Relevant bibliographies by topics / Classroom settings

Contents

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

Academic literature on the topic 'Classroom settings'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Classroom settings"

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McDonald, Samantha M., Morgan N. Clennin, and Russell R. Pate. "Specific Strategies for Promotion of Physical Activity in Kids—Which Ones Work? A Systematic Review of the Literature." American Journal of Lifestyle Medicine 12, no. 1 (2015): 51–82. http://dx.doi.org/10.1177/1559827615616381.

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The purpose of this systematic review was to summarize and evaluate the impact of physical activity (PA) interventions that were implemented in specific school settings on children’s PA in those settings. Four research databases were searched to identify PA interventions. Of the 13 706 articles identified, 1352 abstracts were screened and 32 intervention studies were reviewed. Five intervention settings were identified (active travel, after school, classroom, physical education, and recess). Among these settings, a greater proportion of positive findings (ie, significant increase in PA) were f
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Soodak, Leslie C. "Classroom Management in Inclusive Settings." Theory Into Practice 42, no. 4 (2003): 327–33. http://dx.doi.org/10.1207/s15430421tip4204_10.

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Hearn, Shannon. "HYDROGEN PEROXIDE WORKS: ClassROOM Settings." Cream City Review 41, no. 1 (2017): 10. http://dx.doi.org/10.1353/ccr.2017.0002.

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Nelson, Nickola Wolf. "Individual processing in classroom settings." Topics in Language Disorders 6, no. 2 (1986): 13–27. http://dx.doi.org/10.1097/00011363-198603000-00004.

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Waxman, Hersholt C., and Shwu-Yong L. Huang. "Classroom Instruction Differences by Level of Technology Use in Middle School Mathematics." Journal of Educational Computing Research 14, no. 2 (1996): 157–69. http://dx.doi.org/10.2190/60lv-pwdj-2l9p-3tqn.

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This study examined whether 1) classroom interaction, 2) selection of activities, 3) instructional activities, 4) organizational setting of the classroom, and 4) student on-task and off-task behaviors in the classroom significantly differs according to the degree of implementation of technology in mathematics classrooms. The subjects in the present study were 2,189 middle school students who were randomly chosen from a multi-ethnic school district located within a major metropolitan city in the south central region of the United States. The results indicate that there are significant differenc
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Byon, Andrew Sangpil. "Classroom Assessment Tools and Students’ Affective Stances: KFL Classroom Settings." Language and Education 19, no. 3 (2005): 173–93. http://dx.doi.org/10.1080/09500780508668673.

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Petracchi, Helen E., and Michael A. Patchner. "Student Performance in Three Classroom Settings." Journal of Teaching in Social Work 21, no. 3-4 (2001): 27–36. http://dx.doi.org/10.1300/j067v21n03_04.

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Alkhalifa, Eshaa Mohammed. "A Methodology to Validate Educational Experiment Results in a Real Classroom Using ILOs." International Journal of Technology Diffusion 5, no. 3 (2014): 54–68. http://dx.doi.org/10.4018/ijtd.2014070104.

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Some influential researchers regard controlled experimentation as the best medium to test educational strategies and approaches. On the other hand, educators hold a view that controlled experimentation does not reflect a real classroom atmosphere, and consequently not all research findings replicate well in classrooms. This paper will present both points of view, by presenting supporting claims and studies. The paper will then presents an approach that can validate empirical claims in a real classroom setting. It tests against four metrics; a real classroom setting, long length materials, unli
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Okoro, Ephraim, and Melvin Washington. "Communicating In A Multicultural Classroom: A Study Of Students Nonverbal Behavior And Attitudes Toward Faculty Attire." Journal of College Teaching & Learning (TLC) 8, no. 7 (2011): 27–38. http://dx.doi.org/10.19030/tlc.v8i7.4850.

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Economic and market globalization in the United States has engendered a multicultural learning environment that challenges both faculty and students. Diversity in the classroom is further complicated by nonverbal communication, which impacts on students attitudes toward faculty members. Because todays classrooms are changing and undergoing rapid shifts in composition, culture, and orientation, the nature of learning is also changing to be more participative, interactive, and team-oriented. To ensure that effective learning is taking place in global/multicultural classroom settings, an improved
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Hämäläinen, Raija, and Kati Laine. "Classroom Orchestration." International Journal of Virtual and Personal Learning Environments 5, no. 3 (2014): 33–50. http://dx.doi.org/10.4018/ijvple.2014070103.

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The nature of vocational education needs has changed. In authentic vocational classroom contexts, there is a rising need to develop new ways to integrate ongoing and overlapping processes of students' personal learning environments and collaborative knowledge construction. However, there is currently very little knowledge about how teachers integrate these two approaches in arranging learning. This creates new challenges for teachers when creating instructional activities, especially regarding teacher-student interactions. This case study illuminates teachers' instructional activities in empow
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Dissertations / Theses on the topic "Classroom settings"

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Kim, Sungho. "An analysis of teacher question types in inquiry-based classroom and traditional classroom settings." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1979.

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This study examined the differences and patterns for three categories between an argument-based inquiry group and a traditional group over the period of the SWH (Science Writing Heuristic) project: (1) teacher talk time, (2) structure of questions (question types), and (3) student responses. The participating teachers were chosen randomly by a convenient sampling method because the data were collected previously from the SWH project. Each group had thirty teachers. A total of sixty teachers participated in the study. Student responses were part of the study to evaluate the effect of open-ended
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Dixon, John A. "A Description of Instructional Practices in Inclusive Classroom Settings." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29883.

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This study was designed to describe the experiences of general education students in elementary settings where the inclusion of students with disabilities was responsibly implemented. The research question investigated was: Do general education students have a meaningful opportunity to learn when sharing classrooms with students with disabilities? The participants in this study were assigned to two inclusion classrooms in an elementary school in northeastern North Carolina. The classrooms were observed during the months of January and February, 1999. Effective educational practices in inclusi
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Yanez-Monje, Veronica. "Exploring teachers' interpretations of feedback in primary literacy classroom settings." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/exploring-teachers-interpretations-of-feedback-in-primary-literacy-classroom-settings(5829093e-8638-41d3-b4d2-3ccb2a8459bd).html.

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It is now widely acknowledged that formative assessment can be beneficial to students’ learning. However, there is also evidence that teachers encounter a range of issues in the enactment of formative practice inside the classroom (Black & Wiliam, 1998, 2003, 2006, 2009, 2012; Swaffield, 2011). This study investigates teachers’ interpretations of feedback in terms of theory and practice and it explores how this might be informed by their conceptions of learning in the context of primary literacy lessons. This research involves three Year 5 teachers and one Year 4 from three different primary s
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Peacock, Delicia Peacock. "Teacher Perceptions of the Effectiveness of Inclusion in Elementary Classroom Settings." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2373.

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Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes toward teacher responsibilities, and lowered teachers' sense of efficacy about being able to teach their students. Guided by Deci and Ryan's self-determination theory, this bounded case study design in a rural elementary school in a southeastern state wa
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Sato, Masatoshi. "Peer interaction and corrective feedback: proceduralization of grammatical knowledge in classroom settings." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104584.

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This quasi-experimental study implemented an original instructional unit in second language (L2) classrooms where the learners were taught (a) how to interact with each other (peer interaction), and (b) how to provide corrective feedback (CF) to each other (peer CF). This Second Language Acquisition (SLA) intervention was examined from three different viewpoints. First, from a psycholinguistic perspective, the effect of the intervention on learners' interactional patterns as well as its effects on their L2 development (i.e., grammatical knowledge and fluent spontaneous production) were investi
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Cameron, Brenda. "Teachers' narratives surrounding challenging behaviour in inclusive classroom settings : research project report." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2004. http://hdl.handle.net/10092/3099.

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Special education has undergone significant restructuring in New Zealand in recent years and the majority of students presenting with challenging behaviour are now in inclusive educational settings. This study investigates how teachers use narrative to make sense of challenging behaviours in their professional lives; in doing so it focuses attention on the importance of listening to teachers' voice. I argue that key episodes and epiphanal experiences inform teachers' practice when working with challenging behaviour and that narrative inquiry and the illumination of life expenences, encourages
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Hinden, Craig A. "Student perception of classroom goals in regular education and alternative school settings." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hindenc.pdf.

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Hamilton, Jamie McKenzie. "Relationships between outdoor and classroom task settings and cognition in primary schoolchildren." Thesis, Heriot-Watt University, 2017. http://hdl.handle.net/10399/3253.

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While recent studies suggest an association in early years’ children between outdoor classrooms and predictors of achievement (Davis & Waite, 2005), here termed cognitive factors (affordances, attention, motivation, memory, social interaction, positive affect, physical activity and positive teacher feedback), support for performance impacts remains weak. The thesis predicts that due to a predisposition for natural affordances (Kahn Jr. & Kellert, 2002), children’s performance on a school task will be better outdoors than in a classroom, and associated with natural richness. Employing a systems
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Bailey, Donisha Noel. "The Collaboration Experiences of Elementary School Intervention Specialists in Inclusive Classroom Settings." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6519.

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Collaboration is one of the most significant components of inclusive education, according to professional literature. The purpose of this study was to understand the perceptions of intervention specialists in terms of collaboration with general education teachers in elementary school inclusive classrooms and administrative support of collaboration. The collaboration and the community of practice theories were used for the conceptual framework in this study to understand how collaboration is an ongoing interaction between people to achieve a common goal. Research questions were designed to unde
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Margutti, Piera. "Classroom interaction in an Italian primary school : instructional sequences in pedagogic settings." Thesis, University of York, 2004. http://etheses.whiterose.ac.uk/9887/.

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Books on the topic "Classroom settings"

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Behavioral challenges in early childhood settings. Redleaf Press, 2008.

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Children's Learning in Science Project. The construction of meaning and conceptual change in classroom settings. University of Leeds Centre for Studies in Science and Mathematics Education, 1985.

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Boehm, Ann E. The classroom observer: Developing observation skills in early childhood settings. 2nd ed. Teachers College Press, Columbia University, 1987.

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Boehm, Ann E. The classroom observer: Developing observation skills in early childhood settings. 3rd ed. Teachers College Press, Columbia University, 1997.

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Children's Learning in Science Project. The construction of meaning and conceptual change in classroom settings. University of Leeds Centre for Studies in Science and Mathematics Education, 1986.

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Denno, Dawn. Addressing challenging behaviors in early childhood settings: A teacher's guide. Paul H. Brookes Pub. Co., 2010.

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Denno, Dawn. Addressing challenging behaviors in early childhood settings: A teacher's guide. Paul H. Brookes Pub. Co., 2010.

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Teaching students with special needs in inclusive settings. 4th ed. Pearson Canada, 2012.

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Haynes, William O. Communication disorders in the classroom: An introduction for professionals in school settings. 3rd ed. Kendall/Hunt Pub. Co., 1999.

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Teaching students with special needs in inclusive settings. 6th ed. Pearson, 2011.

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Book chapters on the topic "Classroom settings"

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Fletcher, Adam. "School Culture and Classroom Climate." In Prevention Science in School Settings. Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-3155-2_13.

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Barwell, Richard. "Language diversity in classroom settings." In The Routledge Handbook of Linguistic Ethnography. Routledge, 2019. http://dx.doi.org/10.4324/9781315675824-20.

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Conteh, Jean. "7. Multilingual Literacies in Mainstream Classroom Contexts." In Researching Dyslexia in Multilingual Settings, edited by Deirdre Martin. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090662-011.

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Cochrane, Leslie E. "Teaching About Disability Discourse in the College Classroom." In Language Research in Multilingual Settings. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34671-3_7.

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Stengelhofen, Jackie. "Teaching and learning methods in the classroom and clinic." In Teaching Students in Clinical Settings. Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-2933-4_2.

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Tytler, Russell, George Aranda, and Ines Freitag-Amtmann. "Teachers from Diverse Cultural Settings Orchestrating Classroom Discourse." In Quality Teaching in Primary Science Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_6.

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Degoumois, Virginie, Cécile Petitjean, and Simona Pekarek Doehler. "Expressing Personal Opinions in Classroom Interactions: The Role of Humor and Displays of Uncertainty." In Interactional Competences in Institutional Settings. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46867-9_2.

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Slee, Phillip T., and Grace Skrzypiec. "School and Classroom Climate and Well-being." In Well-Being, Positive Peer Relations and Bullying in School Settings. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43039-3_5.

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Boyd, Brian A., Suzanne Kucharczyk, and Connie Wong. "Implementing Evidence-Based Practices in Early Childhood Classroom Settings." In Handbook of Early Childhood Special Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_17.

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Wilden, Eva. "Settings—Teaching in and beyond the English Language Classroom." In Teaching English as a Foreign Language. J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_13.

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Conference papers on the topic "Classroom settings"

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Higuera-Trujillo, Juan Luis, Carmen Llinares Millán, Antoni Montañana i Aviñó, Jorge Torres Cueco, and Carla Sentieri Omarrementeria. "The cognitive effect of university classroom geometry. A virtual reality study focused on memory and attention." In INNODOCT 2020. Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11857.

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Space influences our cognitive-emotional state. In teaching spaces, with a considerable effect on performance. Many design variables are involved. Among them, geometry has been traditionally less explored despite its usual prominence in design, due to the complexity of its modification in existing physical classrooms. However, today this can be addressed through the use of virtual reality. This was the objective of the present study: to contribute to the study of the cognitive effect of different geometry parameters applied in a university classroom. It was tackled through a laboratory field s
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Wizel, Maya. "BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end021.

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Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding
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Chejara, Pankaj. "Multimodal Learning Analytics for Understanding Collocated Collaboration in Authentic Classroom Settings." In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2020. http://dx.doi.org/10.1109/icalt49669.2020.00123.

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Nikolayeva, N. "Incorporating Technical Writing In Esp Classroom In Russian Higher Education Settings." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.107.

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Osada, Naoko, and Naomi Miyake. "From CSCL classroom to real-world settings through project-based learning." In th 2005 conference. Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149355.

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Thomas, Chinchu. "Multimodal Teaching and Learning Analytics for Classroom and Online Educational Settings." In ICMI '18: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. ACM, 2018. http://dx.doi.org/10.1145/3242969.3264969.

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Higuera-Trujillo, Juan Luis, Carmen Llinares Millán, Susana Iñarra Abad, and Juan Serra Lluch. "A virtual reality study in university classrooms: The influence of classroom colour on memory and attention." In INNODOCT 2020. Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11858.

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Design of teaching spaces influences the cognitive abilities of its users. Among the design variables, the colour stands out for the ease of its implementation and its aesthetic possibilities. Previous studies suggest that it can influence students' academic progress. However, due to the difficulty in studying their combinations, only a limited number of colours have been exhaustively studied. This was the objective of the present study: to contribute to the study of the effect of different colour parameters applied on the walls of university classrooms on students’ memory and attention perfor
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Bhattacharya, Arpita, Mirko Gelsomini, Patricia Pérez-Fuster, Gregory D. Abowd, and Agata Rozga. "Designing motion-based activities to engage students with autism in classroom settings." In IDC '15: Interaction Design and Children. ACM, 2015. http://dx.doi.org/10.1145/2771839.2771847.

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Babiker, Areej, Ibrahima Faye, and Aamir Saeed Malik. "EMD-Based Feature to Detect Situational Interest in Classroom Settings Using EEG." In 2018 International Conference on Intelligent and Advanced System (ICIAS). IEEE, 2018. http://dx.doi.org/10.1109/icias.2018.8540608.

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Wood, Jennifer Irene. "Socrative in the Language Classroom: Tackling Classroom Anxiety and Encouraging Participation." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11231.

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In second language teaching and learning the building of trust relationships and the creation of a mutually supportive atmosphere can be fundamental: It is well recognized that affective concerns, such as anxiety and communication apprehension, are more salient in the language classroom (Hernández & Rankin, 2015). Practitioners have long been aware of the importance of reducing learner anxiety and one way that has been shown to be effective is motivation (Gardner, 1985). This paper will consider how the use of the smart personal response system Socrative can help address learner anxiet
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Reports on the topic "Classroom settings"

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Schofield, Janet W. A Tale of Two Settings: The Lab and the Classroom. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada239517.

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003257.

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We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Leveraging existing school inputs for a light-touch, cost-effective
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Nelson, Matthew, and Christine Nelson. A collaborative project using high altitude balloons to design, build and test space hardware in a classroom setting. Iowa State University. Library. Digital Press, 2020. http://dx.doi.org/10.31274/ahac.201.

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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income coun
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