Log in

Relevant bibliographies by topics / Composition classroom / Journal articles

To see the other types of publications on this topic, follow the link: Composition classroom.

Journal articles on the topic 'Composition classroom'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Composition classroom.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Steinberg, Matthew P., and Rachel Garrett. "Classroom Composition and Measured Teacher Performance." Educational Evaluation and Policy Analysis 38, no. 2 (June 2016): 293–317. http://dx.doi.org/10.3102/0162373715616249.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Saunders, Mary. "Oral Presentations in the Composition Classroom." College Composition and Communication 36, no. 3 (October 1985): 357. http://dx.doi.org/10.2307/357985.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Dar, Yehezkel, and Nura Resh. "Classroom Intellectual Composition and Academic Achievement." American Educational Research Journal 23, no. 3 (January 1986): 357–74. http://dx.doi.org/10.3102/00028312023003357.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Faunce, R. "Teaching Querelle in the Composition Classroom." Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture 12, no. 2 (January 1, 2012): 343–52. http://dx.doi.org/10.1215/15314200-1425047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Hoever, Georg. "Two classroom proofs concerning composition operators." Integral Equations and Operator Theory 27, no. 4 (December 1997): 493–96. http://dx.doi.org/10.1007/bf01192128.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Barth, Joan M., Kristina L. McDonald, John E. Lochman, Carolyn Boxmeyer, Nicole Powell, Casey Dillon, and Meghann Sallee. "Racially diverse classrooms: Effects of classroom racial composition on interracial peer relationships." American Journal of Orthopsychiatry 83, no. 2-3 (April 2013): 231–43. http://dx.doi.org/10.1111/ajop.12026.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Moss, Brian G., Ben Kelcey, and Nancy Showers. "Does Classroom Composition Matter? College Classrooms as Moderators of Developmental Education Effectiveness." Community College Review 42, no. 3 (April 4, 2014): 201–20. http://dx.doi.org/10.1177/0091552114529153.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Leszczensky, Lars, Andreas Flache, Tobias H. Stark, and Anke Munniksma. "The relation between ethnic classroom composition and adolescents’ ethnic pride." Group Processes & Intergroup Relations 21, no. 7 (March 9, 2017): 997–1013. http://dx.doi.org/10.1177/1368430217691363.

Full text

Abstract:

This study investigated how students’ ethnic pride was related to variation in ethnic composition between classrooms as well as within the same classroom over time. Predictions derived from optimal distinctiveness theory (ODT) were tested among 13- to 14-year-old ethnic majority and minority students ( N = 1,123). Lending support to ODT, a curvilinear relation between the share of same-ethnicity classmates and students’ ethnic pride was found in a cross-sectional analysis, with ethnic pride peaking in classrooms with approximately 50% same-ethnicity classmates. In line with ODT, longitudinal analyses revealed ethnic pride decreased for students who moved away from a share of 50% same-ethnicity classmates. Contrary to ODT, however, ethnic pride also decreased for students who moved closer to this point of optimal distinctiveness.

APA, Harvard, Vancouver, ISO, and other styles

19

Taft, Seth A. "Composition in the Ensemble Classroom: Ideas From Eight Researcher-Designed Methods." Update: Applications of Research in Music Education 38, no. 1 (May 6, 2019): 25–33. http://dx.doi.org/10.1177/8755123319846542.

Full text

Abstract:

Composition is a natural human activity that can both support other music instruction and help students develop creativity that is applicable to their extramusical endeavors. It also constitutes a major strand within national and state music standards. However, it is not consistently taught in ensemble classrooms, which are often students’ only form of music education past elementary school. In this article, I briefly summarize arguments in favor of composition instruction, then describe and analyze eight composition units and activities developed by researchers for use in the ensemble classroom. I conclude the article with a synthesis of the implications of the methods, along with other research on composition, into eight key ideas to help ensemble directors implement composition instruction in their classrooms. This article serves as a starting point for ensemble directors hoping to implement composition while also directing them to several other resources they might use.

APA, Harvard, Vancouver, ISO, and other styles

20

Weedman, Roslyn Z. "Research in the Classroom: Mass Appeal: Pop Culture in the Composition Classroom." English Journal 77, no. 7 (November 1988): 96. http://dx.doi.org/10.2307/818953.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Thijs, Jochem, Maykel Verkuyten, and Malin Grundel. "Ethnic Classroom Composition and Peer Victimization: The Moderating Role of Classroom Attitudes." Journal of Social Issues 70, no. 1 (March 2014): 134–50. http://dx.doi.org/10.1111/josi.12051.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Hochweber, Jan, Ingmar Hosenfeld, and Eckhard Klieme. "Classroom composition, classroom management, and the relationship between student attributes and grades." Journal of Educational Psychology 106, no. 1 (2014): 289–300. http://dx.doi.org/10.1037/a0033829.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Dreeben, Robert, and Rebecca Barr. "Classroom Composition and the Design of Instruction." Sociology of Education 61, no. 3 (July 1988): 129. http://dx.doi.org/10.2307/2112622.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Bernhardt, Stephen A. "Designing a microcomputer classroom for teaching composition." Computers and Composition 7, no. 1 (November 1989): 93–110. http://dx.doi.org/10.1016/s8755-4615(89)80009-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Fassett, Deanna L. "Mutuality in the Rhetoric and Composition Classroom." Communication Education 52, no. 1 (January 2003): 66–68. http://dx.doi.org/10.1080/03634520302459.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Snider, Zachary. "Creative Social Commentary in the Composition Classroom." Changing English 20, no. 1 (March 2013): 87–97. http://dx.doi.org/10.1080/1358684x.2012.757053.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Trail, George Y. "Ethos and Heterosexism in the Composition Classroom." Review of Communication 7, no. 3 (July 2007): 325–28. http://dx.doi.org/10.1080/15358590701480697.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Torr, Jane. "Classroom discourse." Australian Review of Applied Linguistics 16, no. 1 (January 1, 1993): 37–56. http://dx.doi.org/10.1075/aral.16.1.03tor.

Full text

Abstract:

This paper discusses some of the results of a pilot study of spontaneous teacher/child discourse in two Year 1 Sydney classrooms (children aged 6 and 7 years). The two classrooms differed greatly in terms of their ethnic composition; in one class, the majority of children came from non-English speaking backgrounds, while in the other class, all the children were native English speakers. The teachers and students were taped during typical group lessons, and the resulting data were transcribed and analysed using a speech act framework (Hasan’s message semantics network). The results showed significant differences between the discourse in the two classrooms; for example, the teacher of the non-English speaking background class spoke more frequently than the teacher of native English speakers, and she asked different types of questions. The children from non-English speaking backgrounds rarely participated in the classroom conversation. These results suggest that further investigation in the area is justified, in order to determine how typical these differences are, and the extent to which the differences are educationally significant in terms of classroom practices currently followed with ESB and NESB children.

APA, Harvard, Vancouver, ISO, and other styles

29

Estrada, Peggy, Haiwen Wang, and Timea Farkas. "Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom-Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn." American Educational Research Journal 57, no. 4 (November 27, 2019): 1791–836. http://dx.doi.org/10.3102/0002831219887137.

Full text

Abstract:

Using mixed methods, we investigated (a) the association of the extent of English learner (EL) classroom-level segregation (proportion EL) and number of EL English proficiency levels with elementary EL academic achievement, using 2 years of administrative data, and (b) school staff–reported opportunity to learn–related advantages and disadvantages in segregated versus integrated compositions, using 3 years of interviews. Findings were corroborative across methods. After accounting for student-, classroom-, and school-level covariates, we found that ELs in more segregated classrooms exhibited lower performance, on average, on state tests of English language arts, mathematics, and English proficiency, and little evidence that classroom number of EL English proficiency levels was related to achievement. School staff consistently detailed the instructional, academic, and socio-emotional opportunities to learn afforded by the diversity/heterogeneity of integrated classrooms.

APA, Harvard, Vancouver, ISO, and other styles

30

Pahlke, Erin, Carey E. Cooper, and Richard A. Fabes. "Classroom sex composition and first-grade school outcomes: The role of classroom behavior." Social Science Research 42, no. 6 (November 2013): 1650–58. http://dx.doi.org/10.1016/j.ssresearch.2013.07.009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Coss, Roger G. "Creative Thinking in Music: Student-Centered Strategies for Implementing Exploration Into the Music Classroom." General Music Today 33, no. 1 (April 25, 2019): 29–37. http://dx.doi.org/10.1177/1048371319840654.

Full text

Abstract:

Research suggests that exploratory experiences in the music classroom are a crucial developmental stage as students begin making the kinds of decisions required of them during composition and improvisation. The aims of this article are to (1) articulate a rationale for exploratory learning experiences in the music classroom and (2) outline practical strategies for using exploration as a foundation for compositional and improvisational development. Drawing on the research of Peter Webster, John Kratus, and Maud Hickey, this article outlines group and individual strategies for setting up a listening walk, introducing students to invented notation, scaffolding exploratory learning experiences in the classroom, and provides resources for extending these lessons into composition and improvisation instruction. Embedding exploration into the music classroom empowers students to develop the mental flexibility, disposition, and skills needed for improvising and composing.

APA, Harvard, Vancouver, ISO, and other styles

32

Pacheco, Mark B., Blaine E. Smith, Amber Deig, and Natalie A. Amgott. "Scaffolding Multimodal Composition With Emergent Bilingual Students." Journal of Literacy Research 53, no. 2 (May 10, 2021): 149–73. http://dx.doi.org/10.1177/1086296x211010888.

Full text

Abstract:

Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More specifically, it examines types of scaffolds, or planned and responsive instructional supports, used by teachers and students, as well as functions for learning associated with these scaffolds. Through an inductive approach, the authors analyzed 74 studies situated in classrooms. Findings showed seven types of scaffolding: collaboration, direct instruction, exemplar texts, translanguaging, discussion, encouragement, and questioning. In addition, eight scaffolding functions emerged that illustrate three major themes of scaffolding identities, scaffolding resources, and scaffolding contexts. The authors then discuss implications for classroom practice, implications for translanguaging and social semiotics theories, and directions for future research.

APA, Harvard, Vancouver, ISO, and other styles

33

Guglielmo, Letizia. "Teaching Composition Online: The Quest for Classroom Community." International Journal of Technology, Knowledge, and Society 1, no. 1 (2006): 102–7. http://dx.doi.org/10.18848/1832-3669/cgp/v01i01/55601.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Manyà, Felip, Santiago Negrete, Carme Roig, and Joan Ramon Soler. "Solving the Team Composition Problem in a Classroom." Fundamenta Informaticae 174, no. 1 (May 12, 2020): 83–101. http://dx.doi.org/10.3233/fi-2020-1933.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Jones, Brett D. "Computer-Rated Essays in the English Composition Classroom." Journal of Educational Computing Research 20, no. 2 (March 1999): 169–87. http://dx.doi.org/10.2190/07vy-f052-dw3l-cvn2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Tedick, Diane J., Joan G. Carson, and Ilona Leki. "Reading in the Composition Classroom: Second Language Perspectives." Modern Language Journal 78, no. 2 (1994): 239. http://dx.doi.org/10.2307/329014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Kort, Melissa Sue. "Re-visioning our teaching: Classroom research and composition." New Directions for Teaching and Learning 1991, no. 46 (1991): 35–42. http://dx.doi.org/10.1002/tl.37219914605.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Darkenwald, Gordon G., and Richard J. Novak. "Classroom Age Composition and Academic Achievement in College." Adult Education Quarterly 47, no. 2 (February 1997): 108–16. http://dx.doi.org/10.1177/074171369704700204.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Webb, Patricia Rose. "Reconceptualizing classroom-based research in computers and composition." Computers and Composition 23, no. 4 (January 2006): 462–76. http://dx.doi.org/10.1016/j.compcom.2006.09.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

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 (July 5, 2011): 27–38. http://dx.doi.org/10.19030/tlc.v8i7.4850.

Full text

Abstract:

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 faculty-student nonverbal relationship is critically important. This study, therefore, emphasizes the importance of appropriate dress/attire in a diverse classroom setting.

APA, Harvard, Vancouver, ISO, and other styles

41

Buell, Martha, Myae Han, and Carol Vukelich. "Factors affecting variance in Classroom Assessment Scoring System scores: season, context, and classroom composition." Early Child Development and Care 187, no. 11 (June 8, 2016): 1635–48. http://dx.doi.org/10.1080/03004430.2016.1178245.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Leary, Miriam, Alexander Tylka, Victoria Corsi, and Randy Bryner. "The Effect of First-Year Seminar Classroom Design on Social Integration and Retention of STEM First-Time, Full-Time College Freshmen." Education Research International 2021 (July 26, 2021): 1–9. http://dx.doi.org/10.1155/2021/4262905.

Full text

Abstract:

Classroom design is related to student satisfaction and learning, but its effect on student retention is unknown. This exploratory study compared the impact of classroom design on social integration and retention among STEM first-time, full-time college freshmen in a first-year seminar course by comparing classroom sizes (large (LL) vs. small (SL) lecture), classroom formats (lecture (SL) vs. flipped classroom (FC)), and classroom student composition of students at risk of attrition based on low math placement scores (combined low math (CLM) vs. separated low math (SLM)). To capture social integration of freshman after their first semester, students completed a survey for course credit. Retention rates of freshman returning to the university for their second year were included. Almost all students in all classrooms had made friends in college; most had made friends with peers in the course and were spending time with them outside of class. Compared with LL students, SL reported lower satisfaction with their overall social life. More FC students were satisfied with their social life, and fewer found making friends to be harder than expected. These findings showed even greater disparities between groups for at-risk students. SLM students exhibited lower social integration than CLM students. The CLM flipped classroom retained the highest percentage of students at the university into the second year. Findings from the present study suggest that integrating at-risk students into a first-year seminar flipped classroom that matches student composition of the major benefits social integration and retention into the second year, for all students as well as those with low math scores.

APA, Harvard, Vancouver, ISO, and other styles

43

Paristiowati, Maria. "HYBRID OF CHEMISTRY LEARNING ACTIVITIES IN SECONDARY SCHOOL THROUGH DEVELOPMENT OF THE FLIPPED CLASSROOM MODEL." Asia Proceedings of Social Sciences 4, no. 3 (April 26, 2019): 11–13. http://dx.doi.org/10.31580/apss.v4i3.810.

Full text

Abstract:

In this study hybridization of chemistry learning activities in secondary school was carried out through the development of flipped classroom models. Activity hybridization is the composition of learning inside and outside the classroom with appropriate supporting modules and learning videos. Variations in the composition of learning activities inside and outside the classroom are done through a flipped classroom model that is integrated with the Problem-Based Learning (PBL) and Inquiry models. The research was conducted by the development research method from Richey and Klein, with the implementation stage using experimental strategies, 2x2 treatment by level design and nonequivalent control group design. The results of the implementation show that on the topic of the Reaction Rate, the hybridization composition of activities inside and outside the classroom with flipped classroom-PBL models can improve scientific literacy and flipped classroom models-inquiry can improve student learning outcomes in secondary school.

APA, Harvard, Vancouver, ISO, and other styles

44

Sanders, Kay E., Monica Molgaard, and Mari Shigemasa. "The relationship between culturally relevant materials, emotional climate, ethnic composition and peer play in preschools for children of color." Journal for Multicultural Education 13, no. 4 (October 31, 2019): 338–51. http://dx.doi.org/10.1108/jme-02-2019-0014.

Full text

Abstract:

Purpose This study aims to examine the interplay between culturally relevant materials, child racial ethnic classroom composition and positive emotional climate in regard to high levels of peer play in low-income, urban preschools located in African-American and Mexican immigrant/Mexican-American communities in the USA. Design/methodology/approach The sample includes state or city subsidized child care programs in the USA which were traditionally African-American programs that experienced an influx of Latino immigrant enrollment. Instruments included structured observations of classroom peer play and cultural artifacts. Hierarchical multiple regression was run to determine whether cultural artifacts and child ethnic composition within classrooms contributed to the prediction of high-peer play over positive emotional climate alone. Findings The final model indicates that cultural artifacts reflective of African-American culture positively predict high levels of peer play, while Mexican-American cultural items are negatively predictive. In classrooms with a majority African-American population, predicted high-peer play is 7.994 greater than that predicted for majority of Latino classrooms. Research limitations/implications Positive emotional climate in these programs was not very high, and it is not clear whether the findings discussed in this report would hold in contexts that exhibit much higher levels of positive emotional climate. It is also not clear that the inclusion of cultural artifacts in contexts in which African-American children are the minority or in racial-ethnically heterogeneous classrooms would lead to the same findings. Practical implications ECE classroom should make specific choices as to what culturally relevant materials to include in early childhood classrooms. Teachers of young children of color must facilitate children’s engagement with these materials by ensuring that they are representative of the children’s cultural experiences and by supporting children’s engagement with peers through the formation of emotionally positive classroom climates. Social implications This study points to interesting relationships between what teachers have in classrooms and children’s engagement with each other within those contexts. The findings from this study also exemplify that a one-size-fits-all approach toward childhood development may be counterproductive. Children bring with them ethnic and cultural heritages, which when combined with the preschool culture, create unique experiences for them that should not be ignored or controlled for analysis, but rather, understood. Originality/value This study provides a unique analysis of seldom considered contexts by examining the use of culturally relevant materials in urban, early childhood contexts. Teachers of young children have been found to consider a focus on race and ethnicity as unnecessary or to engage in a colorblind approach with young children. This study demonstrates how paying careful consideration to the cultural environment in classrooms also supports children’s exploration and play quality.

APA, Harvard, Vancouver, ISO, and other styles

45

Ching, Kory Lawson. "Peer Response in the Composition Classroom: An Alternative Genealogy." Rhetoric Review 26, no. 3 (June 15, 2007): 303–19. http://dx.doi.org/10.1080/07350190701419863.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Ansari, Arya, and Robert Pianta. "Classroom age composition and the early learning of preschoolers." Journal of Educational Research 112, no. 2 (December 27, 2018): 234–42. http://dx.doi.org/10.1080/00220671.2018.1514356.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Mehlenbacher, Brad, Meagan Kittle Autry, and Ashley Rose Kelly. "Instructional Design for Stem-Based Collaborative, Colocated Classroom Composition." IEEE Transactions on Professional Communication 58, no. 4 (December 2015): 396–409. http://dx.doi.org/10.1109/tpc.2016.2517538.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Johnson, Valerie B. "Engineering Beowulf: World-building in a multimodal composition classroom." postmedieval 9, no. 1 (March 2018): 44–57. http://dx.doi.org/10.1057/s41280-017-0065-z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Harris, Leslie D., and Cynthia A. Wambeam. "The internet-based composition classroom: A study in pedagogy." Computers and Composition 13, no. 3 (January 1996): 353–71. http://dx.doi.org/10.1016/s8755-4615(96)90024-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Armstrong, Victoria. "Theorizing Gender and Musical Composition in the Computerized Classroom." Women: A Cultural Review 12, no. 1 (January 2001): 35–43. http://dx.doi.org/10.1080/09574040110034101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!