Journal articles: 'Mixed classrooms'

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

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

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

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In recent years, a great number of attempts have been made on teachers’ cognition with the aim of understanding the complications reinforcing the teachers’ cognitions and their classroom practices. Such studies shed light on how teachers’ cognitions expand over time and how they are reflected in their classroom practices. The aim of the present study was to investigate Iranian EFL teachers’ cognition particularly in terms of the pronunciation techniques they apply in the oral communication classrooms and their knowledge about their language learners’ characteristics. To achieve the goals of the study, the cognitions of five English teachers in the oral communication classrooms were explored. The teachers were requested to answer two semi-structured interviews to obtain the data about their cognitions regarding the pronunciation techniques. Furthermore, their students were asked to fill out a questionnaire to express their opinions about the techniques applied by their teachers during instruction of English pronunciation. The qualitative and quantitative results showed that there was an intricate relationship between language teachers’ experience with their cognitions about their language learners. Moreover, those teachers who were in higher level language courses showed to have broader cognitions about both the techniques they used in classrooms and the language learners’ characteristics as well.

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Spratford, Meredith, Elizabeth A. Walker, and Ryan W. McCreery. "Use of an Application to Verify Classroom Acoustic Recommendations for Children Who Are Hard of Hearing in a General Education Setting." American Journal of Audiology 28, no. 4 (2019): 927–34. http://dx.doi.org/10.1044/2019_aja-19-0041.

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Purpose Classrooms including children who are hard of hearing (CHH) may be modified to manage noise and reverberation and improve speech perception. Little is known about the acoustic characteristics of contemporary general education classrooms that include CHH compared to classrooms of typical peers. We proposed the following research questions about the acoustic environment of general education classrooms including CHH: (a) How reliable are acoustic measurements collected using an iOS device, application, and external microphone? (b) What proportion of classrooms meet the American National Standards Institute's standards for unoccupied noise levels and reverberation? Method A smartphone application was used to measure sound levels, reverberation, and clarity for 164 general education classrooms including CHH. Linear mixed models were used to examine the following: (a) reliability of acoustic measures made using an application and external microphone and (b) predictors of sound levels, reverberation, and clarity for elementary classrooms including CHH. Results Results indicate the application reliably measures classroom acoustics. Classrooms exceeded the American National Standards Institute's recommended noise levels, but met reverberation time guidelines. Grade; heating, ventilation, and air conditioning status; and room volume predicted classroom acoustics. Conclusions As a screening tool, the application was shown to be effective in reliably measuring reverberation and classroom noise levels. The high levels of noise in unoccupied classrooms indicate a need for increased use of noise abatement strategies and the use of remote-microphone systems, especially in classrooms where noise levels cannot feasibly be reduced. Using an application may be a cost-effective method for monitoring important acoustic features that impact children's ability to understand speech in the classroom.

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Kettler, Todd, and Marc Curliss. "Mathematical Acceleration in a Mixed-Ability Classroom." Gifted Child Today 26, no. 1 (2003): 52–55. http://dx.doi.org/10.4219/gct-2003-89.

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What does effective differentiation look like in a math classroom, and in particular, what does it look like in a mixed-ability math classroom? Those essential questions must be confronted by teachers and program directors who work with gifted and talented students in the field of mathematics. Once a commitment is made, it is not acceptable for students with high abilities in math to lethargically traverse the terrain of the mathematics curricula. Educators of the gifted and talented must confront the best practices and ask, “How can we apply effective differentiation practices to meet the needs of our students?” The following is a brief summary of what current research reveals about mathematics instruction with gifted learners. The authors also recommend a model which teachers can use in mixed-ability classrooms to effectively challenge and raise student achievement in mathematics.

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Kos, Tomas. "Peer assistance among mixed-age pairs in mixed-age EFL secondary school classrooms in Germany." European Journal of Applied Linguistics 7, no. 1 (2019): 61–112. http://dx.doi.org/10.1515/eujal-2017-0013.

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

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Bhandari, Bhim Lal. "Challenges of Teaching English in Mixed Ability Classrooms." Butwal Campus Journal 2, no. 1 (2020): 40–48. http://dx.doi.org/10.3126/bcj.v2i1.35669.

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

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

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

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

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

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This study is a working paper which addresses the need for the accom-modation of linguistic diversity and mixed linguistic repertoires in the classroom context, due to the rise and changes in migration patterns, as a result of globalization. More specifically, it focuses on linguistic diversity and mixed linguistic repertoires amongst pupils in post- apartheid South African classrooms and investigates how the borrowing of linguistic features by teachers and learners can be used as linguistic resources in the classroom context. By investigating how an informal variety of speech, the borrowing of features across languages, can be utilized as linguistic resource in the classroom context, this paper proposes a move away from formal classroom discourse, to more informal varieties brought to the classroom by learners. Even though scholars such as Woolard (1994) and Ritzau (2014) have highlighted how the ideologies present in institutional settings, perceive the borrowing of linguistic features as an indication of ‘less than full linguistic capabilities’ (Woolard, 1994:63), various other studies have emphasized the benefits of such language practices in the classroom (see Park, 2013; Blackledge and Creese, 2010b, Canagarajah, 2011). My study will thus also investigate how the language ideologies of the teachers in these two classrooms, affect the occurrence or absence of the borrowing of linguistic features, in this space. The research topic was studied in two grade r classrooms in the area of Manenberg, where classroom observations were used as the main research technique, complimented by interviews and field notes. It can therefore be argued that the study used qualitative research techniques and borrowed research methods from the field of anthropology as some of these methods resemble studies ethnographic in nature. Finally, interactional sociolinguistics was used as the analytical tool.

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Spencer, Sally, Talya Drescher, Jennifer Sears, Angelica F. Scruggs, and Jillian Schreffler. "Comparing the Efficacy of Virtual Simulation to Traditional Classroom Role-Play." Journal of Educational Computing Research 57, no. 7 (2019): 1772–85. http://dx.doi.org/10.1177/0735633119855613.

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

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Keng, Koh Noi. "Harnessing ICT to support the mixed-mode delivery framework." Revista Diálogo Educacional 10, no. 31 (2010): 615. http://dx.doi.org/10.7213/rde.v10i31.2650.

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To teach the net generation in today’s classrooms, it calls for innovativeteaching and learning strategies that are engaging so as to sustain learners’interest in learning. This paper describes how Singapore has successfullylaunched ICT initiatives in schools and expounds the use of the MixedMode Delivery (MMD) pedagogical model in ICT-Rich classroomsin Singapore educational context. This paper discusses how ICT isharnessed so as to support the MMD model where student teachersare empowered with a wide repertoire of strategies and tools to createa more positive learning environment. The paper concluded with theremark on the importance of the MMD as a viable pedagogical modelfor sustaining interest of learners in a high-tech world.

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박은성 and Lama Nassif. "Coping With Mixed Proficiency Levels: Voices From L2 Classrooms." English Language Teaching 21, no. 4 (2009): 99–128. http://dx.doi.org/10.17936/pkelt.2009.21.4.005.

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Roelofs, Erik, Simon Veenman, and Jan Raemaekers. "Improving Instruction and Classroom Management Behaviour in Mixed‐age Classrooms: results of two improvement studies." Educational Studies 20, no. 1 (1994): 105–26. http://dx.doi.org/10.1080/0305569940200108.

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Devaney, Kirsty. "‘Waiting for the wow factor’: Perspectives on computer technology in classroom composing." Journal of Music, Technology & Education 12, no. 2 (2019): 121–39. http://dx.doi.org/10.1386/jmte_00002_1.

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Due to advancements, affordability and increased accessibility of technology, composing using computer technology has become prevalent in English secondary music classrooms. Despite this, there is still little research investigating the use of technology in music classrooms, resulting in teaching and learning approaches going unchallenged. This article explores how and why computer technology is being used for composing in upper secondary school music classrooms in England. Data were collected through a mixed-methodology approach involving five case-study schools and a survey of 112 classroom music teachers in England. Findings outline both positive and negative aspects of using computer technology to compose, such as how it was often perceived as a shortcut; however it can be argued that the computer software encourages a linear approach to composing, and the unrealistic Musical Instrument Digital Interface (MIDI) sounds can be a demoralising factor for students’ creativity.

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Aftab, Jaweria. "Teachers’ Beliefs about Differentiated Instructions in Mixed Ability Classrooms: A Case of Time Limitation." Journal of Education and Educational Development 2, no. 2 (2016): 94. http://dx.doi.org/10.22555/joeed.v2i2.441.

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Students in today’s mixed ability classrooms come from diverse backgrounds with needs. In such a scenario, differentiated instructions are of prime importance for teachers to deal with in mixed ability classrooms. The teaching experiences and academic life mould perceptions of teachers which effects their teaching style; therefore, it is important to know teachers’ beliefs and perceptions regarding teaching in a mixed ability classroom at middle school level so as to guide educators and heads inside and outside the institution. For this study, quantitative research method was used to explore and understand the beliefs and perceptions of the teachers of middle schools regarding implementing differentiated instructions. The sample size included 120 teachers who were sent a survey questionnaire through online Google form and was constructed by customizing the questionnaire from Ballone and Czerniak (2001). The analysis of quantitative inquiry revealed that there is a positive association between teachers’ beliefs about their intentions and stakeholders’ expectations to implement differentiated instruction. It was highlighted that all stakeholders wanted teachers to implement differentiated strategies; however, the teachers were found to be short of planning and instructional time for differentiation.

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Cunningham, Jennifer E., Mary Louise Hemmeter, and Ann P. Kaiser. "The Relation Between Teachers’ Positive Behavior Support and Language Support." Topics in Early Childhood Special Education 40, no. 3 (2020): 131–42. http://dx.doi.org/10.1177/0271121420943653.

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The goal of this study was to extend what is known about factors that contribute to the language-learning environment in early childhood classrooms. Two primary research questions were addressed: (a) Are measures of teacher use of classroom-wide positive behavior intervention and support (PBIS) strategies associated with the quality of teacher language support? and (b) Do teachers who receive program-wide training in PBIS strategies differ in their language interactions with children in their classrooms compared with a control group? Findings were mixed and provide preliminary support for the hypothesis that a positive relationship exists between PBIS strategies and the language-learning environment of preschool classrooms. Teachers’ scores on a measure of PBIS strategies were a significant predictor of global ratings of language support. However, teachers who were enrolled in the program-wide PBIS training group did not score significantly higher than teachers in a control group at posttest.

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Kwok, Andrew. "Relationships Between Instructional Quality and Classroom Management for Beginning Urban Teachers." Educational Researcher 46, no. 7 (2017): 355–65. http://dx.doi.org/10.3102/0013189x17726727.

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This mixed-methods study explores the differences in 1st-year urban teachers’ classroom management beliefs and actions. The teachers in this study were in their first year of teaching in an urban context concurrent with their participation in a teacher education program offered at a large public university. Using program-wide surveys of 89 elementary and secondary teachers and qualitative data from five case participants, this study explores teachers’ behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. Specifically, the participants focused on both student behavior and academics when managing classrooms and did not singularly consider enforcing behavioral systems for obtaining teacher authority. Even with this focus, some of the participants were more relational in their classroom management approach and actively searched for ways to build relationships with students. More relational classroom managers were associated with higher ratings of instructional quality. These findings speak to the need for future large-scale studies on the use of relational classroom management approaches and how those approaches relate to instructional quality.

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Ferguson, Emily F., Allison S. Nahmias, Samantha Crabbe, Talia Liu, David S. Mandell, and Julia Parish-Morris. "Social language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms." Autism 24, no. 5 (2020): 1232–45. http://dx.doi.org/10.1177/1362361319894835.

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Many children diagnosed with autism spectrum disorder who receive early intervention reap developmental benefits, but little is known about characteristics of early intervention placements in the community that optimize individual growth. The extent to which children hear and use language, in particular, may contribute significantly to developmental outcomes. We analyzed natural language production and exposure to language in preschoolers on the autism spectrum across three classroom compositions: autism only, mixed disability, and inclusion. Autistic children in inclusion classrooms produced more speech, received significantly more verbal input from their peers, and were exposed to a similar amount of teacher talk compared to children in autism only or mixed disability classrooms. These findings shed preliminary light on the linguistic environment of early intervention placements in the community, along with the characteristics of children placed in early intervention settings that may influence their language exposure from peers and teachers. Natural language sampling is a promising method for capturing language exposure in early intervention settings and providing context for understanding developmental outcomes resulting from early intervention. Lay abstract Early intervention is important for preschoolers on the autism spectrum, but little is known about early intervention classrooms in the community. This study found that children with better language skills and lower autism severity have more verbal interactions with their classmates, especially in classrooms with typically developing peers (inclusion settings). Findings suggest that natural language sampling is a useful method for characterizing autistic children and their early intervention settings. In addition, natural language sampling may have important implications for understanding individual opportunities for development in community early intervention settings.

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Bousted, Mary W. "Who Talks? The position of girls in mixed sex classrooms." English in Education 23, no. 3 (1989): 41–51. http://dx.doi.org/10.1111/j.1754-8845.1989.tb00064.x.

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Quinn, Jamie, Jessica Folsom, and Yaacov Petscher. "Peer Effects on Vocabulary Knowledge: A Linear Quantile Mixed-Modeling Approach." Education Sciences 8, no. 4 (2018): 181. http://dx.doi.org/10.3390/educsci8040181.

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Do your peers in the classroom have an effect on your vocabulary learning? The purpose of this study was to determine if group-level peer characteristics and group-level peer achievement account for individual-level differences in vocabulary achievement using a large sample of students in kindergarten through second grade (n = 389,917). We applied a mixed-modeling approach to control for students nested among peers, and used quantile regression to test if group-level peer effects functioned similarly across the range of conditional student ability in vocabulary knowledge. Group-level peer effects were more strongly related to vocabulary achievement for students at the low end of the conditional distribution of vocabulary. The difference in vocabulary achievement between children with and without an individualized education program increased as quantiles of the conditional vocabulary distribution increased. Children with lower relative fall scores had better spring scores when they were in homogenous classrooms (i.e., their peers had similar levels of achievement). The importance of classroom composition and implications for accounting for peer effects are discussed.

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Kotob, Mazen Muhieddine, and Malak Ali Abadi. "The Influence of Differentiated Instruction on Academic Achievement of Students in Mixed Ability Classrooms." International Linguistics Research 2, no. 2 (2019): p8. http://dx.doi.org/10.30560/ilr.v2n2p8.

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The present study aims at describing the influence of differentiated instruction on the academic achievement of English Language Learners low achievers and high achievers in a mixed ability classroom. It explores the strategies used by teacher to apply some principles of differentiated instruction in mixed ability classrooms and how pupils including low achievers and high achievers progress academically in English classrooms and how much they benefit taking into consideration teacher's time and effort. A total of 20 students from one intact English class were used as a sample of this experimental study that was conducted on 10 low achievers and 10 high achievers. In order to obtain the data, the achievement test pre-test and post-test was used as an instrument to gauge the low achiever's and high achiever's academic performance. In this experimental class, the researcher used differentiated instruction as an intervention. This intervention class was able to improve their academic score from pre-test to post-test. Therefore, the results revealed a marked improvement in the low achiever's academic scores following the implementation of differentiated instruction in a great way. But for high achievers, their scores were somehow stable between the pre-test and post-test following the implementation of this process. It is evident that differentiated instruction is a strategy that has a great influence on the academic achievement of low achievers in a great way.

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Kellam, Sheppard G., George W. Rebok, Lawrence S. Mayer, Nick Ialongo, and Cynthia R. Kalodner. "Depressive symptoms over first grade and their response to a developmental epidemiologically based preventive trial aimed at improving achievement." Development and Psychopathology 6, no. 3 (1994): 463–81. http://dx.doi.org/10.1017/s0954579400006052.

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AbstractThis article is about the course of depressive symptoms during a classroom-based randomized preventive field trial aimed at improving reading achievement among first-grade children in an urban population of mixed ethnicity and lower middle to low socioeconomic status. In the fall, children reported high levels of depressive symptoms, a risk factor for major depressive disorder. There was a linear relationship in the fall between depressive symptoms and achievement test scores. Among male children in intervention classrooms whose gain in achievement was at least the national average, depression from fall to spring was decreased, compared to those whose achievement gain was lower. Among female children both in the control and in the intervention classrooms, there was also a significant relationship between gain in achievement and the course of depression.

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Bowe, Anica G., Christopher D. Desjardins, Lesa M. Covington Clarkson, and Frances Lawrenz. "Urban Elementary Single-Sex Math Classrooms." Urban Education 52, no. 3 (2016): 370–98. http://dx.doi.org/10.1177/0042085915574521.

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This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students ( n = 77 sixth graders, n = 4 teachers, n = 2 principals). Findings demonstrate that African American girls made more math achievement gains in single-sex classrooms; single-sex classrooms might mitigate math academic stereotypes for students and teachers; and that important contextual factors play a role in these outcomes. Testing these factors is a step toward delineating a theory of change for single-sex education in urban public schools.

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Blasco, Patricia M., Donald B. Bailey, and Margaret A. Burchinal. "Dimensions of mastery in same-age and mixed-age integrated classrooms." Early Childhood Research Quarterly 8, no. 2 (1993): 193–206. http://dx.doi.org/10.1016/s0885-2006(05)80090-0.

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Cerri, Sara, Arthur Maskrey, and Eileen Peppard. "Retaining a healthy indoor environment in on-demand mixed-mode classrooms." Developments in the Built Environment 4 (November 2020): 100031. http://dx.doi.org/10.1016/j.dibe.2020.100031.

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Cokuk, Kayahan, and Ishak Kozikoglu. "School adaptation problems of primary school students in mixed-age classrooms." Research in Pedagogy 10, no. 1 (2020): 13–31. http://dx.doi.org/10.5937/istrped2001013c.

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Ölmezer Öztürk, Elçin, and Gökhan Öztürk. "Reducing speaking anxiety in EFL classrooms: An explanatory mixed-methods study." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 21, 2021): 249–61. http://dx.doi.org/10.30827/portalin.v0i36.18018.

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This study outlines the impact of a process enriched with mini-speeches, presentations, and scaffolded feedback on EFL learners’ foreign language speaking anxiety. The participants included 52 university freshman students and the data were collected during an oral 14-week communication course. For quantitative data, the foreign language speaking anxiety scale (FLSAS) was administered as pre and post tests and the qualitative data included reflection reports and a focus group interview at the end of the semester. The data derived from the scale were analyzed through a paired-sample t-test and the qualitative data were analyzed using a content analysis scheme. The findings revealed a significant impact of the aforementioned activities, leading to around thirty percent reduction in participants’ EFL speaking anxiety. Highlighting the effectiveness of feedback sessions, the participants suggested that the major gains of this process were a) increased self-confidence, b) increased opportunities to speak, and c) learning from their own mistakes, all of which helped them become less anxious learners. In line with these findings, the study offers several suggestions for both practitioners and research purposes.

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Zong, Jie, Wenjun He, Lingna Wang, Hongkai Chai, Yingying Zhao, and Jiying Liu. "Experimental study on indoor environment quality in a naturally ventilated classroom of a university using natural ventilation and ventilation fan." E3S Web of Conferences 165 (2020): 04082. http://dx.doi.org/10.1051/e3sconf/202016504082.

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Strengthening indoor ventilation is an important measure to improve air quality. In transitional season between spring and summer, a university classroom in Jinan city was selected as the research object. Mechanical air supply is adopted to solve the problem of insufficient fresh air or excessive carbon dioxide concentration in the classroom. CO2 concentration and air change rates are compared in natural ventilation and mechanical classrooms. The experiment shows that the indoor CO2 concentration of mechanical ventilation classroom is relatively low. Under natural ventilation, mechanical ventilation and mixed ventilation, the average air change rates were 1.05 h-1, 1.83 h-1 and 2.7 h-1, respectively. According to the statistics analysis of the questionnaire, 72.84% of the students hope to install the mechanical ventilation in the classroom.

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Signorella, Margaret L., Irene Hanson Frieze, and Susanne W. Hershey. "Single-Sex Versus Mixed-Sex Classes and Gender Schemata in Children and Adolescents: A Longitudinal Comparison." Psychology of Women Quarterly 20, no. 4 (1996): 599–607. http://dx.doi.org/10.1111/j.1471-6402.1996.tb00325.x.

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Positive effects for women and girls of all-female schools have been proposed, although there is relatively little clear empirical support for these beneficial results. Much of the cited research is based on elite all-female institutions or on parochial schools. This study takes advantage of the change of a private, nonparochial school from all girls to both sexes. Longitudinal data from grades 2 through 12 were collected over the course of the academic year to study the results of this transition. Stereotyping declined with age and over time in both types of classrooms. Girls in single-sex classrooms showed some tendency to be more stereotyped in their perceptions of mixed-sex classrooms than did the girls who were actually in that setting. Thus, none of the measures showed any significant increase over time in stereotyping among girls in mixed-sex classes. Implications of these findings are discussed.

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Gonulal, Talip. "Investigating the potential of humour in EFL classrooms: An attitudinal study." European Journal of Humour Research 6, no. 1 (2018): 141. http://dx.doi.org/10.7592/ejhr2018.6.1.gonulal.

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Studies on humour have indicated that humour has a lot to offer to both language teachers and learners. Creating a positive classroom environment and lowering affective barriers to language learning are among the several effects of humour. However, the appreciation of humour can be culture-specific and context-dependent. For example, greater values may lie in the employment of humour in English as a foreign language (EFL) settings such as Turkey where the communicative-oriented teaching methods are still in their infancy stage. The current study, therefore, examined the potentials of humour from Turkish EFL learners’ perspective to elicit their opinions regarding the importance and potent roles of humour in EFL classrooms. In this attitudinal study, a mixed-methods design was used. A comprehensive humour perception questionnaire and semi-structured interviews were employed. Two hundred and fifty college EFL students completed the humour survey and eight of them participated in the follow-up interviews. The results indicated that Turkish college-level EFL students have largely positive attitudes towards using humour in English classrooms. Additionally, students considered humour as an effective pedagogical tool that can increase their attentiveness, attention span, confidence in English classrooms, and teacher-student solidarity, as well.

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Bush, Jerome C. "The Impact of Classroom Games on the Acquisition of Second Language Grammar." Language in Focus 1, no. 2 (2015): 17–29. http://dx.doi.org/10.1515/lifijsal-2015-0007.

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Abstract While games are a common classroom activity, not much empirical evidence supports the use of games in L2 grammar classrooms for late teens and adults. This intervention study focused on 34 Turkish learners of English as a second language. The intervention group was exposed to three class period of games, while the comparison group had three class periods of traditional instruction (e.g. worksheets and whiteboard explanations). A pre-test, a post-test, and a delayed post-test were given. T-tests were performed on the scores from each test and a mixed (with-subject and between group) ANOVA was conducted. Additionally a survey was conducted to determine the experience of the students. Results of the statistical analyses were not significant, but the students reported being motivated by the games. It is recommended that teachers use games in their grammar classrooms about once a week.

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Mukuka, Angel, Vedaste Mutarutinya, and Sudi Balimuttajjo. "EXPLORING THE BARRIERS TO EFFECTIVE COOPERATIVE LEARNING IMPLEMENTATION IN SCHOOL MATHEMATICS CLASSROOMS." Problems of Education in the 21st Century 77, no. 6 (2019): 745–57. http://dx.doi.org/10.33225/pec/19.77.745.

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Literature is replete with research confirming the benefits of cooperative learning on students’ academic achievement and attitude towards mathematics. Despite these benefits, cooperative learning implementation in most Zambian secondary school mathematics classrooms has remained a challenge. An explanatory sequential mixed methods research design was employed to determine the causes of teacher-resistance to cooperative learning implementation in selected schools. A cluster random sampling method was used to select 62 teachers (43 male and 19 female) of mathematics from six public secondary schools in Ndola district of Zambia. A questionnaire was administered to all the 62 teachers followed by lesson observations in six randomly selected grade 11 mathematics classrooms, whose teachers later attended a focus group discussion. Research findings revealed that the majority of participants prefer expository teaching to cooperative learning. More than 64% of the participants indicated that they resisted implementing cooperative learning in their classrooms due to shortcomings in; assessing learners, ensuring a disciplined class environment, completing the already bulky syllabus, handling large classes, students’ low reasoning abilities and preparation time versus high teaching loads. These results provide evidence on the need for more attention to how the identified challenges could be addressed not only in Zambian mathematics classrooms but in other educational settings elsewhere. Keywords: cooperative learning, expository teaching, mathematics classrooms, mixed methods research.

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Zhao, Yanmin, and James Ko. "How do teaching quality and pedagogical practice enhance vocational student engagement? A mixed-method classroom observation approach." International Journal of Educational Management 34, no. 6 (2020): 987–1000. http://dx.doi.org/10.1108/ijem-11-2019-0393.

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PurposeThe purpose of this paper is to investigate vocational teaching behaviours in facilitating pedagogical practice concerning students' classroom engagement.Design/methodology/approachA mixed-method approach with quantitative classroom observations and qualitative field notes was conducted at two higher vocational institutions in Guangdong province, south of China. Sixty lesson observations were rated combining with supplementary field notes from 20 teacher participants analysed through a comparative coding process.FindingsMeans of dimensions of teaching behaviours and student engagement were calculated based on taking the averages of the means of items theoretically associated with each dimension. Through thematic analysis of observational notes, vocational instructions and students' engagement in vocational learning environment were more diversified in terms of vocational teaching practice, which manifested that vocational teaching behaviours focused more on adjusting students' practical learning.Research limitationsThe limitation is shown that the quantitative sample is small, yet affords greater depth of data for further discussion.Originality/valueThis study develops its setting and orientation by applying the classroom observation instrument into the Chinese high vocational context and offers more in-depth insights and exploration of the characteristics of teaching practice in vocational classrooms.

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Johnson, Melencia M., and Philip B. Mason. "“Just Talking about Life”: Using Oral Histories of the Civil Rights Movement to Encourage Classroom Dialogue on Race." Teaching Sociology 45, no. 3 (2017): 279–89. http://dx.doi.org/10.1177/0092055x17690431.

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Students in mixed race classrooms often find it difficult to discuss race. Using an assignment where students must have a conversation with someone who lived during the Civil Rights Movement (CRM) brings an element of oral history into the discussion of race and ethnicity. Students are able to discuss race using a historical lens from the perspective of their conversation partner rather than their own. Sharing opinions and observations from an oral history advantageously allows students the ability to distance themselves from the emotionally charged subject. The discussion ultimately leads to comments regarding the current racial climate in the United States. This article highlights students’ experiences talking with an elder about race, having a conversation about race in a mixed race classroom, and the role of this assignment.

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Almalki, Mansoor S. "Conceptualizing Language Learning Metaphors in the Saudi EFL Context: Practicality, Applicability & Appropriacy." International Journal of Applied Linguistics and English Literature 6, no. 7 (2017): 277. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.277.

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This paper tries to investigate the trends about the use of metaphors in the Saudi EFL classrooms. The proper implementation of metaphors (i.e. instruction, acquisition, and socialization metaphors) by teachers can be a reason for boosting source in the interactional and instructional patterns of the Saudi EFL classrooms, and the significance of these metaphors at aforementioned settings was investigated in the present study. Focusing upon the perceptive design of the study, a survey was conducted to know the significance of the three metaphors in the interactional settings of the Saudi EFL classrooms. This study targeted Saudi EFL teachers’ attitudes towards the three delimited metaphors.. The respondents consisted of 200 Saudi EFL teachers drawn from the English Language Centers of the Saudi Universities. A 22-item Likert-scale questionnaire was designed to know the opinions of Saudi EFL teachers about the dynamic use of metaphors in the context of the Saudi EFL classroom. The findings of the study reflected that the Saudi EFL teachers represented by the cohort of this study presented a mixed attitudes towards the utilization of the three delimited metaphors. The findings show that a limited exposure of instructional metaphor may be one of the reasons of the poor performance of the Saudi EFL teachers. A limited exposure of acquisition metaphor may also be damaging the dynamics of teacher student interactional and instructional patterns inside the Saudi EFL classrooms. The findings further show that the teachers’ imbalanced use of class time and hardly any reliance on the coordinated interaction might be due to the limited exposure to the latest techniques embedded in the socialization metaphor. Although policy makers do not acknowledge the fundamental role of metaphors into classroom pedagogies, the participant-teachers recommended professional use of all the metaphors to achieve prerequisite dynamics of the EFL classrooms by fully acknowledging the applicability, appropriateness, and practicality of all the variables of acquisition metaphor.

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Rosyada, Amrina. "Promoting Learning from Home Environments Through Google Classroom Application for EFL Undergraduates." DEIKSIS 12, no. 03 (2020): 229. http://dx.doi.org/10.30998/deiksis.v12i03.6402.

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As the world has been shocked by the unexpected rapid disease named COVID-19, several emergency actions are conducted in all aspects of human lives, including in the education field. In Indonesia, all colleges, particularly in several red-zone areas such as Jakarta, are restricted accessed for several months ahead. All activities inside the institutions’ building are limited, and face-to-face classrooms are forbidden and changed into virtual classrooms or called Learning from Home Environments (LHE). Regarding the situation, this research is promoting LHE with the use of Google Classroom application as a free available media in teaching English basic grammar course for EFL undergraduates. This research was participated by 60 students of English Education Program, Universitas Indraprasta PGRI (Unindra), located in Jakarta, Indonesia. The research administered a convergent mixed-method research design by collecting data in two cycles that accumulated through tests and questionnaires. Based on research questions, a correlational analysis and a narrative analysis were allocated. The results indicate an interesting output on students’ course engagement and course understanding. Supported by several practical and simple features, Google Classroom becomes a promising and favorite tool in learning English from home environments during the pandemic period.Keywords: Learning from home environments, google classroom application, EFL undergraduates, virtual classroom, pandemic period

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Bellil, Nedia. "Communicative Sessions in Mixed-abilities Classroom: The Big Challenge for Low Achievers." Journal of English Language Teaching and Applied Linguistics 2, no. 5 (2020): 61–75. http://dx.doi.org/10.32996/jeltal.2020.2.5.7.

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Theoretically speaking, the communicative approach, and the communicative sessions based on it may seem to be suitable to all teaching contexts. However, in real classroom context, realities may be different especially in mixed abilities classes. This study is an attempt to bring awareness of the different kinds of difficulties low achievers face during the communicative sessions in mixed abilities classrooms. It tries to build links between the principles on which those sessions are built and the difficulties engendered by mixed-abilities classes. Data were collected by means of a questionnaire and an interview for both students and teachers of English, in addition to an observation of a number of communicative sessions in the Tunisian ELT context. The study revealed that the majority of low-level students are unable to cope with those sessions. They are highly demanding for them especially in a mixed-abilities context. They negatively affect low achievers’ self-esteem and motivation to learn English. The findings of the study can be used to enrich and support other researches dealing with similar issues. They can also help in deciding on the adequate solutions to low achievers’ problems with communicative activities in mixed-abilities learning context.

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Valentín-Rivera, Laura. "Activity Theory in Spanish Mixed Classrooms: Exploring Corrective Feedback as an Artifact." Foreign Language Annals 49, no. 3 (2016): 615–34. http://dx.doi.org/10.1111/flan.12206.

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Mounts, Nina S., and Jaipaul L. Roopnarine. "Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms." American Educational Research Journal 24, no. 3 (1987): 463–76. http://dx.doi.org/10.3102/00028312024003463.

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Veenman, Simon, Piet Lem, and Erik Roelofs. "Training Teachers in Mixed‐age Classrooms: effects of a staff development programme." Educational Studies 15, no. 2 (1989): 165–80. http://dx.doi.org/10.1080/0305569890150207.

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Alharthi, Majed, and Ke Zhang. "Faculty’s Use of Social Media in Flipped Classrooms: A Mixed-Method Investigation." International Journal of Technology in Education and Science 5, no. 3 (2021): 394–410. http://dx.doi.org/10.46328/ijtes.232.

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This paper reports a sequential mixed-method study on Saudi Arabian (SA) faculty’s use of social media (SM) in flipped classrooms (FC). The study also examined SA faculty’s related attitudes and identified factors that had limited faculty use of SM in Saudi higher education. In particular, the study explored how SA faculty used SM to address students’ needs and preferences as per the Read, Reflect, Display and Do (R2D2) framework. 391 eligible SA faculty members (199 male and 192 female) participated in the online survey, among which 8 (4 male and 4 female) were also selected for individual, semi-structured interviews afterwards. A wide range of factors were identified to understand what may have prevented or limited faculty’s SM uses in teaching. Research and practical implications were discussed, as well as suggestions to promote the use of SM for teaching in SA and countries with similar cultures.

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Skital, Ezri, and Laurentiu-Gabriel Tiru. "Sociocultural Attitudes Regarding Gender Differences in Mathematics Education and Implications for Related Employment." Cultural Management: Science and Education 5, no. 1 (2021): 79–91. http://dx.doi.org/10.30819/cmse.5-1.06.

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For many years in several countries there has been gender inequality in mathematics achievement, and girls are less likely to study and specialize in precise sciences. A primary explanation for these gender differences is sociocultural. The attitudes and perceptions prevalent in a society’s culture regarding gen-der can affect students’ attitudes and performance in maths education and their choice to pursue pro-fessional careers in maths related areas. Studies have found that learning in single-sex classrooms can influence girls’ achievements and attitudes. The goal of the present study is to examine the attitudes of girls in mixed and single-sex classrooms towards mathematics and towards gender differences in mathematics. The study population included 281 students in the fifth to ninth grades, attending state-religious schools in Israel. The participants completed a multiple-choice questionnaire, which addressed their attitudes toward mathematics and possible differences between boys and girls. Most of the girls, in both types of classrooms, expressed positive attitudes towards learning mathematics and egalitarian views, although differences were found as girls learning in mixed-sex classes expressed views that were slightly more egalitarian. In addition, girls in single-sex classrooms expressed a moderately higher agreement in the “girls are better” category.

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Thoma, Jennifer. "A Model of Professional Development on Phonics Instruction: A Case Study of One Midwestern District." Journal of Education 201, no. 1 (2020): 3–9. http://dx.doi.org/10.1177/0022057420903266.

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This pilot study was an explanatory mixed-methods design to examine whether teachers changed instructional practices after adopting a new curriculum material to support the response to intervention (RTI) framework. In coordination with one rural school district which had implemented instructional intervention practices, the researcher observed classroom implementation of phonics intervention instruction in K–3 classrooms in four different elementary buildings. Teachers took a survey around professional development and instructional practices. Existing student data were used to answer the following research question: Do teachers’ instructional practices support the RTI framework after adopting new materials to support literacy interventions?

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Ankad, Roopa B., Shashikala GV, Anita Herur, Manjula R, Surekharani Chinagudi, and Shailaja Patil. "PowerPoint presentation in learning physiology by undergraduates with different learning styles." Advances in Physiology Education 39, no. 4 (2015): 367–71. http://dx.doi.org/10.1152/advan.00119.2015.

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PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.

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Kawabata, Yoshito, and Nicki R. Crick. "The antecedents of friendships in moderately diverse classrooms: Social preference, social impact, and social behavior." International Journal of Behavioral Development 35, no. 1 (2010): 48–57. http://dx.doi.org/10.1177/0165025410368946.

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The aim of this study was to examine the antecedents of cross-racial/ethnic friendships and same-racial/ethnic friendships. The sample consisted of 444 (161 African American, 108 European American, 100 Asian American, and 75 Latino) children who were in the fourth grade from 39 classrooms in 10 public elementary schools. Results of Mixed Linear Models demonstrated that social preference was associated with relative increases in same-racial/ethnic friendships; and leadership skills and the inhibition of relational aggression were related to relative increases in cross-racial/ethnic friendships. Further, social preference weakened and leadership skills reinforced the stability of cross-racial/ethnic friendships. Developmental processes, involving social preference, social behavior, classroom diversity, and diverse friendships were discussed.

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Khalid, Lulwa, Jawaher Bucheerei, and Mohammed Issah. "Pre-Service Teachers’ Perceptions of Barriers to Promoting Critical Thinking Skills in the Classroom." SAGE Open 11, no. 3 (2021): 215824402110360. http://dx.doi.org/10.1177/21582440211036094.

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Critical thinking is an important life skill that needs to be nurtured in young minds during the primary education years. This study explored pre-service teachers’ perception of barriers to their efforts in promoting critical thinking skills in classrooms, and further explored possible solutions to overcome these perceived barriers. The study used an exploratory mixed-method research design. Data were collected through an online survey and subsequently a focus group discussion to explore further the results of the quantitative data. Twenty-two pre-service teachers responded to the online survey, and subsequently seven pre-service teachers were selected for the focus group discussion. Issues related to teacher preparedness to assess pupils’ critical thinking skills, inadequate background knowledge on critical thinking, and lack of appropriate resources emerged as barriers to promoting the development of critical thinking skills in classrooms. The study suggests changes in teaching methods courses offered in teacher preparatory programs and changing perceptions toward critical thinking skills as possible measures to promote the development of critical thinking skills in the classroom.

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Abdulrahman Altalhi, Shatha. "Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes." Arab World English Journal, no. 265 (December 15, 2020): 1–70. http://dx.doi.org/10.24093/awej/th.265.

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This study reports on EFL teachers’ personal beliefs regarding motivational strategies, and details how teachers apply motivational strategies in the EFL Saudi classrooms. A discussion is included about the extent to which motivational strategies influence EFL learners’ attitudes toward language learning, because of the need of using motivational strategies in EFL classrooms at Taif university, this research used a mixed approach research design, and accordingly, the researcher used one questionnaire that was adapted Dornyie & Cheng (2007) to ask about eighteen teachers’ beliefs concerning motivational strategies and used a similar questionnaire with 150 first-year students to evaluate how their teachers apply the motivational strategies in the EFL classroom. Students’ attitudes toward L2 learning were further measured by another adapted questionnaire of Eshghinejad (2016). Also, 10 students divided to high and low achievement were interviewed to provide in-depth investigation and to seek reliable results. The findings revealed that the EFL teachers believed in and used motivational strategies in their classrooms. In addition, there was a statistically significant correlation between what they believe and what they practice. From the data on learners’ attitudes, results reflected that the students have positive attitudes toward language learning especially in the emotional aspects. The interviews revealed that high and low achieving students reported positive attitudes to the behavioral and cognitive aspects, while they showed little to the emotional aspects of language learning.

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Sullivan, D. J., S. Labby, A. Koptelov, and S. L. Sullivan. "EXPERIENCES, FRUSTRATIONS, AND BARRIERS, OF IPAD USAGE IN THE SPECIAL EDUCATION: LIFE SKILLS CLASSROOM FROM EDUCATORS PERSPECTIVE." Informatics and Education, no. 8 (November 16, 2018): 61–67. http://dx.doi.org/10.32517/0234-0453-2018-33-8-61-67.

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The purpose of this mixed methods study was to determine the barriers that special educator teachers encounter when using iPads within the Life Skills classroom. The research investigates the experiences, frustrations, and barriers through educators’ perceptions of iPad implementation. The influence of these issues suggests why iPad usage is not a device that special education classrooms are using in a widespread daily manner. Exploration of iPads as an educational tool and as a communication device is also discussed, along with considerations of other communications systems such as Picture Exchange Communication Systems and Alternative and Augmented Communication Devices is considered. Recommendations for further possible research are also discussed.

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Irvine, Jeff. "Positively Influencing Student Engagement and Attitude in Mathematics Through an Instructional Intervention Using Reform Mathematics Principles." Journal of Education and Learning 9, no. 2 (2020): 48. http://dx.doi.org/10.5539/jel.v9n2p48.

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Student engagement in their own learning of mathematics, and student attitudes towards mathematics are key dimensions of learning. This mixed methods study examined the impact of a classroom intervention based on the principles of reform mathematics (i.e., active student involvement, hands-on, real-world connections, use of manipulatives and technology, extensive use of student groups), on student engagement and student attitudes, in three Grade 10 mathematics classrooms in Ontario, Canada. Statistically significant effects were found for both the students&rsquo; engagement and attitudes. The implications for pedagogy and policy indicated that the efficacy of reform mathematics principles influenced the students&rsquo; affective dimensions in mathematics learning.

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White, Piyawadee, and Jutarat Vibulphol. "How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms." Journal of Educational Issues 6, no. 2 (2020): 425. http://dx.doi.org/10.5296/jei.v6i2.17942.

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One challenge teachers have when teaching mixed-ability classrooms is ensuring that each student is appropriately supported and challenged based on their current ability. Tiering is an instructional strategy proposed in the Differentiated Instruction approach to address this issue. This article explores how an English reading course that tiered the content, process, and product affected the reading comprehension of ninth grade EFL students. The three elements were tiered to serve three groups of students—basic, grade-level, and advanced. Two parallel pretest and posttest were used to collect the data. The positive effects of the tiered instruction on the students’ reading comprehension in this study suggest further implementation of tiered instruction in other EFL classrooms. Further research should explore how tiered instruction functions with different learner demographics and in other language skill settings.

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Journal articles on the topic 'Mixed classrooms'

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