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Journal articles on the topic 'Classroom Experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

RAJARATNAM, MONO. "Primary classroom experiences." Journal of Computer Assisted Learning 4, no. 1 (1988): 44–47. http://dx.doi.org/10.1111/j.1365-2729.1988.tb00092.x.

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2

Marsden, J. "Some Classroom Experiences." Aboriginal Child at School 15, no. 1 (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 (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 t

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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 (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 t

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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 (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 li

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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 tea

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HARK SÖYLEMEZ, Nesrin. "Virtual classrooms in distance education: an examination of virtual classroom experiences." Acta Didactica Napocensia 16, no. 1 (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, pr

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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 (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 stud

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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 (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

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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 (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 class

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Salomon, Sharmaine, and Marjorie Lumogdang. "Journey of the SPED Learners in the English Mainstream Classroom: A Multiple-Case Study." Psychology and Education: A Multidisciplinary Journal 39, no. 9 (2025): 1133–72. https://doi.org/10.70838/pemj.390903.

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Inclusive education in the Philippines has opened doors and opportunities for learners with special needs by integrating them into mainstream classrooms. This prospect for the SPED learners although promising has many challenges and opportunities, especially in subject like English. This qualitative multiple case study analyzed the journey of the Grade 10 SPED learners in the English mainstream classroom in one of the public high schools in Tacurong City, Sultan Kudarat, Philippines. The purpose of this study is to explore and understand the SPED learners’ academic journey and their support sy

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MARCHANT, MARGARET. "Further primary classroom experiences." Journal of Computer Assisted Learning 4, no. 4 (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 (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

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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 (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 instructo

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Click, Elizabeth, Marjorie Edguer, Jesse Honsky, et al. "Mindfulness Matters: The Experience of Mindfulness Activity Facilitation by Faculty." Building Healthy Academic Communities Journal 9, no. 1 (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 exam

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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 (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

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Hapsari, Yulia, Fuad Abdul Hamied, and Emi Emilia. "ASSESSMENT IN TRANSLANGUAGING CLASSROOMS: INDONESIAN UNIVERSITY ENGLISH TEACHERS' EXPERIENCES AND RECOMMENDATIONS." English Review: Journal of English Education 13, no. 1 (2025): 383–96. https://doi.org/10.25134/erjee.v13i1.11246.

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Translanguaging has increasingly been used in English classrooms to symbolize a movement away from native-speakerism in the growing multilingual society. In translanguaging classroom contexts, students are evaluated on their ability to use their whole language repertoire to express what they know and can do in classroom tasks. Four principles of translanguaging in assessment are provided as guidelines. However, many classroom translanguaging studies barely address how the four principles are employed. This study explores teachers’ experiences in performing assessments in classroom translanguag

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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 (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 expectation

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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 (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 id

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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 (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 t

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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 (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 o

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Martin, Moira. "Mindfulness and Transformation in a College Classroom." Adult Learning 29, no. 1 (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 clas

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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 (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

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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 (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 distr

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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 (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 educati

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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 (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 expe

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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 (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 expe

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Perkins, Margaret. "Early experiences of classroom literacy." European Early Childhood Education Research Journal 3, no. 2 (1995): 79–90. http://dx.doi.org/10.1080/13502939585207781.

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KAYIRAN, Derya. "Peer Bullying Experiences and Management Strategies of Preschool Teachers." International e-Journal of Educational Studies 7, no. 15 (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 student

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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 (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

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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 (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

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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 (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

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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 (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

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Washington, Tiffany R. "MINORITY AGING BEYOND THE CLASSROOM." Innovation in Aging 3, Supplement_1 (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 ag

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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 (2018): 225. http://dx.doi.org/10.1080/02667363.2018.1429540.

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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 (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, an

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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 (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. Implica

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Aljabr, Abdullah. "Flipped Classroom Experiences in Clinical Dentistry – A Strategic Mini-Review." Open Dentistry Journal 15, no. 1 (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 Flippe

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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 (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 Mathematic

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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 th

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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 (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 educatio

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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 (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. Th

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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 clas

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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 (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 cl

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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 (2018): 05–12. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/experiences-in-a-classroom.

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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 (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

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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 (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 dur

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Rodriguez, Dalia. "Silence as Speech." International Review of Qualitative Research 4, no. 1 (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 (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-ti

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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 (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

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