Relevant bibliographies by topics / Classroom processes

Contents

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

Academic literature on the topic 'Classroom processes'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Classroom processes"

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KUCUKBAYRAM, Canan, and Ayse OTTEKIN DEMIRBOLAT. "Occupational Socialization Processes of Classroom Teachers." Eurasian Journal of Educational Research 17, no. 67 (January 22, 2017): 87–105. http://dx.doi.org/10.14689/ejer.2017.67.6.

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Watson, Deryn M. "Classroom processes and geography simulations." Computers & Education 21, no. 1-2 (July 1993): 9–16. http://dx.doi.org/10.1016/0360-1315(93)90042-h.

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Thériault, Pascale, Stéphane Allaire, and Vincent Gagnon. "Teachers’ Support and Pupils’ Writing Strategies in a Networked Elementary-School Learning Environment Integrating a Blog." Articles 52, no. 2 (April 10, 2018): 359–82. http://dx.doi.org/10.7202/1044471ar.

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Although the affective dimension of writing is important and well documented, we know less about how teachers and students are making use of the blog in classrooms to advance specifically cognitive goals connected to writing. It is with this in mind that a case study was carried out to closely document the effect of classroom blogs on the development of writing in 6th grade pupils. The study intended to a) describe the kind of support about writing provided by teachers and b) describe how writing strategies and processes were used by the pupils while they were using the blog. Two teachers and the students in their classrooms participated in our study. Data were collected from classroom observations and interviews. We used Hayes and Flower’s writing processes, elaborated in 27 writing strategies, to analyze the classroom data. The results reveal that teachers focused the most on planning and revising processes.
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Wiśniewska, Katarzyna. "LANGUAGE CLASSROOM DYNAMICS: AN ATTEMPT AT ANALYSING THE LANGUAGE-EMOTIONAL-COMMUNICATIVE PROCESSES IN A CLASSROOM ENVIRONMENT." Acta Neophilologica 1, no. XIX (June 1, 2017): 69–82. http://dx.doi.org/10.31648/an.670.

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The main objective of the paper is a preliminary analysis of the dynamic interactionbetween the language-emotional-communicative processes which occur in languageclassrooms and both the natural conditions as well as student-/teacher-generatedfactors in classroom environments. In the article, a linguistic experiment conducted inthree language classrooms with English as the students’ second language is describedand an analysis of the research outcome is undertaken. The analysis of the researchoutcome serves a better understanding of the mechanisms which govern successfulcommunication in English as the second language. Thus, the intention of analysing theexperiment results might also be considered a voice in the discussion on homeostatictendencies in a language classroom.
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Minami, Masahiko. "Second language acquisition processes in the classroom: Learning Japanese. Amy Snyder Ohta. Mahwah, NJ: Erlbaum, 2001. Pp. 316." Applied Psycholinguistics 23, no. 1 (March 2002): 159–62. http://dx.doi.org/10.1017/s0142716402230088.

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In traditional foreign-language classrooms, students are explicitly taught grammar and vocabulary. Language learners' difficulties in conveying their messages in the target language, however, may relate to the development of interactional competence, which is achieved through interactions with peers and teachers within the classroom setting. Unfortunately, the importance of such pragmatic development is not always emphasized in traditional classrooms. To address this inadequacy, Amy Synder Ohta's new book provides an introduction to the complex process of learning a second or foreign language (L2) in a classroom setting.
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Reinders, Hayo, and Phil Benson. "Research agenda: Language learning beyond the classroom." Language Teaching 50, no. 4 (September 14, 2017): 561–78. http://dx.doi.org/10.1017/s0261444817000192.

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Most language learning research is carried out either in classrooms or among classroom learners. As Richards (2015) points out, however, there are two dimensions to successful learning: what happens inside classrooms and what happens outside them. Rapid development of online media, communications technologies and opportunities for travel has also expanded the world beyond the classroom for language learners. Language learning and teachingbeyondthe classroom (LBC) is, thus, emerging as a field ripe for the development of new research agendas (Benson & Reinders 2011; Nunan & Richards 2015). We propose potentially fruitful avenues for research here under the headings of settings for learning, learning processes and teaching.
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TÜRK, Cumhur. "PRESCHOOL TEACHERS' VIEWS OF CLASSROOM MANAGEMENT PROCESSES." International Journal Of Turkish Literature Culture Education 8, no. 8/4 (January 1, 2019): 2282–99. http://dx.doi.org/10.7884/teke.4530.

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Erik Ohna *, Stein. "Researching classroom processes of inclusion and exclusion." European Journal of Special Needs Education 20, no. 2 (May 2005): 167–78. http://dx.doi.org/10.1080/08856250500055651.

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Spodek, Bernard. "Thought processes underlying preschool teachers’ classroom decisions." Early Child Development and Care 29, no. 2 (January 1987): 197–208. http://dx.doi.org/10.1080/0300443870290207.

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Stern, Julian. "Researching religious education: classroom processes and outcomes." British Journal of Religious Education 41, no. 2 (December 14, 2018): 235–36. http://dx.doi.org/10.1080/01416200.2019.1557926.

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Dissertations / Theses on the topic "Classroom processes"

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Cockburn, A. D. "An empirical study of classroom processes in infant mathematics education." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374687.

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Fang, Der-Long. "A study of pedagogical processes and interaction in the primary classroom." Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359456.

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Presmeg, N. C. "The role of visually mediated processes in high school mathematics : a classroom investigation." Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355279.

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Shamim, Fauzia. "Teacher-learner behaviour and classroom processes in large ESL classes in Pakistan." Online version, 1993. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.397452.

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Nilsson, Oskar, and Patricia Hay. "Group works impact on the cognitive learning processes in the ESL classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31601.

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AbstractThis empirical research thesis examines the role group work impacts towards the traditional practices in the classroom when developing language skills, and encouraging children to communicate inside the Swedish ESL classroom. For this study we examined the theoretical standings of the socio-cultural views in the classrooms and what the group researchers say about the practice of working inside the classroom through group work. We did this through a method called qualitative analysis where we sent out questionnaires to our target group, and then from these results had a written interview with a Swedish teacher working in an ESL classroom. Since the Swedish curriculum (2011) does not bring up any forms of how to work with language development only explains that it should be learned through interaction we choose to examine how teachers work in the ESL classroom with group work. In the discussion part of this paper we will present our findings from a social learning point of view and present our findings in accordance with Vygotsky’s socio-cultural theories.
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Shamin, Fauzia. "Teacher-learner behaviour and classroom processes in large ESL classes in Pakistan." Thesis, University of Leeds, 1993. http://etheses.whiterose.ac.uk/495/.

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The thesis presents a descriptive-interpretive account of teacher-learner behaviour and classroom processes in large ESL classes in Pakistan. The fieldwork for the study was done in 6 secondary schools in Karachi, Pakistan; a total of 232 classes of varying size were observed; furthermore, 20 teachers and 21 groups of learners from the same classes were interviewed. The major findings of the study are as follows: 1) Numbers seem to be necessary but not sufficient for defining class size. Other factors which influence participants' perceptions of class size include participants' previous experience, the average class size in the immediate educational context, the size of the room and the ease or difficulty of doing certain activity types in the classroom. 2) Participants tend to view their difficulties in teaching-learning in large classes in relation to the ease in doing the same kinds of activity types in classes of a smaller size. 3) All teachers use a set of 'core' activity types and accompanying teacher-learner behaviours in their classrooms, irrespective of the size of their classes. This indicates the presence of a shared culture of teaching and learning in school classes in Pakistan which cuts across the variable of class size. On the other hand, though enhancing activity types are used by different teachers in both larger and smaller size classes, individual teachers seem to find it more difficult to use enhancing activities in larger as compared to smaller classes. 4) It seems that teachers do not change their teaching style if two (or more) classes are perceived by them to be in the same 'size category' in regard to their threshold levels of class size. 5) In large classes, the location of the students in the front or the back of the classroom seems to affect the pattern of teacher-learner interaction and the degree of learner participation in the classroom. This, in turn, has consequences for the classroom behaviour, and the motivation and learning of students at varied locations in the classroom.
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Yi, Jong-il. "Comparing strategic processes in the iBT speaking test and in the academic classroom." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/27653.

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The study developed from realisation that there is no information available about strategies or processes in the iBT speaking scoring rubrics, although ETS (Educational Testing Service) claims that the iBT speaking test is designed to measure strategic processes, which is one constructs of academic proficiency. Therefore, the study investigates which strategic processes are used to complete given speaking tasks. This would provide evidence to help in the evaluation of the validity claims proposed by the test designers. Six Korean participants, studying at English-medium universities, completed 2 independent tasks and 2 integrated tasks both in a test and in their class. Participants’ speech samples were collected during the performances and stimulated recall verbalisation was conducted after they had completed the tasks. Speech samples were coded into five categories: approach, compensation, cognitive, metacognitive strategies and feelings. Consequently, the study examined how strategies reported through stimulated recalls were present in actual speech. The findings showed that metacognitive strategies were used most frequently under both conditions. Fair-level speakers employed more strategies in the test, while good-level speakers used more strategies in the class. Moreover, integrated task types elicited more strategy use for both conditions. Speakers reported that they felt significantly more negative under test conditions than in the class. More importantly, two conditions shared 67.74% of the strategy types, and 84% of the strategy types used in the test were also used in the classroom, which may strengthen the validity of the iBT speaking test in terms of strategy use. Finally, evidences of strategy use were identified in actual speech, which can open the way to operationalised strategy use assessment in speaking test. However, the figure of evidenced strategy use was very low: 5.28% and 2.66% respectively in the test and in the class. It is recommended that future research be carried out with a large number of participants in order to generalise strategy use in speaking performance. Moreover, further studies might be conducted to examine the significance of observable strategic evidence in speech, to inform decisions to include strategies in the scoring rubrics.
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Bao, Chiwen. "Within the Classroom Walls: Critical Classroom Processes, Students' and Teachers' Sense of Agency, and the Making of Racial Advantages and Disadvantages." Thesis, Boston College, 2009. http://hdl.handle.net/2345/2505.

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Thesis advisor: Juliet B. Schor
Despite decades of research and efforts to reform schools, racial disparities in educational opportunities and outcomes, often referred to as the "achievement gap," persist and concerns about students' math learning and achievement continue. Among researchers, educational practitioners, and the wider public, explanations for these ongoing problems usually point to structural influences or individual and cultural factors. For example, structures of schooling (e.g. school funding, organization and curriculum) and those outside of school (e.g. family background and neighborhood characteristics) become focal points for understanding educational inequalities and places for intervention. In terms of explanations that look to individual influences, teachers and students are either targeted for their inadequacies or praised for their individual talents, values and successes. Regarding students in particular, racial inequalities in academic outcomes often become attributed to students', namely black and Latino/a students', supposed cultural devaluation of education and their desires to not "act white" and academically achieve. Together, these explanations lead to the assessment that possibilities of teaching and learning are predetermined by a host of structural and individual influences. But how is the potential to teach and learn at least partially actualized through everyday processes? Moreover, how do these processes, which simultaneously involve structures and individual agents, lead to the production or disruption of racial disparities? To explore these questions, I investigated processes of teaching and learning in one well-funded, racially diverse public high school with high rates of students' passing the statewide standardized test, many students going onto prestigious colleges and universities, and enduring racial inequalities in academic achievement. I conducted fieldwork over three years in 14 math classrooms ranging from test preparation classes to honors math classes and interviewed 52 students and teachers about their experiences in school. Through analyzing the data, I find that what happens within the classroom walls still matters in shaping students' opportunities to learn and achieve. Illustrating how effective learning and teaching and racial disparities in education do not simply result from either preexisting structural contexts or individuals' virtues or flaws, classroom processes mold students' learning and racial differences in those experiences through cultivating or eroding what I refer to as students' sense of academic agency and teachers' sense of agency to teach. For students, that sense of agency leads to their attachment to school, identification with learning in general and math in particular, engagement, motivation and achievement. As classroom processes evolve in virtuous or vicious cycles, different beliefs about students (e.g. as "good kids" or "bad kids") importantly fuel the direction of these cycles. Since racial stereotypes often influence those beliefs, students consequently experience racial advantages and disadvantages in classroom processes. As a result, some students fail to learn and achieve not because they fear "acting white," but because they do not always get to experience classroom processes that cultivate their sense of being agentic in the classroom space, a sense that is distinctly racialized
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
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Anderson, Donald B. "The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7638.

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This phenomenological study explored a common essence of collective class actuation (CCA) among six seminary teachers in a Western state. CCA is an optimal learning state of a class collective. Data were gathered through interviews, observations, and a focus group. Data analysis yielded themes, textural and structural descriptions, an overall essence, and a model explaining the processes of buy-in and actuation. Findings indicate that seminary teachers seek to actuate their classes by leading them toward agentic, collective buy-in. This requires management of two social environments: the internal social environment (the heart) and the external social environment. The internal social environment is comprised of a sense of collective relevancy and a sense of collective trust. If both of these collective beliefs are present, students may be more likely to buy into the purpose and activity of the class collective. The external social environment relates to classroom sociality, which can be too high (hypersocial) for learning, or too low (hyposocial) for learning. These teachers therefore describe seeking to keep their classes in the sweet zone of learning by simultaneously maintaining high engagement and high focus. Both social environments (internal and external) affect one another and influence buy-in and actuation for deep learning. Participants manage the complexities of both environments by maintaining a splendid mix of learning and enjoyment, thereby generating an optimal learning experience.
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Mullin, John Joseph. "Civil Archaeology: using the Research Processes of Anthropology as a Classroom for Critical Thinking." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539626158.

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Books on the topic "Classroom processes"

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A, Schmuck Patricia, ed. Group processes in the classroom. 5th ed. Dubuque, Iowa: W.C. Brown, 1988.

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Swearingen, Rebecca. Classroom assessment of reading processes. Boston: Houghton Mifflin, 1997.

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Schmuck, Richard A. Group processes in the classroom. 7th ed. Madison, WI: Brown & Benchmark, 1997.

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Schmuck, Richard A. Group processes in the classroom. 6th ed. Dubuque, Iowa: Wm. C. Brown, 1992.

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R, Lewis. Some aspects of classroom processes. Lancaster: ESRC-ITE Programme, Department of Psychology, University of Lancaster, 1986.

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Swearingen, Rebecca. Classroom assessment of reading processes. 2nd ed. Boston: Houghton Mifflin, 2000.

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A, Schmuck Patricia, ed. Group processes in the classroom. 8th ed. Boston: McGraw Hill, 2001.

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Manning, Brenda H. Cognitive self-instruction for classroom processes. Albany, N.Y: State University of New York Press, 1991.

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Randhawa, Bikkar S. Mathematics achievement, classroom processes, and personal constructs. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1990.

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Ahern, Charles A. Beyond Individual Differences: Organizing Processes, Information Overload, and Classroom Learning. New York, NY: Springer Science+Business Media, LLC, 2012.

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Book chapters on the topic "Classroom processes"

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Blatchford, Peter, and Gemma Catchpole. "Class Size and Classroom Processes." In International Handbook of Educational Research in the Asia-Pacific Region, 741–54. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_51.

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Karweit, Nancy. "Diversity, Equity, and Classroom Processes." In The Social Organization of Schools, 71–102. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-0468-3_4.

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Cherkes-Julkowski, Miriam, and Nancy Gertner. "Back to the Classroom." In Spontaneous Cognitive Processes in Handicapped Children, 124–35. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8804-3_7.

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Evertson, Carolyn M., and Mark A. Smylie. "Research on Teaching and Classroom Processes." In Historical Foundations of Educational Psychology, 349–71. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-3620-2_16.

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Holodynski, Manfred, and Stefanie Kronast. "Shame and Pride: Invisible Emotions in Classroom Research." In Emotions as Bio-cultural Processes, 371–94. New York, NY: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-09546-2_17.

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Maruyama, Geoffrey. "Relating Goal Structures to Other Classroom Processes." In Learning to Cooperate, Cooperating to Learn, 345–63. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-3650-9_13.

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Breen, Michael P. "Collegial Development in ELT: The Interface between Global Processes and Local Understandings." In Understanding the Language Classroom, 200–225. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230523166_11.

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Knipping, Christine, and David Reid. "Revealing Structures of Argumentations in Classroom Proving Processes." In The Argument of Mathematics, 119–46. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6534-4_8.

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Heldsinger, Sandy. "Using a Measurement Paradigm to Guide Classroom Assessment Processes." In Leading Student Assessment, 241–62. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1727-5_12.

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Leow, Ronald P. "Theoretical Underpinnings and Cognitive Processes in Instructed SLA." In The Routledge Handbook of Second Language Research in Classroom Learning, 15–27. New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315165080-2.

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Conference papers on the topic "Classroom processes"

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Ramanujam, R. "Live Mathematics and Classroom Processes." In Proceedings of the International Congress of Mathematicians 2010 (ICM 2010). Published by Hindustan Book Agency (HBA), India. WSPC Distribute for All Markets Except in India, 2011. http://dx.doi.org/10.1142/9789814324359_0031.

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Kessler, Robert, and Nathan Dykman. "Integrating traditional and agile processes in the classroom." In Proceedinds of the 38th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1227310.1227420.

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Bugallo, Monica F., Helio Takai, Michael Marx, David Bynum, and John Hover. "MARIACHI: A multidisciplinary effort to bring science and engineering to the classroom." In ICASSP 2008. IEEE International Conference on Acoustic, Speech and Signal Processes. IEEE, 2008. http://dx.doi.org/10.1109/icassp.2008.4518196.

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Oneci, Andra, and Maria-Magdalena Joița. "Information technologies inside and outside the classroom." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p157-163.

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Technology is a means of accomplishing a task mainly by using technical processes, methods, or knowledge.The importance of technology in connection with any type of development is widely recognized, especially having considering nowadays’ worldwide Covid-19 context.The passage from standardized to digitalized teaching-learning process hasn’t been easy. Information technology and educational technology are now extensively being used in schools and refer to a wide multitude of teaching-and-learning–related software and hardware used during the lessons. Learning becomes effective when the students are actively engaged, are collaborating with one another, are in charge of their learning process, become critical thinkers and creative problem-solvers. Scientific thinking appears when thinking about the content of science and the set of reasoning processes that permeate the field of science: induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, and so on, are combined. Simultaneously, teachers continue their lifelong learning process online, design digital lessons, gamify lessons, obtain real time results, are part of the staffroom at school and also part of a larger, more diverse, virtual staffroom. In conclusion, the goal of using technology inside and outside the classroom is perceived as a way to individualize education and to develop students’ competences and cognitive skills.
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Purzer, Senay, and Jonathan C. Hilpert. "Special session — Cognitive processes critical for ill-defined problem solving: Linking theory, research, and classroom implications." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142876.

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Calduch, Isaac, Gabriel Hervas, Beatriz Jarauta Borrasca, and José Luís Medina. "University classroom interactive situation microanalysis: cognitive attunement and pedagogical interpretation." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8113.

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This conference paper aims to elucidate the attuning processes between teacher knowledge and the learning moment of the students, in interactive situations within the university classroom, under a situated perspective and in real-time; specifically, in relation to the process of didactical interpretation. An episode performed by an expert teacher is analyzed; it took place in the Clinical Nursing subject of the nursing degree and was about the use of the physiological serum in certain situations. The analysis focuses on the interaction between the teacher and the students, adopting a research methodology close to the ethnography of communication -in its microethnographic aspect-, adopting the sequence S-T-S' (student-teacher-student) as the unit of analysis. The results show how the teacher has the ability to evaluate the appropriateness of the students’ interventions in situ, thanks to which she is able to adjust her response (dynamic coupling), generating a pedagogic resonance. Concurrently, it can also be seen how, beyond tuning in with a particular student, she manages to tune in with the rest of the class (collective attunement).
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Rachfall, Thomas, and Soeren Dressler. "Improved learning performance based on a flipped classroom concept – a case study." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2660.

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Aim of the research was to improve effectiveness of university education. With the use of new digital tools the learning processes in many different disciplines have been enhanced. However, the traditional class room training can hardly be replaced entirely as the students’ motivation drops with less direct interaction with the instructor. Hence small private online courses are more successful than massive online education. The authors have developed a sophisticated flipped classroom learning approach incorporating various digital tools ranging from different kinds of videos to a class response system combined with class room lectures. The case of the course introduction to management accounting at the University of Applied Sciences Berlin is been presented to demonstrate the usefulness of the flipped classroom concept. An empirical analysis confirms that the students’ acceptance is highest if various methods of teaching are been applied. In particular relying on digital tools only is seen as ineffective and of less value. Eventually, based on the analysis and classroom observations improvement opportunities have been derived in order to further increase the learning performance.
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Pessoni, Vinicius, Fernando Federson, and Auri Vincenzi. "Learning Difficulties in Computing Courses: Cognitive Processes Assessment Methods Research and Application." In XI Simpósio Brasileiro de Sistemas de Informação. Sociedade Brasileira de Computação, 2015. http://dx.doi.org/10.5753/sbsi.2015.5798.

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Learning difficulties in computing courses is a situation perceived in diverse universities from different countries, cultures and backgrounds. These difficulties directly affect achievement rates and increase course evasion. We believe in the existence of a foundation of cognitive processes, that without it, even the most motivated student would have trouble to transform the received information into knowledge. This work has focused mainly on the research of candidate methods for cognitive processes assessment with a strong background theory. With this kind of information would be possible to devise cognitive interventions, in order to evolve students cognitive level, and consequently, raise their success rates. A systematic review was conducted and among the many researched methods we selected Lawson Classroom Test of Scientific Reasoning – LCTSR. Authorized by its author, we conducted the first translation of LCTSR to Brazilian Portuguese and administered to students of three undergraduate computing courses: Information Systems, Computer Science and Software Engineering. We also present results of its administration that we consider important to reinforce the above suggested strategy.
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Patsiomitou, Stavroula. "The Development of Students Geometrical Thinking through Transformational Processes and Interaction Techniques in a Dynamic Geometry Environment." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3235.

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The paper draws on a didactic experiment conducted in a secondary school mathematics classroom in Greece which aimed to explore a) ways in which students develop problem representations, reasoning and problem-solving, making decisions and receiving feedback about their ideas and strategies in a DGS-supported environment b) ways in which students develop rigourous proof through building linking visual active representations and c) ways to develop students’ van Hiele level. The mathematical problem the students engaged with - either in the Geometer’s Sketchpad dynamic geometry enviroment (Jackiw, 1988) or in the static environment - generated potentially insightful data on the issues focused on the comparison between the experimental and control groups. Initially, three pairs from the experimental group explored the treasure problem within a dynamic geometry environment. The discussions and results of the discussion were videotaped. The problem was then reformulated by the researcher taking into account the research group’s retroaction, and re-explored by both the control and experimental groups in a paper-pencil test. The researcher then (semi) pre-designed multiple-page sketches detailing the sequential phases of the solution to the problem using rigorous proof, and in so doing transferring her classroom reaching style into the software design, drawing on the chain questioning method of Socrates, which aim to stimulate interaction. For this reason, she linked all the software func-tions/actions using the interaction techniques supported /facilitated by the Geometer’s Sketchpad v4 (DGS) environment (Jackiw, 1988) to better allow students to discover solution paths and to reason by rigorous proof. This mode of design and the results of the experimental use of the software with students led to the need to define two new concepts: the meanings of Linking Visual Active Representations (LVAR) and Reflective Visual Reaction (RVR). The researcher observed the students’ actions and thinking processes during the research process and offers a description and analysis of these processes. An analysis of the results of the experimental procedure revealed
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Öman, Anne. "Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2242.

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Digital technologies are increasingly implemented in Swedish schools, which impact on educa-tion in the contemporary classroom. Screen-based practice opens up for new forms and multi-plicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertis-ing films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orches-tration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software. This paper that was presented at the conference was previously published in the Journal of IT Education: Research
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Reports on the topic "Classroom processes"

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Schofield, Janet W. The Impact of an Intelligent Computer-Based Tutor on Classroom Social Processes: An Ethnographic Study. Fort Belvoir, VA: Defense Technical Information Center, February 1993. http://dx.doi.org/10.21236/ada262205.

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Kane, Laura. Learning Product Quality and Manufacturing Processes Through Hands on Learning: Introducing Gaming into the Fashion Classroom. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1360.

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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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