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).

Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

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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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.

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

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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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.

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