Classroom environment Research Papers - Academia.edu (original) (raw)

This essay evaluates Groome’s Method of Shared Christian Praxis as a method of Practical Theology in a classroom situation. I first describe the discipline and methodology of Practical Theology (PT) in general, and in particular explains the method of Thomas Groome. The author’s previous work on a joint assignment between Canisius Secondary School in Zambia and Mount St Mary’s College in England is shown as an example of applying the method. Before I begin, however, I wish to observe how Campbell notes that “notions of pastoral theology and practical theology are often confused, used differently, or used synonymously.” For the purposes of this essay I do not attempt to adjudicate between either term – however, given that Rahner adopts PT I shall align myself with his usage – but I draw the reader’s attention to how differently American and UK academics view this matter, and consequently some cited material might refer to Pastoral Theology.

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- Practical theology, Classroom environment, Pastoral Theology, Undergraduate Research

This interview study addresses the gap in earlier research by focusing on the narratives of 13 ADHDdiagnosed Finnish students regarding teacher reactive classroom management strategies. The data are analysed through narrative analysis. Five different narrative types are identified, in which teacher behaviour is evaluated as (1) disproportionate, (2) traumatising, (3) neglectful, (4) unfair and (5) understanding. The dominant storyline-common to the first four types-constructed the narrator's transgression as contingent upon and a justified reaction to teacher conduct. The vicious cycle of coercive classroom management strategies and the culture of blame between students and teachers are discussed.

- by Tanja Vehkakoski
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- Psychology, ADHD (Psychology), Classroom environment, ADHD

- by Elizabeth Davis
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- Psychology, Assessment, Learning Progressions, Classroom environment

Teachers' successful provision of levels of support to prevent and reduce problem classroom behaviors requires skillful application of research-based classroom and behavior management strategies. Among others, 2 teacher-centered strategies have been shown to decrease students' inappropriate behaviors and increase their appropriate behaviors: the delivery of teacher praise as positive reinforcement for students' appropriate behavior and the provision of high rates of opportunities for students to respond (OTR) correctly to academic questions, tasks, or demands. Consistent and appropriate use of teacher praise and increased OTR may serve as an important 1st step to establish predictable and positive classroom contexts that promote successful primary, secondary, and tertiary prevention and intervention supports. The authors present guidelines for increasing teachers' effective use of praise and OTR as a preventative measure for reducing problem behavior and increasing appropriate behavior in urban classroom settings.

- by Regina Oliver
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- Behavior Modification, Classroom environment, Self Monitoring, Classroom Management

This study aims at exploring the characteristics of classroom environment in Hong Kong's junior secondary schools, and investigates the influence of classroom environment on students' motivation and use of self-regulated learning strategy. A total of 1,955 Grade 7 to 9 junior secondary students responded to a questionnaire that comprised two sets of instruments, i.e., the Hong Kong Classroom Environment Scale and the Chinese version of Motivated Strategy for Learning Questionnaire. The findings of this study suggest that high teacher support and involvement is a salient feature of classroom environment in Hong Kong. However, in contrast to results of Western research, this study found that it was teachers rather than students who were more influential on students' self-regulated learning in Hong Kong, which might reflect some culture-specific features of teacher-centred classroom environment in Hong Kong. The implications of these findings for understanding Hong Kong classroom environment and students' self-regulated learning are discussed. Finally, suggestions for future research are put forward.

- by Hongbiao Yin
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- Classroom environment, Self-regulated Learning, Students Motivation

Students with emotional and behavioral disorders (EBD) are often placed into selfcontained settings to provide more focused academic and behavioral supports. Little is known, however, about differences in the instructional contexts of self-contained and general education classrooms. Using direct observation and self-report measures, the present study investigated disparities in the practices used to support the academic and social achievement of students with and at risk for developing EBD across settings. Results indicated that teachers in self-contained settings were able to provide a greater amount of instruction in small-group settings. However, there were no differences found in the use of effective instructional strategies or practices. Findings are discussed within the context of the academic and behavioral needs of students within the sample.

- by Rachel Robertson
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- Emotional/Behavioral Disorders, Classroom environment

- by Rachel Robertson
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- Classroom environment, Classroom Management

Abstract. It has become standard practice to use the traditional information technologies such as web and email in education. But as the University campus becomes increasingly deployed with interconnected computing technology, we begin to ask how the resulting “iCampus” resource can be used in new and novel ways. This paper builds upon our previous work in the area of intelligent environments and goes beyond the typical use of computing technology within education. We report on our current research that aims to ...

As elementary teachers close their classroom doors with their students inside, they experience this false sense of autonomy that speaks to them within their deep inner voice that whispers whatever they do, whatever they say, or whatever attitude they display through their nonverbal communication, ultimately, they will not be held accountable, because after all, they are the adults, and their classrooms are filled with children, who are easily fooled, easily deceived, and easily influenced.

Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61% female) participating in flipped teaching environments and 10 convenors of the flipped courses in which the student sample was enrolled. Results suggest that higher education students can be differentiated based on their preferences for elements of a flipped classroom, resulting in two clusters of students: those who embrace most aspects of a flipped classroom environment as well as prefer it (labelled ''Flip endorsers'') and those who are close to neutral on some elements of a flipped classroom environment but who especially do not endorse the pre-learning aspects (labelled ''Flip resisters "). Flip endorsers were found to have more positive attitudes towards the course activities (both pre-class and in-class) and to have felt more involved and engaged in the content. These findings shed some light on the types of students who might prefer flipped classrooms, but more importantly identify those who are likely to resist a change to a flipped classroom environment. The findings also suggest that although students may find the flipped classroom more difficult, student outcomes and active participation in class activities do improve when course convenors: a) use a theoretical perspective to inform their flipped teaching strategy, b) integrate assessment into the design of their flipped classroom, and c) flip the entire course.

บทความนี้ศึกษาเกี่ยวกับที่มาและความสำคัญของนโยบาย ประเทศไทย 4.0 ในส่วนของความเชื่อมโยงกับการจัดกิจกรรมส่งเสริมการเรียนรู้ เพื่อการพัฒนาผู้เรียนให้เต็มศักยภาพในรายวิชาภาษาอังกฤษ (สาระที่ 2 ภาษาและวัฒนธรรม) ด้วย ห้องเรียนกลับด้าน สำหรับนักเรียนระดับชั้นมัธยมศึกษาตอนต้น (ม.1-3) การศึกษาอาศัยข้อมูลจากการสำรวจ สืบค้น และอ้างอิงข้อมูลจากงานวิจัยจากหลายๆชิ้น ที่ได้กล่าวถึงการศึกษาไทย 4.0 บทความนี้ยังกล่าวถึงแนวคิดในการจัดกิจกรรมส่งเสริมการเรียนรู้ เพื่อการพัฒนาผู้เรียนให้เต็มศักยภาพในรายวิชาภาษาอังกฤษ (สาระที่ 2 ภาษาและวัฒนธรรม) ด้วย ห้องเรียนกลับด้าน สำหรับนักเรียนระดับชั้นมัธยมศึกษาตอนต้น (ม.1-3)เพื่อให้ผู้เรียนเกิดการเรียนรู้และการพัฒนาที่เต็มประสิทธิภาพ โดยการนำเอาอุปกรณ์อิเล็กทรอนิกส์ มาใช้เป็นสื่อการเรียนการสอนหลักในห้องเรียน
แนวคิดในการจัดกิจกรรมส่งเสริมการเรียนรู้ เพื่อการพัฒนาผู้เรียนให้เต็มศักยภาพในรายวิชาภาษาอังกฤษ (สาระที่ 2 ภาษาและวัฒนธรรม) ด้วย ห้องเรียนกลับด้าน สำหรับนักเรียนระดับชั้นมัธยมศึกษาตอนต้น (ม.1-3)นี้ เกิดขึ้นจากการระดมความคิด และการออกแบบหลักสูตร แผนการจัดการเรียนการสอน รวมถึงสื่อการเรียนการสอนที่แตกต่างอย่างสร้างสรรค์ เพื่อเป็นการจุดประกายความคิดของผู้สอน ให้ได้นำแนวคิดในความนี้ไปประยุกต์ใช้ และปรับใช้ในการจัดการเรียนการสอนในชั้นเรียนของตนเอง โดยใช้เครื่องมืออิเล็กทรอนิกส์เป็นส่วนสำคัญในการดำเนินการเรียนการสอนในแต่ละวัน เพื่อให้ทั้งผู้สอน และผู้เรียน ได้เกิดความคุ้นเคยกับการใช้เครื่องมืออิเล็กทรอนิกส์ และเกิดความคิดที่แปลกใหม่ เพื่อเป็นพื้นฐานให้กับผู้เรียน และผู้สอนได้นำไปใช้ต่อยอดในการสร้างนวัตกรรมใหม่ๆเพื่อใช้การจัดการเรียนการสอนในอนาคตต่อไป

Self-determination theory proposes that humans have an inherent tendency to use and develop their abilities, explore their environment, and learn. In other words, humans are naturally intrinsically motivated. However, if environment does not support intrinsic motivation, then rewards and punishment are necessary to control behavior in education. Therefore, the purpose of this paper was to describe how the classroom environment can be structured to support intrinsic motivation. First, the four major types of motivation -external regulation, introjected regulation, identified regulation, and intrinsic motivation -were described. Next, the three psychological needs of success, relationships, and choice were explained. Finally, seven principles for fostering positive motivation in the classroom were discussed. In conclusion, the classroom environment that the educator provides has a significant impact on students' motivation so educators need to create a learning environment that fosters the three psychological needs of success, relationships, and choice. When educators create a positive learning environment, then students will be more likely to have positive motivation which leads to more positive learning outcomes.

- by Katrina A. Korb
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- Education, Motivation (Psychology), Classroom environment

Bullying is a widespread social phenomenon involving both individual and group variables. The present study was aimed at analyzing how students' perception of a bullying episode might be influenced by group and context variables. A convenience sample of 455 adolescents read a short story, in which the in-group role (bully vs. victim) and level of teacher likeability (high vs. low) were manipulated. Participants were asked to evaluate their own group and an out-group, in terms of four dependent variables: liking, right to use the basketball court, attribution of blame, and attribution of punishment. Data showed a strong participant in-group bias and a generalized tendency to favor the in-group, especially when it was the victimized group. Conversely, the manipulation of teacher likeability did not affect students' perception of bullying, except for girls' attribution of punishment. Lastly, a clear gender effect emerged, in that boys accepted physical bullying more readily than girls did. Results are discussed in terms of group dynamics and preadolescent social identity concerns.

Education is an immense necessity for everyone. It develops us mentally and intellectually to overcome challenges with rational thoughts. To initiate such abilities, the role of parents and educators has been recognised as a significant factor for student’s academic success. Hence, the present study aimed to examine the impact of parental involvement and classroom climate on student’s critical thinking by using path analysis approach. The sample of 236 students of Class-XII standard was selected by simple random sampling for investigation. Parental Involvement Rating Scale (PIRS) developed by C. Naseema and A. Gafoor, Classroom Learning Environment Inventory by K.S. Misra and Critical Thinking Test constructed by researcher have been used for the collection of data. Product moment correlation coefficient was computed for analysis of data. SPSS AMOS was used to estimate the path coefficients to measure the magnitude of relationship between the predictor variables and criterion variable. The results reveal that there is a significant relationship between parental involvement and student’s critical thinking. It also showed that there is a significant relationship between classroom learning environment and student’s critical thinking. Further it recommended that the collective effort by parents and educators may cultivate an adoptive motivational foundation to enhance student’s critical thinking skills.

- by IERJ Journal
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- Critical Thinking, Classroom environment, Path Analysis, Parental involvement

The proliferation and ease of access to information and communication technologies (ICTs) such as Facebook, text messaging, and instant messaging has resulted in ICT users being presented with more
real-time streaming data than ever before. Unfortunately, this has also resulted in individuals increasingly engaging in multitasking as an information management strategy. The purpose of this study was to examine how college students multitask with ICTs and to determine the impacts of this multitasking on their college grade point average (GPA). Using web survey data from a large sample of college students at one university (N ¼ 1839), we found that students reported spending a large amount of time using ICTs on a daily basis. Students reported frequently searching for content not related to courses, using Facebook, emailing, talking on their cell phones, and texting while doing schoolwork. Hierarchical (blocked) linear regression analyses revealed that using Facebook and texting while doing schoolwork were
negatively associated with overall college GPA. Engaging in Facebook use or texting while trying to complete schoolwork may tax students’ capacity for cognitive processing and preclude deeper learning. Our research indicates that the type and purpose of ICT use matters in terms of the educational impacts of multitasking.

- by Reynol Junco
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- Cognitive Science, Education, Educational Technology, Learning and Teaching

A. INTRODUCTION / BACKGROUND OF THE STUDY The Department of Education decided that there will be no academic freeze in the Philippines for the school year 2020-2021. DEPED Secretary Briones even stated that "Education must continue even in times of crisis whether it may be a calamity, disaster, emergency, quarantine, or even war. We appreciate the efforts of the Information and Communications Technology Service and Undersecretary Pascua for making this platform available in these trying times" (DepEd, 2020). In time with the opening of classes, the department focused on finding ways on how to deliver quality education and came up with different modalities to cater the 22 million Filipino youth (DepEd, 2020). Online distance learning is one of the modality offered to the students who have access to the internet. The online teachers are equipped with knowledge and skills on how to properly carry out their lessons in this type of modality but are facing different problems such as allowing the students to interact with each other and participate in group activities. The researchers are Master of Arts students majoring in science at the National Teachers College. The researchers wanted to increase the academic performance of the students through the use of collaborative approach in an online class.

- by Rishell Tafalla
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- Classroom environment, Collaboration, Student Interaction, Online Classroom

[Punitive] perspectives on artistic education and aesthetic knowing in classrooms void of creative expression. And how to get it back. (A critique and response to the question: What impact would art education have on creative cognition... more

[Punitive] perspectives on artistic education and aesthetic knowing in classrooms void of creative expression. And how to get it back.
(A critique and response to the question:
What impact would art education have on creative cognition in both students’ ability to problem solve and on teachers’ ability to teach with passion as co-learners?)

In today's elementary classrooms, children are expected to acquire knowledge and skills to ensure that they will be able to maintain and further the cultural, economic, and scientific accomplishments of our societies as responsible citizens. As a result, early on in their school career, elementary school students are exposed to a diversity of knowledge and skills explained to them by their teachers, systematized in curricula and syllabi, and conveyed through instruction, school books, and other educational materials.

- by Florian Feucht
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- Cognitive Psychology, Cognitive Science, Developmental Psychology, Philosophy

The aim of this review was to critically evaluate the research works done on power distance and individualism-collectivism in English as a foreign language (EFL) and other types of English language learning. There is a more or less agreement on what happens to teaching and learning processes in high and low power distance (PD) classrooms. However, there are some findings suggesting thesimultaneous existence of both individualism and collectivism (e.g. North Vietnam). In that case, individualism and collectivism have separate identities, rather than being mutually exclusive parts of a single dimension. There are some works in which Hofstede's(1983, 1986) cultural dimensions could not explain observed differences in thelearning environment. There are possibilities of learning-specific new sets of cultural dimensions in classrooms due to the attitudinal changes of students compared to the average culture of the general population. In many works, a variety of approaches has been suggested for the teacher either to adapt to the culture of the classroom or to use methods of low PD and individualistic methods in high PD-collectivist classrooms in a cautious manner. Communicative Language Teaching (CLT) seems an effective alternative to Grammar-Translation Method (GTM). Contradictory findings have been reported on Japanese classrooms. In one, the students desire to study independently, which the high PD and the collectivist culture of Japan does not allow. Two, for the Japanese learners, group working is more effective due to the collectivist culture. The contradictions involved in the two contentions need to be resolved through more research.

This review synthesizes and critically examines 19 empirical studies that have addressed the domain-specificity/domain-generality issue in personal epistemology. We present an overview of traditional and more contemporary epistemological stances from philosophical perspectives to offer another basis from which to examine this issue. Explicit examples of academic domains are described and epistemological comparisons are made based on our synthesized definition. Given the epistemological similarities and differences across domains that we identified from empirical and philosophical considerations, we propose that beliefs are both domain general and domain specific. Accordingly, we present a theoretical framework of personal epistemology that incorporates both positions and hypothesize how the belief systems might interact in terms of the development of personal epistemology and relations to various facets of cognition, motivation, and achievement. The article ends with a discussion of educational implications.

- by Florian Feucht
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- Cognitive Psychology, Cognitive Science, Developmental Psychology, Philosophy
- by Sumitra Mishra and +1
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- Learning and Teaching, Classroom environment, Behavioral Interventions, Disruptive Behavior

This interview study addresses the gap in earlier research by focussing on the narratives of 13 ADHD-diagnosed Finnish students regarding teacher reactive classroom management strategies. The data are analysed through narrative analysis. Five different narrative types are identified, in which teacher behaviour is evaluated as (1) disproportionate, (2) traumatising, (3) neglectful, (4) unfair and (5) understanding. The dominant storyline – common to the first four types – constructed the narrator's transgression as contingent upon and a justified reaction to teacher conduct. The vicious cycle of coercive classroom management strategies and the culture of blame between students and teachers are discussed.

- by Juho Honkasilta and +2
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- ADHD (Psychology), Classroom environment, ADHD, Narrative Methods

A typical traditional classroom has no special decoration, but a new research shows that if the decoration classroom environment done carefully, the study situations will be useful for students.As far as teachers can' they should help their children. The number of American students for the assessment of cognitive skills and education are only 14 in a class compared to 30 to 40 in Iran. To improve this situation in our country (Iran) more focusing on educational content and teachers have significant impact and necessary. One of the researchers, said: "Parents often think of educational programs" not about the class environment. The researcher(I) looked at a series of articles about the impact of the physical environment on learning to get information. The researchers found that classroom performance of students from more natural light, compared to students who do not take advantage of natural light in the classroom, are better. According to a study, between 68 to 74 (F) degree temperature light is ideal for learning. One of the researchers, said: "light, heat, water and noise are all important elements of the learning environment."In addition to the basic elements of a school, a classroom decoration form can impact on students' learning. Things which are always in class, such as posters, sculptures, etc. are considered as unwanted things' but for students they are more valuable. For example, the image of some characters in most classrooms , can cause students to be uninterested in politics. The most important thing is balance in everything. For example, the image of the women and men who were leaders throughout history, women in the field of science and statues of religious minorities makes students who are in the minority, to show a better performance.When in Mehr (autumn) the schools begin to work' teachers should observe their classroom and students' ability to see what they look like and how can it be more effective and attractive in the sight of the students.The purpose of this study is to suggest that all children are important. This matter should also be considered how the education of our children can be affected by their environment.

- by shahbaz azizi
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- Classroom environment

The Sage Encyclopedia of Children and Childhood

Considering school students spend up to one third of their day inside classrooms, it’s surprising how few detailed empirical studies have been conducted into how the thermal environment of classrooms affects students’ comfort and performance. Whereas PMV tends to exaggerate warm discomfort for adults, the literature suggests it underestimate children’s actual thermal sensation, but there is no coherent explanation for this in terms of metabolic or other physiological differences to date. The aim of this study was to conduct a thermal comfort survey in actual classrooms with a view to empirically defining preferred temperatures, neutral temperatures, and acceptable temperature ranges for Australian school children, and to compare them with findings from adult populations. The study informs a thermal comfort (air conditioning) policy being developed for Australian schools. The survey was conducted in a mixture of Air-Conditioned (AC), Evaporative-Cooled (EC), and Naturally-Ventilated (NV) classrooms in 10 schools during the Austral summer of 2013. Both Primary (grade) school and high schools were included in the sample. The survey was conducted twice a day (morning and afternoon), and the survey period varied between schools, from one week up to three weeks. After quality assurance processing a total of 3,129 questionnaires were retained from the sample of students and 138 samples were from the teachers. An indoor operative temperature of about 22.5°C was found to be the students’ neutral and preferred temperature, which is generally cooler than expected of adults under the same thermal environmental conditions, confirming earlier research findings in the thermal comfort literature. Working on the industry-accepted assumption that an acceptable range of indoor operative temperatures corresponds to mean thermal sensations of -0.5 through +0.5 (ASHRAE 2013; ISO 2005), the present analysis indicates an acceptable summertime range for primary and high school students from about 18.5 through to about 26.5oC operative temperature. The paper concludes with hypotheses to explain differences between thermal comfort of children and adults.

- by Max Deuble
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- Classroom environment, Air Conditioning, Evaporative Cooling, Thermal comfort

The paper studies attitudes of teachers of English as a foreign language (EFL) towards inclusion of children with special educational needs (SEN) in Serbian mainstream schools. The participants were 96 primary teachers of English with diverse experience in teaching inclusive EFL classes. The results showed that most of the respondents (N=84. i.e. 87.5%) had negative attitudes towards inclusion, due to both the lack of competences and to the absence of adequate conditions for effective inclusive practice: only 29.16% of the respondents claimed they had been specially trained to teach SEN children; 69.79% reported the availability of SEN teams in school, but most of them claimed that the teams met irregularly; only 27.08% (N=26) reported having a classroom assistant in school; most of the respondents (N=89, i.e. 92.7%) expressed their concerns related to a number of challenges they faced in daily work. Considering the fact that teachers are the key to supporting the process of inclusi...

Race and inequitable education have been a long-standing topic of debate in American education. Much of the recent controversy over race and education in America is reflective of the Brown v Board of Education ruling of 1954 that allowed Black students to attend schools with White students. Then, as now, conversation about what is best for Black students largely focuses on same- race student and teacher classrooms (Anderson, 2015 Boggs & Dunbar, 2015, Coleman 2007, Cottman, 2015, Driessen, 2015, Deck, 2013, Hyland, 2005 & Ladson-Billings, 1995). However, despite the best intentions of those who tried to desegregate schools, classroom composition is still not racially balanced in the U.S. In 2011, White students attended schools that were 9 percent Black, while Black Students attended schools that were 78 percent Black (NAEP, 2015). Many of the Black students who attended predominately Black schools lived in the South (NAEP, 2015). Regardless of location, educational outcomes for Black and White students are not the same. Black students are not performing as well as White students. The discrepancies between White and minority students’ educational outcomes are so severe that Johnson and Kritsonis (2006) consider achievement gaps between Black and White students a national dilemma

- by Theodore Ransaw
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- Critical Theory, Teaching and Learning, Multiculturalism, Education

In this study, a combined method using pre and post oral proficiency tests, observation, and focus group interviews were used to examine the effectiveness of using the flipped classroom model on English speaking performance. The study population consists of 27 undergraduate students who were attending the course of Advanced Communication Skills, in the academic year of 2018. A purposeful sampling technique, specifically quasi-experimental procedure was employed in this study. The analysis of quantitative and qualitative data showed that the application of FCM was an effective approach in the EFL speaking classroom. The results of paired-sample t-test indicated that there was a significant difference between pre and post oral proficiency tests t (26) = -14.83, p<0.001. Moreover, it was found that students’ involvement and willingness to participate in the English conversational tasks and their level of commitment and English speaking performance have increased gradually. In light of the findings, the study recommended encouraging teachers to employ modern technologies in their teaching strategies, particularly FCM.

- by Mohamad Abdullah
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- Classroom environment, EFL context, Flipped Classroom Model

Writing workshop is a rigorous learning environment where students work hard to become writers. This article presents one teacher's classroom strategies for implementing a writing workshop in the middle school setting. In her classroom, increased student engagement and a positive classroom environment has an impact on both student attitude toward writing and their ability to write. Teachers can utilize these clearly described instructional strategies to develop a writing workshop for their adolescent writers.

In this paper, I would like to summarize the book, entitled Being Creative: The Challenge of Change in the Classroom. It was written by Chaz Pugliese. It was published by Delta Publishing in England. It has 96 pages and it was first published in 2010. The International Standard Book Number of this book is 978-1-905085-33-0. It was edited by Mike Burghall and designed by Christine Cox. It was printed in England by Halstan & Co..

- by Open Access Publishing Group and +1
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- Teaching and Learning, Education, Creativity studies, Teacher Education

Considerable past classroom learning environment research has focused on the primary and secondary levels of education and the subject areas of science and mathematics. The current study is distinctive in its focus on university business statistics learning environments. For the first time, we validated and applied the widely-used What Is Happening In this Class? (WIHIC) questionnaires among tertiary statistics students. With a sample of 375 students from 12 university statistics classes, we furnished evidence to support the WIHIC's factor structure, internal consistency reliability, predictive validity (in terms of associations with two types of statistics anxiety) and discriminant validity (in terms of differentiating between three ethnic groups). Limitations, contributions and suggestions for future research are discussed.

- by Panayiotis Skordi
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- Business Administration, Education, Classroom environment, Teacher Research

Modul PTK ini menyajikan serangkaian materi pelatihan yang akan membantu Anda (peserta diklat) dengan pengetahuan, wawasan, sikap, dan keterampilan dalam melaksanakan PTK. Anda akan diajak membahas pengertian PTK, karakteristik PTK, dan manfaat PTK. Anda juga akan dibekali pengetahuan dan berlatih bagaimana merancang PTK, melaksanakan PTK, dan menyusun laporan PTK. Materi bahasan tersebut bersifat deskriptif yang menguraikan secara konseptual dan aplikatif dengan harapan Anda dapat memahami hakikat PTK dan mampu melaksanakannya. Materi diklat PTK ini dibagi ke dalam 2 (dua) penyajian, yaitu teori dan praktik/tugas. Penyajian secara teori disampaikan dalam 2 (dua) pertemuan, yaitu Kegiatan Belajar 1 dan Kegiatan Belajar 2, sedangkan praktik perancangan PTK disajikan untuk 3 (tiga) pertemuan yang disampaikan di setiap akhir Kegiatan Belajar.

Constructing scientific explanations and participating in argumentative dis- course are seen as essential practices of scientific inquiry (e.g., R. Driver, P. Newton, & J. Osborne, 2000). In this paper, we identify three goals of engaging in these related scientific practices: (1) sensemaking, (2) articulating, and (3) persuading. We propose using these goals to understand student engagement with these practices, and to design instructional interventions to support students. Thus, we use this framework as a lens to investigate the question: What successes and challenges do students face as they engage in the scientific practices of explanation and argumentation? We study this in the context of a curriculum that provides students and teachers with an instructional framework for constructing and defending scientific explanations. Through this analysis, we find that students consistently use evidence to make sense of phenomenon and articulate those understandings but they do not consistently attend to the third goal of persuading others of their understandings. Examining the third goal more closely reveals that persuading others of an understanding requires social interactions that are often inhibited by traditional classroom interactions. Thus, we conclude by proposing design strategies for addressing the social challenges in- herent in the related scientific practices of explanation and argumentation.

- by Brian J. Reiser
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- Science Education, Classroom environment, Design Research, Scientific Practice

The third annual conference of the National Academy for Integration of Research, Teaching and Learning was held at Trinity College Dublin on 11 -12 November 2009, and was attended by over 300 delegates. The theme -Research-Teaching Linkages: Practice and Policy -was timely and generated some fascinating papers, workshops and debates, demonstrating that the research-teaching nexus is not only to the forefront of, but crucial to, current national discussions on the impact and future of higher education. Moreover, the importance of the research-teaching nexus is now central to dialogue surrounding strategies of investment in third-and fourth-level Ireland.

- by Bettie Higgs and +1
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- Economics, Health Promotion, Architecture, Action Research

In new times of digitally accessible multimodality for designing texts for social purposes, changes are needed in schools. Scholars examining these trends in research have reached a clear consensus: facility with interpreting and designing multimodal texts will increasingly be required by human beings to communicate, work, and thrive in the digital, global world of the 21st century. In this article I propose a framework and a method for drawing on these new social practices and developing performance knowledge for learning in schools. In a long-term project professional development a multimodal composing project provided point-of-need support for English teachers in workshops and in their classrooms to help them expand their beliefs about literacy and critically reframe their pedagogical practices. The focus on digital video composing provides teachers and students with multimodal learning in an authentic, high-status, social and media practice with powerful attention-getting qualities and expert models in the real world. Analysis of teachers successfully integrating DV composing for students in their classrooms revealed four principles representing the key changes needed for teachers to transform the teaching and learning in their classrooms towards multimodal composing. The components that provide teachers direction toward this reframing include: (1) providing explicit multimodal design instruction and attention; (2) co-constructing authentic purposes for representing multimodal meaning for an audience; (3) designing multimodal composing activities that invite students to draw on their identity lifeworlds as resources; and (4) creating functional social spaces for mediating multimodal learning.

- by Pamela Hadley
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- Classroom environment

School discipline remains authoritarian in the USA despite the superficial adoption of student-centered, constructivist lesson delivery. The issue may be lack of ideas for how to conduct constructivist discipline. Three novel activities are presented for classroom discipline that may close this gap. All three present discipline in a manner that is easy for a student to perform, thus increasing the likelihood of compliance. At the same time, these three are also demonstrably enriching, chosen to promote skills development.

- by Daniel S Helman
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- Education, Teacher Education, Constructivism, Critical Pedagogy

Evaluating the quality of a learning environment is a key component for understanding the value of architectural design and its functional performance on educational outcomes. Surveys are one means to address this challenge. The following study investigates how the quality of an elementary school learning environment can be evaluated through a post-occupancy evaluation (POE) survey.
In order to assess how the learning environment was performing from the building users’ perspective at Odyssey Elementary School, a POE survey was conducted during the Spring of 2015. The short one-month survey gathered a total of 275 responses that were comprised of students, teachers, administrators, maintenance personnel, and parents. The survey was designed to capture several different aspects of environmental quality. The present study focuses on four main areas of the survey and includes:

Student perspectives of the learning experience
Teacher perspectives of the instructional experience
Student and teacher perspectives of the classroom environment
Parental perspectives of their child’s academic performance
Major findings from the survey suggest that a flexible classroom environment has a positive and direct impact on the perceptions of students, teachers, and parents.
• The survey revealed that the overall student learning experience was enhanced. Students also felt the layout of the school and classrooms fostered collaboration and made it easy to work in groups. Students largely believed the open and flexible layout improved student-teacher interactions. The design also helped students to pay more attention in class.
• Teachers had similar responses. They felt student attention span increased and student-teacher interactions were improved. The design also enhanced their instructional experience and facilitated different teaching techniques. A large majority of teachers were not only satisfied with the design of the building, but they felt it provided quality learning experiences for their students.
• Parents equally had positive responses. A majority of parents felt the school was preparing their child for the next academic year, and many had witnessed improvements in their child’s academic performance. Parents also reported that the design of the school was enhancing their child’s ability to learn. Nearly half of parents felt that the classroom design in particular was a key factor affecting their child’s learning experience and academic performance.
In the end, this study illustrates some of the impacts the classroom environment has on human perceptions to learn or teach. The results of the survey are relevant for designers, architects, educators, administrators, and policy makers who are concerned with improving academic performance through better educational design.

Introductory courses dealing with sex, gender and sexuality are usually quite biased, going as far as to deny the reality of biology. Drawing on the Catholic tradition (Aquinas), this article presents an accessible argument aimed at... more

- by Marc Champagne
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- Discourse Analysis, Religion, Comparative Religion, History
- by Christopher Birung
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- Classroom environment

Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals' prior ideas, and allow students to use these ideas to benefit their own and their peers' learning. We used the Idea Manager, a curriculum-integrated tool that enables students to collect and exchange ideas during science inquiry projects. We investigated how students exchanged ideas, how these exchanges impacted the explanations they ultimately produced, and how the tool impacted teachers' instruction. We implemented the tool with 297 grade 7 students, who were studying a web-based unit on cancer and cell division. Among other results, we found a relationship between the diversity of students' ideas, and the sources of those ideas (i.e., whether they came from the students themselves or from their peers), and the quality of students' scientific explanations. Specifically, students who collected more unique ideas (i.e., ideas not already represented in their private idea collections) as opposed to redundant ideas (i.e., ideas that reiterated ideas already present in their private idea collections) tended to write poorer explanations; and students who generated their own redundant ideas, as opposed to choosing peers' ideas that were redundant, tended to write better explanations. We discuss implications for formative assessment, and for the role of technology in supporting students to engage more meaningfully with peers' ideas. https://rdcu.be/3qO0

Modeling is a core practice in science and a central part of scientific literacy. We present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners. We define scientific modeling as including the elements of the practice (constructing, using, evaluating, and revising scientific models) and the metaknowledge that guides and motivates the practice (e.g., understanding the nature and purpose of models). Our learning progression for scientific modeling includes two dimensions that combine metaknowledge and elements of practice—scientific models as tools for predicting and explaining, and models change as understanding improves. We describe levels of progress along these two dimensions of our progression and illustrate them with classroom examples from 5th and 6th graders engaged in modeling. Our illustrations indicate that both groups of learners productively engaged in constructing and revising increasingly accurate models that included powerful explanatory mechanisms, and applied these models to make predictions for closely related phenomena. Furthermore, we show how students engaged in modeling practices move along levels of this progression. In particular, students moved from illustrative to explanatory models, and developed increasingly sophisticated views of the explanatory nature of models, shifting from models as correct or incorrect to models as encompassing explanations for multiple aspects of a target phenomenon. They also developed more nuanced reasons to revise models. Finally, we present challenges for learners in modeling practices—such as understanding how constructing a model can aid their own sensemaking, and seeing model building as a way to generate new knowledge rather than represent what they have already learned.

- by Brian J. Reiser and +1
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- Assessment, Learning Progressions, Classroom environment, Design Research

Classroom management is one of the main areas of concern expressed by educators at all levels. The purposes of this study were to examine whether there is any significant difference between inexperienced and experienced EFL teachers regarding their classroom management, and also this study investigated whether there is any significant difference between males and females EFL teachers in terms of classroom management. One hundred and eighty four teachers completed Behaviour and Instructional Management Scale (BIMS) (Martin & Sass, 2010). The findings showed statistically significant difference between the mean scores of inexperienced and experienced EFL teachers regarding their classroom management. Experienced EFL teachers were found to be more controlling (interventionist) on both behaviour and instructional management subtests. The findings also demonstrated that there was statistically significant difference between male and female EFL teachers in terms of classroom management, which is that male EFL teachers were more interventionist than their female counterparts on two subtests of the BIMS Inventory.