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Relevant bibliographies by topics / Composition classroom

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Academic literature on the topic 'Composition classroom'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Composition classroom"

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Purtell, Kelly M., and Arya Ansari. "Classroom Age Composition and Preschoolers’ School Readiness: The Implications of Classroom Quality and Teacher Qualifications." AERA Open 4, no. 1 (February 2018): 233285841875830. http://dx.doi.org/10.1177/2332858418758300.

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Recent research has shown that the age composition of preschool classrooms influences children’s early learning. Building on prior research, this study examines whether the association between classroom age composition and children’s learning and development vary based on classroom quality and teacher characteristics using a subset of the Family and Child Experiences Survey (FACES), a nationally representative sample of 3- and 4-year-old children attending Head Start (n = 2,829). Results revealed that the association between age composition and children’s academic skills was dependent on classroom quality and that classroom quality was less predictive of children’s skills in mixed-age classrooms. Teacher education but not experience also moderated the influence of age composition such that mixed-age classrooms taught by a teacher with higher education were not associated with decreased literacy gains among older children.

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Strand, Katherine. "Survey of Indiana Music Teachers on Using Composition in the Classroom." Journal of Research in Music Education 54, no. 2 (July 2006): 154–67. http://dx.doi.org/10.1177/002242940605400206.

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The primary purpose of this study was to examine composition practices in public schools across the state of Indiana, to investigate who incorporates composition and why they chose to use or not use composing tasks. A second purpose was to learn if teachers had an operational definition for composition. Three hundred thirty-nine teachers participated in a survey to answer questions about their use of compositon in the classroom. Respondents who used composition answered open-ended questions about learning goals for composing tasks and gave examples of typical classroom composing tasks. Although 88.5 % of the respondents indicated that they incorporated composition, only 5.9% reported using composition tasks often. General music teachers were slightly more likely to incorporate composition in their classrooms than were ensemble directors. There were no significant relationships found between years of experience or years at a school, certification, or school use of Standards and the relative use of composing tasks. An analysis of the responses to open-ended questions revealed that teachers used composing tasks for a great variety of purposes. No one definition of composition emerged from the analysis. Instead, respondents labeled a range of activities from dictation and practicing notation and improvising to complex tasks as "composition. " The article calls for developing an operational definition and pedagogy for composition in the classroom and discusses possibilities for future research.

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Hattie, John A. C. "Classroom composition and peer effects." International Journal of Educational Research 37, no. 5 (January 2002): 449–81. http://dx.doi.org/10.1016/s0883-0355(03)00015-6.

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Timmerman, David. "Faith in the Composition Classroom." Rhetoric Review 32, no. 3 (July 2013): 366–67. http://dx.doi.org/10.1080/07350198.2013.797881.

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Purtell, Kelly M., Arya Ansari, Qingqing Yang, and Caroline P. Bartholomew. "The Role of Preschool Peers in Children's Language Development." Seminars in Speech and Language 42, no. 02 (March 2021): 088–100. http://dx.doi.org/10.1055/s-0041-1723838.

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AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

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Bolton, Jan. "Technologically mediated composition learning: Josh's story." British Journal of Music Education 25, no. 1 (March 2008): 41–55. http://dx.doi.org/10.1017/s0265051707007711.

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An innovative ICT project called Compose has been implemented in some New Zealand primary schools in an effort to counteract the lack of classroom composition opportunities. Compose combines the use of music software and online learning with attempts to address barriers to primary classroom composition. This article illustrates, through personal narrative, how Compose made successful composition experiences possible for a student in a classroom where no such opportunities had previously existed. The project led to the student acquiring compositional skill and knowledge and a positive music self-concept. Though it is not possible to generalise from a single case study, the findings indicate that Compose could offer a potentially viable way to increase classroom composition learning opportunities.

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Moller, Arlen C., Emma Forbes-Jones, and A. Dirk Hightower. "Classroom age composition and developmental change in 70 urban preschool classrooms." Journal of Educational Psychology 100, no. 4 (2008): 741–53. http://dx.doi.org/10.1037/a0013099.

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Ryan, John M. "Spanish Composition Errors from a Combined Classroom of Heritage (L1) and Non-heritage (L2) Learners: A Comparative Case Study." Journal of Language Teaching and Research 9, no. 3 (May 1, 2018): 439. http://dx.doi.org/10.17507/jltr.0903.01.

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In a world of declining institutional budgets, decreasing student enrollments in departments that until now may have had the luxury of separate composition classrooms for heritage and non-heritage students, not to mention individual student schedule limitations, the steady increase in enrollment of L1 or heritage students in composition classrooms which were before primarily geared toward L2 learners has created a new reality and the urgency to rethink the organization, sequence, and emphasis placed on topics and structures in the classroom. The purpose of this case study was to conduct a comprehensive analysis of L1 and L2 student composition error data collected from a sample of fifteen students enrolled in a Spanish Composition (SPAN 302) class at the University of Northern Colorado (UNC). Specific objectives for this project were to determine from the data collected: 1) the frequencies with which L1 and L2 student participants committed word- and sentence-level errors in their compositions; 2) how error frequencies compare between L1 and L2 students over a semester’s time, and in particular, with the writing of a series of five different compositions, each targeting a more advanced level of writing proficiency; and 3) how knowledge of both similarities and differences between these two groups might be applied to enhance the author’s current pedagogical model that could work for future students from both groups in a single classroom.

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Olson, Gary A., and Sidney I. Dobrin. "Composition Theory for the Postmodern Classroom." College Composition and Communication 46, no. 2 (May 1995): 305. http://dx.doi.org/10.2307/358443.

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Leuven, Edwin, and Marte Rønning. "Classroom Grade Composition and Pupil Achievement." Economic Journal 126, no. 593 (November 24, 2014): 1164–92. http://dx.doi.org/10.1111/ecoj.12177.

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Dissertations / Theses on the topic "Composition classroom"

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Tyahur, Pamela Marie Egbers. "CHANGING DIVERSITY IN THE COMPOSITION CLASSROOM." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1100624566.

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Thacker, Maurer Kylee. "Defining "Engagement" for the Composition Classroom." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1873.

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This dissertation project centers on student engagement inside the composition classroom. Through an in-depth synthesis on engagement in three major fields of engagement research—Rhetoric and Composition, Education, and Psychology (the three disciplines with the most database hits on engagement)—I discovered that engagement is used disparately in its literature, resulting in difficulty in its application inside the classroom. Due to this difficulty in applying engagement to the classroom, especially to the writing classroom, I conducted a discourse analysis—through using artifacts, an initial coding scheme, and a category provided from the synthesis—to further understand engagement and to find a more beneficial characterization of engagement for writing instructors to foster inside their classrooms. The findings of this dissertation study resulted in the creation of a model of how the engagement process manifests inside a classroom environment. Within the classroom, the instructor guides students between procedural and substantive engagement, using action terms found from the discourse analysis. While instructors seek substantive engagement, I argue that procedural engagement can be beneficial if instructors and students learn to be metacognitive about the engagement process, willing to work together and to try new actions to foster engagement in the classroom (instructors) and in themselves (students).

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Leverenz, Carrie Shively. "Collaboration and difference in the composition classroom." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287418355.

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Hussey, Marianne M. "Supporting emergent writing in the kindergarten classroom." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1126.

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McAllister, Heather. "Self-Discovery Journals in the College Composition Classroom." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/296.

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What is it that makes writing so enjoyable to some people, and such a troublesome task to others? What, if anything, can teachers of composition do to promote an enthusiasm for writing? As I have found examination of my past experiences a key to answering these questions, I am persuaded that the key to enthusiastic writing lies in the opportunities students have to explore themselves as individuals within their writing. As Socrates in Plato's Phaedrus states above, we write well when we know the truth about that which we are writing. Providing students the occasion to write about themselves will not only increase their writing abilities but will also allow students the chance to look deep within themselves to discover truths that may further their writing, truths that may otherwise remain hidden.

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Reece, Debra Lynn. "Grammar in the Composition Classroom: Rewriting the Tradition." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3887.

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In the last 50 years, the trend in the field of composition pedagogy has turned away from traditional grammar instruction, condemning pedagogical practices that focus on preventing and remediating error. In the early 1960s, Richard Braddock, Richard Lloyd-Jones, and Lowell Schoer invoked the death sentence on traditional grammar instruction: "The teaching of formal grammar has a negligible or, because it usually displaces some instruction and practice in actual composition, even a harmful effect on the improvement of writing" (37-38). Having been enlightened by this scholarship, the field refocused instruction to emphasize elements like writing process, collaboration, modeling, and prewriting, pushing grammar instruction to the side. As a result of this shift in pedagogies, we are helping our students to see writing differently. We're teaching them that "good writing" is more than correct spelling and well-placed commas,which is correct. But grammar is still an important part of language, and an integral part of rhetoric. Recent scholars like Cheryl Glenn, Virginia Tufte, T.R. Johnson, Constance Weaver, Martha Kolln, and Nora Bacon have recognized this oversight in the sharp move away from grammar instruction, and have developed different strategies to rewrite the tradition so that grammar instruction can be an effective part of writing instruction. I will add to their efforts by identifying the shift in theoretical principles that makes what we refer to as traditional grammar instruction so ineffective, by using the Greco-Roman curriculum (specifically Quintilian's imitatio) as a framework for understanding where these new grammar instructions come from, and by synthesizing this new understanding into a new curriculum for the writing classroom that more effectively integrates grammar instruction.

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Denecker, Christine. "Toward seamless transition? Dual enrollment and the composition classroom /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1194187966.

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Hart, Gwendolyn A. "Composing Metaphors: Metaphors for Writing in the Composition Classroom." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371472.

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Britt, Cynthia. "Midwife and Mother: Maternal Metaphors in the Composition Classroom." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/582.

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This study examines the maternal metaphors of midwife and mother used to describe instructors and teaching practices in the composition classroom. In the introduction the author describes her interest in the topic based on her own experiences as a mother and as a beginning composition instructor. The paper explains the initiation of the metaphors, what the metaphors and maternal pedagogy mean in terms of classroom practices and philosophies, criticisms of maternal practices, and the relevancy and legitimacy of the metaphors and maternal pedagogy in classrooms today. Section one explores the development of the metaphors to describe composition teachers related to the composition and literature agendas created in the nineteenth century American university system. Other influences discussed in the metaphors usage and in the development of a maternal pedagogy are the 1970s revitalization of the women's rights movement and of the process pedagogy revolution. Section II surveys literature describing the philosophies of maternal pedagogy and maternal metaphors and their translations into classroom practices. Section III outlines the criticisms developed in reaction to maternal practices. Section IV details the results of surveys completed by freshmen composition students and composition instructors at Western Kentucky University. In the conclusion, the author considers the information and opinions presented and the survey results and draws conclusions about the relevancy of maternal metaphors and maternal pedagogy to the composition field and for her own teaching practices and philosophies.

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Eagleton, Maya Blair. "Hypermedia composition in a seventh grade language arts classroom." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284031.

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This microethnographic study describes what happened when a small group of 12- and 13-year olds were given the opportunity to compose with hypermedia in their language arts class. Drawing from semiotic, sociocultural, constructivist, transactional and holistic theories, the researcher interpreted the meanings the students and their language arts teacher ascribed to the creation of a student-run online magazine. The researcher investigated the kinds of things that the seventh graders in this study value, what the webzine project meant to the student editors, what processes are involved in the creation of a webzine, how hypermedia literacy functions as a language form, how the hypermedia design project impacted the language arts curriculum, and the roles that computers can play in the classroom. Hypermedia is a multi-symbolic semiotic language form that is still in the process of evolving. Hypermedia literacy requires transmediation, among print literacies, oral literacies, visual literacies, computer literacies and hypertext literacies. Becoming fluent in hypermedia involves orchestrating the various elements (cueing systems) of hypermedia and flexibly applying this knowledge within a variety of hypermedia genres. The webzine project was a positive experience for the seventh graders in this study because it met their affective needs to be active, to learn new things, to have new experiences, to feel motivated and interested, to be social, to have freedom, to feel proud and to have a sense of audience. It also stimulated the cognitive processes of generating ideas, collaborating, problem solving, representing concepts and monitoring their own learning. It is suggested that hypermedia design projects cannot be fully integrated into the language arts curriculum unless the district and/or the classroom teacher has made a paradigmatic shift from a transmission model to a constructivist philosophy of education. Successful integration of hypermedia composition in the curriculum is also related to the students' and the teachers' perception of the potential roles of computers. Based on the results of this study and others, the author concludes that junior high language arts students should be given invitations to compose with hypermedia whenever feasible, but that educators should not dismiss the challenges associated with such an undertaking.

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Books on the topic "Composition classroom"

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Elizabeth, Hawksley, ed. Composing in the classroom. Cambridge: Cambridge University Press, 1989.

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Patricia, Byrd, ed. Grammar in the composition classroom. New York: Heinle & Heinle Publishers, 1998.

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Writing matters in every classroom. Englewood, Colo: Leadership and Learning Center, 2009.

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Rothschild, Ewald Helen, ed. Mutuality in the rhetoric and composition classroom. Carbondale: Southern Illinois University Press, 2000.

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Composition in the classroom: A tool for teaching. Reston, Va: Music Educators National Conference, 1990.

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Parsons, Les. Writing in the real classroom. Portsmouth, NH: Heinemann, 1991.

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Teachers, discourses, and authority in the postmodern composition classroom. Albany: State University of New York Press, 1996.

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Roeder, Tara, and Roseanne Gatto. Critical expressivism: Theory and practice in the composition classroom. Fort Collins, Colorado: The WAC Clearinghouse, 2015.

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Fleckenstein, Kristie S. Vision, rhetoric, and social action in the composition classroom. Carbondale: Southern Illinois University Press, 2009.

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Activities for an interactive classroom. Urbana, Ill: National Council of Teachers of English, 1994.

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Book chapters on the topic "Composition classroom"

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Bradley, Jonathan, and Sarah Gray-Panesi. "7. Creative Writing’s Five Stages of Development: The Mind of the Creative Writer in the Composition Classroom." In Creative Composition, edited by Danita Berg and Lori A. May, 47–58. Bristol, Blue Ridge Summit: Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783093649-010.

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Sundquist, John D. "Multidisciplinary Group Composition in the STEAM Classroom." In STEAM Education, 165–88. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04003-1_9.

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Kuze, Kyoko. "Using Short Stories in University Composition Classrooms." In Literature and Language Learning in the EFL Classroom, 182–96. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443663_13.

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Manyà, Felip, Santiago Negrete, Carme Roig, and Joan Ramon Soler. "A MaxSAT-Based Approach to the Team Composition Problem in a Classroom." In Autonomous Agents and Multiagent Systems, 164–73. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71679-4_11.

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Ruiz, Iris D. "Historiography in the Writing Classroom: A Case for Teaching Chicanx/Latinx History as an Alternative to Traditional Multicultural Pedagogies." In Reclaiming Composition for Chicano/as and Other Ethnic Minorities, 157–79. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-53673-0_8.

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Kelly, Matthew. "This Isn’t Supposed to Be Fun: Using Game-Based Writing Projects as a Form of Pragmatic Ethical Inquiry in the Composition Classroom." In The Ethics of Playing, Researching, and Teaching Games in the Writing Classroom, 143–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63311-0_9.

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Harris, Rochelle L., and Christine Stewart-Nuñez. "8. Sought-After Sophistications: Crafting a Curatorial Stance in the Creative Writing and Composition Classrooms." In Creative Composition, edited by Danita Berg and Lori A. May, 59–76. Bristol, Blue Ridge Summit: Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783093649-011.

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Crisafulli, Susan. "Flipping the Composition Classroom." In Implementation and Critical Assessment of the Flipped Classroom Experience, 41–59. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7464-6.ch003.

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Research gathered from approximately 179 students over five semesters demonstrates how using the flipped classroom to teach composition in a face-to-face classroom improves students' writing. Included is the contrast between student learning via the traditional model versus the flipped model, and a theoretical basis for why the flipped classroom model is successful is established. The author champions the many advantages of the flipped classroom but concedes it is not without its challenges. These challenges are explored and strategies for creating and using screencasts effectively are recommended so that other instructors may successfully flip their own classrooms.

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Jahner, Jennifer. "Classroom Historicisms." In Literature and Law in the Era of Magna Carta, 60–98. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198847724.003.0002.

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This chapter situates the most popular compositional treatise of the later Middle Ages—Geoffrey of Vinsauf’s Poetria nova—against the backdrop of the English Interdict of 1208–14. The Poetria nova belongs to the cohort of new artes poetriae of the late twelfth and thirteenth centuries. Manuals designed to help grammar instructors teach verse and prose composition, they formulated lessons through examples drawn from the classical canon and the “real world” of contemporary affairs. Though rarely discussed as an occasional poem in its own right, Poetria nova shows itself very much concerned with the geopolitical tensions animating England and Rome during the time of its composition. Beginning with its lavish dedication to Pope Innocent III and ending with its plea on behalf of King John, the Poetria nova uses the occasion of the Interdict to explore the questions of mercy, judgment, and persuasion central to both rhetorical pedagogy and political diplomacy.

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"Classroom Approaches to ESL Writing Assessment." In Teaching ESL Composition, 313–57. Routledge, 2013. http://dx.doi.org/10.4324/9781410611505-12.

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Conference papers on the topic "Composition classroom"

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Wang, Shuang. "The Composition of Blended Learning Model and Its Application in English Classroom Teaching." In 2017 7th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/mcei-17.2017.130.

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Cristini, Valentina, Lidia García, Yolanda Hernandez, José Luis Baró, Maria Diodato, and Fernando Vegas. "A VIRTUAL CLASSROOM FOR ARCHITECTURAL COMPOSITION SUBJECT: A REFLECTION ABOUT OPPORTUNITIES AND LIMITS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1288.

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Moody, Janette. "Making Databases Relevant in the Accounting Information Systems Course: Exercises for the Classroom." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2702.

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The pivotal role played by computers in acquiring, storing, and processing financial information requires that accountants, and therefore accounting students, have a thorough understanding of the underlying principles of data composition and data structures. In addition, in order to facilitate the deep learning that will sustain these students past the point-and-click mechanics of the software dujour, it is important that a pedagogical strategy such as problem-based learning be used in the classroom, especially during the early learning phases of database courses. This presentation will provide some specific examples of classroom exercises designed to incorporate the student’s current knowledge of everyday business situations with higher order concepts of data models and their impact on managerial information. The presentation will first discuss the current state of Accounting Information Systems curricular, the concepts of problem-based learning, and examples of classroom exercises to teach database concepts to accounting students.

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Deng, Leilei, Zitong Wang, and Xian Zhang. "The research and practice of the teaching mode called the Flipped Classroom in the lesson Principles of Computer Composition." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.281.

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Pratt, Deirdre Denise. "The making of CourseMaker, a web-based shell program which can be set up by the teacher to run online courses." In The South African Communications Association Conference. SACOMM, 2003. http://dx.doi.org/10.51415/10321/243.

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CourseMaker is an HTML shell program which was developed by the presenter as part of a Ph.D. research project on CAI/written composition, but which can be used for a variety of other instructional purposes. CourseMaker contains many of the elements of the traditional classroom translated into the electronic medium, and can be set up by teachers to run a variety of courses in either academic or non-formal subjects, along with any instructions, lesson materials or notes they may wish to include. It has features such as lesson links and pop-up boxes which make it possible to layer and cross-link teaching materials and resources either on CourseMaker itself or the Internet. CourseMaker also provides for input by students, who can continue with a course at any stage or level, and can choose which course or lesson to access as needed. Setting up courses on CourseMaker does not require knowledge of computer programming: courses can be set up by the teacher to suit different academic contexts, purposes and student target groups. CourseMaker is not a commercial product but research output which is thought to have educational potential when used either as or in conjunction with a web-based learning programme.

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Gopalakrishnan, Uma, P. Venkat Rangan, N. Ramkumar, and Balaji Hariharan. "Spatio-Temporal Compositing of Video Elements for Immersive eLearning Classrooms." In 2017 IEEE International Symposium on Multimedia (ISM). IEEE, 2017. http://dx.doi.org/10.1109/ism.2017.120.

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Jose, Kshema. "PROMOTING DIGITAL LITERACIES AND MULTIMODAL COMPOSITIONS IN THE ESL WRITING CLASSROOM: HOW DISRUPTIVE TECHNOLOGIES CAN HELP SOLVE WICKED PROBLEMS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0443.

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Withrow, Tom, Michael R. Myers, Ted Bapty, and Sandeep Neema. "Cyber-Physical Vehicle Modeling, Design, and Development." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-64401.

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Vanderbilt University introduced a new course in the 2012 Fall Semester: Cyber-physical vehicle modeling, design and development. This course focused on the design, development, fabrication, verification, and validation of a scale vehicle in the virtual and the physical domains to meet a set of realistic and challenging design requirements for the Defense Advanced Research Projects Agency’s Model-Based Amphibious Racing Challenge. The students built a series of models in software and hardware to guide the design choices for the 1/5th scale amphibious vehicle. The culmination of this course was a competition against teams from other universities in January 2013 that compared the vehicle’s actual performance with student-created simulation models. This was an elective course outside the traditional capstone design curriculum and consisted of a team of juniors and seniors across the disciplines of mechanical engineering, electrical engineering, computer engineering, computer science, and physics. The students received robust training “to be an engineer” with many activities that can’t be included in a typical classroom environment: hands-on experience designing, modeling, and building a complete vehicle; simultaneously solving several open ended, rigid deadline challenges; and navigating complex team dynamics in a full end-to-end project. Additionally, the students gained experience using modern engineering modeling tools from the Defense Advanced Research Projects Agency’s META tool suite under development for the Fast, Adaptable, Next-Generation Ground Vehicle program. The META tool suite is a set of free, open source tools for compositional design synthesis at multiple levels of abstraction, design trade space exploration, metrics assessment, and probabilistic verification of system correctness. This work details the course activities and summarizes the lessons learned from a pedagogy perspective.

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Reports on the topic "Composition classroom"

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Lee, Soohyung, Lesley Turner, Seokjin Woo, and Kyunghee Kim. All or Nothing? The Impact of School and Classroom Gender Composition on Effort and Academic Achievement. Cambridge, MA: National Bureau of Economic Research, December 2014. http://dx.doi.org/10.3386/w20722.

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