improving the experiences of secondary social studies teachers working in schools of color.
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Perkins, Margaret. "Early experiences of classroom literacy." European Early Childhood Education Research Journal 3, no. 2 (January 1995): 79–90. http://dx.doi.org/10.1080/13502939585207781.
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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (December 23, 2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.
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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (December 23, 2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.
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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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KAYIRAN, Derya. "Peer Bullying Experiences and Management Strategies of Preschool Teachers." International e-Journal of Educational Studies 7, no. 15 (October 8, 2023): 648–56. http://dx.doi.org/10.31458/iejes.1336321.
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The objective of this study was to explore preschool teachers’ experiences with bullying behaviors in the classroom, their strategies for managing such behaviors, and to provide recommendations for addressing peer bullying in the classroom. Key findings from the research include: A high percentage (90.3%) of teachers reported encountering peer bullying in their classrooms. The most frequently observed types of bullying were verbal (65.6%), followed by physical (16.9%), and psychological (17.4%) bullying. Female students tended to engage more in psychological peer bullying, whereas male students were more inclined toward physical bullying.The incidence of physical and verbal bullying increased as children grew older.One of the primary approaches employed by teachers in dealing with bullying was changing classroom management practices and promoting empathy among students.Implementing a values education program within classroom activities was suggested as a way to enhance the effectiveness of anti-bullying efforts. These findings highlight the importance of addressing peer bullying in early childhood education and fostering positive classroom environments that promote empathy and values education. The study also emphasizes the need for teacher training and support to effectively manage and prevent bullying behaviors among young children.
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Barbosa, Tamara JG, and Mary Jo Barbosa. "Zoom: An Innovative Solution for the Live-online Virtual Classroom." HETS Online Journal 9, no. 2 (May 30, 2019): 124–38. http://dx.doi.org/10.55420/2693.9193.v9.n2.292.
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This article is a case study of a courseware experience with the creation of a live-online virtual classrooms using Zoom. Live-online virtual classrooms with two-way audio and HD video were created for seven different courses at the higher education level. This innovative technology allows all participants to see and hear every classmate using any device, including iPhones, tablets and computers. We describe how to set up the Zoom account and how to set up the live-online virtual classroom, including the parameters we use. We document how to set up a home or office studio and how to broadcast the classes. We explain our virtual classroom class experiences and how we evaluated students live-online. We also provide several best practices for hosting and studying in a live-online virtual classroom.
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Kusch, James W. "The Dimensions of Classroom Assessment: How Field Study Students Learn to Grade in the Middle Level Classroom." Journal of Educational Thought / Revue de la Pensée Educative 33, no. 1 (May 17, 2018): 61–82. http://dx.doi.org/10.55016/ojs/jet.v33i1.52555.
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How are assessment practices of student teachers formed by their experiences in methods courses and practicum classrooms? By contrasting the approaches of two groups of student teachers to pupil assessment, the small-scale case study research described in this report shows how student teachers emphasize the dimensions of assessment that demonstrate, both, their control of procedure and content, and their control of student behavior and learning in the classroom. These control-related aspects of the practicum experience derive primarily from pressure exerted by cooperating teachers to maintain the established classroom order, and derive secondarily from approaches that have been propounded in methods courses.
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Alenazi, Maryumah. "The CEFR in a Saudi Classroom: Implications for Academic Labor in Language Teaching." Journal of Umm Al-Qura University for Educational and Psychological Sciences 15, no. 3 (September 20, 2023): 170–81. http://dx.doi.org/10.54940/ep69916581.
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This research explores the interplay of the CEFR and academic labor in English as a foreign language classroom, an area that has been widely neglected in the contemporary English language teaching. The main aim of the research was to investigate the forms of academic work that Saudi labor experience in their language classroom and whether they negotiate and justify their experiences with academic work in ELT. The data of the research were gathered via the following instruments: (i) individual interviews, (ii) classroom observations, and (iii) group interviews. The participants of this research were two Saudi English language lecturers working in one of the public universities in Saudi Arabia. The findings revealed that the CEFR and its associated products, goods and services (e.g., PowerPoint Presentations, textbooks, DVDs, and teacher’s guidebook) have enormously shaped the intellectual and emotional labor of the participants. It was also found that both teachers experienced intellectual and emotional struggles in classrooms due to the power differential between their institution that supports the CEFR and their own beliefs in language education. This research closes with a call for serious scholarly engagement with the interplay of the CEFR and academic labor in our contemporary EFL classrooms.
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Payne, Katherina A., Anna Falkner, and Jennifer Keys Adair. "Critical Geography in Preschool: Evidence of Early Childhood Civic Action and Ideas about Justice." Teachers College Record: The Voice of Scholarship in Education 122, no. 7 (July 2020): 1–34. http://dx.doi.org/10.1177/016146812012200705.
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Background U.S. preschool children from Latinx immigrant and Black communities often experience schooling rooted in compliance and overdiscipline. In these contexts, schools do not recognize the rich lived experiences of Children of Color as suitable for civic learning. This article explores how, when schools value young Children of Color as capable and their work as important, classrooms become sites of children's daily embodied civic action. Purpose Our study sought to better understand how children conceptualize and enact their ideas about community and to document the kinds of civic action present in early childhood classrooms. Applying theoretical tools of critical geography, we specifically analyzed how children used space and materials to enact their vision of a just community. Participants Three classrooms—an inclusion classroom, a bilingual classroom, and an English-only general education classroom—located within a Head Start center in South Texas participated in this study. The campus is roughly 65% Latinx, 33% Black, and 2% White, serving 3-, 4-, and 5-year-old children. Research Design This study used a multisited, comparative ethnographic methodology. Multisited ethnography allows researchers to locate patterns and contextual differences that impact people's lived experiences. Initially, researchers conducted ethnographic observations through field notes, photographs, and short videos documenting children's action on behalf of or with the classroom community. Next, we used video-cued ethnographic methods, filming for three days in each classroom and editing the footage into a 20-minute film. We showed that film to teachers, families, and children in focus groups. Analysis occurred in multiple phases, during which we refined codes through individual, partner, participant, and team-level work. Findings Children used physical space and materials to assert community membership and to strengthen community ties. They adapted space and classroom materials to include other community members in shared activities. Finally, children advocated for space for their own purposes. Conclusions When teachers and administrators approach the classroom as a civic space where children representing racial, linguistic, and ability diversity can access embodied experiences with civic action, children can use their space to act on behalf of the community. Rather than offering lesson-based social-emotional learning, schools can reflect on how children might build a just, caring community through authentic embodied experiences that include having some control over space and materials. Doing so may allow a shift toward class environments that support shared endeavors and opportunities for children to care for community members.
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Washington, Tiffany R. "MINORITY AGING BEYOND THE CLASSROOM." Innovation in Aging 3, Supplement_1 (November 2019): S361. http://dx.doi.org/10.1093/geroni/igz038.1314.
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Abstract Service-learning is the pedagogical approach of integrating classroom learning objectives with community-based experiences. In gerontology education, service-learning is one way educators can collaborate with their respective communities to expose students to topics in minority aging. This paper presentation describes students’ experiences in a service-learning gerontological social work course embedded in a university-community partnership that took students beyond the classroom and into the community to learn about minority aging. In-classroom topics included social injustices in aging, caregiving in African American families, culturally-tailored caregiving interventions, and health disparities. In the community, students conducted in-home visits engaging persons with dementia in a tailored activities, thus freeing caregivers to engage in self-care activities. Classroom and community experiences were connected through ongoing reflection, critical thinking, and problem solving activities. Survey data revealed students experienced increased gerontological self-efficacy and increased knowledge and attitudes about dementia. This study has implications for future course design around minority aging.
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Chen, Bin, Yunheng Li, and Honggang Liu. "Investigating Boredom Among Chinese Senior High School Students in English as a Foreign Language Classrooms." European Journal of English Language Studies me-4-2024, me-4-issue-2-june-2024 (June 15, 2024): 89–101. http://dx.doi.org/10.12973/ejels.4.2.89.
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<p style="text-align:justify">Boredom is a commonly experienced unpleasant emotion in foreign language classrooms and may negatively influence students’ learning status and outcomes. Unfortunately, limited attention has been directed to classroom boredom among students while learning foreign languages. To address this gap, this study adopted a mixed-methods approach to investigate English as a Foreign Language (EFL) classroom boredom experienced by students. We invited 675 Chinese senior high school EFL students to participate in the questionnaire survey about their classroom boredom, and 4 of them voluntarily participated in semi-structured interviews. The results of quantitative data analyses indicate that Chinese senior high school EFL students experienced medium levels of classroom boredom, with male students feeling significantly more bored than females and no difference in boredom in terms of grade and class type. Qualitative data also reveal students’ preferences for challenging language learning activities and learner-centered pedagogy. Our findings shed light on ways of improving EFL learners’ classroom learning experiences and emotional status.</p>
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Bakhtiar, Rihana. "Children’s Experiences of Classrooms: Talking about Being Pupils in the Classroom." Educational Psychology in Practice 34, no. 2 (January 30, 2018): 225. http://dx.doi.org/10.1080/02667363.2018.1429540.
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Kerns, William, and Betty Porter Walls. "Classroom Management in Urban Schools." International Journal of Teacher Education and Professional Development 5, no. 1 (January 2022): 1–17. http://dx.doi.org/10.4018/ijtepd.295542.
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This article draws on a qualitative case study of the experiences of first-year teachers in urban schools. The 16 teachers each attended the same HBCU and taught in local public schools with a high proportion of students living in poverty. The purpose of the study was to explore areas of conflict and collaboration experienced by beginning teachers that might promote change in personal views of teaching. The leading theme that emerged was that teachers expressed they struggled with classroom management and wished for more time in field experiences during their teacher education program. Implications for the preparation of preservice teachers and the mentoring of beginning teachers are described.
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Aljabr, Abdullah. "Flipped Classroom Experiences in Clinical Dentistry – A Strategic Mini-Review." Open Dentistry Journal 15, no. 1 (December 31, 2021): 717–27. http://dx.doi.org/10.2174/1874210602115010717.
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Background: Pedagogy in dental education has evolved over the decades. Today, many alternative modes of content delivery are being used as an adjunct to the traditional classroom. A flipped classroom is one among those that are being explored for teaching clinical dentistry. Objective: This mini-review is aimed at evaluating the available evidence in the efficacy of flipped classrooms and its related aspects in the learning curve of clinical dentistry. Methods: A thorough literature search on electronic databases for all the studies focusing on the following evidence-based question: “Is Flipped classroom in clinical dentistry a useful mode of pedagogy delivery? was performed. A combination of MeSH terms using Boolean operators “AND,” “OR:” FLIPPED [All Fields] AND (“dental health services” [MeSH Terms] AND “health” [All Fields] AND “services” [All Fields]) OR “dental” [All Fields]) AND (“learning” [MeSH Terms] OR “learning” [All Fields]). Specific terms such as “Perio” OR “Prostho” OR “Restorative” OR “Ortho” OR “Oral medicine” OR “Maxillofacial surgery” OR “Pediatric” OR “endo” was also used. Data from these articles addressing the aim of this study was extracted. Results: A total of 16 articles were considered for the review. The majority of the studies considered flipped classroom as a successful model of pedagogy. The most common mode of outside classroom activity was pre-recorded videos. In-classroom activities, a combination of seminars, interactive discussions, and quiz were explored. Time constraints, lack of faculty development programs are considered to be negative factors for the success of the flipped classroom. Conclusion: Within the limitation of the study, flipped classroom can be adapted as a method of pedagogy in clinical dentistry.
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Asbury, Kathryn, David Almeida, Jacob Hibel, Nicole Harlaar, and Robert Plomin. "Clones in the Classroom: A Daily Diary Study of the Nonshared Environmental Relationship Between Monozygotic Twin Differences in School Experience and Achievement." Twin Research and Human Genetics 11, no. 6 (December 1, 2008): 586–95. http://dx.doi.org/10.1375/twin.11.6.586.
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AbstractDo genetically identical children experience the same classroom differently? Are nonshared classroom experiences associated with differences in achievement? We designed a telephone diary measure which we administered every school day for 2 weeks to 122 10-year-olds in 61 monozygotic (MZ) twin pairs. Each pair shared genes, a classroom, peers and a teacher. We found that MZ twins did experience their classrooms differently (rMZ < 0.65 for all measures of classroom experience). Furthermore, MZ differences in peer problems were significantly associated with MZ differences in Mathematics achievement (ES = 8%); differences in positivity about school were significantly associated with differences in Mathematics (ES = 15%) and Science (ES = 8%) achievement; and differences in ‘flow’ in Science lessons were associated with differences in Science achievement (ES = 12%). In a multiple regression analysis, MZ differences in positivity about school significantly predicted MZ differences in Mathematics achievement (R2= 0.16,p< .01) and MZ differences in ‘flow’ in Science significantly predicted MZ differences in Science achievement (R2= 0.10,p< .05). These results indicate that MZ twins experience the classroom differently and that differences in their experience are associated with differences in their achievement.
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Naem Ahmed Al-Amri, Aishah. "Saudi EFL University Students’ perceived Linguistic Gains and Learning Experiences in Flipped Classrooms." Arab World English Journal, no. 8 (July 25, 2022): 192–204. http://dx.doi.org/10.24093/awej/call8.13.
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Despite the much recent research on the flipped classroom model, it is still underexplored in English language teaching in Saudi Arabia. This study investigated how using the flipped classroom model with Saudi female EFL university students could influence their language performance and learning experiences. Therefore, the study attempted to answer the following three research questions: a) to what extent does the use of the flipped classroom in an English reading course influence a group of Saudi female EFL university students’ perceived linguistic gains?, b) to what extent does the use of the flipped classroom in an English reading course contribute to fostering these students’ language learning experiences?, and c) how do the students evaluate the flipped learning experiences they had?. An entire class of female students who were attending an English reading course at a Saudi university had flipped learning classrooms for four weeks. After having these classrooms, the author interviewed 12 of the students in this class about their flipped learning experiences. The analysis of the interview data showed that the flipped learning experiences the students had improved their performance in English language communication and vocabulary. These experiences also contributed to meeting the students’ different language learning styles, helping them understand how to learn independently, and motivating them in their language learning. The study also revealed that collaborative activities, the teachers’ support, and the availability of a reliable technological application were the three main factors that played an essential role in improving the students’ linguistic gains and enriching their language learning experiences. The study provided some practice recommendations and research suggestions.
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Sarkar, Pratiti, and Jayesh S. Pillai. "Approaches for Designing Handheld Augmented Reality Learning Experiences for Mathematics Classrooms." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (October 13, 2021): 1–25. http://dx.doi.org/10.1145/3479605.
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Augmented Reality Learning Experiences (ARLEs) for classrooms provide student-centered learning. In recent years, there has been an increase in HCI research on various handheld AR learning applications and the authoring tools to design them. However, there is a lack of studies exploring the design decisions required to create ARLEs, specific to the classroom context. To analyze the same, we conducted a design workshop with 32 participants forming 8 groups to investigate approaches for designing classroom-based ARLEs. Each group consisted of an AR developer, an interaction designer, an education researcher, and a middle-grade Math teacher. The groups designed ARLEs based on a given Mathematics topic for a classroom scenario. Though the groups used varied approaches for generating design prototypes, we observed similarities between their techniques. We report the key design approaches and decisions that were adopted by these groups. The findings are articulated through the lenses of content, context and design. Based on the analysis, we discuss the design approaches relevant for the novice designers while conceptualizing the design of a handheld ARLE for classrooms.
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Lee, Carrie W., Tammy D. Lee, Ricky Castles, Daniel Dickerson, Holly Fales, and Christine M. Wilson. "Implementation of Immersive Classroom Simulation Activities in a Mathematics Methods Course and a Life and Environmental Science Course." Journal of Interdisciplinary Teacher Leadership 1, no. 3 (December 1, 2018): 3–18. http://dx.doi.org/10.46767/kfp.2016-0020.
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This study investigated the influence of immersive classroom simulation activities on the development of elementary pre-service teachers in two separate mathematics and science education courses that simultaneously focus on pedagogy and content. Participants submitted written personal reflections about their teaching experiences using the immersive classroom simulation activities. These reflections were analyzed for common emergent themes within and across courses. The participants discussed the benefits of the immersive classroom simulation activities in their written personal reflections. They viewed the experience as helpful in developing their skills as a practicing teacher in mathematics and science. Specifically, participants identified three sub-themes including: (a) the immersive classroom simulation activities as being beneficial by providing more authentic real-life teaching experiences than those experienced during peer-group teaching activities; (b) the importance of holding complete and appropriate understandings of content when teaching mathematics and science; and (c) the role of deep content knowledge in the process of developing high quality questions for students. This study has shown immersive classroom simulation activities to be a viable alternative for teacher education programs to engage elementary preservice teachers in developing skills regarding classroom mathematics and science discourse.
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Smith, Bradley P., and Ashley A. Dale. "Integrating animals in the classroom: The attitudes and experiences of Australian school teachers toward animal-assisted interventions for children with Autism Spectrum Disorder." Pet Behaviour Science, no. 1 (February 5, 2016): 13. http://dx.doi.org/10.21071/pbs.v0i1.3994.
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<p>The introduction of animals into school classrooms has been posited as a beneficial intervention for individuals with Autism Spectrum Disorder (ASD). Whilst evidence that animal-assisted interventions or activities can positively influence classroom behaviour and learning outcomes is emerging, little is known about the experiences and attitudes of those who implement it. We presented a series of open and close-ended questions via an online survey to Australian school teachers working with students on the autistic spectrum. Whether teachers had experienced companion animals in the classroom or not, companion animals were believed to provide a means for improving social skills and engagement within the classroom, as well as decreasing stress, anxiety, and the occurrence of problematic behaviours. Yet, despite an overall positive attitude, and 68% having had animals or pets in their classroom, only 16% of respondents had experience with ‘formal’ animal-assisted interventions. Explanations for why both formal and informal animal-assisted interventions were either not being adopted, or was not currently being considered, included a lack of knowledge, lack of support and resources, reactions of the student in relation to allergies and behaviour, and issues relating to animal welfare. It was also acknowledged that the evidence-base for animal-assisted interventions for students with ASD is currently lacking, and that such interventions were not suitable for all students, or all classroom situations. Moving forward, it is important that the inclusion of companion animals and more formal based animal intervention programs in classrooms be adequately designed and evaluated, because implementing or promoting time consuming and financially costly strategies without the evidence is problematic.</p>
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Daeli, Ritueli. "Perceptions of the flipped classroom model in EFL listening instruction: Tutor experiences and implications for teacher education." Linguistics Initiative 5, no. 1 (February 24, 2025): 113–27. https://doi.org/10.53696/27753719.51237.
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This study investigates the perceptions of an EFL tutor at an Indonesian university regarding the flipped classroom model’s effectiveness in enhancing listening skills and its implications for teacher education programs. The flipped classroom, which moves lecture-based instruction outside the classroom and prioritizes interactive in-class activities, was implemented in two listening classes over ten weeks. Using a qualitative approach, data were collected through a semi-structured interview and analyzed thematically to address two key research questions. The findings reveal that the flipped classroom model fosters student preparedness, engagement, and listening comprehension by integrating pre-class multimedia sources and interactive in-class activities. Teacher trainees as students exhibited improved critical listening skills, such as recognizing nuances in tone and context, alongside greater confidence during discussions. Challenges such as uneven accountability, time management, and technological limitations were mitigated through adaptive strategies like structured pre-class tasks and targeted feedback. Furthermore, the tutor’s experiences highlight the model’s potential for shaping EFL teacher education. By engaging with the flipped approach, teacher trainees can develop essential skills for fostering active learning and differentiated instruction in their future classrooms. The study underscores the need for teacher education programs to integrate flipped classroom methodologies, equipping instructors with practical strategies to support learner autonomy and engagement. While the findings underscore the flipped classroom’s transformative potential, the study is limited by its focus on a single participant. Future research should involve a broader range of educators and longitudinal analyses to assess the model’s long-term impact. These insights contribute to EFL education by advocating for innovative, student-centered pedagogies.
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Dickson, Martina, Melissa McMinn, and Hanadi Kadbey. "Do years of teaching experience make a difference for teachers working in Abu Dhabi government schools?" Cypriot Journal of Educational Sciences 14, no. 4 (December 31, 2019): 471–81. http://dx.doi.org/10.18844/cjes.v11i4.347.
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In Abu Dhabi, the capital of the United Arab Emirates, subject teachers of English medium in government schools are recruited from overseas and have a wide range of years of teaching experience. Research is divided into whether or not years of experience necessarily translates into a positive correlation with student-centred classroom practice such as the use of hands-on learning and inquiry-based approaches to learning in science. Abu Dhabi is in the process of dramatically overturning its education system, resulting in at times challenging teaching environments. Teachers working here are in the unique situation of being part of a rapidly developing education system and face similar challenges regardless of their years of experiences. This study surveys 249 expatriate English medium teachers to explore how their number of years of experience varies with their classroom practice, teaching beliefs and confidence levels. Although teachers with more experience were far more likely to express confidence in their own abilities (self-efficacies), we found the classroom practices of those between five and ten years of experience aligned most closely with inquiry-based, student-centred learning approaches applied in Abu Dhabi classrooms.
 Keywords: Years’ teaching experience, classroom practice, reform.
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Dantas, Antônio de Pádua Arlindo, Amanda Alves Fecury, Euzebio de Oliveira, Carla Viana Dendasck, and Claudio Alberto Gellis de Mattos. "Practical Experiences in a Classroom as a Learning Aid in the Component Mineral Concentration in a Mining Course of the Federal Institute of Amapá, Brazil." Revista Científica Multidisciplinar Núcleo do Conhecimento 07, no. 07 (July 3, 2018): 05–12. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/experiences-in-a-classroom.
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Hyun, Myung Sun, Jennie C. De Gagne, Jeonghwa Park, and Hee Sun Kang. "Incivility experiences of nursing students in South Korea." Nursing Ethics 25, no. 2 (December 21, 2016): 186–98. http://dx.doi.org/10.1177/0969733016684546.
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Background: Incivility behaviors are negative social behaviors that can create conflict and disrespect among the persons involved. In a learning environment, incivility negatively affects learning by reducing academic motivation, lowering satisfaction with the education program, and interrupting the learning process. In addition, incivility causes those involved to feel negative emotions, such as anger, depression, and anxiety. Research question: What are the incivility experiences of nursing students during their nursing education? In what context do nursing students experience incivility during their education? Research design: This study used an exploratory qualitative methodology. Participants and research context: Participants (n = 34) were nursing students at three universities in South Korea. Data were collected during focus group interviews of 34 participants between 20 March and 26 June 2015 and were examined using a qualitative content analysis. Ethical consideration: The institutional review board approved this study. Findings: The analysis revealed four learning contexts in which participants experienced incivility: (a) in the classroom, (b) outside the classroom, (c) clinical settings, and (d) related to technology use. Five themes were identified: student non-adherence to classroom standards, faculty non-adherence to classroom standards, lack of helping-trusting relationships with peers, lack of dedication to teaching and learning in a clinical setting, and inappropriate use of technology. Conclusion: Nursing students experience incivility in a variety of situations and settings and expect a safer, more positive learning environment. The incivility experienced by nursing students during their education affects their goal of becoming professional nurses.
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Rodriguez, Dalia. "Silence as Speech." International Review of Qualitative Research 4, no. 1 (May 2011): 111–44. http://dx.doi.org/10.1525/irqr.2011.4.1.111.
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This article addresses the multiple meanings of silence for students of color in college classrooms when discussing racism. Educators have yet to understand the complexity behind silence and how both voice and silence work together to illuminate the experiences of marginalized students. Silence often serves as speech, or as a means of “saying.” Through classroom stories, interview data, as well as my own autobiographical experiences, I address the multiple meanings of silence for students of color in a predominantly white classroom.
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Hinojo-Lucena, Francisco-Javier, Inmaculada Aznar-Díaz, María-Pilar Cáceres-Reche, and José-María Romero-Rodríguez. "Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (June 14, 2019): 202. http://dx.doi.org/10.3991/ijet.v14i11.9853.
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Flipped Classroom methodology has strongly introduced in the classrooms of different educational levels, but above all in the University. This methodolo-gy could be defined as the reversal of roles in the classroom, where the stu-dent acquires theoretical knowledge outside of the classroom and becomes a space for resolving doubts and cooperative work. Thus, this paper analyzes the experience carried out at the University of Granada with students of the Master's Degree in Secondary School Training where Flipped Classroom methodology has been applied. The research methodology used is quantita-tive, so that an ad hoc questionnaire on a Likert scale was used to obtain the data. Among the obtained results, it is observed that the students perceive an improvement in their academic performance and the improvement of the dif-ferent personal and social skills. Finally, it can be concluded that this kind of experiences where the Flipped Classroom methodology is applied favors the development of skills depending of subject taught and the field of knowledge.
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Cho, Kyungjin. "Qualitative Meta-Synthesis of the Inclusive Education Experience of Elementary School Teachers." Society for Cognitive Enhancement and Intervention 14, no. 4 (December 31, 2023): 59–81. http://dx.doi.org/10.21197/jcei.14.4.4.
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Objective: This study analyzes the practical experiences and support demands of inclusive elementary classroom teachers regarding inclusive education. The goal is to propose practical support measures for the future operation of inclusive elementary classrooms.
 Methods: A qualitative meta-analysis was conducted on six qualitative research articles, each involving elementary school teachers with experience in inclusive classroom operation. The analysis followed the seven-step qualitative meta-analysis method proposed by Noblit and Hare (1988).
 Results: Inclusive teachers were found to experience “challenges, difficulties, and limitations in inclusive education” and “efforts and attitude changes for inclusive education.” Additionally, the teachers expressed the need for a “smooth operation of inclusive classrooms and collaborative efforts for the internalization of inclusive education” and “demands an understanding of educational support for children with disabilities from an ecological perspective.”
 Conclusions: Based on the research findings, practical support measures for the operation of elementary inclusive classrooms were suggested and future research directions were proposed through discussion.
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Melliti, Mimoun. "Teachers’ Practices and Perceptions of the Flipped Classroom Approach." Journal of Translation and Language Studies 4, no. 1 (March 19, 2023): 1–22. http://dx.doi.org/10.48185/jtls.v4i1.686.
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Despite the importance of the flipped classroom approach, few studies have investigated its implementations in Tunisia. This study attempts to fill this gap by exploring the different applications of flipped classroom approach, its spread, and its applicability in Tunisia. This study aims to study the Flipped classroom approach’s practices in the English department within the Faculty of Arts and Humanities Kairouan (FLSHK). It also focuses on the English professors’ perceptions regarding this approach. Two research methods were used to collect data; observation of five English classes and interviews with nine FLSHK English professors. This research is of great value in understanding Tunisian professors’ perceptions of the flipped classroom and its applications within Tunisian English classrooms to seek better learning experiences. The findings have significant implications on teaching, teachers, and learners’ experiences.
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Al-Bataineh, Adel, Douglas Hatch, and Lindsey Dickinson. "The Experiences of a Flipped Classroom." Journal of Technologies in Education 10, no. 3-4 (2015): 1–11. http://dx.doi.org/10.18848/2381-9243/cgp/v10i3-4/56458.
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