Dissertations / Theses: '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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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’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’ 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’ ability to differentiate instruction and the amount of choice they provide to their students.

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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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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. 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. 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 reinforce, motivate, meet student needs, provide authentic content, and demonstrate. Advantages to using instructional videos included maximize instructional time, teacher and student control, multi-modal instruction, and motivation. Teachers reported the following disadvantages to using instructional videos: lack of access, full group viewing, lack of interaction, and learning barriers. 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.

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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 There is widespread agreement that language skill underpins reading comprehension (e.g. Cutting & Scarborough, 2006; Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, & 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 & 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 & 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 Thesis (PhD) — Boston College, 2014 Submitted to: Boston College. Lynch School of Education 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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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’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.

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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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Logan, Kerina Ann. "The culture of computer classrooms in single-sex and mixed-sex secondary schools in Wellington, New Zealand." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15049.

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The participation by females in computing education has become an issue in the Western world. Fewer females than males are observed at all levels of computer education. As the level becomes more advanced the loss of females is both cumulative and progressive. Reports from the United Kingdom, the United States, and New Zealand indicate that at secondary level boys significantly outnumber girls in higher-skill computing courses and at tertiary level the numbers of females enrolling has declined over the past decade. The motivation for this research was a desire to understand why females were not enrolling in computing classes, and when they did, why their retention was poor. A review of the literature regarding females and computing indicated that there were certain features evident in the computing classroom believed to contribute to a unique culture existing in the computing learning environment. These included the context in which computing is historically embedded, the lack of female teachers as role models and the nature of the classroom itself, where male attitudes towards computers and games play a critical role. Throughout the literature the culture of computing was shown to be strongly embedded in male values, and unattractive to many females. For this reason, some researchers suggest that single-sex classrooms or schools may provide a more supportive learning environment for both female and male students. Therefore this study explored the computer classroom learning environment of senior secondary school students at three different types of school, single-sex girls' and boys' schools and mixed-sex schools. A mixed-method research design was adopted to investigate the nature of the classroom learning environment in which computing is situated and to determine ways by which it might be made more equitable. A questionnaire with seven subscales was used to measure students' perceptions of the computer classroom learning environment. Data were collected from senior students taking computing at seven secondary schools in the central Wellington area, and the differences between the perceptions of girls and boys at single-sex and mixed-sex schools were analysed. The results suggested that, on a number of subscales, students from single-sex schools were more satisfied with their learning environment than students from mixed-sex schools, and that girls were less satisfied than boys. These findings suggested that the sex of the student and the type of school attended were associated with students' perceptions of the computer classroom. The questionnaire data were supported by interviews with students and their teachers and by observations of some of the classes. The analysis of the qualitative data confirmed many of the concerns expressed in the research literature, and revealed significant differences in the behaviour of boys and girls in the computer classroom, thus leading to the proposition that both sexes might benefit from single-sex classes. The results also highlight the critical role played by the teacher in the transfer of cultural values in the classroom through the teaching style and organisation of class activities. Taken together, the findings from the study, in the context of the research literature, enabled recommendations to be made for providing a more equitable computer learning environment for both girls and boys. Suggestions for future research, particularly in light of the changing national computing curriculum, are made.

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Leslie, Barry B. "Faculty perceptions of self-efficacy beliefs about facilitating discussions in small seminar classrooms: a mixed methods study." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8447.

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Doctor of Education Department of Educational Leadership Sarah Jane Fishback This study examined faculty self-efficacy beliefs at the United States Army Command and General Staff College (CGSC) at Fort Leavenworth, Kansas. Faculty members at this military graduate degree-producing institution engaged in collaborative, student- centric, discussion teaching. The study considered how the independent variables of gender, age, ethnicity, academic title, leadership position, education level, and years of teaching experience affected faculty self-efficacy beliefs. Social cognitive theory provided the primary theoretical lens for the study. Discussion teaching and a framework for culturally responsive teaching formed part of the theoretical foundation. The goal included extending teacher self-efficacy concepts to higher education, further developing operational definitions, and providing an instrument suitable for measuring self-efficacy in higher education contexts. The study used mixed methods sequential explanatory research design with two data collection and analysis components: quantitative and qualitative. Faculty members (N = 417) received a 30-question Likert-type survey in December 2010. After quantitative data analysis concluded, in-depth interviews took place with 12 faculty members. A semi-structured interview of nine open-ended questions supported the qualitative portion of the study. Parametric analysis procedures examined the dependent variable, faculty self-efficacy beliefs, with respect to the independent variables. The results showed no significant differences in self-efficacy beliefs. Qualitative analysis using a computer-assisted program identified five themes: establishing a positive classroom environment, facilitating discussion, faculty and student preparation for discussion, questioning, and classroom sharing of combat and deployment experiences. Results of the study provided insights about faculty self-efficacy beliefs regarding facilitation of discussion that informed CGSC leadership decisions for future faculty development initiatives as well as insight for faculty to reflect on classroom best practices. The study contributed to the field of adult education by providing greater understanding of the faculty self-efficacy construct. Further research could examine faculty self-efficacy beliefs in non-military higher education contexts, among various faculty demographics and groups, and across higher education academic disciplines. Future studies could address how interventions such as faculty development or observation and feedback affect faculty self-efficacy beliefs in the classroom.

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Hawthorne-Schlichting, Lori. "A mixed methods study examining the instructional environment for students with autism in general education elementary classrooms." Thesis, Northwest Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276772.

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Autism research continues to refine the exact rate of autism; it also attempts to approximate the undiagnosed rate of autism to capture the number of individuals functioning on the high-end of the spectrum without a formal diagnosis. Whether students exhibiting characteristics of autism have a formal diagnosis or not, many enrolled in public education classrooms are most appropriately served in the general education setting. This study examined the characteristics of students in general education settings to ascertain the number of students diagnosed with autism. Additionally, it investigated the educational practices regularly applied in the general education setting in conjunction with the classroom teacher’s knowledge of those practices most beneficial to students with autism. This mixed methods investigation used a survey to examine practices in two Utah school districts. Reported rates of students who were served under an IEP or 504 and identified as having autism were consistent with the Centers for Disease Control (CDC) reporting rates of autism prevalence in the United States. Teachers identified instructional practices effective for students with autism 80% of the time. Additionally, teachers reported they “always” or “often” used 91.7% of the instructional practices in their classrooms that have been identified as effective for students with autism. Fisher’s exact test yielded no statistically significant differences between groups of participants. Themes from open-ended survey responses revealed students with significant learning differences impact the delivery of the curriculum, but teachers believe the general education setting is most appropriate for students with learning differences. Teachers also report feeling inadequately prepared to teach students with autism. Data suggests that additional research is needed regarding the design and implementation of universal classroom instructional strategies to meet the needs of all learners in the general education setting.

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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." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3618.

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In recent years in the United States, an increasing number of people are learning Mandarin, the dominant Chinese language in China. Because of the shortage of Mandarin teachers, many visiting teachers from China with Chinese educational background are teaching Mandarin in the U.S. schools. In the U.S. classrooms, these teachers are challenged to adapt to a new setting. This experience can lead them to changing their teaching identity, that is, their basic beliefs, attitudes and practices about teaching. Understanding how Chinese teachers may form a new teaching identity in the U.S. context serves to inform future professional development activities designed to increase their competence as teachers in U.S. classrooms. The purpose of this study was to describe and explain what is visiting Chinese language teachers' identity and how the identity changes might take place when they teach Mandarin in U.S. classrooms. The broader goal is to find ways to encourage Chinese language teaching competency in the U.S. classrooms and to foster cross-cultural communication. In this study, I used mixed methods research to study 14 visiting Chinese language teachers with Chinese educational background to find out how they perceive their teaching and how they teach in the U.S. classrooms. My findings were: (a) visiting Chinese language teachers changed their teaching attitudes, beliefs, and teaching practice in U.S. classroom; (b) teachers with a high teaching identity on Teaching Identity Survey maintained a high level of teaching identity after four months of teaching in U.S. classrooms; and, (c) visiting Chinese language teachers who changed their teaching identity engaged in critical reflections on their teaching practice, and learned from both Chinese and U.S. teachers. To have a positive impact on Chinese language teachers' identity and increase the likelihood of success, two implications are evident. First, Chinese language teachers could benefit from the professional development program with a focus on cultural differences and U.S. classroom management strategies. Second, U.S. schools and Chinese language programs need to create opportunities for teachers to learn from each other and build a professional community.

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Hobson, Meredith L. "An analysis of differentiation strategies used by middle school teachers in hetergeneously [i.e. heterogeneously] grouped classrooms." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/hobsonm/meredithhobson.pdf.

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Bruce, Westerlund Keren. "Accommodating for different levels of proficiency in the English classroom : With focus on ability grouping." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91640.

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This study investigated the perceived strategies used to deal with mixed ability classes of four English teachers, two working at a year 4-9 compulsory school, and two at an upper secondary school in Sweden. The same teachers were asked about their attitudes towards and experience of ability grouping. The findings of the latter part of this investigation were discussed in reference to research concerning the field of ability grouping.Semi structured interviews were used. Strategies used by teachers included grouping devices, issues of communication, giving individual attention inside and outside the classroom and encouraging self- and peer reviewing. Two teachers in the 4-9 school used ability grouping sparingly but clearly and had experienced an ability grouping of a year nine class which was perceived to have predominantly positive results in academic terms and both positive and negative results in social areas. The teachers of upper secondary school did not use ability grouping – either on democratic grounds or because it was perceived to be unacceptable in the particular school climate. Because the research in ability grouping is diverse, many of the teachers’ attitudes could be supported, and refuted in the research. The teachers using ability grouping felt themselves to be going against research made, but were confident in the decisions they made. Further investigations about maximum numbers of students in heterogeneous classes and time spent with an extra teacher contra own teacher were encouraged.

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Chan, Kong Wah. "Learners' perceptions of servant-leadership as practiced by teachers in classrooms of a Hong Kong school : a mixed-methods study." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.689600.

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The term ' servant-leadership' was coined by Greenleaf(1970), stating that ' it begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead ' (p.13). Servant-leadership focuses on the development of others for their betterment. This belief is in alignment with the purpose of education in schools. Therefore, this mixed-methods study aims to explore learners' perceptions of servant-leadership as practiced by teachers in classrooms of a Hong Kong school. It is a sequential design consisting of three phases grounded in pragmatism. Metzcar's (2008) survey instrument, the Teacher Leadership Assessment (TLA), was contextualized and administered to 271 students aged 11 to 18. Quantitative data collected were analyzed by descriptive statistics in terms of modes, percentages, and rank orders. By the end of phase one of the study, it was concluded that servant-leadership was often observed by learners of this study. Four focus-group interviews were conducted with selected students usmg stratified purposive sampling as described by Ritchie et al. (2003). Subsequently, half of the interviewees spoke highly of a specific teacher. It was possible that this teacher exhibited servant-leader character traits. As a result, a written reflection was collected from this teacher. These qualitative data constituted phases two and three of the study. They were collected and analyzed thematically using Miles and Huberman Framework (1994). Thereafter, sources triangulation consisted of a comparison between learners' transcripts and the teacher's reflection. Methods triangulation was also employed to validate quantitative and qualitative data. It was concluded that the practices of servant-leadership could meet the needs of learners in classrooms of the studied Hong Kong school.

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Grant, Pamela L. "A Mixed Methods Study on Faculty Caring and Trust as Perceived by Undergraduate Students in Classrooms at a Mid-Western University." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10809719.

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This study investigated the relationship between caring and trust within the undergraduate classroom using two valid instruments and an original open-ended survey. The participants were from a mid-western university that included international students. Fifty undergraduate students volunteered to participate in the study. No undergraduate students were excluded from participating in the study, based on diversity. Evidence of a correlation between caring and trust was found using the Caring Professional Scale developed by Swanson (1991) and the Modified Instructional Perspectives Inventory adapted for students (MIPI-S) developed by Henschke (1989). The Cronbach alpha for the CPS was 0.74 to 0.97 and for the MIPI-S, it was 0.81 to 0.85 for factor two 'teacher trust of learners.' Both instruments were scored on a five-point Likert scale. The CPS was originally designed for consumers to rate a variety of healthcare providers on their practice relationship style during a research grant with the National Institute of Health and National Institute of Nursing Research. The MIPI-S was comprised of seven factors that measured engagement between faculty and students. Originally administered at the Chicago City Colleges and the Saint Louis Community Colleges, the MIPI instruments' reliability was established in three other doctoral dissertations as well. A Pearson Product Moment Correlation Coefficient was conducted, resulting in a moderate to strong positive correlation between caring and trust. A comparison of instrument items was also conducted utilizing a z-test (0.95) and t-test (0.24); each test scored below critical value indicating no interchangeability between instruments. This evidence seemed to support measurement of the two separate items of interest: caring and trust. As the benefit of higher education continued to be scrutinized by society, test scores and grades were perhaps a less reliable means of measurement for student satisfaction and retention. Therefore, the learning experience may become the new measurement for student satisfaction and retention.

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Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.

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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results. Ph.D. Doctorate Education and Human Performance Education; Instructional Technology

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Mandalá, Paola de Souza. "Aspectos fonético-fonológicos e culturais da produção textual de alunos brasileiros e bolivianos de uma escola pública paulistana." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-09062015-131019/.

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Nas escolas públicas da cidade de São Paulo é crescente a quantidade de alunos estrangeiros, destacadamente bolivianos, devido às recentes levas migratórias. Esse fenômeno alterou a conformação de salas de aula, fazendo com que professores precisassem se adaptar ao bilinguismo e ao caráter intercultural da nova sala de aula. A presente pesquisa, objetivando auxiliar o trabalho dos professores, analisa a produção textual de brasileiros e bolivianos, alunos de turmas do 8º ano do ensino fundamental da Escola Municipal Infante Dom Henrique, com o intuito de apontar e descrever aspectos linguísticos e culturais que possam retratar as especificidades dos grupos formadores dessas turmas mistas. Linguisticamente, identificaram-se os aspectos fonético-fonológicos que interferem na escrita da língua portuguesa dos alunos, compondo uma gramática mínima (VÁZQUEZ, 1999) que revelou, por meio da identificação de inadequações e adequações, o nível de domínio da língua escrita. Culturalmente, com base na identificação do ethos discursivo (MAINGUENEAU, 2008), detectado nas produções escritas sobre tema envolvendo violência e amizade, verificou-se como os alunos dos dois grupos, brasileiros e bolivianos, constroem a imagem de si o que revelou seus valores e visão de mundo, expondo o significado de seus comportamentos. Assim, associadas, as análises linguística e cultural buscaram orientar a atuação do professor em salas de aula mistas. In public schools of São Paulo is a growing number of foreign students, notably Bolivia, due to recent migratory waves. This phenomenon has changed the conformation of the classrooms, making the needed teachers adapt to bilingualism and intercultural character of the new classroom. This research, aiming to assist the work of teachers, analyzes the textual production of Brazilian and Bolivian, classes of 8th graders of elementary school of the School Infante Dom Henrique, in order to point out and describe linguistic and cultural aspects that may portray the specificities of forming groups such mixed classes. Linguistically, we identified the phonetic-phonological aspects that affect the writing of Portuguese students, making a minimal grammar (VAZQUEZ, 1999) revealed that, by identifying inadequacies and adjustments, the written language domain level. Culturally, based on the identification of the discursive ethos (MAINGUENEAU, 2008), detected in written productions on theme involving violence and friendship, it was found as students of both groups, Brazilian and Bolivian, build self-image - which revealed its values and world view, exposing the meaning of their behavior. Thus, associated, the linguistic and cultural analysis sought to guide the actions of the teacher in mixed classrooms.

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Fay, TH, and GL Walls. "Classroom notes: Summing sequences having mixed signs." International Journal of Mathematical Education in Science and Technology, 2003. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001986.

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Summary A result is discussed which permits the summing of series whose terms have more complicated sign patterns than simply alternating plus and minus. The Alternating Series Test, commonly taught in beginning calculus courses, is a corollary. This result, which is not difficult to prove, widens the series summable by beginning students and paves the way for understanding more advanced questions such as convergence of Fourier series. An elementary exposition is given of Dirichlet’s Test for the convergence of a series and an elementary example suitable for a beginning calculus class and a more advanced example involving a Fourier series which is appropriate for an advanced calculus class are provided. Finally, two examples are discussed for which Dirichlet’s Test does not apply and a general procedure is given for deciding the convergence or divergence of these and similar examples.

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Glenton, Anna Louise. "Mixed nationality relationships in the adult ESOL classroom." Thesis, University of York, 2004. http://etheses.whiterose.ac.uk/9872/.

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Screnar, Rachel Katherine. "Differentiated math instruction in a mixed ability fifth-grade classroom." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/screnar/ScrenarR0812.pdf.

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My classroom has children of varied background knowledge, learning differences, and readiness to learn. During math I often find myself teaching to the middle, neglecting to meet the diverse needs of all of my students. This project focused on the effects of differentiated instruction on students' understanding of fifth-grade math concepts. The effects of differentiated instruction on the level of understanding, and both student and teacher attitudes and motivation were also considered. This project investigated the effects of differentiated instruction strategies as compared to traditional classroom instruction. Students' understanding of fifth-grade math concepts were assessed by comparing two differentiated instruction units to the traditional taught unit using pre and postunit assessment data, concept maps, exit cards, and interview data. Student motivation and engagement were assessed through student questionnaires, observations, and interviews. Effects on my own teaching, attitude, and motivation were determined through the use of journaling, self-evaluation, and peer observations. The results indicated an increase in student understanding, motivation, and engagement. Results also suggest that students developed a deeper level of understanding of fifth-grade math concepts as reflected in their ability to develop higher-order answers according to Bloom's Taxonomy. Increased student motivation and engagement positively affected my teaching, attitude, and motivation toward math instruction.

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Wingate, Emily J. "Classroom Support and Students’ Subjective Well-Being: A Mixed-Methods Investigation." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7249.

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In line with the positive psychology movement and the dual factor model of mental health, professionals are increasingly compelled to consider not only mechanisms through which mental distress can be alleviated, but also pathways through which students’ wellness can be fostered. While research in this area has primarily focused on positive indicators of adults’ and adolescents’ mental health, there is a need to address those factors that contribute to the wellness of elementary-aged youth. Participants in the current study included 179 fourth and fifth grade students from an elementary school located in a southeastern state. For this secondary analysis, a mixed methods approach with an explanatory design was adopted to investigate both the quantitative relationship between school social support variables (i.e., Teacher-Student Relations, Teacher Support, Classmate Support) and students’ subjective well-being (SWB; i.e., happiness), as well as qualitative responses of students and teachers regarding displays of support and care in the classroom. Results provide support for the existence of a relationship between Classmate and Teacher Support and elementary students’ subjective well-being, with student perceptions of Instrumental and Emotional Classmate Support and Teacher Emotional Support as unique contributors to student subjective well-being. Qualitative results supplement quantitative findings by highlighting the salience of forms of Instrumental and Emotional Support in discussions of both Teacher and Classmate Support and care. These findings add to the current knowledge base on how building supportive relationships may be incorporated in prevention efforts aimed at fostering a positive school climate and enhancing students’ complete mental health.

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Illana-Mahiques, Emilia. "Deconstructing peer review in the Spanish writing classroom: a mixed methods study." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6770.

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This study explores learners’ online peer review practices during a four-week second language writing project. The project was developed at the college level, in a multi-section upper-level Spanish writing course. Using theories relevant to second language acquisition and second language writing the goals of the study were multiple: (1) to identify the types of comments students used and explore peer review in terms of the givers’ and receivers’ roles, (2) to examine students’ attitudes and self-perceptions about peer review, and (3) to develop an understanding of how students’ attitudes and self-perceptions may influence their feedback-giving procedures. The three goals were addressed using different methods of inquiry, and the findings obtained in the first phase guided the analysis that took place during the second phase. In the quantitative phase, the analyses of data sources (e.g., feedback comments given and received and students’ written drafts) show that giving feedback is a better predictor of final performance than receiving feedback. This principle of learning by reviewing is most evident when students offer feedback that identifies problems, gives a justification, or explains positive elements in the peers’ text. The qualitative phase builds on the quantitative results: it zooms in to the role of the feedback giver to further explore participants’ attitudes and perceptions towards peer review. The analyses of data sources (e.g., pre-study questionnaire, participants’ interviews and peer review simulation activity, and the teacher-researcher reflective journal) show that students do self-position themselves into a specific feedback-giving role. Moreover, the study also confirms that students’ perceptions regarding their attitudes and the comments they give to peers accurately corroborate their actual peer review performance. By combining both methods of inquiry, quantitative and qualitative methods, this study further examines the specific procedures that two case study students follow when offering feedback to a peer. In particular, the procedures for offering problem identification, suggestion, and explanation of the praise comments are analyzed in detail. The results are further interpreted through the lenses of the feedback-giving roles assumed by each of the case study students. Based on the overall findings, the study suggests broadening the notion of feedback: from a unilateral perspective in which comments are addressed from feedback givers to receivers, to a multilateral perspective in which the comments offered are meant to benefit both feedback givers and feedback receivers. The study ends with pedagogical implications for second language learning, implications for the field of second language acquisition, and perspectives for future research.

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Sayre, Chad William. "The superintendent's maintenance and influence on classroom instructional capacity a mixed method study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4838.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007. The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 13, 2007) Vita. Includes bibliographical references.

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Gonzalez, Tiphanie. "Training professional school counseling students to facilitate a classroom guidance lesson and strengthen classroom management skills using a mixed reality environment." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4903.

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According to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found that of the 189 school counseling programs surveyed only 3% offered a guidance curriculum course and 13.2% offered a foundations in education course. Inferring that many of programs surveyed did not have a course specific to classroom guidance and/or classroom management. A classroom guidance curriculum is a developmental, systematic method by which students receive structured lessons that address academic, career, and personal/social competencies (ASCA, 2005). Classroom guidance lessons provide a forum for school counselors to address such student needs as educational resources, postsecondary opportunities, school transitions, bullying, violence prevention, social-emotional development, and academic competence in a classroom environment (Akos & Levitt, 2002; Akos, Cockman & Strickland, 2007; Gerler & Anderson, 1986). Through classroom guidance, school counselors can interact with many of the students that they would normally not see on a day-to-day basis while providing information, building awareness and having discussions on topics that affect these student populations every day. The present study seeks to explore the use of an innovative method for training PSCs in classroom guidance and classroom management. This method involves the use of a mixed reality simulation that allows PSC students to learn and practice classroom guidance skills in a simulated environment. ID: 029809443; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 176-187). Ph.D. Doctorate Education

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Lajoie, Brooke L. "Never too old, never too young? : exploring stereotypes in the mixed-age college classroom." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1447.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information. Bachelors Sciences Psychology

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Whitworth, Shelli A. "Secondary world history teachers' integration of technology into the classroom : a mixed-method approach." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002246.

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Avornyo, Esinam Ami. "Investigating play and learning in the Ghanaian early years classroom : a mixed methods study." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/285704.

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This study examined the meaning and role of play in Ghanaian early years settings, focusing on the beliefs of stakeholders, the expression of play in the Ghanaian early years curriculum and classroom practices. Framed within a sociocultural theory of play, this study followed an explanatory sequential mixed methods design, which involved the initial collection of quantitative data followed by a qualitative data. In the initial quantitative phase, a survey scale, referred to as the Early Years Play and Learning Perception Scale (EYPLPS), was developed and used to collect data from 292 stakeholders (147 parents, 105 teachers and 40 head teachers). A preliminary comparison of the mean differences among the stakeholders using ANOVA indicated that the teachers and head teachers perceived play as a form of learning more favourably than the parents. This difference was further explored using cluster analysis to determine whether the stakeholders' education status might be a factor in explaining the group means differences. The cluster analyses revealed five distinct clusters characterized by participants' status and level of education - highly educated parents, teachers and head teachers; moderate educated teachers and low educated parents. The five clusters were compared on the play-learning belief score using ANOVA. The results revealed that the scale score was statistically significantly lower for low-educated parents compared to high-educated teachers, high-educated head teachers and high-educated parents, indicating low-educated parents were less likely to associate play and learning than these other groups. There was, however, no statistical significant difference between the scale scores of low-educated parents and moderate-educated teachers. The results suggest the significance accorded play depends on the stakeholder's level of education, with stakeholders reporting higher levels of education endorsing play as an opportunity for learning and acquiring social skills as well as academic skills. With the EYPLPS scores providing the basis for sample selection, four early years settings were selected as cases for in-depth qualitative inquiry using interviews, observations, photographs and analysis of curriculum. An analysis of the curriculum revealed that the curriculum does not emphasise play-based learning. It does, however, support the idea of children learning by doing. Therefore, the curriculum promotes activities that involve children's participation as an effective approach to teaching and learning. Interviews revealed that play first of all resonated with fun and happiness in stakeholders' perceptions. The majority of those interviewed perceived play as a way of maintaining children's interest in lessons, and as a break from learning. Classroom practices that emphasise teacher-directed academic activities and the stakeholders' unanimous appreciation of the use of rhyme and song in classrooms illustrate this point. Rhymes and songs were used at the beginning of lessons and also as an interlude when children appeared tired and bored during lessons. Other examples of how stakeholders perceived play included play as storytelling, a way of keeping children occupied, as a recess activity and as a form of learning. The findings are discussed from a sociocultural perspective, drawing a picture of the cultural meanings attributed to the model of childhood, play and learning in Ghana.

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Ramaglia, Heather. "The flipped mathematics classroom: a mixed methods study examining achievement, active learning, and perception." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20540.

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Doctor of Philosophy Curriculum and Instruction David S. Allen This study addresses how the flipped method of classroom instruction differs from traditional classroom instruction when comparing student achievement measures in middle and high school mathematics classrooms. The flipped classroom is defined by the Flipped Learning Network (2014) as an instructional method that moves direct instruction outside of the classroom in order to make room in the classroom for a more interactive learning environment where students can actively engage in the content. The flipped classroom strategy theoretically allows teachers the time to develop mathematical ideas and the ability to facilitate that development. For the Common Core State Standards initiative to be effective, teachers need to engage students in new learning experiences that support college and career readiness. By implementing a technology based instructional approach, like the flipped classroom strategy, teachers are able to blend twenty-first century skills with the development of the essential habits of mind of mathematically proficient students (Brunsell & Horejsi, 2013). This study seeks to understand how the flipped method of classroom instruction can lead to improved student achievement in mathematics courses and improve student perceptions about math in order to encourage course consumption in the future (Zollman, 2011). A modified explanatory sequential mixed methods design was used, and it involved collecting quantitative data and then explaining the quantitative results with in-depth qualitative data. In the quantitative phases of the study, NWEA Mathematics MAP Assessment data were collected from middle school students and course common final assessment scores were collected from middle school and high school students in a large Midwestern suburban school district to determine how student math achievement was impacted for students in a flipped classroom as compared to a traditionally instructed classroom. The frequency of active learning incidents was also collected during classroom observations. The qualitative phase was conducted as a follow up to the quantitative results to help explain the quantitative results. In this exploratory follow-up, student and teacher perceptions of mathematics achievement as a result of the flipped classroom approach to instruction with middle and high school math students and how those perceptions might be different than those of students and teachers in traditionally taught classrooms along with descriptions of observable active learning incidents in the school district were explored.

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Yannier, Nesra. "Bridging Physical and Virtual Learning: A Mixed-Reality System for Early Science." Research Showcase @ CMU, 2016. http://repository.cmu.edu/dissertations/752.

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Tangible interfaces and mixed-reality environments have potential to bring together the advantages of physical and virtual environments to improve children’s learning and enjoyment. However, there are too few controlled experiments that investigate whether interacting with physical objects in the real world accompanied by interactive feedback may actually improve student learning compared to flat-screen interaction. Furthermore, we do not have a sufficient empirical basis for understanding how a mixed-reality environment should be designed to maximize learning and enjoyment for children. I created EarthShake, a mixed-reality game bridging physical and virtual worlds via a Kinect depth-camera and a specialized computer vision algorithm to help children learn physics. I have conducted three controlled experiments with EarthShake that have identified features that are more and less important to student learning and enjoyment. The first experiment examined the effect of observing physical phenomena and collaboration (pairs versus solo), while the second experiment replicated the effect of observing physical phenomena while also testing whether adding simple physical control, such as shaking a tablet, improves learning and enjoyment. The experiments revealed that observing physical phenomena in the context of a mixed-reality game leads to significantly more learning (5 times more) and enjoyment compared to equivalent screen-only versions, while adding simple physical control or changing group size (solo or pairs) do not have significant effects. Furthermore, gesture analysis provides insight as to why experiencing physical phenomena may enhance learning. My thesis work further investigates what features of a mixed-reality system yield better learning and enjoyment, especially in the context of limited experimental results from other mixed-reality learning research. Most mixed-reality environments, including tangible interfaces (where users manipulate physical objects to create an interactive output), currently emphasize open-ended exploration and problem solving, and are claimed to be most effective when used in a discovery-learning mode with minimal guidance. I investigated how critical to learning and enjoyment interactive guidance and feedback is (e.g. predict/observe/explain prompting structure with interactive feedback), in the context of EarthShake. In a third experiment, I compared the learning and enjoyment outcomes of children interacting with a version of EarthShake that supports guided-discovery, another version that supports exploration in discovery-learning mode, and a version that is a combination of both guideddiscovery and exploration. The results of the experiment reveals that Guided-discovery and Combined conditions where children are exposed to the guided discovery activities with the predict-observe-explain cycle with interactive feedback yield better explanation and reasoning. Thus, having guided-discovery in a mixed-reality environment helps with formulating explanation theories in children’s minds. However, the results also suggest that, children are able to activate explanatory theory in action better when the guided discovery activities are combined with exploratory activities in the mixed-reality system. Adding exploration to guided-discovery activities, not only fosters better learning of the balance/physics principles, but also better application of those principles in a hands-on, constructive problem-solving task. My dissertation contributes to the literatures on the effects of physical observation and mixed-reality interaction on students’ science learning outcomes in learning technologies. Specifically, I have shown that a mixed-reality system (i.e., combining physical and virtual environments) can lead to superior learning and enjoyment outcomes than screen-only alternatives, based on different measures. My work also contributes to the literature of exploration and guided-discovery learning, by demonstrating that having guided-discovery activities in a mixed-reality setting can improve children’s fundamental principle learning by helping them formulate explanations. It also shows that combining an engineering approach with scientific thinking practice (by combining exploration and guided-discovery activities) can lead to better engineering outcomes such as transferring to constructive hands-on activities in the real world. Lastly, my work aims to make a contribution from the design perspective by creating a new mixed-reality educational system that bridges physical and virtual environments to improve children’s learning and enjoyment in a collaborative way, fostering productive dialogue and scientific curiosity in museum and school settings, through an iterative design methodology to ensure effective learning and enjoyment outcomes in these settings.

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Elkin, Suzanna. "Comprehensive Farm-to-School: A Mixed-Methods Case Study of the Classroom, Cafeteria, and Community." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1056.

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Farm-to-school (FTS) programs are supported at federal, state, and local levels as a cross-sectoral intervention to curb rising levels of obesity, strengthen local food systems, and improve school climate and academic outcomes. Comprehensive FTS programming, according to the “3-C” approach embraced by leaders in the FTS movement, includes interventions in three domains: the cafeteria, classroom, and community. FTS programming in these domains may include procurement of local food; school gardens; and education related to food, agriculture, and nutrition. Existing research supports the comprehensive FTS approach, illustrating that multi-component programs with strategies that are integrated across these environments improve outcomes for students. FTS programs have potential impacts in the sectors of public health, economic development, education, and environmental sustainability, and they involve a diverse range of stakeholders including students, teachers, school leadership, food service staff, local farmers, and state and national policymakers. However, literature on FTS programs is largely in the areas of health behavior and nutrition outcomes for students, and further investigations of other aspects may lead to improved programming. The three distinct papers in this dissertation represent an unsequenced descriptive case study, in which each article explores one of the three FTS domains. The case study methodology allowed for in-depth mixed-methods data collection about a bounded system using multiple sources of information. The case for this research was a school district in northern California with a comprehensive FTS program supported by partnership with a local non-profit partner. The first study examines the classroom through teacher involvement in FTS programming using qualitative methods. Social cognitive theory is used as a framework to understand factors that impact classroom teacher involvement and propose strategies to support teacher involvement in FTS. The second study examines the cafeteria through research of a new school lunch program connected to the district FTS programming. Through mixed-methods data collection and analysis, the second article examines the factors that supported a school district in overcoming the barriers to instituting healthier meal options as well as a broad range of student outcomes. The third study examines the community through a qualitative exploration of the relationships between schools, families, and community partners at the case study site. Specifically, it examines FTS programming as an avenue for community partner involvement and family engagement in schools. This research may support teachers, administrators, and non-profit partners in improving comprehensive FTS programming. These studies fill gaps in the research around the three domains of FTS, particularly the classroom and community, and they may contribute to further studies that seek to explore and compare the different aspects of FTS that lead to outcomes for students and schools. Each chapter may also be a resource for researchers in the fields of food, agriculture, and nutrition education; curriculum innovation; school food; and community-school partnerships.

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Conti, Michael J. "The online teaching skills and best practices of virtual classroom teachers| A mixed method Delphi study." University of Phoenix, 2013.

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Black, Jillian. "Pre-Service Teachers' Responses to Student Behavior in a Mixed Reality Environment." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1402474127.

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Ambreen, Samyia. "Analysing the nature of pupils' interactions in different fixed and mixed ability groups in the primary classroom." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/18812/.

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Group work is defined as an instructional strategy to encourage social interaction among pupils. Pupils are more likely to work in groups to perform their daily based learning activities in most of primary classrooms in England. Pupils sit around the table and apparently work in groups. However, putting pupils in groups does not always guarantee that they interact and communicate with one other to fulfil the theoretical expectations advocated in constructivists’ theories of learning. There can be various factors related to pupils and their context which can affect their interactions to make group work successful in any classroom. This study was aimed to explore the nature of pupils’ interaction and their perceptions of working with others during their routinely organised group work in a state primary school in England. The primarily focus of the study was to analyse the nature of pupils’ interactions under various grouping structures organised by the class teacher, to explore pupils’ perceptions about group work while identifying various contextual, social and cultural factors which can influence pupils’ interactions and their perceptions of group work. In this small- scale qualitative study, I used naturalistic participant observation to observe pupils’ interactions during their routinely organised group work in one primary classroom. I also used informal conversational interviews to explore pupils’ perceptions about their experiences of working with others in groups. Both the class and support teachers of the observed class were also involved in the research to gain their perspectives on the organisation of group work. The qualitative data gathered in form of pupils’ conversations, actions, verbal and non-verbal interactions and dialogues was analysed by using first thematic and later on through discourse analytical approaches. The findings of my research are drawn on the ecological model of Bronfenbrenner which revealed that the pupils adopt dynamic, situational, cooperative and non-cooperative interactions towards their peers during their group work. They participated in task-related discussions and remained cooperative by showing positive social attitudes of helping and encouraging others. They showed non- cooperative interactions by being competitive and showed mistrust towards their peers. The pupils also exhibited gender biased attitudes which influenced their decisions of being cooperative or non- cooperative towards a particular peer. The use of ecological model helped me to illicit that pupils were influenced from their immediate and wider contexts while interacting with their peers. In the immediate setting of the classroom, pupils were dependent on the group structure, teaching instructions and learning tasks to work as a group or as an individual. Similarly, pupils were dependent on and were influenced by their wider contexts (i.e. interpretations of the national curriculum guidance, pupils’ socio-cultural backgrounds and community influences) to adopt competitive and gender biased interactions. In the light of these findings, I suggest that the success of social interactions among pupils is dependent on the context which is interwoven by various internal organisational, social, educational as well as cultural layers. These influences coming from the internal and external contextual layers cannot be ignored in any educational research aiming to investigate classroom practices or pupils’ learning experiences inside the state primary schools.

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Dawson, Melanie Rees. "From TeachLivE™ to the Classroom: Building Preservice Special Educators’ Proficiency with Essential Teaching Skills." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4930.

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Preservice special education teachers need to develop essential teaching skills to competently address student academics and behavior in the classroom. TeachLivETM is a sophisticated virtual simulation that has recently emerged in teacher preparation programs to supplement traditional didactic instruction and field experiences. Teacher educators can engineer scenarios in TeachLivETM to cumulatively build in complexity, allowing preservice teachers to incrementally interleave target skills in increasingly difficult situations. The purpose of this study was to investigate the effectiveness of TeachLivETM on preservice special education teachers’ delivery of error correction, specific praise, and praise around in the virtual environment and in authentic classroom settings. Four preservice special educators who were teaching on provisional licenses in upper elementary language arts classrooms participated in this multiple baseline study across target skills. Participants attended weekly TeachLivETM sessions as a group, where they engaged in three short teaching turns followed by structured feedback. Participants’ proficiency with the target skills was analyzed on three weekly assessments. First, participants’ mastery of current and previous target skills was measured during their third teaching turn of the intervention session (i.e., TeachLivETM training assessment). Next, participants’ proficiency with all skills, including those that had not been targeted yet in intervention, were measured immediately following intervention sessions (i.e., TeachLivETM comprehensive assessment). Finally, teachers submitted a weekly video recording of a lesson in their real classroom (i.e. classroom generalization assessment). Repeated practice and feedback in TeachLivETM promoted participants’ mastery of essential target skills. Specifically, all participants demonstrated proficiency with error correction, specific praise, and praise around on both the TeachLivETM training assessment and the more complex TeachLivETM comprehensive assessment, with a strong pattern of generalized performance to authentic classroom settings. Participants maintained proficiency with the majority of the target skills in both environments when assessed approximately one month after intervention was discontinued. Implications of the study are discussed, including the power of interleaved practice in TeachLivETM and how generalization and maintenance may be impacted by the degree of alignment between virtual and real teaching scenarios.

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Nye, Elizabeth. "Classroom behaviour management to support children's social, emotional, and behavioural development." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:cbf8fc9e-e095-42b7-a983-eedfdc407aa1.

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Introduction: Children's social, emotional, and behavioural difficulties are associated with reduced academic performance, stressed teacher-child relationships, and other negative academic and life outcomes. The Incredible Years Teacher Classroom Management (IY TCM) programme is one intervention developed to address problematic behaviours via training teachers to use positive and proactive management strategies. The overall aim of this DPhil is to use the Incredible Years Teacher Classroom Management programme as a case study for applying mixed methods at the systematic review level to ascertain what is known about both the programme's effectiveness and how people experience the course, and subsequently to use the systematic review's findings as a springboard (rather than as an end goal) for more exploratory research into 'for whom' the programme might work. Method: Study One is a mixed methods systematic review of IY TCM. It applied multilevel meta-analysis to RCT outcome data and grounded theory meta-synthesis to interview and focus group data on stakeholders' experiences of IY TCM. Quantitative and qualitative findings were cross-synthesised and mapped using an integrative grid. Study Two moves the field forward by filling a gap in the evidence base, as identified in Study One. Semi-structured telephone interviews were conducted with special educational needs coordinators (SENCos) across Devon, exploring the acceptability and appropriateness of expanding IY TCM to the subgroup of children with special educational needs (SEN) in mainstream schools. Data were analysed thematically and mapped onto IY TCM content. Results: In Study One, nine studies reported across 14 papers met inclusion criteria for either quantitative or qualitative strands of this systematic review. Multilevel meta-analysis of RCTs (n=4) indicated that the programme produced teacher- and child-level results in the desired directions. Clear trends across all measured outcomes favoured the intervention group over the treatment-as-usual comparison. Qualitative meta-synthesis (n=5) illuminated a cyclical learning process and broader conceptualisation of teacher and child outcomes than was evident in the quantitative evidence. Notably, RCT data on teacher outcomes were limited to self-reported or observed behaviours, while teachers described other benefits from IY TCM including increased knowledge and emotional well-being. Cross-synthesis of findings from the two review strands highlighted harmony across the RCT and qualitative evidence but also a number of areas in which constructs that were prioritised by one type of research were not integrated into the other. Study Two generated classroom management strategies from SENCos, which aligned closely with strategies taught in IY TCM, indicating that IY TCM would be both acceptable and applicable (if not sufficient) for use when working with children identified with SEN and behavioural difficulties in schools. Discussion: Based on the positive effects of implementing IY TCM despite very few studies to power analyses, the programme appears to offer tangible benefits to both teachers and children. It is possible that results are underestimated due to limited types of outcomes measured and absence of experiential data from additional stakeholders (e.g., parents). Depending on current provision of special educational needs services, schools operating inclusion models are likely to find these strategies beneficial for children identified with SEN, and this subgroup should be explicitly examined in future IY TCM studies.

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Leone, Suzanna. "The Relationship between Classroom Climate Variables and Student Achievement." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256594309.

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Murphy, Jennifer. "An Investigation of the Effects of Class Size on Student Achievement in Title I Elementary Schools: A Mixed Methods Study." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2171.

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This was a multi-faceted mixed methods study that investigated several aspects associated to class size and the perceived effects on student achievement in Title I elementary schools. The data collection in this study was conducted through two separate phases. The first qualitative phase was a case study that was comprised of teacher interviews and classroom observations. The case study took place at a Title I school in Central Virginia, chosen for its diverse representativeness of the student population. Classroom interactions were coded during five-minute segments in each full-day classroom observation, as well as field notes made for specific types of instructional methods being used within each Title I classroom: individualized instruction, small group instruction, connecting personally with students, and incorporating technology into daily instruction. While a majority of the interactions within each classroom were positive, patterns emerged within the negative interactions that occurred. Interview responses indicated that the perceived ideal class size for Title I schools is 12-18 students, as well as provided explanations behind the perceived effects of class size on student achievement. Findings from the first phase were used to create a survey that was distributed during the second qualitative phase of this study. This survey was distributed to the larger Title I teacher population within the same school district to generalize the findings from the case study. Finally, systematic student assessment data was collected to compare the perceived effects of class size to the observed effects of class size on student achievement data. Although the findings from the student achievement data were inconclusive, there were several factors associated to class size that are discussed to explain the observed effects on student achievement data in the case study Title I school.

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Widmer, Franziska. "A Sequential Explanatory Mixed Method Research Study of Teachers' Perceptions and Perspectives of High Quality Movement in the Classroom." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1617722764701464.

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Aslan, Erhan. "International Teaching Assistants in the US University Classroom: A Mixed-Methods Study of Individual Differences and L2 Pragmatic Competence." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6063.

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International teaching assistants (ITAs) are considered advanced English users with relatively high standardized language proficiency test scores. However, they may experience difficulties during their interactions with undergraduate students. Some of these difficulties may arise from affective factors such as ambiguity, stress, and adjustment and can impact language use. From an individual differences perspective, a second language user with high communication anxiety may have difficulty comprehending or producing appropriate pragmalinguistic forms. Using a mixed-methods approach, this study examined the underlying factors in ITAs communication anxiety and willingness to communicate in the US classroom and how these factors explained their pragmatic competence, which refers to the ability to use language in socially appropriate ways. A total of 289 ITAs participated in the study. To measure their judgement of appropriateness, a pragmatic appropriateness test was designed. The speech act production was elicited through a discourse completion test. Two survey instruments were designed to measure ITAs’ classroom communication anxiety and willingness to communicate. The major underlying factors from the exploratory factor analysis performed on the survey responses were ‘ease of communication,’ classroom management anxiety,’ ‘fear of warning,’ and ‘willingness to interact with students’. A six-predictor multiple regression analysis revealed that linguistic competence was the most important factor contributing to pragmatic competence. Other factors such as ease of communication and willingness to communicate positively correlated with pragmatic competence. In addition to quantitative data, qualitative data were collected in the form of classroom observations, field notes, and interviews from a group of ITAs (N = 4) who had also participated in the quantitative part of the study. The analysis of the qualitative data revealed that the situational context of instruction determined the particular communication patterns in different disciplines, specifically the impact of threat posed to the negative and positive face of the discourse participants. Additionally, in conjunction with the quantitative findings, while the ITAs seemed to be generally willing to interact with students, teacher-fronted talk in the form of delivering lectures and self-talk especially in large classes was found to be anxiety-inducing for some of them. Length of residence and opportunities for communication seemed to influence the process of adjustment and acquisition of the classroom pragmatic norms. Finally, ITAs’ perceptions and beliefs about appropriateness seemed to affect their pragmatic performance in the classroom. More specifically, ITAs’ perspectives on education and communication such as moderating the power variable in class and building rapport and interpersonal relationships with students through casual talk seemed to guide their choices of pragmalinguistic forms and politeness strategies. The study offered a number of implications for ITA research and training.

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Svärd, Ann-Christin. "The challenge of mixed-ability classes : How should upper secondary English teachers work in order to help the weaker students?" Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-693.

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The purpose of this essay is to find out how upper secondary English teachers should work in order to reach the weaker students. I am interested in what has been written about mixed-ability classes, the challenges they present and most of all how teachers of English need to work in such classes to reach all students, especially the weaker ones.I have also interviewed three upper secondary teachers about how they work to reach the weaker students in their classes.My findings are that, according to the teachers interviewed, the best way to deal with the problem is to bring back ability grouping. The literature I read mostly had negative views on this method and stressed the importance of differentiation and motivation instead. Both the literature and the teachers claimed that a good atmosphere, clear instructions, structure and setting routines were the most important factors when working with mixed ability classes.

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Omohundro, Tracie. "First-Year Secondary Teachers’ Perceptions of Their Preparedness to Integrate 21st Century Skills into the Technology-Rich Classroom." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4047.

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School districts continue to integrate emerging technologies and expectations for 21st century teaching and learning. This movement began with release of Goals 2000 (1994) and has continued through National Education Technology Plan (2010) that noted the “challenge for our education system is to leverage technology to create relevant learning experiences that mirror students’ daily lives and the reality of their futures.” In order to meet that challenge, schools must enlist teachers who are prepared to teach 21st century skills in the technology-rich classroom. Teacher education programs also need to align their preparation models to prepare teachers for that challenge. There are a variety of models – stand-alone instructional technology courses, online courses, content methods courses, practicum and student teaching experiences – used to achieve this. Several grant programs provided financial support in the early 21st century to help institutions implement new models of instruction for preservice teachers. Also, several frameworks emerged to guide classroom instruction as teachers implemented 21st century skills into technology-rich classrooms. The purpose of the current study was to understand teachers’ perceptions of their preparedness to teach 21st century skills in the technology-rich classroom. The study was driven by research questions which sought to understand (a) teacher preparation models in the areas of technological, pedagogical, and content knowledge, (b) teachers’ perceptions of their teacher education programs effectiveness for teaching 21st century skills in the technology-rich classroom, (c) teachers’ feelings of efficacy and self-confidence for first-year implementation, and (d) if relationships exist between particular teacher preparation models and teachers’ perceptions of effectiveness and adequacy. A mixed method design was used to explore the research questions. Twenty-nine first-year high school teachers in a technology-rich school district with a framework for 21st century skills integration participated in a survey. Six teachers participated in follow-up focus groups at the end of their first-year of teaching. The researcher used quantitative analysis for the survey and qualitative coding for the focus group interviews. The two analyses were reported together to develop findings in response to the research questions.

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Kreamalmeyer, Corbin. "A Mixed-Method Study Evaluating English Second Language Student Classroom Placement at the Secondary Level in a Midwest Public School." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13863416.

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English second language (ESL) learners have been present in the United States public schools for decades. While the identification and procedures for entering students into an ESL program have improved throughout the years, there still seems to be a lack of understanding of academic backgrounds and program support for these students with unique educational backgrounds and languages. Instructional techniques for ESL students have varied widely, but there has not been a common consensus on which technique to utilize with secondary ESL students. Placement of ESL students has proved to be a difficult task in districts with limited options and often times the best placement for the ESL student is not an option. This mixed-methods study was designed to evaluate the English Second Language classroom placement at the secondary level in a Midwest public school. The evaluation was done using ACCESS English fluency testing scores and teacher, counselor, and administrator perspectives gathered through interviews, surveys, and a focus group.

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Baker, Amber. "The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40446.

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South Africa has a unique cultural, historical, socio-economic and linguistic contextual complexity that influences the implementation the intended curriculum and educational policies. The contextual complexity continues to result in Science teachers entering into the teaching profession with a wide spread diversity in background and qualifications. The secondary data analysis used a concurrent mixed methods approach (QUAL + quan) to explore the interconnection between teacher characteristics, classroom practices and learner achievement in Physical Science. The primary sample consisted of 18 schools that were stratified by district and quintile. From the available data, nineteen Grade 12 Physical Science teachers with varying levels of qualifications and experience were analysed. A combination of qualitative and quantitative instruments, specifically, Science teacher questionnaires, Science lesson observations and Science teacher interviews, were explored. The data was analysed quantitatively using descriptive statistics, frequency tables and Pearson correlation coefficients. The qualitative data involved content analysis and the presentation of case studies and the themes that emerged. Significant Pearson correlations indicate a positive relationship between years of related experience and pass rates and also pointed to an interconnection between professional qualifications, related experience and learner achievement. Differences in teacher characteristics were also indicators of competency in content knowledge and ultimately influenced classroom practices. Four case studies are offered in an attempt to provide in-depth descriptions of the teacher characteristics and practices for Grade 12 Physical Science teachers in Gauteng. Recommendations for future research, teacher training and policy implementation are presented. The diversity in teacher characteristics, particularly in Physical Science classrooms, influences the classroom practices that teachers select in their day-to-day teaching and impacts learner outcomes in terms of achievement. Dissertation (MEd)--University of Pretoria, 2013. gm2014 Science, Mathematics and Technology Education unrestricted

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Naber, Anna. "Benefitting from L1 while learning English in Swedish schools? : A mixed methods study based on the responses of Swedish EFL teachers." Thesis, Stockholms universitet, Engelska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169738.

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Superdiversity has reached the EFL classroom and consequently language acquisition’s starting point has changed from one to various native languages. EFL teachers in Sweden meet a broad spectrum of students, varying from nearly bilingual when it comes to English, to students, who have to learn both English and Swedish from scratch. Meanwhile, the Swedish school system aspires to provide all students with an equal education. In addition to the increasingly diverse student body, EFL teachers also face the dilemma of steering documents that can be perceived as favouring the traditional monolingual principle of language teaching, while at the same time EFL teachers are asked to support students’ development into plurilingualists that embrace linguistic and cultural diversity. This thesis seeks to investigate EFL teachers’ reasoning concerning linguistic diversity and inclusion methods in the EFL classroom, as a part of school practice. Furthermore, this thesis aims to give a picture of the current situation in Swedish schools and seeks to find indications of whether further training is required in order to embrace the diversity of the globalized classroom. Mixed methods are used to examine the current situation and the results are based on the answers of 35 EFL teachers in Sweden. The findings indicate that most EFL teachers rarely include students’ L1 in the EFL classroom and that the inclusion of students’ L1 is for many participants related with weaker proficiency in English. Additionally, the necessity of enhancing the benefits of translanguaging pedagogy for all students, and consequently further education for EFL teachers can be identified, because the very important aspect of identity that matters when it comes to school success has hardly been considered.

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Santana, Laura Curnutt. "Making the Value of Development Visible: A Sequential Mixed Methodology Study of the Integral Impact of Post-Classroom Leader and Leadership Development." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1263593770.

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Thesis (Ph.D.)--Antioch University, 2009. Title from PDF t.p. (viewed March 26, 2010). Advisor: Mitchell Kusy, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 217-232).

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McCaw, Donna S. Davis-Lenski Susan Braun Joseph A. "Teaching reading using small flexible-skills grouping and whole classroom instruction a study of project : FIRST /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006623.

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Thesis (Ed. D.)--Illinois State University, 2001. Title from title page screen, viewed April 20, 2006. Dissertation Committee: Susan Davis-Lenski, Joseph Braun (co-chairs), Anthony Lorsbach. Includes bibliographical references (leaves 115-139) and abstract. Also available in print.

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Södergrann, Mirelle, and Anne-Sofie Pettersson. "Flipped Classroom, det omvända arbetssättet : En studie om hur inställning, lärande och relationer påverkas av en flippad campuskurs." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147642.

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Syftet med studien är att mot bakgrund av ökade digitaliseringen i samhället, öka kunskapen om ett alternativt sätt att genomföra en undervisning vid högskole-/universitetsstudier med hjälp av Flipped Classroom. Studien är en totalstudie genomförd med forskningsstrategin explanatory sequential mixed method. Det innebär att studien i första hand använt kvantitativ metod för att komplettera med kvalitativ metod. Av resultatet framgår att det förekommer både för- och nackdelar med Flipped Classroom, vilket påverkar studenternas inställning och upplevelse. Flipped Classroom ger studenterna flexibilitet. Det framgår att e-lärande ger flera individer möjligheten att studera vid högre utbildning. Oavsett kön, ålder eller tidigare erfarenhet påverkas upplevelsen till viss del. Denna studie har genomförts på uppdrag av Institutionen för beteendevetenskap och lärande (IBL) vid Linköpings universitet. Studiens syfte och frågeställningar avgränsas därmed till det pedagogiska projektet Flipped Classroom som genomförs på tredjeårsstudenter i delkursen HRD: Learning, change and development in organizations vid personal- och arbetsvetenskapliga programmet.

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Dissertations / Theses on the topic 'Mixed classrooms'

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