This study was carried out in a secondary school in Sweden and was written by one student becoming a teacher of English. The aim of this thesis is to find out how well the flipped classroom method would work in an English class in Sweden and what one needs to bear in mind when implementing the method. The following research questions guided this thesis: How did the students and teacher experience the flipped classroom as a teaching approach? What elements are important to bear in mind when implementing the flipped classroom? The main findings of this study showed that both the students and the teacher were positive towards implementing some aspects of the flipped classroom such as using video clips, as it was more student-centred and provided more variety to their English classes. Furthermore, this thesis, as well as previous studies, highlights certain aspects one needs to bear in mind when implementing the flipped classroom. Firstly, finding suitable materials is very time consuming initially when one either records or searches for suitable materials to flip that are well-adjusted to the students’ level. Secondly, one needs to understand that homework is essential for the method and one needs routines to make it efficient. Lastly, the essence of the flipped classroom is to free more time in the classroom. Therefore, one needs to construct a well-planned follow-up lesson in order to help the students’ process as to what they learn at a deeper level.

This thesis, grounded in an empirically-based study of pedagogic practice in primary school classrooms, examines the corporeality of learning and its role in the process of learning how to write. The central concern in the formation of scholarly habits in the primary years and the degree to which the embodiment of specific dispositions is fundamental in students acquiring the ability and desire to write. This thesis explores the enabling dimensions of embodiment and how these can be generated through the pedagogic practices of schooling. The body is not simply perceived as being shaped by the external, nor capacitated by its ability to retain affects, but rather as mindful, where these affects form the basis of consciousness with embodied understanding being integral to how we learn. This thesis asserts the inseparability of body and mind. Different conceptualisations of the body are examined, and assessed in terms of their usefulness in understanding the role of the body in learning and the need within education to posit an ontology that embraces both the body and the mind. A genealogy of the educative body is provided through an analysis of English syllabus documents within the New South Wales education system. An empirically-based study is conducted examining the pedagogies employed by six teachers and the ways in which disciplinary techniques they employ can contribute to their students’ acquisition of a scholarly habitus and their ability and desire to write. / Doctor of Philosophy (PhD)

This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis to integrate the perceptions of 28 experienced language teachers into the following theory: teachers judge the quality of their classes in terms of the degree to which they function as cohesive groups. The second phase uses the social-psychological framework of class cohesion to explore the perceptions of eight language teachers concerning a range of everyday behaviours and events occurring within their classes. The data were gathered through classroom observations and extended weekly teacher interviews and were supplemented by information from student interviews.

<p>Tidigare forskning har bland annat visat att barn som vistas i klassrum med bra kvalitet är mer engagerade och att ett bra emotionellt stöd från läraren bidrar positivt till barnets sociala anpassning och lärande. Klassrumskvalitet delas enligt CLASS upp i emotionellt stöd, klassrummets organisering, pedagogiskt stöd och barnens genomsnittliga engagemang. Syftet i denna uppsats är att ta reda på vilket av områdena; emotionellt stöd, klassrummets organisering och pedagogiskt stöd som starkast predicerar barnens genomsnittliga engagemang i. Observation valdes som metod och gjordes på 16 olika förskoleavdelningar fördelat på 4 olika förskolor. Resultatet visade att det emotionella stödet starkast predicerar barns genomsnittliga engagemang. Genom att studera klassrumskvaliteten och lära oss mer om den kan vi kanske också förbättra den.</p><p> </p>

The aim of the present study is to examine the source and characteristics of the classroom rules adopted by kindergarten teachers and to identify the difficulties confronted in the process of establishing and implementing classroom rules. In addition to this / in the current study, the possible effects of teaching experience on the practices of kindergarten teachers regarding classroom rules were also examined. The data of this study were collected through the survey developed by G&uuml / nay (2005). The instrument was adapted by the researcher in order to use it with kindergarten teachers. Reliability and validity checks of the adapted scale were conducted and a pilot study was constructed before using the instrument in the actual study. The data collected in the study were analyzed through the use of a statistical analysis program. The participants of the current study consisted of 231 in-service kindergarten teachers working in both public and private schools in Ankara with children between the ages of 4 to 6. Descriptive results of the present study illustrated that the main source of the classroom rules implemented in kindergarten indicated both &ldquo / teachers and students&rdquo / . In relation to the characteristics of the classroom rules / it was found that kindergarten teachers mainly establish rules which are positively stated and which are related to &ldquo / not harming friends&rdquo / . Kindergarten teachers did not report any difficulties when establishing classroom rules but rather they reported some difficulties that result from the families when implementing classroom rules. Finally / the results of the MANOVA analysis indicated that there is not a mean difference between less and more experienced teachers in relation to classroom rules practices.

Tidigare forskning har bland annat visat att barn som vistas i klassrum med bra kvalitet är mer engagerade och att ett bra emotionellt stöd från läraren bidrar positivt till barnets sociala anpassning och lärande. Klassrumskvalitet delas enligt CLASS upp i emotionellt stöd, klassrummets organisering, pedagogiskt stöd och barnens genomsnittliga engagemang. Syftet i denna uppsats är att ta reda på vilket av områdena; emotionellt stöd, klassrummets organisering och pedagogiskt stöd som starkast predicerar barnens genomsnittliga engagemang i. Observation valdes som metod och gjordes på 16 olika förskoleavdelningar fördelat på 4 olika förskolor. Resultatet visade att det emotionella stödet starkast predicerar barns genomsnittliga engagemang. Genom att studera klassrumskvaliteten och lära oss mer om den kan vi kanske också förbättra den.

This study investigates how 4 newly admitted Chinese international graduate students participate in classroom discussions at a Canadian university. This qualitative research provides rich descriptions of their backgrounds and classroom participation, as well as their voices related to their classroom experiences. Framed by Language Socialization Theory, the study examines the classroom contexts where the students are socialized, particularly the social relations in the classroom that influence the 4 students’ participation. The study also investigates the role of the 4 students’ agency in the negotiation of access and participation in classroom discussions, as well as their identity formation in classroom communities. The findings of this research highlight the co-constructed and bi-directional nature of language socialization. The 4 students’ classroom experiences are not only shaped by their educational, cultural and social backgrounds, but are also jointly constructed by local contextual factors in Western classrooms. Pedagogical implications are also discussed.

This study investigates how 4 newly admitted Chinese international graduate students participate in classroom discussions at a Canadian university. This qualitative research provides rich descriptions of their backgrounds and classroom participation, as well as their voices related to their classroom experiences. Framed by Language Socialization Theory, the study examines the classroom contexts where the students are socialized, particularly the social relations in the classroom that influence the 4 students’ participation. The study also investigates the role of the 4 students’ agency in the negotiation of access and participation in classroom discussions, as well as their identity formation in classroom communities. The findings of this research highlight the co-constructed and bi-directional nature of language socialization. The 4 students’ classroom experiences are not only shaped by their educational, cultural and social backgrounds, but are also jointly constructed by local contextual factors in Western classrooms. Pedagogical implications are also discussed.

The purpose of this study was to examine how four teachers with different teaching experiences treat and think about insubordination in school. The study emphasizes on questions like: When and why does disorder occur? How do the teachers manage disorderly conduct in the classroom? and Could there be a conflict between the teacher’s expectations and management, and the needs and motivation of the pupil?    It was evident through interviews with these four teachers that their statements could be divided into similar themes which subsequently could be put into the motivational structure of Abraham H. Maslow.        The conclusion of the study was that teachers may possibly have a better chance of managing disorder in their classroom if they are aware of the connection between disorderly conduct and a person’s needs and motivation.

This conversation analytic study basically aimed at unearthing the role of classroom interaction in the construction of classroom order. Rooted in the theoretical and methodological principles of Ethnomethodology and Conversation Analysis, this study investigated the mechanisms of how the order in the classroom was established, organized and sustained mutually by the teacher and students. From three classrooms in three high schools in Ankara, the study collected a 47 hour video-recording database from 69 different sessions with 15 teachers. The analysis focused on the scenes of trouble that revealed the interactional organization of order with particular reference to the participants&rsquo / demonstrable actions. The scenes of troubles were composed of four particular groups of moments in the classroom life: (a) class beginnings, (b) transitions between activities, (c) post-humor moments, and (d) specific-student calls. The results demonstrated in the details of recordings how the participants in the classroom attributed meaning to order, how they showed their understanding of classroom order through their demonstrable action, and through their actions how they applied their mechanisms of classroom order to other contexts.