Relevant bibliographies by topics / Multiple primary classrooms

Contents

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

Academic literature on the topic 'Multiple primary classrooms'

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

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Journal articles on the topic "Multiple primary classrooms"

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Kwao, Alex, and Yaw Afari Ankomah. "Multiple Intelligences in Classrooms: The Case of Okyeso Primary School in Cape Coast, Ghana." Journal of Education and Development 4, no. 2 (2020): 17. http://dx.doi.org/10.20849/jed.v4i2.745.

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The understanding of multiple intelligences in our schools is very paramount. Multiple intelligences unearth diverse inherent talents in children through interactions in the classrooms. The ability to tap these potentialities and capabilities facilitates their career paths and placements. Unfortunately the education system in Ghana precisely our pre- schools appear not to have adequately set up mechanisms to take advantage of multiple intelligences in children. There seems to be cognitively spread approach using one-sided performance appraisal to examine and assess children’s intellectual abilities. The paper therefore identifies multiple intelligences strategy as a missing link in classroom interactions. A careful look is to examine the potentialities in children by critical investigation whether there are diverse levels of abilities and processing skills to solve problems. The inquiry was a case study and a mixed method. Primary 3 class was used and sample selection of 20 children and 5 teachers was employed using the purposive technique. Observation and interview were the main instruments. Bar charts and percentage scores were analytical procedures for the quantitative data while the thematic approach was used as concurrent analytical tool for the qualitative data. Verification strategy was by triangulation. Results were so appealing that, both pupils and teachers were able to identify some areas of multiple intelligences in the classrooms. However, these traits and characteristics were exhibited unknowingly. It is recommended that talents in the classrooms should be tapped using holistic approach to assess children’s abilities.
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Raudenbush, Stephen W. "A Crossed Random Effects Model for Unbalanced Data With Applications in Cross-Sectional and Longitudinal Research." Journal of Educational Statistics 18, no. 4 (1993): 321–49. http://dx.doi.org/10.3102/10769986018004321.

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Hierarchical linear models have found widespread application when the data have a nested structure—for example, when students are nested within classrooms (a two-level nested structure) or students are nested within classrooms and classrooms are nested within schools (a three-level nested structure). Often, however, the data will have a more complex nested structure. In Example 1, students are nested within both neighborhoods and schools; however, a school can draw students from multiple neighborhoods, and a neighborhood can send students to multiple schools. In Example 2, children are nested within classrooms during the first year of the study; however, each child finds himself or herself with a new teacher and a new set of classmates during each subsequent year of the study. By combining Lindley and Smith’s (1972) concepts of exchangeability between and within regressions, this article formulates a crossed random effects model that applies to such data, provides maximum likelihood estimates via the EM algorithm, and illustrates application to study (a) neighborhood and school effects on educational attainment in Scotland and (b) classroom effects on mathematics learning during the primary years in the United States.
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Sanahuja, Aida, Odet Moliner, and Lidón Moliner. "Inclusive and democratic practices in primary school classrooms: A multiple case study in Spain." Educational Research 62, no. 1 (2020): 111–27. http://dx.doi.org/10.1080/00131881.2020.1716631.

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Walker, Richard A., Kimberley Pressick-Kilborn, Lynette S. Arnold, and Erica J. Sainsbury. "Investigating Motivation in Context." European Psychologist 9, no. 4 (2004): 245–56. http://dx.doi.org/10.1027/1016-9040.9.4.245.

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Motivation is increasingly recognized as contextually situated, and this recognition has led to considerable research into motivation in authentic learning environments such as classrooms. Developing sociocultural perspectives on motivation, however, requires consideration of theoretical issues beyond those of context. This article discusses two separate empirical studies that are grounded in sociocultural principles in that they reconceptualize the constructs of interest and student regulatory activities as fundamentally social in nature and origin. Using multiple methodologies that allow focus at the levels of both classroom and individual, these studies employ the notion of transformative internalization and subsequent externalization to explain the social origins of individual motivational processes. The study of interest followed a small group of students within a primary science classroom, and employed a range of qualitative methods including observation of lessons, the videotaping of lesson segments, interviews with students, and written student reflections. The study of student regulatory activities investigated the impact of a teaching intervention in primary social studies classrooms, and used a combination of quantitative (questionnaire-based) and qualitative methods (semistructured interviews, observations of classroom activities, and student reflections). Both studies contribute to the development of sociocultural perspectives on motivation through empirical research guided by such theoretical notions as intersubjectivity, canalization, and coregulation.
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Karjalainen, Suvi, Jonas K. Brännström, Jonas Christensson, Birgitta Sahlén, and Viveka Lyberg-Åhlander. "A Pilot Study on the Relationship between Primary-School Teachers’ Well-Being and the Acoustics of their Classrooms." International Journal of Environmental Research and Public Health 17, no. 6 (2020): 2083. http://dx.doi.org/10.3390/ijerph17062083.

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Although teachers’ well-being and vocal health are affected by noise, research on classroom sound environment from the teachers’ perspective is scarce. This study investigated the relationship between teachers’ well-being and classroom acoustics. The possible influence of teachers’ age, experience, teaching grade and class size on the relationship was also investigated. In this study, well-being refers to self-reported vocal health, stress, burnout and self-efficacy. Twenty-three primary-school teachers answered questionnaires on well-being. In each teacher’s classroom, the acoustical properties were measured with the variables reverberation time, clarity of speech (C50) and ventilation system noise (VSN). A series of non-parametric correlations were run to determine the relationship between teachers’ well-being and classroom acoustics. Initially, there was a significant bivariate correlation between burnout and VSN, as well as voice symptoms correlated with VSN and teaching grade. Although the results became not significant after correction for multiple tests, the findings indicate that higher degree of burnout is associated with higher levels of VSN in classrooms, and voice symptoms increase with higher VSN. Teachers working in lower grades had more voice symptoms than those working in higher grades.
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Manoli, Polyxeni, Maria Papadopoulou, and Panagiota Metallidou. "Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms." System 56 (February 2016): 54–65. http://dx.doi.org/10.1016/j.system.2015.11.003.

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Noula, Ioanna. "Critical Thinking and Challenges for Education for Democratic Citizenship: an ethnographic study in primary schools in Greece." Educação & Realidade 43, no. 3 (2018): 865–86. http://dx.doi.org/10.1590/2175-623674799.

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Abstract: This article reports on an ethnographic multiple case study in Greece. It explores teachers’ practices regarding the education of critically thinking citizens ten years into the implementation of an integrated curriculum reform. By means of classroom observations and semi-structured interviews this research explored the role of critical thinking in the classrooms. Findings suggest that teachers refrain from practices that advance critical thinking skills and pupils’ empowerment. Instead they tend to implement traditional practices, while their work is largely determined by the standards of achievement set by University Entrance Exams and parents’ aspirations. The article concludes that prevailing expectations in the Greek primary school interfere with the development of pedagogical relationships that would promote critical thinking obstructing the attainment of the aims of the integrated curriculum reform and compromising the project for democratic citizenship.
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Millei, Zsuzsanna J. "The Discourse of Control: Disruption and Foucault in an Early Childhood Classroom." Contemporary Issues in Early Childhood 6, no. 2 (2005): 128–39. http://dx.doi.org/10.2304/ciec.2005.6.2.3.

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Disruption can be a result of a wide array of circumstances, but is commonly identified as a ‘control problem’ in early childhood classrooms. In this article, the author argues that the recognition of disruption as a ‘control problem’ is embedded in and governed by the social power and values entrenched in teaching discourses. Classroom practices draw strongly on the discourse of educational psychology and utilise its power and immanent knowledge to ‘discipline’ early childhood agents through classroom practices. These early childhood practitioners then become both an object and a subject of this knowledge. This article problematises particular discourses used in a metropolitan West Australian pre-primary classroom and aims to find alternative avenues to view disruption. To aid this search, the multiple meanings of ‘discipline’ in connection to behaviour management, learning and pedagogy are explored.
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Hew, Khe Foon, Shurui Bai, Weijiao Huang, et al. "On the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis." Australasian Journal of Educational Technology 37, no. 2 (2021): 132–51. http://dx.doi.org/10.14742/ajet.6475.

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Flipped classroom has become a popular buzzword in the post-secondary education setting, and it is one of the most visible trends in smart learning environments. Alongside this popularisation comes the view that the flipped classroom is something desirable. Yet, many educators remain divided over whether flipped classroom is really an improvement over traditional approaches. This paper is the first to synthesise all relevant meta-analytic information using a second-order meta-analysis approach on the effectiveness of the flipped classroom on student learning outcomes. By synthesising the findings of multiple primary meta-analyses instead of individual empirical studies, a second-order meta-analysis can more accurately account for publication bias and generate a more robust result. The present study synthesised and analysed the quality of 15 primary meta-analyses that involved 156,722 participants in flipped and non-flipped conditions to provide the most exhaustive test of the flipped classroom approach on its effect on student learning outcomes in higher education to date. The mean random effect size, after trim-and-fill adjustment, was 0.37, p < 0.001 in support of flipped classrooms. To check the accuracy of the second-order meta-analysis results, we performed a study-level meta-analytic validation. We discuss possible contextual and methodological moderators.
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Esmonde, Indigo, and Jennifer M. Langer-Osuna. "Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces." Journal for Research in Mathematics Education 44, no. 1 (2013): 288–315. http://dx.doi.org/10.5951/jresematheduc.44.1.0288.

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In this article, mathematics classrooms are conceptualized as heterogeneous spaces in which multiple figured worlds come into contact. The study explores how a group of high school students drew upon several figured worlds as they navigated mathematical discussions. Results highlight 3 major points. First, the students drew on 2 primary figured worlds: a mathematics learning figured world and a figured world of friendship and romance. Both of these figured worlds were racialized and gendered, and were actively constructed and contested by the students. Second, these figured worlds offered resources for 1 African American student, Dawn, to position herself powerfully within classroom hierarchies. Third, these acts of positioning allowed Dawn to engage in mathematical practices such as conjecturing, clarifying ideas, and providing evidence.
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Dissertations / Theses on the topic "Multiple primary classrooms"

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Demosthenous, Eleni. "Algebra-related topics : a multiple case study in Cypriot primary school classrooms." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708602.

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Li, Zhenying. "Learning opportunities in story-based EFL primary classrooms : an evaluative multiple case study." Thesis, University of Newcastle Upon Tyne, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417540.

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Evanshen, Pamela, and Susan Lewis. "Reading and Writing Workshop in a Multiage Primary Classroom." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4466.

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Ringsmose, Charlotte, and Pamela Evanshen. "A Comparative Narrative of the Danish "Folkskole" and a Primary Multiage School in America." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4472.

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Harmon, Mary Frances. "Comparison of the academic achievement of primary school students in multiage and traditional classrooms." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0828101-192951/unrestricted/harmon.091801.pdf.

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Boyum, Danielle C. "Primary Sources in Social Studies| A Multiple Case Study Examining the Successful Use of Primary Sources in the Secondary History Classroom." Thesis, Piedmont College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288372.

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<p> The ultimate goal of teaching history to young people is to create effective, responsible citizens (Fallace, 2009). Despite such ambitious goals, the traditional teacher-centered method of instruction has not proven to have engaged students. As a result, students often rank history as their least-liked subject, particularly at the secondary level. One instructional strategy that may ameliorate this problem is the incorporation of primary sources. Identifying the inhibitors and inducers of primary sources, the researcher in this study explored and described the elements of successful primary source use in the secondary American and world history classrooms of three teacher participants in a qualitative, semester-long case study. Student and teacher perspectives of the impact of primary sources were also considered. In contrast to some of the existing literature, primary sources can be employed successfully and consistently in the secondary history classroom as demonstrated by the three teacher participants in this semester-long study in a large suburban Atlanta, Georgia, school district.</p>
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Shuster, Thomas Anthony. "The Relationships of Gender and Age with Peer Acceptance in Primary-Grade, Multiage Classrooms at Edith Bowen Laboratory School." DigitalCommons@USU, 1996. https://digitalcommons.usu.edu/etd/6072.

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This study describes the effects of gender and age on peer acceptance in primary-grade, multiage classrooms at Edith Bowen Laboratory School at Utah State University. The population described consisted of six multiage classrooms composed of male and female students from 6 to 8 years old. The classrooms were approximately balanced by gender and age. Students spent the entire day and received all instruction in the multiage setting. Students completed "Work With" and "Play With" sociometric rating-scale instruments. For both instruments, results revealed the existence of "gender cleavage"--both genders preferred work and play partners of their own gender. In general, age accounted for more variance in peer acceptance scores for older students than younger students. However, eta-squared statistics demonstated that except for 8-year-old males, gender accounted for much more of the variance in peer acceptance scores than age. The correlation coefficient for paired peer acceptance scores for each student on the two instruments was .94. These results support the conclusion that students did not differentiate responses based on "Work With" and "Play With" criteria . Test-retest reliabilities for the "Work With" and "Play With" instruments with a 1-week testing interval were .94 and .92, respectively.
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Mathunyane, Lenkwane Henry. "Relationship formation in multicultural primary school classrooms." Thesis, 1996. http://hdl.handle.net/10500/18169.

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The research was undertaken to analyse and evaluate the nature and quality of interactions in multicultural primary school classrooms. Special attention was focused on the influence 25 independent variables had on the dependent variable, namely group membership. Literature indicates that warm and nurturant relationships within the family help the child to achieve independence and promote social adjustment outside the home. Literature also reveals that self-acceptance and acceptance of others are dependent on the self-concept, and that acceptability in peer groups is enhanced by characteristics such as friendliness, cooperation, emotional stability and intellectual ability. It is essential to mention that some researchers claim that within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination is evident in the choice of friends in multicultural classrooms. The empirical research was undertal<.en by administering four measuring instruments, namely own designed questionnaire, the sociogram, the self-concept scale for primary school pupils and the children's personality questionnaire to 121 standard five pupils in multicultural primary schools. The administering of these instruments was aimed at determining the influence of the independent variables on the dependent variable. The stepwise discriminant analysis method revealed that of the 25 independent variables, only six, namely family background, friendship skills, gender, scholastic achievement and personality factors E (submissive versus dominant) and Q3 (undisciplined versus controlled) contributed to the variance in group membership. The multiple discriminant function was used to determine how close the individual scores of children were, in a given friendship group. The general pattern obtained, indicated that children choose each other on the basis of similar characteristics. A point that clearly came to light, is that race and language/culture do not contribute to the variance in group membership. Children formed various friendship groups across racial and cultural lines. In view of the aforementioned findings, the researcher made recommendations on ways in which parents and teachers can create suitable teaching and learning environments for children from diverse cultural milieus.<br>Psychology of Education<br>D.Ed. (Psychology of Education)
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"Comparison of The Academic Achievement of Primary School Students in Multiage and Traditional Classrooms." East Tennessee State University, 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0828101-192951/.

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Li, Li-hua, and 李莉華. "A Practice Research on Application Multiple Intelligences into Classroom Management in Grade One of Primary School." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/79758175389732675992.

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碩士<br>國立臺南大學<br>初等教育學系輔導教學碩士班（88~89）<br>90<br>Aiming at discussing the practice progress of application multiple intelligences theory into classroom management in grade one of primary school, this study includes teaching management, class environment management, routine tutorship and class interpersonal management, and researches with quality methods and collects with multiple ways. After comprehensively researching and analyzing, this study finds that: (I) Application multiple intelligence theory into phonetic symbols teaching 1. Can apply multiple intelligences teaching methods into the existing teaching materials with phonetic symbols. 2. Multiple intelligences phonetic symbols teaching not only can help students to learn phonetic notation, but also can make the students obtain illumination from multiple intelligences. 3. Must deeply consider the teaching effectiveness of multiple intelligences teaching activities during the course of designing multiple intelligences teaching (II) Application multiple intelligences theory into class environmental management 1. Find out the usable space and resource in the classroom. 2. Seek for the school’s support and householder resource to lay out multiple intelligences learning environment. (III) Application multiple intelligences theory into routine tutorship 1. The beginning of school is the important opportunity to establish classes. 2. Multiple intelligences routine strategy accords with different intellectual students. (IV) Application multiple intelligences theory into class interpersonal management 1. Multiple intelligences theory is helpful to accelerate the excellent class atmosphere. 2. Can accelerate excellent communication between the families and teachers and make the householder become the teacher’s assistant. 3. Must teach the students and the householder to know multiple intelligences. (V) Teacher’s self-considering ability is important According to the findings and conclusion of this study, the researcher offers the following several suggestions aiming at the application and implement of multiple intelligences theory: (I) Suggestions for the teachers in primary school 1. Deeply know multiple intelligence 2. Self-examine and view own teaching and engage in advanced studies 3. Change own teaching idea and innovate teaching 4 Be a good associate of the householder (II) Suggestions for the school administration units: 1. Establishes multiple intelligences professional growth team 2. Provide resource and lay out multiple intelligences learning environment 3. Give the teacher a big say in profession.
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Books on the topic "Multiple primary classrooms"

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Dear teacher: 1001 teachable moments for K-3 classrooms. Teacher Ideas Press, 2004.

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Sheila, Callahan-Young, ed. Seven windows to a child's world: 100 ideas for the multiple intelligences classroom. IRI/Skylight Pub., 1994.

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Jane, Doan, ed. Choosing to learn: Ownership and responsibility in a primary multiage classroom. Heinemann, 1996.

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Kasten, Wendy C. Implementing multiage education: A practical guide to a promising future. Christopher-Gordon Publishers, 1998.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. s.n.], 1988.

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Book chapters on the topic "Multiple primary classrooms"

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Burnett, Cathy. "The Fluid Materiality of Tablets: Examining ‘the iPad Multiple’ in a Primary Classroom." In The Case of the iPad. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4364-2_2.

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Junge, Ranka, Tjasa Griessler Bulc, Dieter Anseeuw, Hijran Yavuzcan Yildiz, and Sarah Milliken. "Aquaponics as an Educational Tool." In Aquaponics Food Production Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_22.

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AbstractThis chapter provides an overview of possible strategies for implementing aquaponics in curricula at different levels of education, illustrated by case studies from different countries. Aquaponics can promote scientific literacy and provide a useful tool for teaching the natural sciences at all levels, from primary through to tertiary education. An aquaponics classroom model system can provide multiple ways of enriching classes in Science, Technology, Engineering and Mathematics (STEM), and the day-to-day maintenance of an aquaponics can also enable experiential learning. Aquaponics can thus become an enjoyable and effective way for learners to study STEM content, and can also be used for teaching subjects such as business and economics, and for addressing issues like sustainable development, environmental science, agriculture, food systems, and health. Using learner and teacher evaluations of the use of aquaponics at different educational levels, we attempt to answer the question of whether aquaponics fulfils its promise as an educational tool.
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Gergen, Kenneth J., and Scherto R. Gill. "Relational Evaluation in Primary Education." In Beyond the Tyranny of Testing. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190872762.003.0004.

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Relationships are especially important in childhood and hence in primary education. There are already ground-breaking practices of evaluation in primary classrooms that illustrate how relational approaches can support children’s learning and well-being. These practices often involve dialogue, reflective questioning, peer collaboration, and mutual appreciation in effectively providing formative feedback on children’s classroom learning experiences. This chapter also selects examples, including circle time reflection, dialogic inquiry, learning review meetings, and project exhibitions, as key practices for inspiring and enhancing children’s continued engagement in learning. The authors reflect and analyze the multiple ways in which sensitive and caring evaluation can take place within generative processes of relating and which in turn enrich the myriad relationships so central to learning.
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Aguilera, Earl, Ilana Greenstein, and Linda A. Shannon. "Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms." In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2722-1.ch023.

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In this chapter, three educators outline a pedagogical framework for enacting Linguistically Responsive Literacy Pedagogies (LRLP), founded on the sociocultural dimensions of literacy, the multilingual realities of many contemporary educational settings, and the institutional expectations of the teaching profession. The chapter overviews how the LRLP framework has been enacted across three different developmental groups across multiple school sites. The authors bring experiences as classroom teachers, teacher-educators, and school leaders working to understand and support the diverse literacy and language practices of learners in the 21st century. The chapter illustrates how pedagogical approaches that share a commitment to sustaining sociolinguistic diversity and promoting educational equity can be enacted across primary and secondary classrooms to benefit all learners.
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Jane, Beverley, Marilyn Fleer, and John Gipps. "The Role of ICTs in Primary Science Education in Developing a Community of Learners to Enhance Scientific Literacy." In Multiple Literacy and Science Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-690-2.ch007.

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The purpose of this chapter is to show how information communication technologies (ICT) facilitated communication between primary pre-service teachers that enabled a ‘community of learners’ to develop children’s scientific literacy. Cultural-historical theory was used to frame a study that sought to explicitly go beyond thinking as being individualistic, and to show how thinking can also be considered as a collective endeavour. In particular the study identifies how thinking forms part of a ‘community of learners’ both virtually and in reality within classrooms. The study was able to make visible child and pre-service teacher interactional sequences that brought together everyday concepts and scientific concepts to support concept formation in science. The study revealed the dialectical relations between everyday concepts and scientific concepts for moving from an interpsychological level to an intrapsychological level. The collective, rather than the individual orientation, made such a perspective possible. Importantly, the use of ICTs facilitated communication between members of the collective.
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Torigoe, Takashi. "Learning Together by Deaf and Hearing Students in a Japanese Primary School." In Co-Enrollment in Deaf Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.003.0004.

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This chapter describes a project to introduce co-enrollment practices for deaf and hard-of-hearing (DHH) pupils in a Japanese regular primary school. This project consisted of three parts: (1) instruction of sign language to the DHH pupils, (2) instruction of sign language to the teachers and hearing pupils, and (3) sign language interpretation in regular classrooms. The focus was on the challenges of sign language interpretation. The results showed that the multiple flows of information and overhearing others’ speech in the classrooms provided challenging conditions for sign language interpretation. New ways of communication and interaction (actually introducing a new culture) and the presence of deaf adults were needed to establish full participation by DHH pupils in the co-enrollment classrooms. The possible future of practices concerning the inclusion of DHH children is discussed.
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Rustempasic, Dzenana. "The e-Learning in Bosnia and Herzegovina Classrooms." In Education at the Intersection of Globalization and Technology. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.94897.

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Electronic (E)-learning is a type of learning by using electronic technologies to access an educational program outside traditional classrooms increasingly demanded by many education systems. As conventional classrooms continue to be transformed into digital, teachers are expected to adopt multiple learning modes. Digitally enriched content and personalized learning should be the primary way of teaching and collaborative and interactive learning. Contrary to the continuous development of technology and students who regularly encounter computers from an early age, teachers do not have the privilege to introduce technology into the classroom successfully. The paper presents how the lack of funds influences a teacher’s readiness to embrace technology into their teaching practice. The paper explores E-learning issues related to virtual environment reality and artificial intelligence that is increasingly entering the classrooms of developed countries and ‘what application of artificial intelligence means for the development and broader implementation of E-learning in virtual classrooms in Bosnia and Herzegovina. The primary method of collecting data was through an open question survey distributed to students in different parts of Bosnia and Herzegovina. For research purposes, schools were chosen based on how often their students have access to computers or the Internet. Four schools from urban and four schools from rural areas were chosen, and questionaries’ were delivered directly to students by the researcher. The research aims to examine students’ views on the benefits online education has in the educational process in Sarajevo and Bosnia and Herzegovina. The survey provides an analysis of the potentials for implementation of the e-learning model in secondary schools in Sarajevo Canton and the rest of the country. The paper presents the advantages and opportunities that contribute to the improvement of e-learning in educational institutions and the benefits for students and other involved parties in the educational process, such as teachers and parents. Students enrolled in this research have a highly positive attitude towards e-learning, which leads to the conclusion that students are willing to learn using I.T. solutions in the classroom.
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Lawrence, Salika A. "Teacher Education in Online Contexts." In Teacher Education Programs and Online Learning Tools. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1906-7.ch012.

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Teacher candidates in online courses engage in authentic learning to foster 21st-century practices similar to those of their K–12 students, namely information and technology literacy and media production. This chapter describes instructional practices used in six online literacy courses for pre-service and in-service teacher candidates. The instructor assumed multiple roles during online instruction, including pedagogue, technologist, and evaluator. Although the course designs were highly structured, the instructor incorporated multiple resources to support diverse learners, to foster independent learning, to promote critical thinking and reflection on how instructional strategies can be used in K–12 classrooms, and to facilitate small group collaboration through authentic problem-solving tasks. Online courses for teacher education programs can serve as a vehicle for supporting candidates’ information and technology skills. Online instructors can assume the primary role of pedagogue to help candidates connect their content area with best practices in literacy and technology.
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Villalustre Martínez, Lourdes, María Belén San Pedro-Veledo, and Inés López-Manrique. "Geolocation for the Improvement of Spatial and Naturalist Intelligence in Primary Education." In Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0249-5.ch008.

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Geolocation provides a new learning model by combining physical and digital content, creating an enriched and interactive universe. This mobile technology offers new opportunities for the promotion of learning inside and outside the classroom, linked to multiple intelligences, in particular, to the spatial and naturalistic intelligences. Taking these premises into account, an analysis of several geolocation applications (N=20) is carried out in order to determine their potential to develop spatial and naturalistic intelligences. To this end, case study methodology is adopted, and an analysis instrument is proposed consisting of 15 indicators grouped into three dimensions: 1) geolocation, 2) spatial intelligence (spatial orientation and spatial representation), and 3) naturalistic intelligence (physical geography and environment). Although the geolocation applications analyzed boost spatial intelligence through the different options they incorporate, the same cannot be said of the naturalist one. It is considered relevant that they include contents oriented to environmental awareness.
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Iyer, Radha, and Carmen Luke. "Multimodal, Multiliteracies." In Multiliteracies and Technology Enhanced Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch002.

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The shift from traditional definitions of literacy focused upon print, primarily reading and writing, to multiple literacies has highlighted the significance of attending to different modes of text design and multiple forms of knowledge processes. Today’s students engage with complex semiotic systems; therefore, while teaching and learning attends principally to print media, multimodality and multiliteracies have become central to effective pedagogical practice. Some teachers have moved away from a singular focus on print texts to incorporating multiple design modes that are linguistic, spatial, visual, gestural and aural – to enable valuable, comprehensive learning for today’s multiliterate, multiskilled students. In this chapter, the authors discuss the Design modes proposed by the New London Group (1996; 2000), and the Learning by Design pedagogy advocated by Kalantzis and Cope (2005) to highlight effective learning based on multimodal, multiliteracies. The chapter provides a vignette of a multimodal activity in a primary class and argues for the extension of such learning through the incorporation of multiliteracies. They conclude the chapter by providing a framework for a possible multiliteracies project incorporating multiliteracies pedagogies and learning from the classroom vignette.
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Conference papers on the topic "Multiple primary classrooms"

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Smakman, Matthijs, Koen Smit, Eline Lan, et al. "Social Robots for Reducing Mathematics Hiatuses in Primary Education, an Exploratory Field Study." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.46.

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Since the outbreak of COVID-19 schools have gone into lockdown and teachers have had to teach pupils online from home. When pupils go back to school, standard, contemporary learning methods do not seem to be enough to reduce incurred hiatuses. Social robots are slowly becoming an integral component of our society and have great potential as educational technology. This study explores how social robots in classrooms can contribute to reducing mathematics-related hiatuses in Dutch primary education (pupils from four till twelve years old). A social robot as a tutor is evaluated by means of a field study with children (n = 43) to compare a class working with the robot, to a class working without the robot. Multiple factors on learning effect are taken into account by using a survey. Our results demonstrate that a robot can take the role of a tutor and practice with pupils. The results are of interest to researchers in the field of human-robot interaction as well as to educational institutes who wish to understand the implications of adopting robots in education.
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Loizou Raouna, Maria, and Kyungmee Lee. "A FLIPPED CLASSROOM MODEL FOR INQUIRY-BASED LEARNING IN CYPRUS PRIMARY EDUCATION CONTEXT- A MULTIPLE CASE STUDY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0610.

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Allen, Tania, Sara Queen, Maria Gallardo-Williams, Lisa Parks, Anne Auten, and Susan Carson. "Building a Culture of Critical and Creative Thinking. Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9536.

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Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan at a US UniversityThe TH!NK initiative at North Carolina State University seeks to bridge the gap between evidence-based research on teaching and actual teaching practices in the classroom. Through this work, the culture of teaching and learning on our campus is being transformed from teacher-centered to student-centered instruction that promotes higher-order thinking across a diverse array of disciplines. Participating faculty engage in intensive faculty development; create discipline-specific classroom activities and assignments; become adept at providing students feedback on their thinking skills; and engage in a learning community to share and provide peer feedback on pedagogical innovations. The primary student learning outcome (SLO) is for students to apply critical and creative thinking skills and behaviors in the process of solving problems and addressing questions. Methods to achieve the institutional transformation include implementation of a comprehensive faculty development focused on the use of evidence-based pedagogy that promotes higher-order thinking, and rigorous outcomes assessment to provide means for continual improvement. The program has expanded into multiple phases, and involves strategies to create a more sustainable culture of critical and creative thinking through formal and informal learning and scholarship.
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Paape, Björn, Christoph Maus, Iwona Kiereta, et al. "“Write it Down!”—a Learning-Psychology-Based Analysis of the Use of Written Work in Economics Lessons." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.49.

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To date, the use of written work in economics lessons at vocational colleges has been insufficiently researched. Relevant studies on this topic may be found primarily at primary or secondary school level. These studies demonstrate among other things that written work can have great significance for learning, retentiveness, and cognitive development. However, particularly because of the process of digitalization in schools, the amount of written work or writing tasks has dropped. The study at hand will examine the benefit of writing as a teaching method. Using learning-psychology-based findings on the processing of learning incentives by information models, the study focuses on the impact of writing by hand on the retention processes of the learners in economics lessons. To this end, two groups of learners are formed who will learn and repeat the material of a standardized lesson via different methods. One group writes the learned material down; the other group receives a handout containing the material. By means of short-term and long-term written learning outcome tests in the form of multiple choice, we obtain information about the knowledge retention effectiveness of written work in classroom teaching. We show that writing down, as a teaching method, does not lead to better absolute results in the learning outcome tests. However, in the long term, writing down does lead to fewer variances in the results of the learning outcome tests and thus to a more stable anchoring of knowledge in the learners’ longterm memory
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Pardo Baldoví, Maria Isabel, Diana Marín Suelves, and María Isabel Vidal Esteve. "The use of EduBlog in initial teachers training: an experience of a teaching innovation project." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10983.

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Digital technologies are central elements of today's society. In this context to achieve an adequate degree of development of Digital Competence for professional performance is essential, as well as for life in society and the exercise of citizenship. Higher Education must actively contribute to develop Digital Competence, training students to effectively use digital technologies. That need is exacerbated in the case of initial teacher training, not only because of the progress towards a digitalized school, but also because of the fundamental role in the training of future generations. With the aim of promoting the development of Digital Teaching Competence, this paper presents an innovation project implemented in the Degree of Teacher of Nursery and Primary Education of the University of Valencia that is based on the didactic use of EduBlog. The selection of this digital tool responds to its multiple benefits on the work of curricular content, the development of digital skills and the creation of a positive climate in the classroom. The project developed with a total of 131 second-year students demonstrates that the use of EduBlog has a positive impact on the learning process and on the increase in student engagement and motivation.
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Karbalaei, Alireza, Damla Turgut, Melissa Dagley, Eleazar Vasquez, and Hyoung J. Cho. "Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87491.

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The objective of the NSF RET (Research Experiences for Teachers) site program hosted by the University of Central Florida is to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things, from the manufacturing of a sensor, to the hardware and software that allows it to connect to the Internet. This program gives teachers learning opportunities to explore the practical use of science for engineering applications, and provide a context in which students in their classroom can test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of this site program lies in the engagement of teachers in various facets of scientific, engineering, and educational methods based on Train-the-Trainer model with rotation in multiple research labs. In order to support the STEM educational services for teachers and students in middle and high schools, our site program aims at creating competent teacher trainers who ensure quality pre-service and in-service teacher education, by providing multidisciplinary experiences that are relevant to the current technical development. Teachers in the adjacent public school districts are primary participants in this site program. Significant efforts have been made to recruit teachers serving underrepresented student populations, and female and minority teachers who can reach out to them. In our RET site program, the participants rotated to four different laboratories with a 1.5–3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories on the university campus under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes in the final week and were invited back to share their educational implementation experiences in their classes. This site program provided teachers with interdisciplinary engineering design experiences relevant to innovative technical development, and helped them develop teacher-driven teaching modules that can be deployed in the classroom.
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Weaver, Jonathan M., and Darrell K. Kleinke. "A Flipped Classroom Approach to Conveying the Basics of Systems Thinking to Engineering Undergraduates." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66069.

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Engineering students spend the majority of their academic careers learning tools to enable tasks related to detailed design. For example, a mechanical engineer may learn to size a heat exchanger so that an engine would not overheat, an electrical engineer may learn to specify gains in a control system to provide desired performance, and a civil engineer may learn to size columns to avoid buckling. While these analytical capabilities are essential to the execution of engineered systems, there are tools and perspectives related to systems and their design that are historically absent in an undergraduate engineering education. Through the Kern Entrepreneurship Education Network (KEEN) and the University of New Haven, the authors have developed a flipped classroom module that provides a basis in systems thinking as related to the conception and execution of complex engineered systems. The module could be useful in several areas of the curriculum, but is primarily intended to develop perspectives and skills necessary to ensure a successful capstone design experience. The module is broken into five lessons: (1) Foundational Concepts, (2) Key Systems Principles, (3) Architecture Development, (4) Multiple Views of a System, and (5) System Verification and Validation. Lesson 1 begins with the importance of the problem statement, and then proceeds to introduce form and function, function mapping, and many key definitions (system, interface, architecture, systems engineering, and complexity). Lesson 2 introduces key systems principles, including systems thinking, systems of systems, and system decomposition. Lesson 3 overviews the systems architecting process and summarizes the four most typical methods used to develop a system architecture. Lesson 4 discusses viewing a system from six different perspectives. Lesson 5 presents the systems engineering V model, requirements cascading, and verification and validation. The module includes several interactive activities and built in knowledge checkpoints. There is also a final challenge wherein the students must apply what they’ve learned about systems thinking and systems engineering to a hypothetical problem. This paper will further describe the module content and format. The paper will also make the case that the content included in the module is essential to an efficient, effective, and rewarding capstone design experience. This is achieved by summarizing common pitfalls that occur in a capstone design project and how good systems thinking can avert them. The pitfalls covered include failure to fully understand all key stakeholders’ most important needs, failure to understand desired system function in a solution-neutral way and failure to follow a robust process to map function to form, poor choice of how to decompose the system into subsystems, errors/inefficiencies in interface definition and management, and poor (if any) planning for design verification and validation.
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