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Relevant bibliographies by topics / Skill classroom

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Academic literature on the topic 'Skill classroom'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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Journal articles on the topic "Skill classroom"

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Alikulova Sevara Abduvassi qizi. "The pros and cons of teaching speaking skills in the classroom." Middle European Scientific Bulletin 6 (November 7, 2020): 38–39. http://dx.doi.org/10.47494/mesb.2020.6.108.

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Language is first and foremost a spoken and not a written entity. Speaking is a major skill in communication. This review article represents the position of the skill of speaking in communication classroom; what are the prominent benefits about the educating speaking skill; what are the principle drawbacks of teaching speaking skills. The classroom is the optimum platform to acquire good communication skills, especially, speaking skills. The teachers have to understand the problems of demand of today’s globalized world towards communication skills and try to implement various teaching strategi

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Yadav, Dr Seema. "EFFECTIVE CLASSROOM MANAGEMENT SKILL: AN ESSENTIAL SKILL FOR TEACHERS." BSSS Journal of Education 11, no. 1 (2022): 92–101. http://dx.doi.org/10.51767/je1107.

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Classroom management is commonly associated with maintaining order in the classroom. Problem behaviours are reduced and students` involvement behaviours are increased in the classroom of a teacher who uses effective classroom management tactics. The effectiveness of classroom management is critical to the formation of an effective educational environment. As a result, effective classroom management is the first step toward achieving educational success. Classroom management is a vast and complicated subject, and it can be seen that the importance of the actions taken by teachers, which is in t

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Helsa, Helsa, and Agustina Hendriati. "KEMAMPUAN MANAJEMEN KELAS GURU: PENELITIAN TINDAKAN DI SEKOLAH DASAR DENGAN SES RENDAH." Jurnal Psikologi 16, no. 2 (2017): 89. http://dx.doi.org/10.14710/jp.16.2.89-104.

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This is an action research that aims to identify and improve classroom management skill of six homeroom teachers in a low socio-economic elementary school. Classroom management skill is defined as teacher’s ability to create and maintain a learning environment that conducive to learning. The classroom management skill is measured using an observation-based rating scales and semi-structured interviews. The findings showed that classroom management skills were lacking among the majority of participants because they did not have sufficient knowledge about classroom management and did not understa

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Andualem Desta, Minwuyelet. "An Investigation of Challenges Teachers Face in Teaching Speaking Skill in Large Classes’ Context: Secondary School EFL Teachers in Focus." International Journal of English Language Education 7, no. 2 (2019): 66. http://dx.doi.org/10.5296/ijele.v7i2.15399.

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The purpose of this study was to investigate the challenges of teaching speaking skill in a large EFL classrooms. The study was conducted to find out the challenges EFL teachers face while teaching speaking skills in a large classrooms, analyze how the factors affect teaching speaking skill in large classes and see what strategies teachers employ to promote speaking skills in the context of large classrooms. Descriptive method was employed to establish the existence of phenomena by explicitly describing them. Six grade nine EFL teachers and 100 grade nine students were involved in the study. T

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Alghamdy, Rashed Zannan. "English Instructors’ Use of Classroom Questions and Question Types in EFL Classrooms." English Language Teaching 16, no. 9 (2023): 77. http://dx.doi.org/10.5539/elt.v16n9p77.

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The aim of this study was to identify the degree to which English teachers apply classroom questioning skills from the point of view of English teachers in the Saudi context. I used a descriptive approach in this study and video recordings and questionnaires to collect data. The questionnaire consisted of three axes (skills for formulating classroom questions, skills for asking classroom questions, and skills dealing with students&rsquo; answers). The sample was 160 English teachers from intermediate government schools. Video cameras recorded English as a foreign language (EFL) teachers&am

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Syaneezah, Rahim, and Wahi Wahiza. "Improving Low Proficiency ESL Primary School Students' Writing Skills using Flipped Classroom." International Journal of Social Science And Human Research 06, no. 04 (2023): 2434–41. https://doi.org/10.5281/zenodo.7874548.

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There are many new approaches of teaching and learning in current classrooms. One of them is flipped classroom - a means of instruction in which students learn new input during the out-of-class period through electronic tools. Nevertheless, it is interesting to note that writing skills has not been significantly utilised in flipped classroom. This paper reports on a study that explores the use of flipped classroom to enhance low proficiency ESL primary school students’ writing skills. Employing the action research approach, data were collected through pre and post-test, semi-structured i

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Zhu, Yuehan, Danucha Saleewong, and Lerlak Othakanon. "Effect of Flipped Classroom on Rope Skipping Movement Skill in Rhythm Rope Skipping Action Sport for Grade 4 Students." International Journal of Sociologies and Anthropologies Science Reviews 3, no. 5 (2023): 99–110. http://dx.doi.org/10.60027/ijsasr.2023.3292.

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Background and Aim: The flipped classroom redefines learning by using technology for independent study at home and interactive engagement in class, yielding more effective teaching outcomes. Thus, three research objectives were proposed: 1) To compare the students’ rope skipping movement skills in rhythm rope skipping action sport before and after learning through the flipped classroom. 2) To compare the students’ rope skipping movement skills in rhythm rope skipping action sport after learning through the flipped classroom with the criteria set at 60 percent. 3) To assess the student’s satisf

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Gunes Uzun, Alev. "The development of mathematical argumentation: A case study on two mathematics classrooms." International Electronic Journal of Mathematics Education 19, no. 2 (2024): em0778. http://dx.doi.org/10.29333/iejme/14581.

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Mathematical reasoning has been a critical concern in Turkey especially since the structure of the student selection examination for high schools changed six years ago. The ability to solve the questions in the new exam requires high level reasoning and argumentation skills. Schools, whether they are public or private, prepare 8th graders for this exam with intense educational programs. They frequently use skill-based questions–similar questions to the ones in the new exam, which require high level mathematical reasoning. This study indicates that students gain better mathematical reasoning sk

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Bremer, Emily, and Meghann Lloyd. "School-Based Fundamental-Motor-Skill Intervention for Children With Autism-Like Characteristics: An Exploratory Study." Adapted Physical Activity Quarterly 33, no. 1 (2016): 66–88. http://dx.doi.org/10.1123/apaq.2015-0009.

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The purpose of this pilot study was to demonstrate the impact of a fundamentalmotor-skill (FMS) intervention on the motor skills of 3- to 7-year-old children with autism-like characteristics in an early intervention classroom. A secondary purpose was to qualitatively assess the impact of the program as described by the classroom’s special education teacher. All children in the classroom (N = 5) took part in an FMS intervention for two 6-wk blocks (fall 2013 and winter 2014). Motor-skill proficiency and social skills were assessed at 3 times: baseline, after Block 1 of the intervention, and aft

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Velvizhi, S. "The Impact of Google Classroom Enhancing on Classroom Management Skill among Teacher Educators." International Journal of Science and Research (IJSR) 14, no. 2 (2025): 1392–93. https://doi.org/10.21275/sr25213111458.

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Dissertations / Theses on the topic "Skill classroom"

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Brennan, Susan A. "Differentiated instruction and literacy skill development in the preschool classroom." [Ames, Iowa : Iowa State University], 2008.

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Roy, Mamta. "Teacher Preparation and Professional Development: Competencies and Skill Sets for the Online Classroom." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1445878181.

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Sullivan, Richard M. "Integration of Technology into the Classroom Environment| A Study of Student Perceptions as Related to Skill Attainment." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734184.

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<p> The purpose of this study was to contribute to available literature by ascertaining student perceptions of benefits of student access to technology as correlated to students’ standardized test scores. Students and teachers were surveyed for perceptions of technology benefits. Survey results were analyzed and Pearson product-moment correlation coefficients were calculated comparing student perceptions to standardized Missouri Assessment Program (MAP) grade-level assessment results. As described in specific detail in this paper, it was found student standardized MAP testing data wer

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Shreve, Stephanie D. Meece Judith L. "Teacher self-efficacy and the social skill development of included students with special needs in the general classroom setting." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,638.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education." Discipline: Education; Department/School: Education.

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Bellak, Joseph Fredrick. "Implementation of a Life-Skill Centered Token Economy: The Experience of a Peer Teacher." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1504.pdf.

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Mustain, Wendy C. "A manual of elementary physical education skill theme activities for physical education specialists to use in collaboration with classroom teachers." Master's thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-01262010-020045/.

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Dahmer, Margaret Catherine. "Phonological awareness in the kindergarten classroom how do teachers perceive this essential link from oral communication to reading skill development /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Lynberg, Jennifer R. "Teachers and Their Perceptions About Adaptive Skill Training Within an Early Childhood Comprehensive Development Classroom for Students with Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3386.

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This dissertation investigated teacher perceptions about adaptive skill training within an early childhood comprehensive development classroom for students with intellectual disabilities. The purpose of this study was to gain a better understanding about adaptive skills from a teacher's perspective. The aims of the study were to help educators understand the role of comfort level, importance of adaptive skills, planning for adaptive skills, and connecting adaptive skills to an academic outcome. A quantitative, cross-sectional design was used, and an online survey was completed by 254 special e

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Billew, Barrett Slade Billew. "Holding on to the basics: using the 3-D performance pyramid to improve skill retention in the introduction to acting classroom." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467057899.

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Riffell, Zachary D. "Time on Task across Skill Sets in Construction Trades Classrooms: Preparation of Skilled Craft Workers." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7909.

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The construction industry is an essential component of the U.S. economy, yet even amid good wages, construction companies are having trouble finding enough individuals who are ready for work in the industry, and they fear they will not be able to do so in the future because training options for potential workers are inadequate. Better training options are needed. Much research has pointed to soft and academic skills as necessary skills for successful workers that are missing from worker preparation programs, but little has been done to establish an actual correlation between these skills and w

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Books on the topic "Skill classroom"

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Theresa, Connolly, and Father Flanagan's Boys' Home, eds. The well-managed classroom: Promoting student success through social skill instruction. Boys Town Press, 1995.

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Clemmons, Joan. Language arts mini-lessons: Step-by-step skill-builders for your classroom. Scholastic Professional Books, 1995.

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Fredric H. Jones & Associates, ed. Tools for teaching video toolbox: Tape C : Coaching : coaching, skill building, and practice models. Fredric H. Jones & Associates, 2005.

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Dillon, J. T. Personal teaching: Efforts to combine personal love and professional skill in the classroom. University Press of America, 1990.

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1939-, Cooper James Michael, and Cognition and Technology Group at Vanderbilt., eds. Classroom teaching skills. 6th ed. Houghton Mifflin, 1999.

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1939-, Cooper James Michael, and Garrett Sandra Sokolove, eds. Classroom teaching skills. 5th ed. D.C. Heath, 1994.

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Moore, Kenneth D. Classroom teaching skills. 5th ed. McGraw-Hill, 2001.

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1939-, Cooper James Michael, and Goldman Susan R, eds. Classroom teaching skills. 7th ed. Houghton Mifflin, 2003.

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Moore, Kenneth D. Classroom teaching skills. 4th ed. McGraw-Hill, 1998.

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Moore, Kenneth D. Classroom teaching skills. 3rd ed. McGraw-Hill, 1995.

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Book chapters on the topic "Skill classroom"

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Whitman, Joy S., and Laura R. Haddock. "Multicultural and Social Justice Leadership and Learning in the Classroom." In Skill Development in Counselor Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315413938-4.

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Whitman, Joy S., and Laura R. Haddock. "Classroom Engagement and Evidence-Based Teaching Strategies with Adult Learners." In Skill Development in Counselor Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315413938-5.

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Marín García, Álvaro, and Tamara Pérez Fernández. "Chapter 10. Task-based L2 skill development for TI trainees." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.10mar.

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The present chapter reports on the design and implementation of a C2-level English course for TI trainees in an attempt to move away from the more traditional instruction based on linguistic competence. We intend to bring the classroom closer to industry demands by facilitating the students’ language skill development in context-relevant tasks. The course presents students with an expertise-oriented, task-based learning experience that is structured in a portfolio aiming at the development of skills identified as needs in the industry. This shift in focus – from competence to its subsumed skil

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Park, Sanghoon, Jeeheon Ryu, Kukhyeon Kim, and Chaeyeon Kim. "Mobile Simulation for Effective Classroom Management Skill Training for Preservice Teachers." In Learning: Design, Engagement and Definition. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85078-4_18.

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Putri, Nanda Kharisma, and A. Adityo. "Application of Google Classroom as E-Learning media: Teachers' perspective." In Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era. Routledge, 2024. http://dx.doi.org/10.1201/9781003376125-14.

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Yahya, Nuruz Zakiyyah, and Agista Nidya Wardani. "Foreign language anxiety and enjoyment performance in classroom: Literature study." In Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era. Routledge, 2024. http://dx.doi.org/10.1201/9781003376125-18.

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Lin, Hung-Chang. "A Generative AI-Supported Flipped Classroom Model for Personalized Skill Training in Engineering Woodworking Education." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-98197-5_39.

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"Skill-Building Classroom Activities." In Teaching AIDS. Routledge, 2012. http://dx.doi.org/10.4324/9780203406007-13.

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Gökmen, Muhammed Fatih. "A Reappraisal of Foreign Language Listening Skill for the 21st Century ELT." In Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4446-7.ch006.

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The changing face of the world has affected the education and research of language skills. The long-discussed listening skill has changed as well by incorporating and directing listening development outside the classroom by virtue of technological aids besides the intensive instruction of listening in the classrooms in the form of skills and strategy training. Therefore, a reappraisal of listening skill was needed and is shown by reviewing the historical journey of listening instruction and digital aids in reorganizing the instruction of listening inside and outside the classroom. A small-scal

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K., Sasirekha, and Suresh G. S. "Classroom Experiments and Experience Using Skill Genie." In Innovations and Technologies for Soft Skill Development and Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3464-9.ch009.

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The teaching learning process in every domain keeps changing abreast to academic and industrial practises. Other than knowledge, the acquisition of skill sets is demanded nowadays. The present generation may be a computer wizard, a scientific mastermind or a technocrat, but they are expected to possess a good skill set. To be successful, subject expertise alone is not enough. In this context, the Higher Education Department, Govt. of Andhra Pradesh has published a Student's Hand Book Skill Genie (SHBSG -2016). A very laudable attempt and this move certainly helps students to refine their commu

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Conference papers on the topic "Skill classroom"

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Sakuma, Dai, Keitaro Tokutake, and Masao Murota. "Design and Evaluation of Microteaching: Emergent Learning for Acquiring Classroom Management Skill in Teacher Education." In 16th International Conference on Knowledge Management and Information Systems. SCITEPRESS - Science and Technology Publications, 2024. http://dx.doi.org/10.5220/0012942200003838.

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Chelpanova, Elena, Elena Bystray, Victor Moshkovich, Irina Orlova, and Flura Zakirova. "FORMATION OF THE LEXICAL SKILL OF USING PHRASEOLOGICAL UNITS WITH SOCIO-CULTURAL CONNOTATIONS IN THE ENGLISH CLASSROOM IN SECONDARY EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1974.

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Joshi, Meghna, Tanmay Joshi, and Nimmi Rangaswamy. "Scaling Classroom IT Skill Tutoring." In CHI '18: CHI Conference on Human Factors in Computing Systems. ACM, 2018. http://dx.doi.org/10.1145/3173574.3174204.

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Riza, Zahratul, and Sri Setyarini. "EFL Flipped-Classroom: Promoting HOTS in Speaking Skill." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.051.

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Kochekseraii, Sadegh Babaii. "Is Lifelong Learning Skill The Only Life-Lasting Skill Engineering Graduates Ever Need? : Teaching Lifelong Learning Skill In The Classroom." In 2019 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2019. http://dx.doi.org/10.1109/icaset.2019.8714378.

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Rus-Casas, Catalina, Leocadio Hontoria, Gabino Jimenez-Castillo, Francisco Jose Munoz-Rodriguez, and Juan Domingo Aguilar-Pena. "Teaching experiences. Developing the transversal skill of entrepreneurship in the classroom." In 2020 XIV Congreso de Tecnología, Aprendizaje y Enseñanza de la Electrónica (XIV Technologies Applied to Electronics Teaching Conference) (TAEE). IEEE, 2020. http://dx.doi.org/10.1109/taee46915.2020.9163753.

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Mukaromah, Al Fiyatul. "The Improvement of Teacher’s Classroom Management Skill on Students’ Learning Activity." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.66.

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Aboe, Roswita M., Susana R. Bahara, and Halida Nuria Ma'rus. "Improving Students Writing Skill through Lesson Study-based Classroom Action Research." In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008898901730177.

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Kuswoyo, Heri, and Achmad Yudi Wahyudin. "Improving Student's Listening Skill Using Task- Based Approach in EFL Classroom Setting." In 4th Asia Pacific Education Conference (AECON 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.24.

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Lubis, Nazriani, and Asnarni Lubis. "Enhancing 21st Century Skill through Teaching Model Collaboration in Indonesian EFL Classroom." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.107.

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Reports on the topic "Skill classroom"

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Scoular, Claire, Jonathan Heard, and Adam Wardell. Communication: Skill development framework. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-749-6.

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This communication skill development framework was developed to address the challenges associated with teaching and assessing communication. It provides a general definition of communication and describes this construct as it applies in classroom-based learning. This framework synthesises and harmonises existing theory and research on communication. It outlines communication processes along prescribed strands and aspects that are informed by evidence. The strands contained within the framework are 1. Strategising an approach; 2. Conveying information; and 3. Receiving communication. The strand

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Scoular, Claire, Ian Teo, Jonathan Heard, and Adam Wardell. Self-regulation: Skill development framework. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-750-2.

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This self-regulation skill development framework was developed to address the challenges associated with teaching and assessing self-regulation. It provides a general definition of self-regulation and describes this construct as it applies in classroom-based learning. This framework synthesises and harmonises existing theory and research on self-regulation. It outlines self-regulation processes along prescribed strands and aspects that are informed by evidence. The strands contained within the framework are 1. Cognitive regulating; 2. Behavioural regulating; and 3. Emotional regulating. The st

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Scoular, Claire, Daniel Duckworth, Jonathan Heard, and Dara Ramalingam. Collaboration: Skill development framework. 2nd edition. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-751-9.

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This collaboration skill development framework addresses challenges associated with teaching and assessing collaboration. It provides a definition of collaboration and describes this construct as it applies in classroom-based learning. The framework synthesises and harmonises existing theory and research on collaboration and outlines creative thinking processes along prescribed strands and aspects that are informed by evidence. The strands contained within the framework are 1. Building shared understanding; 2. Collectively contributing; and 3. Regulating the group. The strands are further brok

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Heard, Jonathan, Dara Ramalingam, Claire Scoular, Prue Anderson, and Daniel Duckworth. Creative thinking: Skill development framework. 2nd edition. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-753-3.

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This creative thinking skill development framework addresses challenges associated with teaching and assessing creative thinking. It provides a definition of creative thinking and describes this construct as it applies in classroom-based learning. The framework synthesises and harmonises existing theory and research on creative thinking and outlines creative thinking processes along prescribed strands and aspects that are informed by evidence. The strands contained within the framework are 1. Generating ideas; 2. Experimenting with ideas; and 3. Identifying the quality of ideas. The strands ar

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Heard, Jonathan, Claire Scoular, Daniel Duckworth, Dara Ramalingam, and Ian Teo. Critical thinking: Skill development framework. 2nd edition. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-752-6.

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This critical thinking skill development framework addresses challenges associated with teaching and assessing critical thinking. It provides a definition of critical thinking and describes this construct as it applies in classroom-based learning. The framework synthesises and harmonises existing theory and research on critical thinking and outlines creative thinking processes along prescribed strands and aspects that are informed by evidence. The strands contained within the framework are 1. Constructing knowledge; 2. Evaluating ideas; and 3. Making decisions. The strands are further broken d

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Hudson, Kesha N., and Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into estab

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Atuhurra, Julius, Rastee Chaudhry, Tahrima Hossain, and Michelle Kaffenberger. Instructional Alignment in Nepal Using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/057.

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The content coverage of the Integrated Curriculum (IC) for Nepali Language Arts and Reading is broad, but some topics, including foundational reading and writing skills, are emphasised more than others. The IC generally emphasises middle levels of cognitive demand. IC content is highly aligned across Grades 1-3. Grade 1 teachers cover IC topics more broadly, and typically at lower cognitive demand levels, than the curriculum prescribes. The Classroom-Based Early Grade Reading Assessment (CB-EGRA) focuses on a narrower set of skills than either the curriculum or instruction, and typically at hi

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Dairianathan, Eugene, Larry Francis Hilarian, Peter Stead, Chee Hoo Lum, and Hoon Hong Ng. Learning through popular music, lessons for the general music programme syllabus in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27422.

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This project sought to investigate the identity, role and function of popular music within classroom-based education in Singapore. Popular music is characterised by: (i) lnterdisclplinarity (music, dance, poetry, theatre, etc); (ii) It suffuses the lives of school-going youth in their out-of-school curriculum. (iii) Skill acquisition is frequently gained through more informal learning than is usual in institutional settings (Green, 2002). (iv) Participation in popular music by various communities seems to cut across ethnic, religious and age boundaries, which makes popular music participation

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Wolfe, Randy P. Instructional Skills for Classroom Instructors (Course 29748). Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1408850.

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Schank, Patti, Christopher Barth, Valerie Crawford, London Jenks, Kelly Powers, and Judi Fusco. Classroom Discourse. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/250.

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Abstract:

This primer explores student-centered classroom discourse, examining its benefits and challenges and providing strategies for effective implementation. It emphasizes the shift from traditional "Initiation-Response-Evaluation" patterns to interactive approaches that enhance engagement, deeper processing, reasoning skills, and active listening. The primer discusses many social and cognitive advantages of discourse, methods to motivate participation, and the importance of establishing a safe environment where all students feel valued. The document discusses various methods like "accountable talk"

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