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Journal articles on the topic 'Classroom settings'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

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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Trickett, Edison J., Peter E. Leone, Carolyn Molden Fink, and Sheldon L. Braaten. "The Perceived Environment of Special Education Classrooms for Adolescents: A Revision of the Classroom Environment Scale." Exceptional Children 59, no. 5 (1993): 411–20. http://dx.doi.org/10.1177/001440299305900504.

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The Classroom Environment Scale (CES), originally developed for use in traditional public school classrooms, was revised for use in special education classrooms. The scale, which assesses students' perceptions of various aspects of the classroom, was administered to students in 79 special education classrooms in 16 residential and day treatment schools serving special education students with behavior disorders and emotional disturbance. Psychometric analyses showed that only seven of the nine aspects of the classroom found in the original CES were reliably reported in special education classro

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Gomez Lobaton, July Carolina. "Language learners’ identities in EFL settings: resistance and power through discourse." Colombian Applied Linguistics Journal 14, no. 1 (2012): 60. http://dx.doi.org/10.14483/22487085.3813.

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This research project aims at identifying and analyzing different identities students construct as learners of a foreign language wheninteracting within an EFL classroom, and how this identity construction might have possible effects on students’ language learning process.This study, which was carried out with undergraduate students from a private university in Bogotá, was the product of permanent observationto the development of students language learning process (specially speaking skill) and how the implicit or explicit student-teacher interactionmight constitute an important element to thi

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Buysse, Virginia, Barbara Davis Goldman, and Martie L. Skinner. "Setting Effects on Friendship Formation among Young Children with and without Disabilities." Exceptional Children 68, no. 4 (2002): 503–17. http://dx.doi.org/10.1177/001440290206800406.

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This study examined the effects of social setting on the friendship formation of 333 preschool children (120 children with disabilities and 213 typically developing children) enrolled in inclusive early childhood programs. The study found that typically developing children in specialized classrooms had significantly more friends than did children with disabilities in those same settings. In child care settings, however, the difference between the reported number of friendships for typically developing children and their peers with disabilities did not reach statistical significance. Implicatio

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Freebody, Kelly, and Kelly Freebody. "Talking drama into being: types of talk in drama classrooms." Exchanges: The Interdisciplinary Research Journal 1, no. 1 (2013): 91–113. http://dx.doi.org/10.31273/eirj.v1i1.76.

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This paper explores the structure of talk in drama classrooms, particularly the ways students and teachers use different kinds of talk to achieve their classroom work and construct shared moral reasoning as the basis of their practical educational activities. The data and discussion presented here bring together the curricular setting of educational drama and the methodological setting of Conversation Analysis and Membership Categorisation Analysis. The transcripts and analyses emerged from a larger study that sought to explore the particular ways students interacted within process drama lesso

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Gilbert, Ross G. "Task Organisation and Management in Secondary Music Classrooms." British Journal of Music Education 5, no. 2 (1988): 165–72. http://dx.doi.org/10.1017/s0265051700006501.

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Recent research and theory in the area of classroom management indicates that there is a relationship between the task organisation of the classroom and teacher management behaviours. That is, classroom settings such as seatwork and recitation are related to different kinds of pupil behaviour and different kinds of teacher response. A review of related literature and a study of music student teachers in secondary classrooms indicates that music teachers spend considerably more time in recitation-type settings than do teachers of other subjects and are thus required to be more constantly alert

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Pace, Rolanda T., Anita D. Boykins, and Sheila P. Davis. "Examination of the Psychiatric-Mental Health Advanced Practice Registered Nurse Role as a Behavioral Consultant Within the School Setting." Clinical Scholars Review 7, no. 1 (2014): 24–29. http://dx.doi.org/10.1891/1939-2095.7.1.24.

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Management of disruptive behaviors is one of the many challenges and stressors faced by teachers within the school setting. Most teachers lack sufficient training and understanding of behavioral symptoms exhibited by students in the classrooms. Teachers often find themselves reacting to disruptive behaviors as opposed to preventing the occurrence of these behaviors, which compromises the therapeutic learning environment and leads to inappropriate referral of students for psychiatric evaluations. Minimum efforts have been channeled toward the enhancement of teachers’ knowledge of disruptive beh

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Khanal, Sushil. "Spoken Discourse Analysis: A Case Study of Kathmandu Shiksha Campus." Shiksha Shastra Saurabh 21 (December 31, 2018): 62–69. http://dx.doi.org/10.3126/sss.v21i0.35092.

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Discourse analysis has emerged as a gradually-growing discipline because of growing interest of linguists in studying language in natural setting: Some study of spoken discourse analysis in the few last decades has manifested that spoken discourse is sometimes highly-organized (in a fixed pattern) and sometimes loosely organised. In this paper, I have attempted to analyze how naturally occurring spoken discourses are organized in natural as well as in formal setting. This analysis is based on Sinclair- Coulthard analysis model developed in 1975. I have analyzed three different discourses; viz.

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Amilia, Rizqi, and Devi Nurmalia. "A Comparison of Patient Safety Competencies between Clinical and Classroom Settings among Nursing Students." Nurse Media Journal of Nursing 10, no. 1 (2020): 66–75. http://dx.doi.org/10.14710/nmjn.v10i1.25231.

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Background: As nurses play an important role in the implementation of patient safety in hospitals, competencies of patient safety should be developed and enhanced among nursing students. Self-assessment is a method that can be used to assess patient safety and its dimensions to help the students prepare themselves before entering the work life.Purpose: This study aimed to investigate differences in patient safety competencies between classroom and clinical settings among nursing students using a self-assessment method.Methods: A descriptive study using the Health Professional Education in Pati

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TOMIDA, EIJI, SHUKICHI ERA, IWAO YOSHINO, MIKIKO SEO, and MASAHARU KAGE. "How to Promote Metacognition in Classroom Settings." Annual Report of Educational Psychology in Japan 56 (2017): 235–42. http://dx.doi.org/10.5926/arepj.56.235.

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Garavaglia, Andrea, and Simona Ferrari. "A Model for Defining Digital Classroom Settings." Procedia - Social and Behavioral Sciences 46 (2012): 1983–87. http://dx.doi.org/10.1016/j.sbspro.2012.05.415.

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Koops, Lisa Huisman. "Classroom Management for Early Childhood Music Settings." General Music Today 31, no. 3 (2018): 82–86. http://dx.doi.org/10.1177/1048371318756997.

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Classroom management is a common concern for preservice teachers and can be a key to success for in-service teachers. In this article, I discuss six strategies for classroom management: design and lead engaging music activities, employ music-rich transitions, balance familiarity and novelty, plan for success, communicate clear expectations, and practice mindfulness. For each strategy, I share examples and considerations drawn from early childhood music classes from a variety of settings. Music teachers often teach many levels of students, and it is important to calibrate our classroom manageme

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Yoon, Michelle H., Christopher M. Burns, and Veronica E. Michaelsen. "Team-Based Learning in Different Classroom Settings." Medical Science Educator 24, no. 2 (2014): 157–60. http://dx.doi.org/10.1007/s40670-014-0024-3.

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Boman, Jeanette. "Facilitating Student Involvement in Large Classroom Settings." Journal of Nursing Education 25, no. 6 (1986): 226–29. http://dx.doi.org/10.3928/0148-4834-19860601-04.

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Reinders, Hayo, and Phil Benson. "Research agenda: Language learning beyond the classroom." Language Teaching 50, no. 4 (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 201

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Al Mosawi, Athraa, and Esra Ahmed Wali. "Exploring the Potential of Mobile Applications to Support Learning and Engagement in Elementary Classes." International Journal of Mobile and Blended Learning 7, no. 2 (2015): 33–44. http://dx.doi.org/10.4018/ijmbl.2015040103.

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Mobile devices have integrated themselves in society where they are used naturally and invisibly by individuals. Despite the fact that these devices are available to teachers and learners, the traditional style of classes is still the dominant style. This research explores the utilization of mobile applications in traditional classroom settings, and how this affects students' learning and engagement. An action research project was conducted in Bahrain to study the differences between the utilization of mobile applications in a classroom setting in a private school, with more technology exposur

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Johnson, Haley E., Lauren Molloy Elreda, Amanda K. Kibler, and Valerie A. Futch Ehrlich. "Creating Classroom Communities in Linguistically Diverse Settings: Teacher-Directed, Classroom-Level Factor Effects on Peer Dynamics." Journal of Early Adolescence 40, no. 8 (2019): 1087–120. http://dx.doi.org/10.1177/0272431619891238.

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Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom were used to operationalize students’ same-language-status (bonding capital) and cross-language-status (bridging capital) friendships. Multilevel model

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Speight, Renee, and Suzanne Kucharczyk. "Leveraging Positive Behavior Supports to Improve Engagement in Virtual Settings." Journal of Special Education Technology 36, no. 2 (2021): 90–96. http://dx.doi.org/10.1177/0162643421992704.

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High-levels of classroom engagement and on-task behavior have been linked to positive outcomes for students. In traditional classroom settings when levels of on-task behaviors are low, teacher integration of Positive Behavior Interventions and Supports (PBIS) can facilitate improvement in student engagement. PBIS strategies such as creating clear routines and expectations, explicit instruction on expected behaviors, acknowledging behavior, and a high level of opportunities to respond have demonstrated efficacy for improving engagement across grade levels. As teachers increasingly adjust their

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Little, Emma, and Alan Hudson. "Conduct Problems and Treatment across Home and School: A Review of the Literature." Behaviour Change 15, no. 4 (1998): 213–27. http://dx.doi.org/10.1017/s0813483900004708.

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Treatment of conduct problems in the home setting has received much attention in the literature, and there are well established, empirically derived treatment programs that have been demonstrated to be effective. However, treatment for conduct problems in the classroom has not received a comparable amount of attention, and the intervention programs are diverse, occasionally lacking empirical support, and often not consistent with strategies used in the home setting. As past research has demonstrated that conduct problems in multiple settings is related to poorer prognosis, it is logical to sug

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Hunter, William C., Sally Barton-Arwood, Andrea Jasper, Renee Murley, and Tarol Clements. "Utilizing the PPET Mnemonic to Guide Classroom-Level PBIS for Students With or at Risk for EBD Across Classroom Settings." Beyond Behavior 26, no. 2 (2017): 81–88. http://dx.doi.org/10.1177/1074295617711398.

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In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT mnemonic). Each strategy can be particularly useful in assisting novice and veteran teachers provide instruction to students with emotional and behavioral disorders within inclusive or self-contained classrooms.

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Ahmed, Azza E., Ayah A. Awadallah, Mawada Tagelsir, et al. "Delivering blended bioinformatics training in resource-limited settings: a case study on the University of Khartoum H3ABioNet node." Briefings in Bioinformatics 21, no. 2 (2019): 719–28. http://dx.doi.org/10.1093/bib/bbz004.

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Abstract Motivation Delivering high-quality distance-based courses in resource-limited settings is a challenging task. Besides the needed infrastructure and expertise, effective delivery of a bioinformatics course could benefit from hands-on sessions, interactivity and problem-based learning approaches. Results In this article, we discuss the challenges and best practices in delivering bioinformatics training in resource-limited settings taking the example of hosting and running a multiple-delivery online course, Introduction to Bioinformatics, that was developed by the H3ABioNet Education and

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Abdullah, Normah, Laura Christ Dass, and Siti Akmar Abu Samah. "A Project Zero Model Classroom in a Malaysian Culture." International Journal of Modern Languages And Applied Linguistics 1, no. 1 (2017): 1. http://dx.doi.org/10.24191/ijmal.v1i1.7614.

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This paper is taken from a bigger study aimed at trialing a Western learning model in a Malaysian context where it is yet to be tested by previous research. The Visible Thinking (VT) Project of Project Zero research is used as benchmark for this study. A summary of selected PZ research projects presented in this paper highlights the learning benefits of establishing patterns of thinking within the classroom as projected by PZ studies of Harvard Graduate School of Education, the hallmark institution. Many aspects of classroom teaching have been shown by PZ research to enhance learning, this pap

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Simhony, Julia, and Natthapong Chanyoo. "A Comparison of Corrective Feedback Used in International and EFL Contexts." Journal of Language Teaching and Research 9, no. 3 (2018): 573. http://dx.doi.org/10.17507/jltr.0903.17.

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The current study aims to investigate types of corrective feedback used in two classroom settings (i.e. EFL and international school classrooms) and to compare the frequency of corrective feedback types used in the two classrooms. The participants of this study were 31 students from two classrooms (6 international and 25 in EFL classrooms) and their respective teachers; one in each classroom. Data was collected through four classroom observations and one semi-structure interview conducted with the teacher from each classroom. The findings revealed that all six types of feedback were provided b

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Swerissen, Hal, and Janine Carruthers. "The Use of a Physical Restraint Procedure to Reduce a Severely Intellectually Disabled Child's Tantrums." Behaviour Change 4, no. 1 (1987): 34–38. http://dx.doi.org/10.1017/s0813483900008585.

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A brief physical restraint procedure combined with differential reinforcement of incompatible behaviour was used to reduce the tantrum behaviour of a five-year-old severely intellectually disabled girl in a classroom setting. Daily frequency recording of tantrum behaviour demonstrated a marked reduction of tantrums in classroom settings following intervention which was maintained at followup. Staff also reported concomitant increases in the subject's participation in class activities. Spontaneous generalization of reductions in tantrum behaviour to non-programmed settings and staff was not fou

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Sáez-López, José-Manuel, Tiberio Feliz-Murias, and Ana-Isabel Holgueras-González. "Interactive Videoconferencing in Educational Settings." International Journal of Web-Based Learning and Teaching Technologies 13, no. 1 (2018): 80–93. http://dx.doi.org/10.4018/ijwltt.2018010106.

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This research analyzes the use of Interactive Videoconferencing in classroom, analyzing practice and attitudes of 37 teachers and professors from several countries in the first dimension. The second dimension analyzes innovative approaches and Collaborative Learning through Interactive Videoconferencing using “Skype” in a particular classroom in Spain. The main instruments in this process are a questionnaire and systematic observation. Teachers in sample note positive attitudes related to Interactive Videoconferencing implementation in educational settings with educational benefits related to

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Gwee, Susan, and Hwee Leng Toh-Heng. "Developing Student Oral Presentation Skills with the Help of Mobile Devices." International Journal of Mobile and Blended Learning 7, no. 4 (2015): 38–56. http://dx.doi.org/10.4018/ijmbl.2015100103.

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Video recording is increasingly used in higher education settings to help students develop their oral presentation skills. However, little is known about the effect of video review for bringing about better high school student outcomes in oral presentation in formal (classroom) and informal (out-of-classroom) settings. Using a quasi-experimental design, this study investigated the effectiveness of using video review in developing the oral presentation skills of Grade 11 students in formal and informal settings in Singapore and how students felt about learning oral presentation skills in these

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Doecke, B., and P. H. Van de Ven. "Literary praxis: Engaging with texts in classroom settings." L1 Educational Studies in Language and Literature 12 S.I. Literature, Interpretation of Literature (2012): 1–21. http://dx.doi.org/10.17239/l1esll-2012.01.04.

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Alharthi, Thamer. "Practice in Language Learning: Applications in Classroom Settings." International Journal of English Language and Literature Studies 4, no. 3 (2015): 121–29. http://dx.doi.org/10.18488/journal.23/2015.4.3/23.3.121.129.

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Scott, M. M. "Pupil Occupancy Time in Classroom Settings Across Cultures." Journal of Cross-Cultural Psychology 20, no. 3 (1989): 244–62. http://dx.doi.org/10.1177/0022022189203002.

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Najjar, Samir. "Settings for learning: the classroom/laboratory/skills laboratory." Medical Education 29 (December 1995): 110–11. http://dx.doi.org/10.1111/j.1365-2923.1995.tb02909.x.

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Akande, A., J. E. Osagie, Rb Mwaiteleke, et al. "Managing Children's Fears and Anxieties in Classroom Settings." Early Child Development and Care 158, no. 1 (1999): 51–69. http://dx.doi.org/10.1080/0300443991580106.

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Ifert, Danette E., Kathleen M. Long, and Shirley D. Fortney. "Examining variation among compulsive communicators in classroom settings." Communication Research Reports 15, no. 4 (1998): 426–35. http://dx.doi.org/10.1080/08824099809362142.

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Gass, Susan, Alison Mackey, and Lauren Ross-Feldman. "Task-Based Interactions in Classroom and Laboratory Settings." Language Learning 61 (May 20, 2011): 189–220. http://dx.doi.org/10.1111/j.1467-9922.2011.00646.x.

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Gass, Susan, Alison Mackey, and Lauren Ross-Feldman. "Task-Based Interactions in Classroom and Laboratory Settings." Language Learning 55, no. 4 (2005): 575–611. http://dx.doi.org/10.1111/j.0023-8333.2005.00318.x.

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Hembre, Oda J., and Line Lundvoll Warth. "Assembling iPads and Mobility in Two Classroom Settings." Technology, Knowledge and Learning 25, no. 1 (2019): 197–211. http://dx.doi.org/10.1007/s10758-019-09405-w.

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Owen, Julie E. "Peer educators in classroom settings: Effective academic partners." New Directions for Student Services 2011, no. 133 (2011): 55–64. http://dx.doi.org/10.1002/ss.384.

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Lyster, Roy, and Kazuya Saito. "ORAL FEEDBACK IN CLASSROOM SLA." Studies in Second Language Acquisition 32, no. 2 (2010): 265–302. http://dx.doi.org/10.1017/s0272263109990520.

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To investigate the pedagogical effectiveness of oral corrective feedback (CF) on target language development, we conducted a meta-analysis that focused exclusively on 15 classroom-based studies (N = 827). The analysis was designed to investigate whether CF was effective in classroom settings and, if so, whether its effectiveness varied according to (a) types of CF, (b) types and timing of outcome measures, (c) instructional setting (second vs. foreign language classroom), (d) treatment length, and (e) learners’ age. Results revealed that CF had significant and durable effects on target languag

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Osborne, Susan S., Cheryle Strobel Kiburz, and Sidney R. Miller. "Treatment of Self-Injurious Behavior Using Self-Control Techniques with a Severe Behaviorally Disordered Adolescent." Behavioral Disorders 12, no. 1 (1986): 60–67. http://dx.doi.org/10.1177/019874298601200104.

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This study investigated the efficacy of a self-control technique to reduce the incidence of self-injurious behavior. The 15-year-old subject had a history of mumbling to himself; yelling, laughing, and cursing in class; rocking in his seat in class; and self-injurious behaviors such as hitting himself with a closed fist. The study was conducted in three different settings: regular mathematics and English classrooms and a behavior disorder resource room. Videotaping to promote self-monitoring by the subject was used in two of the settings, the resource room and the mathematics classroom. The st

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Gonzalez Villasanti, Hugo, Laura M. Justice, Leidy Johana Chaparro-Moreno, Tzu-Jung Lin, and Kelly Purtell. "Automatized analysis of children’s exposure to child-directed speech in reschool settings: Validation and application." PLOS ONE 15, no. 11 (2020): e0242511. http://dx.doi.org/10.1371/journal.pone.0242511.

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The present study explored whether a tool for automatic detection and recognition of interactions and child-directed speech (CDS) in preschool classrooms could be developed, validated, and applied to non-coded video recordings representing children’s classroom experiences. Using first-person video recordings collected by 13 preschool children during a morning in their classrooms, we extracted high-level audiovisual features from recordings using automatic speech recognition and computer vision services from a cloud computing provider. Using manual coding for interactions and transcriptions of

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Sonn, R. A. "The Need for Different Classroom Settings For Effective Development of Thinking Skills." Journal of Cognitive Education and Psychology 1, no. 2 (2000): 257–65. http://dx.doi.org/10.1891/194589500787383599.

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A study was conducted in the southern areas of the former Transkei evaluating the development of thinking skills through Feuerstein’s Instrumental Enrichment (FIE) program (Sonn, 1996). The researcher came to certain conclusions and made several recommendations. One of these recommendations was to change the classroom setting to facilitate the effective development of thinking skills. This paper is divided into three parts. Part one discusses the need for an alternative classroom setting. Curriculum developers seldom address the type of environment in which a curriculum should be implemented,

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Stumpf, John, and Jacqueline Holman. "Promoting Generalization of Appropriate Classroom Behaviour: a Comparison of Two Strategies." Behavioural Psychotherapy 13, no. 1 (1985): 29–42. http://dx.doi.org/10.1017/s0141347300009319.

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Abstract:

This study applied a number of behaviour modification strategies in an attempt to reduce the level of disruptive classroom behaviour, and to programme for generalization of treatment effects across time and settings. Eight disruptive students represented either the Control, the Experimenter-selected Objects, or the Self-selected Activities Group. During intervention phases subjects in the Experimenter-selected Objects Group received school related material reinforcers for low levels of disruptive behaviour. The Self-selected Activities Group experienced a more complex set of conditions: partia

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