Gotowe bibliografie tematyczne / Classroom change

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Classroom change”

Autor: Grafiati
Data publikacji: 3 czerwca 2025
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Classroom change"

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Umbeck, Lindsay M. "Navigating Classroom Change." Mathematics Teaching in the Middle School 17, no. 2 (2011): 88–95. http://dx.doi.org/10.5951/mathteacmiddscho.17.2.0088.

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Alshreef, Nadyah, and Nashwa Saaty. "The Influence of Students' Independent Use of Generative AI Tools on the EFL Writing Classroom: Recommendations for Students, Teachers, and Policymakers." International Journal of English Language Education 13, no. 1 (2025): 152. https://doi.org/10.5296/ijele.v13i1.22832.

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This research explores the influence of generative AI tools on the EFL writing classroom through the lens of Complexity Dynamic Systems Theory (CDST), particularly with regard to the influence on classroom dynamics. The data were collected through semi-structured interviews with both teachers and students using an exploratory qualitative design. The results show that generative AI has disrupted writing classroom dynamics and resulted in a shift in assessment and classroom instructions. Also, since the rise of generative AI, noticeable changes have occurred in students’ writing. These tools hav
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Kadambi, Rajeev. "Need to Change the Classroom: Reconciling Inquiry and Teaching." Socio-Legal Review 09, no. 2 (2013): 122. http://dx.doi.org/10.55496/imst5667.

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In this narrative I share my thoughts about teaching constitutional law (I & II) in the background of pedagogical challenges o inclusion that surface in an undergraduate class room. My purpose here is to portray challenges I encountered in whetting teaching Ath inquir in designing the curriculum, teaching style, examinations, and pattern in evaluations in a constitutionalaw course. Two aspects that underlie my concern are, how do we nurture lifelong learners who can persist nAth inquiry in their own pace? And related to this, how does the teacher' attitude teach more than his or her academ
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Moller, Arlen C., Emma Forbes-Jones, and A. Dirk Hightower. "Classroom age composition and developmental change in 70 urban preschool classrooms." Journal of Educational Psychology 100, no. 4 (2008): 741–53. http://dx.doi.org/10.1037/a0013099.

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TARAS, HOWARD L. "Behavior Change in the Classroom." Journal of Developmental & Behavioral Pediatrics 17, no. 2 (1996): 124. http://dx.doi.org/10.1097/00004703-199604000-00016.

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Cleverley, Pat. "Classroom Hot Spots Change Again." Geography 70, no. 3 (1985): 206–11. http://dx.doi.org/10.1080/20436564.1985.12451954.

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Nussbaum, Joseph. "Classroom conceptual change: philosophical perspectives." International Journal of Science Education 11, no. 5 (1989): 530–40. http://dx.doi.org/10.1080/0950069890110505.

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KULA KARTAL, Seval. "Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment." International Journal of Assessment Tools in Education 9, Special Issue (2022): 19–27. http://dx.doi.org/10.21449/ijate.1127958.

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The change of the learning and teaching definitions in psychology has also changed the nature of classroom assessment implementations. One of these important changes is that the targeted skills in the classroom assessment, and item structures utilized to measure these skills have changed. Teachers have started to use items and tasks that can represent the significant knowledge and skills of subject better and provide rich information and evidence for students’ development rather than utilizing items measuring only remembering the bits of knowledge or simple comprehension. The second important
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V, Preetha P. "An Alternative Language Pedagogy in Online Classroom Language Learning." Journal of the faculty of Education 1, no. 17 (2023): 133–41. http://dx.doi.org/10.60037/edu.v1i17.1187.

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There is nothing that is devoid of change. Changes in the educational scenario with the upheveal of the pandemic have been quite of a storm. A classroom transaction earlier used to be a closed intimate framework, where it was practically impossible for anyone other than the teacher and the students to be present. That structure has changed in totality with the advent of digital sessions. From a preschool learner to the postgraduates in colleges, all have been transformed into virtual learners. The changeover has been too sudden that the entire school fraternity has been battling hard to arm th
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Wang, Ya-huei. "Embracing Dissonant Voices In English Classrooms." Contemporary Issues in Education Research (CIER) 3, no. 3 (2010): 21. http://dx.doi.org/10.19030/cier.v3i3.183.

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The purpose of this study is to determine whether a pedagogy grounded in dialogical ideals has the potential to empower students to make changes in English classroom interaction. The study first scrutinized the traditional “banking” educational system in English classrooms in which students were passive learners to realize students’ silence and powerlessness in classrooms. Then, after realizing students’ silence and resistance in traditional English classrooms, with a vision of social change, the researcher proposed the dialogical interaction pedagogy to the English class to challenge the trad
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Rozprawy doktorskie na temat "Classroom change"

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Parker, Kirsten Elisabeth. "School councils and classroom change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/NQ41593.pdf.

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Van, Bodegraven Diane Beth. "Implementing Change: How, Why, and When Teachers Change Their Classroom Practices." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1807.

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Teacher implementation of school reforms varies widely and often results in inconsistent student outcomes. Teachers adopt or resist change for complex reasons that are not fully understood. This qualitative study explored how veteran teachers described their experiences with school reform and changes in classroom practices that occurred over the course of their careers; it also examined factors that teachers identified as having positive and negative influences on their adoptions of change. The conceptual framework was based on Senge's systems theory as applied to learning organizations and Go
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Richmond, Pam, and n/a. "The more things change : enhancing the capacity of teachers to change their classroom practice." University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061107.130304.

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The major issue of this thesis is that for effective change in teachers' classroom practice to occur, multiple actions are required at different levels of participation, from federal and state education jurisdictions through to school communities and individual classroom teachers. The thesis supposition is that practical action factors in schools and the community can be found which meet the needs of the change. The history of attempts to achieve educational change through changed classroom practice is littered with a range of different approaches, usually one-off events. They have sometimes s
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Walker, Robert William. "How belief systems of classroom teachers affect mandated change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/NQ39603.pdf.

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Mattison, Merri. "Emancipation from Affluenza: Leading Social Change in the Classroom." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1351014167.

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Williams, Linnae Denise. "Understanding Teachers' Change Towards a Reform-Oriented Mathematics Classroom." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2332.

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Within the current mathematics teacher population there are teachers that want to change from traditional teaching styles to become more reform-oriented (i.e. focusing on student understanding rather than procedures). Many of these teachers do not know how to begin this change. This research looks into the tools that are most valuable for teachers as they change from traditional teaching practices to include more reform-oriented teaching practices. Through this phenomenological study, six successful reform-oriented teachers were interviewed to understand what tools they found to be most valuab
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Percy, John. "A case study of teachers' perceptions in a culture of change." Thesis, Australian Catholic University, 1997. https://acuresearchbank.acu.edu.au/download/192d68be43c6c5291d44928000a08ba47eff1ad57eb4ecf6a01de43c18b5ce15/5276275/Percy_1997_A_case_study_of_teachers_perceptions.pdf.

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The purpose of this research is to examine the effects of ongoing educational change that has occurred at a particular school. It attempts to identify the thoughts of teachers as they work within this culture of change and link them to the literature on what change looks like from the position of teaching. Unless the experience of teaching is considered from the perspective of teachers, educational change could become professional rhetoric. The research seeks to understand why some educational changes are perceived by teachers as being more effective than others in improving the teaching – l
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Davis, Heather C. "Curriculum Improvement: The Teacher Perspective on Change in the Classroom." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10022009-140421/.

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This study explored the curriculum change experiences of five social studies teachers, from three high schools within one school district located in a western Montana city, integrating an economics curriculum in their eleventh grade U.S. history classrooms for the first time. A review of the related literature on this topic revealed several areas of consideration regarding teachers' curriculum change experiences which guided the data collection and analysis process: commitment, workload, capacity, collaboration, and perception of the teaching profession. This qualitative, within case study was
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Hart, Maura A. "Implementing change in instructional delivery of classroom curriculum a phenomenological case study of classroom teachers implementing a problem-based learning approach in the classroom /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/42/.

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Kasapoglu, Koray. "Relations Between Classroom Teachers Attitudes Toward Change, Perceptions Of &quot." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612186/index.pdf.

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This study aimed at determining whether classroom teachers&lsquo<br>attitudes toward change correlate with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities in class at primary school level. Through a questionnaire, data were collected from 236 classroom teachers teaching in all public primary schools in the city center of Afyonkarahisar, Turkey. Demographical data of the participants, their attitudes toward change, perceptions of constructivist curriculum change, and implementation of constructivist teaching and learnin
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Książki na temat "Classroom change"

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Hilary, Constable, Farrow Steve, and Norton Jerry, eds. Change in classroom practice. Falmer Press, 1994.

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Great Britain. Department of Education and Science., ed. Managing change in the classroom. Yorkshire Television for DES, 1989.

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Canada, ed. Bringing climate change into the classroom: Climate change can be part of classroom curriculum or activities. Govt. of Canada, 2005.

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Boohan, Richard. Energy and change: Activities for the classroom. Association for Science Education, 1996.

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Boohan, Richard. Energy and change: Activities for the classroom. Association for Science Education, 1996.

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Earl, Lorna M. Classroom assessment: Changing the face; facing the change. Ontario Public School Teachers' Federation, 1995.

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L, Cole Christine, ed. Behavior change in the classroom: Self-management interventions. Guilford Press, 1994.

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Linda, Christensen, and Karp Stan, eds. Rethinking school reform: Views from the classroom. Rethinking Schools, 2003.

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W, Taylor Edward, ed. Teaching for change: Fostering transformative learning in the classroom. Jossey-Bass, 2006.

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DeWitt, Peter M. School climate change: How do I build a positive environment for learning? ASCD, 2014.

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Części książek na temat "Classroom change"

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Evans, Rinelle, and Ailie Cleghorn. "Global Change." In Complex Classroom Encounters. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-083-5_6.

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Sapiro, Arão. "Change and Project Management." In Classroom Companion: Business. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-55669-2_9.

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Muijs, Daniel. "Changing Classroom Learning." In Second International Handbook of Educational Change. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2660-6_47.

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Buehl, Doug. "History Change Frame." In Classroom Strategies for Interactive Learning, 4th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-24.

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Reagan, Miranda Talley. "Leadership for Change." In STEM-Infusing the Elementary Classroom. Corwin, 2016. http://dx.doi.org/10.4135/9781071873151.n14.

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Jelassi, Tawfik, and Francisco J. Martínez-López. "Disruptive Change at Bossard with SmartFactoryLogistics.com?" In Classroom Companion: Business. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48950-2_26.

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Klimkeit, Dirk, Pengji Wang, and Huiping Zhang. "International Organization and Change in Service Firms." In Classroom Companion: Business. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-50345-0_9.

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Al-Abdeli, Yasir M. "Flipped Classes: Drivers for Change, Transition and Implementation." In The Flipped Classroom. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3413-8_12.

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Hair, Joseph F., G. Tomas M. Hult, Christian M. Ringle, Marko Sarstedt, Nicholas P. Danks, and Soumya Ray. "Mediation Analysis." In Classroom Companion: Business. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80519-7_7.

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AbstractMediation occurs when a third variable, referred to as a mediator construct, intervenes between two other directly related constructs. More precisely, a change in the exogenous construct results in a change of the mediator construct, which in turn changes the endogenous construct. The mediator analysis evaluates the factors related to the cause–effect relationship between an exogenous construct and an endogenous construct. In the simplest form, the analysis considers only one mediator construct, but the path model can also include multiple mediating constructs simultaneously, as well a
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Cheang, Bryan, and Tom G. Palmer. "Conclusion—Humane Liberalism, Bottom-Up Change and Institutional Entrepreneurship." In Classroom Companion: Economics. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0844-8_7.

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Streszczenia konferencji na temat "Classroom change"

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Huang, Hui-Wen, and Tsung-Shu Chang. "Students’ Motivation and Perceptions in an AI Chatbot-based Climate Change Classroom." In 2024 4th International Symposium on AI (ISAI). IEEE, 2024. http://dx.doi.org/10.1109/isai63299.2024.00020.

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Tovilla Quesada, Rubén de Jesús. "FORAMINIFERA IN THE CLASSROOM: INTEGRATING MARINE MICROORGANISMS INTO MIDDLE SCHOOL SCIENCE EDUCATION TO IMPROVE UNDERSTANDING OF BIODIVERSITY, GEOLOGY, AND CLIMATE CHANGE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2652.

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Qodriani, Laila Ulsi, and I. Dewa Putu Wijana. "Language Change in ‘New-Normal’ Classroom." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.060.

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Weaver, Alfred. "Does Classroom Presenter Software Change Learning Outcomes?" In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322393.

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Schleicher, Al. "Change Agents: Classroom Teachers as Action Researchers." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1692790.

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Barner, Matthew S., and Shane A. Brown. "Providing meaningful change in the engineering classroom." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757475.

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Lim, Kah Yee, Joan Hau, and Yiqi Tew. "Computer Performance Evaluation for Virtual Classroom with Artificial Intelligence Features." In International Conference on Digital Transformation and Applications (ICDXA 2021). Tunku Abdul Rahman University College, 2021. http://dx.doi.org/10.56453/icdxa.2021.1008.

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The advancement of computer technology allows students to interact with Artificial Intelligence (AI) through smart classrooms. Smart classroom is one of the latest technology enhanced learning (TEL) which allows the classroom and students to interact during the learning process. Currently, smart classrooms are believed to change current dull teaching methods and enhance the students’ learning experience. Therefore, the proposed paper is a comprehensive study of applying artificial intelligence features to an intelligent classroom system (a.k.a virtual classroom system) that provides face detec
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Karanian, B. A. "Managing controversial and sensitive classroom issues." In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change. IEEE, 1997. http://dx.doi.org/10.1109/fie.1997.635954.

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Blömer, Linda, Alena Droit, and Uwe Hoppe. "Enabling Stakeholders to Change: Development of a Change Management Guideline for Flipped Classroom Implementations." In 12th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009352402270237.

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Lepore, Taormina. "CLIMATE CHANGE INQUIRY: TECHNOLOGY APPLICATIONS IN THE HIGH SCHOOL CLASSROOM." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-300912.

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Raporty organizacyjne na temat "Classroom change"

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Teo, Chua Tee, and Khiok Seng Quek. Pedagogical change for training teachers: Adapted flipped classroom approach. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23256.

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This pilot quasi-experimental project examines the effectiveness of an adapted flipped classroom approach for the teaching of 2 teacher education courses over a semester of 13 weeks. Both the experimental and control groups would be matched at programme level. The control group would be two comparable classes not using the flipped classroom approach but using the didactic or traditional approach of teaching. The flipped classroom approach is also known as the Thayer Method or the inverted classroom or reverse teaching. It involves interactive student-centred engagement pedagogy with individual
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Sage, Nicole. Peer Network Emergence and Change in the Classroom: A Multiple Systems Perspective. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.303.

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which reve
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Toyinbo, Oluyemi, and Xuzel Villavicencio. Education and climate change – What retrofits could make classroom environments more conducive to learning? Open Development & Education, 2023. http://dx.doi.org/10.53832/opendeved.0297.

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Thieman, Gayle. Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1460.

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Jengo, Eunice, Salome Maro, and Björn Haßler. Leveraging IOT Systems to Assess and Reduce the Impact of Climate Change in Learning Environments. Open Development & Education, 2025. https://doi.org/10.53832/opendeved.1185.

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Learning environments in low- and middle-income countries are increasingly impacted by climate change, facing challenges such as extreme heat, poor air quality, and noise pollution. However, there is limited research that comprehensively assesses these conditions across diverse climatic zones. This study addresses that gap by designing and piloting a low-cost, energy-efficient, solar-powered IoT system to monitor environmental conditions in schools. Using a mixed-methods, multi-phase research design, the study deploys sensor networks in Tanzanian classrooms—including retrofitted and control sp
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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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Haßler, Björn, Olamide Eso, Xuzel Villavicencio, Eunice Jengo, and Chris McBurnie. The impact of climate change on education: An evidence synthesis focused on classroom experience in hot climates. Open Development & Education, 2024. http://dx.doi.org/10.53832/opendeved.1139.

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Ulasewiicz, Constance B. "Triple Bottom Line Practices" in the Classroom and Across the Curriculum for Agents of Change in Apparel Disciplines. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1321.

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Araujo, María Caridad, Yyannu Cruz-Aguayo, Pedro Carneiro, and Norbert Schady. Teacher Quality and Learning Outcomes in Kindergarten. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011718.

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We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a well-known classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11
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