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The effect of classroom lighting on the volume of classroom soundsSkolny, Chad A. January 2008 (has links)
Thesis (M.A.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains v, 25 p. : ill. Includes abstract. Includes bibliographical references (p. 22).
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A co-construction of space trilogy examining how ESL teachers, English language learners, and classroom designs interact /Pierce, Janet L. January 1900 (has links)
Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.
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How teachers' beliefs about language and language instruction influence learningFowler, Michelle Kristyn 24 November 2010 (has links)
Using Nacon & Cole’s (2009) three ideologies of diversity, I look closely at how teachers’ beliefs and attitudes about language and culture influence learning. Through reviewing the research collected over the past eleven years, I seek to answer the following questions: What have researchers found and concluded about how teachers should approach language instruction in linguistically diverse classrooms? What is the relationship between language instruction and the language ideologies of the classroom teacher, and how do these ideologies impact the learning that occurs? / text
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An Internet-based audio synthesis resource : a case study in Manchester and SalfordYong, Louisa Chung-Sze January 2000 (has links)
No description available.
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Computers in the primary school with special reference to mathematicsDubow, A. D., n/a January 1983 (has links)
The aims of this field study are to examine whether
or not a microcomputer can be integrated into a standard
primary mathematics curriculum and to investigate
generally if computers should be introduced into the
primary school with the aim of improving, or adding to,
the teaching-learning processes.
Resource limitations restricted the project to the
use of a comparatively cheap microcomputer into a fourth
and fifth grade mathematics programme at the school where
I was teaching. 15 children used the machine for approximately
10 minutes a day for 16 weeks. Gains on graded
pre and post tests were compared with matched control
groups' gains.
Questionnaire and observation techniques were used
to attempt assessment of children's and teacher's
feelings towards computers in primary education.
Naturally, these devices were less exact.
The evaluation of these efforts suggests that using
a computer in the classroom is a viable proposition,
providing the school has some trained staff who are
prepared to spend a considerable amount of extra time,
especially in the initial stages.
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Belonging in a Grade 6 Inclusive Classroom: Three Multiple Perspective Case Studies of Students with Mild DisabilitiesBeyer, Wanda 01 December 2008 (has links)
This study describes the experiences of belonging of three Grade 6 students with mild disabilities, Jacob, Leah, and Andy, educated in an inclusive classroom. In addition, I gained the perspective of the classroom teacher, Linda, who described her approaches to facilitating belonging in an inclusive environment. Data collection included field observations and interviews with the classroom teacher and with the three focal participants. After completing data collection, analysis of the classroom data and the data of the three individual students was conducted using standard methods of qualitative analysis. Themes that emerged from the classroom data included: developing a trust culture, developing trusting relationships, teaching pro-social behaviours, building competence, and fostering autonomy. The classroom teacher fostered a supportive community environment that encouraged the development of interpersonal relationships, and she actively supported the social-emotional needs and the academic needs of all her students.
Each student participant presented a unique case; therefore, the themes for the three student participants varied. Common themes included: sense of belonging, interpersonal relationships, and peer victimization. Themes that varied were sense of academic and social competence and fostering autonomy. For each individual student, belonging was fostered slightly differently and yet to fill this need, relatedness with others and a sense of academic or social competence was necessary. This study emphasizes that a sense of belonging is complex and multidimensional. / Thesis (Master, Education) -- Queen's University, 2008-12-01 08:35:33.991
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Classroom Walkthroughs at Two Suburban High Schools: Gathering Data to Improve Instructional PracticeJanuary 2012 (has links)
abstract: With changes in federal legislation and the proposed reauthorization of The Elementary and Secondary Education Act, school administrators are held to high standards in an attempt to improve achievement for all students. They no longer just manage their schools but must now be instructional leaders charged with observing and conferencing with teachers, leading professional development aligned to data, and measuring results. Classroom walkthroughs have become a way of assisting with these tasks while supporting the mission of each school. The purpose of this research was to describe how walkthroughs operate in practice and how they were experienced by school administration, teacher leaders, and teachers at two schools within the same suburban district. Interviews illustrated that experiences were varied using the classroom walkthrough protocol. Continued professional development needed to occur with administrators and teachers. Participants shared their thoughts on implementation and usage, as well as made recommendations to schools and/or districts considering implementing classroom walkthroughs. Results also indicated a great deal of attention paid to the collection of data within the schools but there was less consensus on the analysis and use of the collected data. There was also confusion with teachers as to the vision, purpose, and goals of using classroom walkthroughs. Changes in leadership during the five years since implementation and young administrators, who were relatively new in their positions, helped shape school experiences. Recommendations to schools and/or districts considering implementation focused on support from the district office, a need for help with data collection and analysis, and a clear vision for the use of the protocol. Interviewees mentioned it would benefit districts and schools to develop a shared vocabulary for instructional engagement, alignment, and rigor, as well as a focus for professional development. They also shared the view that calibration conferences and conversations, centered on instruction, provided a focus for teaching and learning within a school and/or district. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012
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TECHNOLOGY INTEGRATION IN PRIMARY CLASSROOMS IN NORTHWEST OHIOSchwiebert, Erin Lynn 12 November 2010 (has links)
No description available.
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Optimizing Classroom Acoustic Performance to Promote Children's Education and WellbeingElwekil, Engy Moustafa January 2015 (has links)
America was the leader in quantity and quality of high school diplomas. Today, it is ranked thirty six in the world. Some of the main factors that affect education in America are witnessing us on a daily basis. These factors affect our visual, thermal and auditory comfort levels. As environmentalists we strive to find solutions to these problems. Unfortunately, some designers aim their designs to merely aesthetics. Leaving out the environmental factor of thermal comfort to be dictated by mechanically engineers and not paying attention to how occupants interact with sound within the built environment. Today I will discuss how to design for the ears, and how sound has a major role in education promoting Children's health and wellbeing. Education reach its way to our minds through listening in adequate environment. Optimum design appreciates and is tailored to experiencing all five senses. Goal of this research: Design proper noise levels for classrooms to provide students with an optimal learning environment is imperative. Reverberation times need to be carefully sized and calculated, particularly in the primary grades when the young student's ears are not fully developed. Conduct background noise and reverberation time measurements in classrooms to assess the problem and recommend solutions. Acoustic performance design is vital. Good Sound = Happy Sound.
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Reconceptualising space in a grade 6 classroomNkosi, Nkosikhona Sean January 2016 (has links)
A Research Report submitted to the Wits School of Education, Faculty of
Humanities, University of Witwatersrand in partial fulfilment of the requirements for
the degree of Masters of Education by combination of coursework and research.
Johannesburg, March 2016 / Despite all events unfolding in space, mainstream research often overlooks the
influence of space in teaching and learning. There is some research, however,
showing how space makes various educational experiences available. This research
adds to a growing body of spatial research in education. The research
reconceptualised space in a grade 6 English classroom in order to explore ways of
working with space. The research sought to understand (1) spatial relations in the
classroom, (2) the redesign of space and (3) the experiences of living in a
reconceptualised space. In this case study thirty one grade 6 learners and a teacher
collaboratively redesigned their classroom space. Observations were recorded over
a six week period. Four Community of Enquiries and interviews were conducted with
participants. Using Lefebvre’s (1991) spatial theory and Foucault’s (1977) work on
knowledge, power and discourse the data was analysed systematically paying
special attention to learners perceptions and behaviours prior to and following the
reconstitution. The findings show how relations between participants are governed
by time and manifest in the spatial layout of the classroom. Prior to the reconstitution
the normalisation of theft and strong gendered boundaries created antagonistic
relations amongst participants. Learners also expressed a strong desire to belong in
the classroom and the broader schooling community. Having reconstituted the
space, space also reconstituted the participants. In the redesigned space learners’
agency and voice was amplified and the space became more conducive to learning.
The benefits of the reconceptualisation were learners entering into stronger
communal relations with peers and increased participation from learners and broader
take up on the school of the grade 6 class’ ideas. The challenges of the
reconceptualisation were the alienation of other grade 6 learners and teachers
finding learners’ voice and increased agency more challenging to manage.
Systematic work with space presents a range of insights into the social relations in
classrooms that are often otherwise invisible. / MT2017
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