Relevant bibliographies by topics / Teachers’ classroom resources and material

Contents

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

Academic literature on the topic 'Teachers’ classroom resources and material'

Author: Grafiati
Published: 11 December 2022
Last updated: 25 January 2023

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Journal articles on the topic "Teachers’ classroom resources and material"

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Rani, Elsa Nadia, Framesti Putri intan Kusuma, Riska Dwi Rahma Putri, Syahrial Syahrial, and Silvina Noviyanti. "Keterampilan Guru dalam Mengelola Kelas pada Pembelajaran Siswa Kelas IV SDV 55/I Sridadi." AS-SABIQUN 4, no. 2 (2022): 265–76. http://dx.doi.org/10.36088/assabiqun.v4i2.1757.

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This study aims to determine the skills of teachers in managing the classroom. This type of research is qualitative as a research procedure that produces descriptive data in the form of written and spoken words from the behavior of the people observed. The subject of this research is the fourth grade teacher at SDN 55/I Sridadi. The results of this study indicate that the teacher's skills in managing the classroom can be done by always getting students to always be disciplined, neat and clean in everything. Classrooms with various decorations so that the class feels comfortable and beautiful.
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Hu, Sihua, Kaitlin T. Torphy, Kim Evert, and John L. Lane. "From Cloud to Classroom: Mathematics Teachers’ Planning and Enactment of Resources Accessed within Virtual Spaces." Teachers College Record: The Voice of Scholarship in Education 122, no. 6 (2020): 1–33. http://dx.doi.org/10.1177/016146812012200606.

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Background/Context Teachers face many different problems in teaching. Traditionally, research examines the complexity of teaching students and content by focusing on a teacher's physical space and influencing factors therein. While established conceptions of curricular enactment suggest that instructional materials shape both the intended and enacted curriculum, the materials themselves are traditionally conceived of as those that the district officially adopts (e.g., textbooks) or creates (e.g., curricular pacing guides). Yet, in 21st-century schools, a new era of information and technology p
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Aniq, Lailatun Nurul, Khairani Dian Annisa, and Diah Kristina. "Teacher’s Beliefs and Practice of Learner-Generated Material in a Flipped-Speaking Class." Langkawi: Journal of The Association for Arabic and English 6, no. 1 (2020): 29. http://dx.doi.org/10.31332/lkw.v6i1.1675.

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The practice of learner-centered approach (LCA) in enhancing foreign language teaching-learning process has been broadly recognized. Little research, however, have disclosed how this approach works and promotes learners’ improved abilities. While learner-generated material (LGM) is a principle of and one of the activities in learner-centered approach, it is currently under studied, thus little researchers discuss how it applies in EFL context. This qualitative case study investigated the teacher’s belief and classroom practice of learner-generated material in a flipped speaking class. The part
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Sari, Nara, and Teguh Sulistyo. "EFL TEACHERS’ PERSPECTIVES ON MOBILE-ASSISTED LANGUAGE LEARNING (MALL) RESOURCES FOR VOCATIONAL HIGH SCHOOL STUDENTS." Journey: Journal of English Language and Pedagogy 5, no. 1 (2022): 80–90. http://dx.doi.org/10.33503/journey.v5i1.1772.

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This study aimed to ascertain vocational EFL teachers’ perspectives on the development of Mobile-Assisted Language Learning (MALL) resources in vocational schools. It employed a mixed-method approach in which data were collected simultaneously using an open-ended questionnaire and semi-structured interviews. The study involved 95 English teachers from vocational schools in two cities of East Java, Indonesia. Among the participants, four were invited to participate in an online interview to discuss their perspectives on the characteristics, use and development of MALL material for vocational st
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Willingham, Tiara, Greer Wright, Christine A. Draper, and Michelle Reidel. "Preservice Teachers' Perceptions and Knowledge of Graphic Novels in the Content Areas." Georgia Journal of Literacy 37, no. 2 (2014): 27–34. http://dx.doi.org/10.56887/galiteracy.60.

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This article describes a qualitative study conducted to introduce preservice teachers to graphic novels which are often considered 'unconventional' reading materials. The study addressed specific questions to gain better understanding of preservice teachers' perceptions and knowledge of graphic novels, as well as how graphic novels can be used as classroom resources in each content area. There were fifteen preservice teachers involved in the study. Findings reveal that overall preservice teachers in this study believed that graphic novels were a beneficial resource to engage students in conten
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Hart, Lynn C. "Supporting Teacher Learning: Standards-Friendly Lessons in University Methods Courses." Teaching Children Mathematics 13, no. 4 (2006): 211–15. http://dx.doi.org/10.5951/tcm.13.4.0211.

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Since the publication of reform recommendations in Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics 1989), many strategies have been used to align teacher practice with the Standards. For example, mathematics educators have examined the impact of coaching in teacher's classrooms (Hart, Najee-ullah, and Schultz 2004), changing curriculum materials (Educational Development Center 2005), using case studies (Barnett 1992), and participating in lesson study groups (Fernandez 2005). Although all these strategies—given the appropriate resources a
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Raudeliunaite, Rita, and Eglė Steponėnienė. "SUPPORTING FACTORS FOR PRIMARY SCHOOL TEACHERS IN ENSURING INCLUSIVE EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 84. http://dx.doi.org/10.17770/sie2020vol4.4918.

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The objective of the study presented in this article is to reveal supporting factors for primary school teachers in ensuring inclusive education for children with autism spectrum disorders (hereinafter the ASD). Qualitative research was chosen for the study. In the study, the method of a semi-structured written reflection was used. The obtained data was analysed by applying the content analysis method. Qualitative content analysis was carried out in accordance with the inductive, study data based and categories composed logic.16 primary school teachers participated in the study. The study data
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Sukhorukova, A. A., and S. N. Shwedov. "ACTIVITY-VALUE APPROACH IN THE APPLICATION OF ELECTRONIC EDUCATIONAL RESOURCES WHILE TEACHING AT A MILITARY UNIVERSITY." Educational Psychology in Polycultural Space 55, no. 3 (2021): 106–12. http://dx.doi.org/10.24888/2073-8439-2021-55-3-106-112.

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The pedagogical conditions for the use of the activity-value approach in teaching cadets of a military university, namely in the process of using electronic educational resources by teachers, have been investigated. The functions of the teacher and students are described in interactive cooperation, within the framework of using computer programs in the classroom in technical disciplines. Some aspects of the algorithm of the teacher's actions when using electronic resources in the classroom with cadets in technical subjects and difficulties in creating a database of computer programs used in pr
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Page, Michelle L. "From Awareness to Action: Teacher Attitude and Implementation of LGBT-Inclusive Curriculum in the English Language Arts Classroom." SAGE Open 7, no. 4 (2017): 215824401773994. http://dx.doi.org/10.1177/2158244017739949.

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This survey research describes English language arts teachers’ comfort levels in integrating literature with lesbian, gay, bisexual, or transgender (LGBT) themes or characters into their curricula and classroom practices. Significant relationships were found between teachers’ age, comfort, awareness of resources, and implementation levels. Although younger teachers had higher comfort levels with LGBT texts, they displayed lower resource awareness levels and static implementation rates. In addition, comfort, awareness, and implementation of LGBT curriculum materials were also correlated with te
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Bicciato, Stella. "MATERIALS AND RESOURCES FOR TEACHING ITALIAN PRAGMATICS." Italiano LinguaDue 13, no. 2 (2022): 624–44. http://dx.doi.org/10.54103/2037-3597/17160.

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This study aims to describe the materials and the resources utilized for teaching Italian pragmatics, both in foreign and second language contexts. 139 teachers of Italian answered an online questionnaire which elicited information about the materials and resources they used in the classroom as well as information regarding their teaching techniques. Their answers were clustered into five main categories. The results revealed that the most commonly used materials were printed, audiovisual, self-produced, students’ oral production and digital materials. Within these categories, textbooks (print
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Dissertations / Theses on the topic "Teachers’ classroom resources and material"

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Johansson, Therese. "Teaching material in the EFL classroom : teachers' and students' perspectives." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-764.

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<p>The principal aim of this essay was to study why some teachers at upper secondary school choose to work with alternative material in the English classroom, whereas others choose a combination of alternative material and coursebooks. The investigation further deals with how alternative material is used. What students think about various kinds of material and whether they are encouraged to influence the choice of material has been considered as well. The method used was interviews with three teachers and six students.</p><p>The results of the study showed that all three teachers agreed that c
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Greene, Ashira Beth. "Literature in the French EFL classroom : a portrait of teachers' attitudes, goals, and resources." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10037662/.

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This thesis investigates the teaching of English literature in France on a country-wide scale. The aims of the study were to determine the types and frequency of literature used in the secondary school classroom, to gain information about teachers’ attitudes and approaches to this resource, and to analyse textbooks published for the secondary English classroom in France in order to determine what literary resources were readily available. In support of these aims, interview and questionnaire data were collected from 301 teachers around the country and ten textbooks were analysed. In French lyc
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Hall, Valerie. "The effects of technology resources, school administration, and teacher expertise on the relationship between teachers' pedagogical beliefs and classroom computer use." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1481669171&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Faw, Kieran. "Striving Towards an Understanding of Experienced Teachers’ Perceptions of the Usefulness, Ease of Use and Effective Integration of Technology in their Classroom." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35089.

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This thesis uses Narrative Theory and Technology Acceptance Model to uncover the experiences, perceptions, and challenges that five experienced teachers face when using and integrating technology in their classroom. It gives narrative consideration of the value of unique experience by focusing on the stories of each participant, and it analyzes narrative themes. This study found that there were numerous impacts on teachers’ perceptions on the usefulness and ease of use of technology: this included (a) Limits: technology limits, teacher limits, student limits, and practical limits; (b) Support
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Bunt, Byron John. "The extent to which teachers nurture creative thinking in the Grade 9 Social Sciences classroom through the choice of teaching methods / Byron John Bunt." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10115.

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The nurturing of creative thinking skills is one of the cornerstones of Outcomes-Based Education (OBE). This study investigated to what extent teachers nurture the development of creative thinking through the choice of teaching methods, which include the application of teaching strategies and the utilization of resources, in the Grade 9 Social Sciences classroom. A literature study was undertaken to highlight the importance and nature of the development of creative thinking skills, and to establish which teaching methods, strategies and resources nurture the development of creative thinking in
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Sandström, Daniel. "To Use or Not to Use Coursebooks? : A Study of Teachers' Opinions on Coursebooks and What Constitutes a Good One in the English Classroom." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, Skolnära forskning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49657.

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The aim of this study is to investigate teachers’ opinions and experiences using analogue coursebooks in lower secondary school English teaching. The study was conducted using written interviews, interviewing 7 currently active teachers teaching English in the Swedish school system, with the participants’ answers being the material. Thematic Analysis was a method used to structure the results, and Sociocultural Theory was the theoretical perspective. The themes that were identified were: analogue coursebooks; digital coursebooks; more or less suitable activities for coursebook usage; the futur
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Kjällander, Susanne. "Designs for Learning in an Extended Digital Environment : Case Studies of Social Interaction in the Social Science Classroom." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55309.

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This thesis studies designs for learning in the extended digital interface in the Social Science classroom. The aim is to describe and analyse how pupils interact, make meaning and learn while deploying digital learning resources. Together with the thesis a multimodal design theoretical perspective on learning has developed: Designs for Learning. Here learning is understood as multimodal transformative processes of sign-making activities where teachers and pupils are viewed as didactic designers. A model called Learning Design Sequence has been developed and serves as a tool for data collectio
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Moberg, Dennis. "Inclusiveness in texts in the EFL classroom : A study of English teachers’ inclusion of different parts of the world in texts used in the lower grades." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35975.

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This essay investigates if texts featuring different parts of the world are present in the English as a Foreign Language classroom for grades 1-3 of Swedish primary school. The focus in the essay is to investigate what texts teachers use in the English classroom and what content the texts feature related to different parts of the world. The data was collected by a combined method of a quantitative and a qualitative study with the field of English as an International Language as an area of focus. The quantitative study consisted of an online survey which received 72 replies from primary school
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Randall, Elizabeth Sylvia. "Teacher development and change in the context of teaching large under-resourced science classes." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07102009-170724.

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Dane, Malešević. "Методолошки фактори обезбеђења квалитета средњег стручног образовања и њихов утицај на повишење нивоа производње". Phd thesis, Univerzitet u Novom Sadu, Tehnički fakultet Mihajlo Pupin u Zrenjaninu, 2011. http://dx.doi.org/10.2298/NS20111221MALESEVIC.

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Глобализација светске привреде довела је да је квалитет постао приоритетан фактор у борби са конкуренцијом за опстанак на тржишту. Квалитет се дефинише као скуп особина, карактеристика производа, робе, услуга, рада, изазивајући њихову способност да задовоље потребе и захтеве потрошача у складу са циљем и њиховим очекивањима. Због потребе привреде за радном снагом која ће бити компетента да производи производе који ће задовољити потребе и жеље купаца, све су израженији захтеви за квалитетом у стручном образовању. Основу за оцену квалитета образовног процеса чине образовни исходи који обухватају
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Books on the topic "Teachers’ classroom resources and material"

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Haines, Simon. Projects for the EFL classroom: Resource material for teachers. Nelson, 1989.

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Inclusion for primary school teachers. Bloomsbury Education, an imprint of Bloomsbury Publishing Plc, 2016.

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Teaching social studies in grades K-8: Information, ideas, and resources for classroom teachers. Allyn and Bacon, 1994.

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Peregoy, Suzanne F. Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers: A resource book for K-12 teachers. 5th ed. Pearson Education/Allyn & Bacon, 2008.

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The Internet and the language classroom: [a practical guide for teachers]. Cambridge University Press, 2000.

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Burns, Anne. 'I see what you mean': Using spoken discourse in the classroom : a handbook for teachers. Macquarie University, 1996.

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Peregoy, Suzanne F. Reading, writing & learning in ESL: A resource book for K-12 teachers. 2nd ed. Longman, 1997.

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Owen, Boyle, ed. Reading, writing & learning in ESL: A resource book for K-8 teachers. Longman Pub. Group, 1993.

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Owen, Boyle, ed. Reading, writing & learning in ESL: A resource book for K-12 teachers. 3rd ed. Longman, 2001.

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Owen, Boyle, and Peregoy Suzanne F, eds. Reading, writing, and learning in ESL: A resource book for K-12 teachers. 4th ed. Pearson/Allyn and Bacon, 2005.

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Book chapters on the topic "Teachers’ classroom resources and material"

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Edwards, A. D. "Source Material in the Classroom." In Handbook for History Teachers. Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-18.

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Hanh, Hoang Phuong, Tran Thanh Nam, and Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.

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AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted remarkable responses from the community. Suggestions to improve the effectiveness and sustainability of the efforts, including digitalization consideration, targeting and effective mobilization of resources, dissemination of learning materials, and long-term planning, are discussed in the last half of the chapter, after reviewing and evaluating their impact and potential.
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Hanh, Hoang Phuong, Tran Thanh Nam, and Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.

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AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted remarkable responses from the community. Suggestions to improve the effectiveness and sustainability of the efforts, including digitalization consideration, targeting and effective mobilization of resources, dissemination of learning materials, and long-term planning, are discussed in the last half of the chapter, after reviewing and evaluating their impact and potential.
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Harber, Clive. "Human and Material Resources: Finance, Teachers and Physical Resources." In Schooling in Sub-Saharan Africa. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57382-3_4.

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Morabito, Nancy P. "From Lab to Lecture? Science Teachers’ Experiences Translating Materiality in Lab-Based Research Experiences into Classroom Practice." In Material Practice and Materiality: Too Long Ignored in Science Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01974-7_11.

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Léna, Pierre. "Robotics in the Classroom: Hopes or Threats?" In Robotics, AI, and Humanity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54173-6_9.

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AbstractArtificial intelligence implemented in a great diversity of systems, such as smartphones, computers, or robots, is progressively invading almost all aspects of life. Education is already concerned by this revolution, as are medicine or care for elderly people. Education is indeed a special case, because it is fundamentally based on the relationship, involving love and emotions as well as knowledge, between a fragile child and an adult. But teachers are becoming rare and education expensive: The Earth demography is here an economical challenge. We examine some of the various modalities of teacher substitution, companionship or computer-resources which are already experimented, and discuss their ethical aspects. We conclude on the positive aspects of computer-aided education, which does not substitute the teacher, but may help and provide continued professional development.
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Pashby, Karen, Marta da Costa, Louise Sund, and Su Lyn Corcoran. "Resourcing an Ethical Global Issues Pedagogy With Secondary Teachers in Northern Europe." In Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4402-0.ch003.

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In this chapter, the authors report on a participatory research project with secondary school teachers in England, Finland, and Sweden that aimed to explore the possibilities for ethical global issues pedagogy in the classroom. The project had three integrated stages: 1) development and delivery of a workshop for teachers based on a synthesis of theoretical work in critical global citizenship education and environmental and sustainability education, and introducing Andreotti's (2012) HEADSUP tool; 2) classroom visits and reflective interviews with teachers where the workshop material was applied and adapted; and 3) drafting, reviewing, piloting, and publishing online a resource to support teacher practice. Findings show teachers are inspired and committed to engaging with deep ethical pedagogical approaches to global issues. However, in order to be able to take up critical approaches in the classroom, teachers require resources and spaces where they can engage with theory and research, reflect, experiment, and exchange information with other teachers.
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Holler, Melissa B. "Virtual Tour." In Web-Based Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch035.

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Perhaps for the first time since the computer made its debut, the teacher is in the position to command the technology-based instructional resources used in the classroom. Gone are the days when teachers must rely solely on the expertise of computer professionals to create computer-assistedinstruction. With the advent of the World Wide Web, creating student-centered, ageappropriate material rests in the hands of the classroom teacher. The Virtual Tour is the newest link to literally millions of content specific sites that supply images, sounds, and video media.
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Manolis, Christos, and Eleni Kalaitzidou. "Personal Learning Environments and Social Networks in the Traditional School System." In The Social Classroom. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4904-0.ch021.

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An effort to integrate new technologies in learning and school life in general has been put forward by the ministry of education in Greece with an action known as “Digital School.” One of the components of “Digital School” is the digital platform that includes all schoolbooks converted to an electronic format (e-books), enhanced with additional interactive educational material. This research focuses on how the enhanced 10th grade mathematics books could comprise a constructive learning environment beyond the classroom, facilitating pupils studying on their own and at their own pace. The results of the research show that social networks, digital tools, and the resources that pupils use on a daily basis can pave the way in this direction on condition and that they are utilized for the configuration of a PLE (Personal Learning Environment) by each pupil, which ensures the required communication and feedback between the community of pupils and teachers.
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García, Karen, and Renata Suzuki. "The Blended Learning Classroom." In Web-Based Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch058.

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This blended learning classroom (BLC) case study identifies and describes successful procedures and methodologies that widen the use of online tools in virtual environments. It provides a systematic and organized access to theplethora of free social software available online for thedevelopment of collaborative learning activities. The goal of this particular BLC professional development activity was to offer a face-to-face group of English teachers in Venezuelathe opportunity to meet members of an international community of practice (CoP) and together review a packaged learning course material online. Blendedtechnology, the mix and match of available tools, served to display the wide use of resources and each person’s skills. By exploring online tools, participants gained an opportunity for learning about both educational theory andthe use of technology. The experience described here shows a prototype of future pathways towards educational content use and development.
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Conference papers on the topic "Teachers’ classroom resources and material"

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Kočović Pajević, Milica, and Jelena Josijević. "Students’ perspective of ESP in IT classroom: challenges and opinions." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.420k.

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ESP has become a crucial part of every EFL curriculum. Hence, there are numerous challenges that both students and teachers encounter during their classes. This paper deals with potential problems that students face in ESP classroom, their attitudes towards the content and perspective of ESP classes and materials, as well as implications and recommendations for future methods and resources used in ESP classrooms. For the purpose of the study, we conducted a survey among students to examine their attitudes and to investigate their perspectives of ESP classes and materials. The paper presents th
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Mayorga, Kelia, Hugo Arias-Flores, Carlos Ramos-Galarza, and Isabel L. Nunes. "Digital Storytelling to Help Improve Reading comprehension." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002184.

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Information and communication technologies have transformed the world, especially if they are aimed at promoting reading in children in their first years of learning. The problems generated by deficiencies in reading comprehension in the student body affect their school performance and their progress in the upper years, creating demotivation and low levels in their school performance. The objective of the research proposal is to design a virtual classroom with digital narratives as support to improve reading comprehension in the student body. Digital narratives are a technological resource tha
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Podehl, Martin. "Statistics in the classroom learning to understand societal issues." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03111.

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The role of a National Statistical Office is to produce the official statistics for its country and to help citizens understand the issues underlying the society and economy. Reams of statistical tables cannot do the job alone: to become ‘information’, statistics must be analyzed and portrayed effectively for the target audience, i.e. citizens of all ages. Students (high school and university) can most easily be reached through the Internet. Not only has Internet access the highest rate among the young, but a website is also very cost-effective to make material available in formats and in quan
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Qian, Binsen, and Harry H. Cheng. "C-STEM Studio: A Solution for Learning Computing and STEM Topics With Robotics and Embedded Systems." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-68362.

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In this article, C-STEM Studio, a platform for hands-on integrated learning of Computing, Science, Technology, Engineering and Mathematics (STEM) with robotics, is presented. C-STEM Studio integrates many technologies, software, and curriculum that K-12 educators can use in their classroom. Ch, a C/C++ interpreter, provides an environment for computing. Linkbot Labs, Ch Linkbot Controller, and Ch Robot Controller allow teachers to utilize the robotics, such as Linkbots and Lego Mindstorms NXT and EV3, to help teach concepts in mathematics and science. RoboSim and RoboBlockly are simulation env
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Heckmann, Gerardo. "Remix technics with exe learning to improve statistics learning using moodle." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15706.

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If there is an issue that is particularly hard to understand for students in statistical inference that is the concept of the distribution of a combination of random variables: an estimator. In a massive, 300 or more students’ classroom, the challenge is even greater. This situation is common at the Faculty of Economics of the National University of Córdoba (FCE- UNC), Argentina, with more than 12,000 students. The purpose of this work is to show how to take advantage from the production of Scorm materials that facilitate the integration of resources available on the web to improve the study o
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Pratt, Deirdre Denise. "The making of CourseMaker, a web-based shell program which can be set up by the teacher to run online courses." In The South African Communications Association Conference. SACOMM, 2003. http://dx.doi.org/10.51415/10321/243.

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CourseMaker is an HTML shell program which was developed by the presenter as part of a Ph.D. research project on CAI/written composition, but which can be used for a variety of other instructional purposes. CourseMaker contains many of the elements of the traditional classroom translated into the electronic medium, and can be set up by teachers to run a variety of courses in either academic or non-formal subjects, along with any instructions, lesson materials or notes they may wish to include. It has features such as lesson links and pop-up boxes which make it possible to layer and cross-link
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Sijuola, Rasaq, and Jelena Davidova. "Challenges of Implementing Inclusive Education: Evidence from Selected Developing Countries." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.017.

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Inclusive education is deemed to be a lofty goal that every nation should strive to achieve. It helps people living with disabilities and people without any disabilities to have equal access to educational materials, resources, and training without any discrimination. Therefore, international advocates and governments have made conscious efforts to achieve inclusive education. However, the implementation of inclusive education and its related policies is difficult, especially in developing countries. The lofty inclusive education is challenging and almost impossible to achieve. This paper, the
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Oliveira Júnior, Ailton Paulo, Nilceia Datori Barbosa, Natália Galvão Simão de Souza, and Anneliese Oliveira Lozada. "The Creation and Validation of a Digital Pedagogical Game for the Teaching of Probability in the Early Years of Elementary School." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t10c2.

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We consider teaching probabilistic concepts using an educational digital game. In particular, we seek to validate the game’s usefulness through the evaluation of basic education teachers who teach this probabilistic content in their classrooms. We believe that, in addition to creating, developing, and organizing resources and materials for teaching, it is essential that the materials are evaluated to validate their effectiveness for teaching and learning. We seek to offer teachers and students greater possibilities for didactic work by offering digital educational activities for student learni
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Issers, Oksana S. "Modern Discursive Practices As Classroom Material For Philology And Journalism Teachers." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.27.

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Terán, Teresita Evelina, and Augusto Nascimbene. "Evaluation of the Teaching Material Developed by Biostatistics Teachers, Through Student Assessments in 2020." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t12b2.

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Students' assessment of teaching materials is a source of data to assess the quality of teaching. The opinions of the students of Biostatistics and Veterinary Medicine of the National University Entre Ríos (UNER) regarding the didactic material in the virtual world were investigated. The 82 students enrolled in the virtual classroom were surveyed. Students' evaluations of the teaching material uploaded to the virtual classroom were analyzed through a survey that consisted of four blocks of closed questions on format, design, content and general aspects. The students recognized the usefulness a
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Reports on the topic "Teachers’ classroom resources and material"

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al.
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing tha
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Sitabkhan, Yasmin, Matthew C. H. Jukes, Eileen Dombrowski, and Indrah Munialo. Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya. RTI Press, 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0084.2212.

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There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to som
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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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Shapovalov, Viktor B., Artem I. Atamas, Zhanna I. Bilyk, Yevhenii B. Shapovalov, and Aleksandr D. Uchitel. Structuring Augmented Reality Information on the stemua.science. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2666.

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It is demonstrated that one of the conditions for successful scientific and pedagogical work is exchanging of methodical materials, including with using of augmented reality. We propose to classify approaches of placing methodical materials on closed, open and open-moderated types. One of the important benefits of a closed type is the high quality of the methodical material, but it’s limited by amount of material and the lack of exchange opportunities that are problems, and there are no open-moderated resources in the Ukrainian language. The aim of this article is to analyze approaches of syst
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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR d
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Sur
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical
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