Relevant bibliographies by topics / Mixed classrooms

Contents

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

Academic literature on the topic 'Mixed classrooms'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Mixed classrooms"

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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 (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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Yunus, Melor Md, Hadi Salehi, and Mahdi Amini. "EFL Teachers’ Cognition of Teaching English Pronunciation Techniques: A Mixed-Method Approach." English Language Teaching 9, no. 2 (2016): 20. http://dx.doi.org/10.5539/elt.v9n2p20.

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<p>In recent years, a great number of attempts have been made on teachers’ cognition with the aim of understanding the complications reinforcing the teachers’ cognitions and their classroom practices. Such studies shed light on how teachers’ cognitions expand over time and how they are reflected in their classroom practices. The aim of the present study was to investigate Iranian EFL teachers’ cognition particularly in terms of the pronunciation techniques they apply in the oral communication classrooms and their knowledge about their language learners’ characteristics. To achieve the goals of the study, the cognitions of five English teachers in the oral communication classrooms were explored. The teachers were requested to answer two semi-structured interviews to obtain the data about their cognitions regarding the pronunciation techniques. Furthermore, their students were asked to fill out a questionnaire to express their opinions about the techniques applied by their teachers during instruction of English pronunciation. The qualitative and quantitative results showed that there was an intricate relationship between language teachers’ experience with their cognitions about their language learners. Moreover, those teachers who were in higher level language courses showed to have broader cognitions about both the techniques they used in classrooms and the language learners’ characteristics as well.</p>
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Spratford, Meredith, Elizabeth A. Walker, and Ryan W. McCreery. "Use of an Application to Verify Classroom Acoustic Recommendations for Children Who Are Hard of Hearing in a General Education Setting." American Journal of Audiology 28, no. 4 (2019): 927–34. http://dx.doi.org/10.1044/2019_aja-19-0041.

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Purpose Classrooms including children who are hard of hearing (CHH) may be modified to manage noise and reverberation and improve speech perception. Little is known about the acoustic characteristics of contemporary general education classrooms that include CHH compared to classrooms of typical peers. We proposed the following research questions about the acoustic environment of general education classrooms including CHH: (a) How reliable are acoustic measurements collected using an iOS device, application, and external microphone? (b) What proportion of classrooms meet the American National Standards Institute's standards for unoccupied noise levels and reverberation? Method A smartphone application was used to measure sound levels, reverberation, and clarity for 164 general education classrooms including CHH. Linear mixed models were used to examine the following: (a) reliability of acoustic measures made using an application and external microphone and (b) predictors of sound levels, reverberation, and clarity for elementary classrooms including CHH. Results Results indicate the application reliably measures classroom acoustics. Classrooms exceeded the American National Standards Institute's recommended noise levels, but met reverberation time guidelines. Grade; heating, ventilation, and air conditioning status; and room volume predicted classroom acoustics. Conclusions As a screening tool, the application was shown to be effective in reliably measuring reverberation and classroom noise levels. The high levels of noise in unoccupied classrooms indicate a need for increased use of noise abatement strategies and the use of remote-microphone systems, especially in classrooms where noise levels cannot feasibly be reduced. Using an application may be a cost-effective method for monitoring important acoustic features that impact children's ability to understand speech in the classroom.
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Kettler, Todd, and Marc Curliss. "Mathematical Acceleration in a Mixed-Ability Classroom." Gifted Child Today 26, no. 1 (2003): 52–55. http://dx.doi.org/10.4219/gct-2003-89.

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What does effective differentiation look like in a math classroom, and in particular, what does it look like in a mixed-ability math classroom? Those essential questions must be confronted by teachers and program directors who work with gifted and talented students in the field of mathematics. Once a commitment is made, it is not acceptable for students with high abilities in math to lethargically traverse the terrain of the mathematics curricula. Educators of the gifted and talented must confront the best practices and ask, “How can we apply effective differentiation practices to meet the needs of our students?” The following is a brief summary of what current research reveals about mathematics instruction with gifted learners. The authors also recommend a model which teachers can use in mixed-ability classrooms to effectively challenge and raise student achievement in mathematics.
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Kos, Tomas. "Peer assistance among mixed-age pairs in mixed-age EFL secondary school classrooms in Germany." European Journal of Applied Linguistics 7, no. 1 (2019): 61–112. http://dx.doi.org/10.1515/eujal-2017-0013.

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AbstractDrawing from a sociocultural framework, this paper reports a study which investigated peer assistance among 10 mixed-age pairs (n=20) in mixed-age English as a foreign language (EFL) secondary school classrooms in Germany which are simultaneously mixed-ability classrooms. Mixed-age is increasingly used (Kallery and Loupidou 2016; Kuhl et al. 2013; Thurn 2011), but is under-researched in language classrooms. Although some research has been conducted in L2 mixed-proficiency settings, there has been no study conducted on peer-interactions within mixed-age groups/pairs in L2 contexts. This study aims to lay the foundations for future research of peer interactions among M-A second language learners. Results show that mixed-age pairs assisted one another in ways similar to those found in teacher-learner interactions, while some in ways which resemble to what Donato (1988, 1994) called collective scaffolding. However, the extent that this assistance benefited learning varied across learners. The findings also suggest that rather than age, the relationship between learners seems to be one of the major factors mediating the extent and quality of assistance.
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Bhandari, Bhim Lal. "Challenges of Teaching English in Mixed Ability Classrooms." Butwal Campus Journal 2, no. 1 (2020): 40–48. http://dx.doi.org/10.3126/bcj.v2i1.35669.

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Ohtani, Kazuhiro, and Ryo Okada. "Relationship between classroom social goal structures, gender, and social outcomes in Japanese elementary school children." School Psychology International 39, no. 5 (2018): 435–53. http://dx.doi.org/10.1177/0143034318788120.

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This study examines the interaction between gender and classroom social goal structures and the impact they have on children's prosocial behaviors and classroom adjustment. Specifically, classroom social goal structures (consisting of prosocial and compliance goal structure) are the degree to which focal social goals are presented in classrooms. Numerous previous studies have tested the gender differences in social outcomes; however, the results of such past studies have been mixed, as some detected gender differences while others did not. This suggests the existence of moderator variables. Consequently, in this research, we focused on classroom-level moderators in the relationship between gender and social outcomes. We analysed a sample of 3,609 Japanese public elementary school children from 114 classrooms, and we detected the presence of cross-level interactions and found that classroom social goal structures can promote or degrade boys' social outcomes.
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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 (2019): 1791–836. http://dx.doi.org/10.3102/0002831219887137.

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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.
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Madell, Madelynne. "Schooling Superdiversity: Linguistic features as linguistic resources in two Manenberg classrooms in the Western Cape." Multilingual Margins: A journal of multilingualism from the periphery 2, no. 2 (2018): 78. http://dx.doi.org/10.14426/mm.v2i2.75.

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This study is a working paper which addresses the need for the accom-modation of linguistic diversity and mixed linguistic repertoires in the classroom context, due to the rise and changes in migration patterns, as a result of globalization. More specifically, it focuses on linguistic diversity and mixed linguistic repertoires amongst pupils in post- apartheid South African classrooms and investigates how the borrowing of linguistic features by teachers and learners can be used as linguistic resources in the classroom context. By investigating how an informal variety of speech, the borrowing of features across languages, can be utilized as linguistic resource in the classroom context, this paper proposes a move away from formal classroom discourse, to more informal varieties brought to the classroom by learners. Even though scholars such as Woolard (1994) and Ritzau (2014) have highlighted how the ideologies present in institutional settings, perceive the borrowing of linguistic features as an indication of ‘less than full linguistic capabilities’ (Woolard, 1994:63), various other studies have emphasized the benefits of such language practices in the classroom (see Park, 2013; Blackledge and Creese, 2010b, Canagarajah, 2011). My study will thus also investigate how the language ideologies of the teachers in these two classrooms, affect the occurrence or absence of the borrowing of linguistic features, in this space. The research topic was studied in two grade r classrooms in the area of Manenberg, where classroom observations were used as the main research technique, complimented by interviews and field notes. It can therefore be argued that the study used qualitative research techniques and borrowed research methods from the field of anthropology as some of these methods resemble studies ethnographic in nature. Finally, interactional sociolinguistics was used as the analytical tool.
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Spencer, Sally, Talya Drescher, Jennifer Sears, Angelica F. Scruggs, and Jillian Schreffler. "Comparing the Efficacy of Virtual Simulation to Traditional Classroom Role-Play." Journal of Educational Computing Research 57, no. 7 (2019): 1772–85. http://dx.doi.org/10.1177/0735633119855613.

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Emulating realistic school environments and practicing difficult conversations between collaborating teachers are necessary for teacher candidates to prepare for potentially challenging workplace realities. In an effort to determine best practices for doing so in university classroom settings, a study was conducted comparing role-play with mixed-reality simulation in preservice courses. Half of the participants interacted in role-play; the other half interacted with an avatar in a mixed-reality simulation in a case study with a reluctant coteacher. Participants completed pre- and postsurveys aimed at measuring their opinion of the value of having a coteacher and indicate their perception of usefulness and realism of role-play and mixed-reality. Findings indicate that participants found mixed-reality sessions significantly more realistic and a more useful practice tool when compared with role-play participants. These findings demonstrate promise for continued use of mixed-reality simulation and invites conversation about simulation targeting practice of concepts difficult to replicate in university classrooms. Additional significant findings indicate that participants realized greater value of coteaching partners in the simulated environment. Findings are encouraging because coteaching is commonly used to assist with including students with special needs in general education classrooms; preservice programs must effectively teach communication methods to students in preparation for their future careers.
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Dissertations / Theses on the topic "Mixed classrooms"

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Kos, Tomas. "Peer interactions in mixed-age EFL secondary school classrooms." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/84540/.

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Drawing from a sociocultural framework, this study investigated peer interactions in mixed-age (M-A) English as a foreign language (EFL) secondary school classrooms in Germany which are simultaneously mixed-ability classrooms. M-A is increasingly used (Thurn, 2011), but is under-researched in language classrooms. Research in mainstream M-A classrooms suggests benefits for both younger and elder learners (Kuhl et al. 2013; Little, 2001; Thurn, 2011; Veenman, 1995). Although some research has been conducted in L2 mixed-proficiency settings, there has been no study conducted on peer-interactions within M-A groups/pairs in L2 contexts. Twelve mixed-age pairs of young adolescent learners were audio-recorded when interacting on regular classroom tasks, which were a part of one unit of work, lasting a period of two and half months. After the unit of work, individual interviews were conducted in order to elicit learners’ perceptions of their interactions. Results show that M-A pairs formed predominantly patterns of interaction, which are conducive to learning, namely expert/novice and collaborative pattern (Storch, 2001a). One pair was identified as dominant/dominant and one pair could not be identified according to Storch’s framework and was identified as expert/passive (Watanabe & Swain, 2007). With regards to the extent and ways of assistance provided, some pairs assisted one oanother in ways similar to teacher scaffolding, while some in ways which resemble to what Donato (1988, 1994) called collective scaffolding. Results also show eight out of ten younger learners, which were the focus of the analysis, showed some level of increased independence of target-like use. However, the extent of target-like use use varied greatly across learners. In relation to perceptions of their interactions, the majority of peers expressed a positive attitude towards their interactions, and perceived an equal contribution of both partners to their joint work. However, while younger peers perceived learning outcomes, some of their elder partners did not.
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Brentnall, Kevin. "Believing everyone can learn| Differentiating instruction in mixed ability classrooms." Thesis, College of Saint Elizabeth, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111279.

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<p> Differentiated instruction is necessary to meet the needs of diverse learners, particularly those in mixed ability classrooms (Gregory and Chapman, 2012; Sulla, 2013). This action research study explored one middle school that recently transitioned from ability grouped classrooms to mixed ability classrooms and prioritized differentiated instruction. Therefore, this study examined the teaching staff&rsquo;s perceptions regarding the professional development they received in the area of differentiated instruction. Additionally, this study explored teacher perceptions about differentiated instruction and how well they were planning for its implementation. The study revealed the overall positive impact of professional development on teachers&rsquo; ability to differentiate instruction; that teachers vary on their core belief that all students are capable of learning within a mixed ability setting; that differentiated instruction is seen as a necessary instructional strategy, but is difficult to implement; and a direct correlation between teachers&rsquo; ability to differentiate instruction and the amount of choice they provide to their students.</p>
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Kantor, Kristen Sparks. "General educators perceptions of preparedness to teach in mixed-ability classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/850.

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The increasing populations of students with special academic needs included in general education classrooms in American public schools are providing a growing teacher preparation challenge. The purpose of this study was to analyze both strengths and weaknesses in how general education teachers perceived their pre-service preparation for teaching in mixed-ability classrooms. A constructivist learning theory paradigm was used to interpret shared experiences of general education teachers working in mixed-ability public elementary schools. The research question was centered in how this group of teachers assessed preparation to provide instruction for Autism Spectrum Disorder, English Language Learners (ELL), general education, gifted, and Inter-Related Resource students. A sequential explanatory mixed methods research design was used in the study, and a teacher survey and interviews with teacher focus groups served as data collection instruments. Triangulation of data sources and peer review ensured reliability and validity of findings. Comparison of categorical sample data using percentages revealed that teachers did indeed identify differences in their perceived training. Teacher focus group data was then coded and analyzed to reveal; a need for more in-depth training for general education certification to better meet the specific needs of Autistic, ELL, gifted, and Resource students; sustained environmental support; and comfort in essential professional knowledge and abilities. Recommendations include the addition of specific special education coursework for general education certification in higher education and ongoing in-service training for public school teachers. Adopting these recommendations in both arenas may affect positive social change by increasing the likelihood of retaining general education teachers in American public schools.
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Keating, Paula. "An exploratory mixed-methods study of student incivility in higher education classrooms." Thesis, Edge Hill University, 2016. http://repository.edgehill.ac.uk/7763/.

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Background: Within the United Kingdom media reports suggest that students and teachers are experiencing high levels of disruptive behaviours or ‘incivilities’ (a term used in the literature from the USA) within higher education classrooms. There is however no published empirical UK based research that identifies the extent or severity of these claims. Furthermore, literature from the USA indicates that staff may be equally as responsible as students in instigating classroom incivility. Aims: The aim of this research was to explore the problematic issue of students’ uncivil behaviour in higher education classrooms within a UK context. Specifically the prevalence, types and context of incivility were identified and the role that teachers play in instigating incivility was explored. Method: This exploratory study utilised a concurrent mixed-methods, multi-case study design. Quantitative and qualitative data were collected simultaneously within the same time frame utilising the Questionnaire on Teacher Interaction in Higher Education (QTIHE) and semi-structured classroom observations. Results: Student incivility was prevalent to varying degrees in each of the cases included in this UK based study. Furthermore, a statistically significant negative correlation between the frequency of classroom incivility and student ratings of positive personal attributes and student-focused teaching is reported. Conclusions: This exploratory research has utilised a mixed-methods approach to investigate an issue that has raised concerns from students and teachers in UK higher education; that of classroom incivility. Results of the study are pertinent to higher education practitioners and provide recommendations for future practice and research.
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Allison, Carleen. "The use of instructional videos in K-12 classrooms| A mixed-method study." Thesis, Indiana University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3688706.

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<p> The purpose of this study was to explore the use of instructional videos in K - 12 classrooms. This study sought to determine how often the use of instructional videos occurred in K - 12 classrooms, how the instructional videos were used, teachers' perceptions of the advantages and disadvantages of using instructional videos, and the frequency with which the cognitive theory of multimedia learning recommendations were included in the design of the videos that were being used. </p><p> A mixed-method study was used to answer the research questions. The superintendents at two different school districts in southwestern Pennsylvania distributed an online, researcher-created survey via a mass e-mail system. A total of 324 classroom teachers were invited to participate in the study, and 73 teachers responded to the survey creating a 23 % response rate. </p><p> Based on the findings, 85 % of the K - 12 educators who responded used instructional video technology for educational purposes. The frequency of use results indicated that the teachers used instructional videos frequently and maintained a collection of different video titles. Teachers reported using instructional videos to <i>reinforce, motivate, meet student needs, </i> provide <i>authentic content,</i> and <i>demonstrate. </i> Advantages to using instructional videos included <i>maximize instructional time, teacher and student control, multi-modal instruction, </i> and <i>motivation.</i> Teachers reported the following disadvantages to using instructional videos: <i> lack of access, full group viewing, lack of interaction,</i> and <i>learning barriers. </i> </p><p> The cognitive theory of multimedia learning is a theory of how people learn from multimedia messages and defines specific design features that, based on empirical research, improve learning. This study investigated the use of the design principles recommended by the cognitive theory of multimedia learning. Although the principles of voice, politeness, pre-training, personalization, and signaling were present the majority of the time in the instructional videos used by K - 12 teachers, the principles of redundancy, spatial contiguity, temporal contiguity, coherence, and segmentation were used less frequently. </p>
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Vasquez, Jorge. "Spanish Language Learning and Supporting Strategies in Mixed Classrooms at the Secondary Level." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6920.

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Students in the United States take language courses for various reasons. Many Spanish heritage language learners (HLLs) and the majority of second language learners (L2Ls) enroll in Spanish classes in the United States. Based on state demographics, sometimes immigrants from Spanish-speaking countries join HLLs and L2Ls in mixed-classrooms. Many times, these groups take classes together, even though their language abilities, motivations, and linguistic needs differ significantly. Such a learning setting presents challenges for them as well as for instructors. This study builds upon and reinforces findings from previous studies regarding teaching mixed-classes. Data were gathered from 41 students taking AP Spanish at the secondary level through pre- and post-questionnaires, journal reflections, observations and interview with four of the participants. Findings reveal that all groups enjoyed working together in a mixed-classroom setting. Additionally, their language learning experience progressed as they worked collaboratively and learned reciprocally. The study found that scaffolded debates and class discussions aided students with their language learning. Furthermore, the study shows the need to help students with reading and literacy skills, listening skills and acquisition of Hispanic cultures. Lastly, the study also shows the importance of instructors' approaches, practices and materials to teaching mixed-classes and the need for focused and individualized instruction for better results with each group.
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Lunsford, Kristin Joy. "Challenges to Implementing Differentiated Instruction in Middle School Classrooms with Mixed Skill Levels." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/5021.

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Implementing differentiated instruction in classrooms with students who have mixed skill levels often results in teachers facing many challenges. The purpose of this qualitative case study was to explore social studies teachers' perceptions of the challenges they faced when implementing differentiated instruction in classrooms with mixed skill levels and what teachers perceived they needed to help overcome these challenges. This project study was guided by the conceptual frameworks of constructivism from Piaget and Bruner along with the theoretical framework of Vygotsky's zone of proximal development. The research questions focused on the viewpoints of teachers on implementing differentiated instruction in their classrooms, what challenges they faced when implementing differentiated instruction in a social studies classroom with mixed skill levels, and what support teachers need to overcome these challenges. Data were gathered using structured interviews of the 10 individual teachers chosen through purposeful sampling from a school in metro-Atlanta, Georgia. Data were transcribed and analyzed using coding by highlighting common words to identify themes to answer the research questions. Data analyses revealed that teachers needed professional development that defined what differentiated instruction is, how to implement it, and how to get to know their students better, as well as time to observe other teachers implementing differentiated instruction. A professional development plan was developed to help meet these needs for teachers. Implications for social change include an improved understanding of differentiated instruction and how to support teachers to overcome the challenges of implementing differentiated instruction. This may lead to better instruction and more academic success for all students which may lead to better assessment scores.
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Michener, Catherine. "Features of Dialogic Instruction in Upper Elementary Classrooms and their Relationships to Student Reading Comprehension." Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:103554.

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Thesis advisor: C. Patrick Proctor<br>There is widespread agreement that language skill underpins reading comprehension (e.g. Cutting &amp; Scarborough, 2006; Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, &amp; Poe, 2003; Snow, 1991), and empirical work over the last 20 years has shown positive effects of dialogic instruction on student literacy outcomes. This suggests the importance of the engagement with others in the learning process as a scaffold for academic literacy skills (Wells, 1999). Research in this area has shown a number of important features of dialogic instruction to be positively correlated with literacy skills, but it is still not well understood how teachers guide and support students in developing language abilities for reading comprehension. Drawing on dialogic theories of language and the simple view of reading model (Hoover &amp; Gough, 1990), and using a convergent mixed method analysis, the study explores how features of dialogic instruction relate to students' reading comprehension outcomes, and identifies themes within the patterns and variations of these features during instruction. Multilevel modeling (Raudenbush &amp; Bryk, 2002) and case study analysis (Merriam, 1998; Stake, 2006; Yin, 2009) are used to identify significant talk moves for reading comprehension and to qualify the content and function of these moves in their instructional contexts. Quantitative analyses showed five significant talk moves predicted reading comprehension achievement, including the rate of uptake questions, teacher explanations, and low-quality evaluations. High rates of student explanations and high-quality questions were predictive of lower reading outcomes. Case study analyses show a preponderance of teacher talk, a lack of quantity and quality to student talk, and an efferent stance (Rosenblatt, 1994) toward reading. These findings indicate a lack of dialogic practices across the grades and classrooms. However, there were opportunities for dialogic practices that support students' linguistic comprehension. Overall, this analysis showed mixed results for the importance of dialogic instructional moves, and indicates the importance of teacher talk to facilitate linguistic comprehension, as well as the promise of talk moves that incorporate student attention and participation around texts<br>Thesis (PhD) — Boston College, 2014<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Reed, Robert A. "Perceptions on the Effectiveness of iPad Intergration in Vocational College Classrooms| A Mixed-Methods Study." Thesis, Northwest Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284141.

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<p> As technology continues to change, educators are tasked with the challenge of creating better methods to teach their students and help them learn. In the 21st century classroom, there is often a technology gap between instructors and their techno-savvy student counterparts. The purpose of this study was to utilize Prensky&rsquo;s assumptions of digital immigrants and digital natives to compare the perceptions between faculty and students regarding the use of iPads in vocational college classrooms. A survey was distributed to students and faculty at seven vocational colleges located in the western United States who have integrated iPads into their course curriculum. Both open-ended and close-ended questions were used to measure the perceptions between faculty and students on how effectively iPads are being used for instructional purposes. This study used a mixed-methods approach to gather data and add to the growing body of literature in this area of education. According to the results of the Mann Whitney U test, there was a statistically significant difference between faculty and student perceptions regarding iPad effectiveness and engagement. Compared to faculty, students believed iPads were more effective and better for engagement purposes in the classroom. Moreover, these conclusions were corroborated with findings from four open-ended questions used in the survey. Results from this study were useful for creating M-learning faculty training topics in vocational colleges that either use or plan to integrate M-learning devices within their institutions.</p>
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Blechle, Nancy M. "Attitudes toward mathematics and mathematical performance : a comparison of single-sex and mixed-sex mathematics classrooms in a mixed-sex United States public school /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1456283761&sid=12&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Books on the topic "Mixed classrooms"

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How to differentiate instruction in mixed-ability classrooms. 2nd ed. Association for Supervision and Curriculum Development, 2001.

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How to differentiate instruction in mixed-ability classrooms. Association for Supervision and Curriculum Development, 1995.

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How to differentiate instruction in mixed-ability classrooms. 2nd ed. Pearson/Merrill Prentice Hall, 2005.

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Narang, Vaishna, Salonee Priya, and Varalakshmi Chaudhry. Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms. Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2604-8.

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Prescriptions for success in heterogeneous classrooms. National Middle School Association, 1995.

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Yatvin, Joanne. Teaching writing in mixed-language classrooms: Powerful writing strategies for all students. Scholastic, 2009.

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How to teach collaborative strategic reading: Classroom-ready materials to create better readers in mixed-ability classrooms. Jossey-Bass, 2012.

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Redefining fair: How to plan, assess, and grade for excellence in mixed-ability classrooms. Solution Tree Press, 2011.

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Differentiation: Simplified, realistic, and effective : how to challenge advanced potentials in mixed-ability classrooms. Professional Associates Pub., 2004.

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Tomlinson, Carol A. Differentiating instruction for advanced learners in the mixed-ability middle school classroom. ERIC Clearinghouse on Disabilities and Gifted Education, the Council for Exceptional Children, 1995.

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Book chapters on the topic "Mixed classrooms"

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Narang, Vaishna, Salonee Priya, and Varalakshmi Chaudhry. "Second Language Acquisition in Mixed Ability Classrooms: Seminar Speech Task (SST)." In Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms. Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2604-8_3.

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Narang, Vaishna, Salonee Priya, and Varalakshmi Chaudhry. "Second Language Acquisition in Mixed Ability Classrooms: Written Test Performance Task (WTPT)." In Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms. Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2604-8_4.

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Narang, Vaishna, Salonee Priya, and Varalakshmi Chaudhry. "Revisiting the Issues in Learner Language Research in Indian Mixed Ability Classrooms." In Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms. Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2604-8_5.

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Narang, Vaishna, Salonee Priya, and Varalakshmi Chaudhry. "Second Language Acquisition Research on Spoken and Written Output." In Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms. Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2604-8_1.

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Narang, Vaishna, Salonee Priya, and Varalakshmi Chaudhry. "Certain Theoretical Concepts in SLA Research on Speech and Writing." In Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms. Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2604-8_2.

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Holstein, Kenneth, Bruce M. McLaren, and Vincent Aleven. "Student Learning Benefits of a Mixed-Reality Teacher Awareness Tool in AI-Enhanced Classrooms." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93843-1_12.

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Tocaimaza-Hatch, Cecilia, and Laura C. Walls. "4. Service Learning as an Ecological Resource: Providing Learning Opportunities for Mixed Second and Heritage Language Classrooms." In Creating Experiential Learning Opportunities for Language Learners, edited by Melanie Bloom and Carolyn Gascoigne. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097326-006.

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Stoeger, Heidrun, Daniel Patrick Balestrini, and Julia Steinbach. "Self-Regulated Learning for High-Ability and High-Achieving Students in Mixed-Ability Classrooms Throughout the Asia-Pacific." In Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3021-6_13-1.

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Stoeger, Heidrun, Daniel Patrick Balestrini, and Julia Steinbach. "Self-Regulated Learning for High-Ability and High-Achieving Students in Mixed-Ability Classrooms Throughout the Asia-Pacific." In Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_13.

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Stoeger, Heidrun, Daniel Patrick Balestrini, and Julia Steinbach. "Self-Regulated Learning for High-Ability and High-Achieving Students in Mixed-Ability Classrooms Throughout the Asia-Pacific." In Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_13.

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Conference papers on the topic "Mixed classrooms"

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Chua, Yvonne, Priyashri Kamlesh Sridhar, Haimo Zhang, Vipula Dissanayake, and Suranga Nanayakkara. "Evaluating IVR in Primary School Classrooms." In 2019 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct). IEEE, 2019. http://dx.doi.org/10.1109/ismar-adjunct.2019.00-53.

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Hillman, Serena, Mariana Duprat, Andy Cargile, and Alexandra Hillman. "Exploring Mixed-Reality TUI Manipulatives for K-5 Classrooms." In CHI '18: CHI Conference on Human Factors in Computing Systems. ACM, 2018. http://dx.doi.org/10.1145/3170427.3188668.

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Belani, Manshul, and Aman Parnami. "Augmented Reality for Vocational Education Training in K12 Classrooms." In 2020 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct). IEEE, 2020. http://dx.doi.org/10.1109/ismar-adjunct51615.2020.00090.

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Sarkar, Pratiti. "Exploring Design Strategies for Augmented Reality Learning Experience in Classrooms." In 2020 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct). IEEE, 2020. http://dx.doi.org/10.1109/ismar-adjunct51615.2020.00089.

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Filippatou, Diamanto, Evgenia Vassilaki, and Stavroula Kaldi. "STUDENT TEACHERS PREPARATION TO DIFFERENTIATE LITERACY INSTRUCTION IN MIXED ABILITY CLASSROOMS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1472.

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Neto, Isabel, Hugo Nicolau, and Ana Paiva. "Fostering Inclusive Activities in Mixed-visual Abilities Classrooms using Social Robots." In HRI '21: ACM/IEEE International Conference on Human-Robot Interaction. ACM, 2021. http://dx.doi.org/10.1145/3434074.3446356.

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Neto, Isabel, Hugo Nicolau, and Ana Paiva. "Community Based Robot Design for Classrooms with Mixed Visual Abilities Children." In CHI '21: CHI Conference on Human Factors in Computing Systems. ACM, 2021. http://dx.doi.org/10.1145/3411764.3445135.

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Jung, Whie, Woojin Cho, Hayun Kim, and Woontack Woo. "BoostHand : Distance-free Object Manipulation System with Switchable Non-linear Mapping for Augmented Reality Classrooms." In 2017 IEEE International Symposium on Mixed and Augmented Reality (ISMAR-Adjunct). IEEE, 2017. http://dx.doi.org/10.1109/ismar-adjunct.2017.96.

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"Updating PowerPoint for the new Business Classroom." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4268.

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Aim/Purpose: To update a 2010 study that recommended “rules of thumb” for more effective use of PowerPoint in the post-secondary business classroom. The current study expanded the focus to include the business classroom in India as well as the US and examined possible shifts in student perception of the utility of PowerPoint among Generations Y and Z. Background: The study examined students’ perception of the learning utility of PowerPoint in post-secondary business classrooms in the US and India and the relationship of the use of PowerPoint to course ratings. Methodology: Surveys were distributed in post-secondary business classrooms in India and the US in 2018 and early 2019, resulting in 92 completions from India and 127 from the US. Separately 50 student course evaluations from the same US college were compared to the use of slides as well as to their conformance to the “rules of thumb” for effectiveness established earlier and other measures of quality. Contribution: These results show how PowerPoint is viewed by post-secondary business students in India and the US and its perceived utility as a learning tool for Generations Y and Z. Findings: Most post-secondary business students (80%) found PowerPoint an effective learning tool, but only 21% of the business classes examined used it. US students were more positive than Indian ones, who were more likely to say PowerPoint is overused. There was no difference in student course evaluations between those that had slides and those that did not. However, most of the slide decks examined did not follow the “rules of thumb,” exhibiting a much greater number of words per slide. Generations Y and Z gave high ratings to slides that incorporated audiovisuals, mixed media, and special effects and said they learned more when they were the ones who created the slides. However, most students did not rate themselves as competent in creation of PowerPoint slides. Recommendations for Practitioners: (1) Faculty should consider students’ positive reception of PowerPoint, their preference for adaptive, interactive learning that builds on strong multimedia elements while creating instructional materials. (2) Faculty should receive prescriptive design instruction for incorporating PowerPoint best practices to cut back on their self-reported high time spent on slide creation and student-reported low technical competency in faculty instruction. (3) Publishers should concentrate on slide design and innovativeness along with content coverage to serve faculty needs. (4) Business curricula should take into account generational as well as cultural differences in learning preferences. (5) To address the students’ conflation of personal social media prowess with superior technology or communication skills in the professional context, Business curricula should incorporate learning outcomes related to professional use of technology tools such as PowerPoint. Recommendations for Researchers: There is still utility in old-fashioned paper questionnaires to assess what impacts student learning. There is also merit in comparing student course evaluations with various in-classroom treatments. Impact on Society: PowerPoint may be underused in the post-secondary business classroom, but this paper raises questions about the value of unedited use of the very dense slides provided by publishers as effective learning tools in the post-secondary business classroom. Future Research: Future research can be focused on the use of PowerPoint slides in the business classroom in other countries and cultures, as only the US and India were examined. Further examination needs to be made of the relationship between extensive and unedited use of publisher-provided slides and the reporting of the staggering statistics that most students are not now buying textbooks. Finally, this study did not touch on gender or socio-economic differences in the student demographics, which might open further avenues for investigation.
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Angel-Alvarado, Rolando, Miguel R. Wilhelmi, and Olga Belletich. "Holistic Architecture for Music Education: A proposal for empirical research in educational situations." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.

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Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.
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Reports on the topic "Mixed classrooms"

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Xiang, Li. Survive or Thrive: A Mixed Method Study of Visiting Chinese Language Teachers' Identity Formation in the U.S. Classrooms. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5510.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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