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Books on the topic 'Classroom response systems'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Teaching with classroom response systems: Creating active learning environments. Jossey-Bass, 2009.

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2

Clickers in the Classroom: Using Classroom Response Systems to Increase Student Learning. Stylus Publishing, 2015.

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3

Clickers in the Classroom: Using Classroom Response Systems to Increase Student Learning. Stylus Publishing, 2015.

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4

Bruff, Derek. Teaching with Classroom Response Systems: Creating Active Learning Environments. Wiley & Sons, Incorporated, John, 2009.

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5

Bruff, Derek. Teaching with Classroom Response Systems: Creating Active Learning Environments. Wiley & Sons, Incorporated, John, 2009.

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Bruff, Derek. Teaching with Classroom Response Systems: Creating Active Learning Environments. Wiley & Sons, Incorporated, John, 2009.

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7

Clickers In The Astronomy Classroom How To Enhance Astronomy Teaching Using Classroom Response Systems. Benjamin-Cummings Publishing Company, 2005.

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8

Wankel, Charles, and Patrick Blessinger, eds. Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies. Emerald Group Publishing Limited, 2013. http://dx.doi.org/10.1108/s2044-9968(2013)6_part_e.

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9

Increasing Student Engagement And Retention Using Classroom Technologies Classroom Response Systems And Mediated Discourse Technologies. Emerald Group Publishing Limited, 2013.

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10

Wankel, Charles, and Patrick Blessinger. Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies. Emerald Publishing Limited, 2013.

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11

i>clicker: Radio Frequency Classroom Response System. W. H. Freeman, 2006.

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12

Classroom Use of a Classroom Response System: What Clickers can do for Your Students. Pearson Education, Limited, 2006.

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13

Kelly, Michael S., Johnny S. Kim, and Cynthia Franklin. SFBT Within the Tier 2 Framework. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190607258.003.0005.

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The educational policy changes of the past 20 years have increased the focus on the provision of prevention services within schools, both for individual students and for social-emotional programming delivered in their classroom. Whether characterized as Response to Intervention (RTI), Positive Behavior Intervention and Supports (PBIS), or Multi-Tiered Systems of Supports (MTSS), the focus on a 3-tier framework of universal (Tier 1), selective (Tier 2) and indicated (Tier 3) has become one of the largest evidence-based framework ever scaled up within American schools, with over 19,000 schools across all 50 states having implemented PBIS by this writing. This chapter focuses on an example of a SFBT Tier 2 intervention, the Working on What Works (WOWW) teacher coaching intervention, that strives to create a better classroom climate for teachers and their students.

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14

Jackson, Steven F. Teaching with Technology: Active Learning in International Studies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.317.

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The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education courseware, internet access to statistical databases, Geographic Information Systems (GIS), cellphone and personal digital assistant applications, and classroom response systems (CRS). There has been a modest and somewhat sporadic literature on teaching with technology in international studies, much of which follows the development of new technologies, such as personal computers, the World Wide Web, and courseware development. The three major themes in the scholarship on technology in teaching and learning in international studies include technology-based enthusiasm/experimentation, comparative studies, and skepticism. However, some of the challenges to scholarship in teaching and learning with technology: the use of technology has become so pervasive, accepted, and easy that few teacher-scholars bother to write in scholarly journals about the act; weak structure of incentives for studying the use of technology in teaching and learning; and technological instability and discontinuity. Nevertheless, there are some technologies and trends that may appear in the future international relations course. These include podcasting, Real Simple Syndication (RSS) Feeds, Twittering, and Wikipeda and Google Books.

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15

Nucci, Larry P., and Robyn Ilten-Gee. Moral Education. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.10.

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This chapter positions moral education as concordant with the moral component of religion, but does not equate moral education with socialization into the particular norms or conventions of any specific faith tradition. Research findings have revealed that deeply religious children and adolescents make a similar set of distinctions between religious conventions and moral prescriptions regarding fairness and the welfare of others. This research forms the basis of a critique of the proposition that religiously devout people maintain a separate “morality of divinity.” The chapter reviews research on moral education designed to stimulate development of these universal moral understandings of fairness and welfare through developmental approaches to classroom rules and discipline together with practices that foster responsive engagement and transactive forms of discourse to stimulate the development of a critical moral perspective. This developmental approach to moral education is compatible with the basic moral core of religious systems but may be viewed as challenging to religious traditions and customs that sustain social inequalities.

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