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Classroom
Kinds of Classroom Terms modified by Classroom Selected Abstracts"EMOTIONAL INTELLIGENCE" IN THE CLASSROOM?EDUCATIONAL THEORY, Issue 1 2006AN ARISTOTELIAN CRITIQUE In making his famous claim that the good life would have to include appropriate emotions, Aristotle obviously considered the schooling of emotions to be an indispensable part of moral education. However, in this essay Kristján Kristjánsson casts doubt on the assumption that Aristotelians should approve of the clarion call for EI, as understood by Daniel Goleman and the proponents of social and emotional learning, in the classroom. Various marked differences between EI and Aristotelian emotional virtue are highlighted and explored. Kristjánsson argues that the claims of EI lack moral ballast and that when this fact is added to an existing heap of educational problems attached to the implementation of EI programs, educators had better rethink their reliance on EI as a model of emotion cultivation, and perhaps revert to the teachings of Aristotle himself. [source] THE CLASSROOM AS THE FIELD FOR STUDYING GEOGRAPHICAL EDUCATIONGEOGRAPHICAL REVIEW, Issue 4 2001L. JEAN PALMER-MOLONEY ABSTRACT. Recent attempts by U.S. politicians to reform the nation'sschools have shifted the goal of education to school accountability as assessed in standardized testing. Such an emphasis undermines geographical education in schools because of geography'ssuperficial representation in tests and in the social studies curriculum. Fieldwork done in the classroom can point to means of circumventing this dilemma. Collaborative fieldwork between college faculty members and public-school teachers has the potential for adding geography to the social studies curriculum in a substantive way. Work conducted jointly by Hartwick College and the Oneonta (New York) Middle School exemplifies such a partnership. [source] A MODEL AND RESOURCE GUIDE TO INCORPORATING HUMAN RIGHTS EDUCATION INTO THE BUSINESS LAW CLASSROOMJOURNAL OF LEGAL STUDIES EDUCATION, Issue 1 2003Lucien J. Dhooge [source] TEACHING CORPORATE SOCIAL RESPONSIBILITY IN BUSINESS LAW AND BUSINESS ETHICS CLASSROOMSJOURNAL OF LEGAL STUDIES EDUCATION, Issue 1 2002Daniel T. Ostas [source] Notes of a Progressive Educator from the Academy and the ClassroomCURRICULUM INQUIRY, Issue 1 2009SUSAN F. SEMEL First page of article [source] Developing a Multicultural Curriculum in a Predominantly White Teaching Context: Lessons From an African American Teacher in a Suburban English ClassroomCURRICULUM INQUIRY, Issue 4 2005H. RICHARD MILNER ABSTRACT The author sought to understand an African American English teacher's multicultural curriculum transformation and teaching in a suburban, mostly White, high school. Building on Banks's (1998) model of multicultural curriculum integration, the study focused on a context that might otherwise be ignored because there was not a large student-of-color representation in the school. The teacher in the study was operating at one of the highest levels of Banks's model, the transformational approach. Although the teacher shared characteristics with many of the Black teachers explored in the literature, there was one important difference: much of the research and theory about Black teachers and their instruction focus on Black teachers and their effectiveness in predominantly Black settings. The Black teacher in this study taught in a predominantly White teaching context. The study suggested that even teachers highly conscious of race, culture, gender, and ethnicity may find it difficult to reach the highest level of Banks's model: the social action approach. Implications of this study suggest that multicultural curricula can be well developed and received in a predominantly White setting as long as the curriculum is thoughtfully and carefully transformed. However, the study pointed out that the pervasive discourses and belief systems against multicultural education in a school can discourage highly effective curriculum transformers, and there is a great need to help critically minded teachers persevere in the face of such adversity. [source] Anti-Colonialist Antinomies in a Biology Lesson: A Sonata-Form Case Study of Cultural Conflict in a Science ClassroomCURRICULUM INQUIRY, Issue 3 2003Paokong John Chang This case study illustrates and analyzes the tension an ESL science teacher encountered when his science curriculum came into conflict with the religious and cosmological beliefs of one of his Hmong immigrant students. A Hmong immigrant himself, the teacher believes the science he is teaching is important for all his students to learn. He also understands how his science curriculum can be one part of an array of cultural forces that are adversely affecting the Hmong community. The case study examines this tension, but does not resolve it. Instead, the study explores the knowledge the teacher draws upon to respond to the tension in a caring and constructive manner. This knowledge includes the teacher's understanding of science and pedagogy. It also includes his understanding of Hmong history, which enables him to hear what his science curriculum means to one of his students. The case study concludes that teachers need some knowledge of the history of students' specific cultural groups in order to teach science well to all students. This case study was one of seven produced by the Fresno Science Education Equity Teacher Research Project. It uses a special format, a "sonata-form case study," to highlight tensions between specific curricular imperatives and meeting broader student needs. The study is based on real experiences, and employs composite characters and fictionalized dialogue to make its conceptual point. A theoretical preface explaining the methods of research and the modes of representation used in the Fresno Project is included. [source] Women's Careers Beyond the Classroom: Changing Roles in a Changing WorldCURRICULUM INQUIRY, Issue 3 2001Nina Bascia Drawing from our own and others' research over the past decade and a half, we present four "readings," each illuminating a different dimension of women educators' career development, particularly their movement into work beyond the classroom. The majority of the participants in our studies are women who work for change in their classrooms, schools, and district organizations, using the opportunities, vehicles, and channels available,or apparent,to them. They do this work in professional and personal contexts that are continually changing, sometimes as a result of their own choices and actions and sometimes not. While there is a growing body of literature on women's movement into, and their lives in, educational administration, we are concerned here with the broader and more varied manifestations of leadership beyond the classroom. In the four readings, we bring together several strands in the literature on women educators' lives and careers. We first lay out the taken-for-granted oppositional contrasts in the educational discourses that have tended to obscure more complex understandings of work lives and careers. Next, we explore how the particular kinds of work available to women actually encourage some to move beyond narrow conceptions of the distinctions between classroom and nonclassroom work. Third, we discuss the developmental nature of individual career paths. Fourth, we note the spatial and temporal nature of leadership work by showing how it is influenced and changed by greater economic, social, and political forces. We believe that these multiple interpretations are required to understand the range and combination of influences that propel and compel women educators to take up various forms of leadership work beyond the classroom. [source] Capturing Flow in the Business ClassroomDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2008Yi Maggie Guo ABSTRACT This study focuses on the flow experience in business education. Flow experience, characterized by concentration, control, and enjoyment, can lead to better learning outcomes. Leading preconditions of flow include the balance of challenge and skill, feedback, and goal clarity. Other situational factors affect the flow experience through the mediating effects of these three factors. In this article, we extend an existing framework linking flow and learning. Using the model as a guide, we start our research effort of flow in business education by conducting a field survey of student learning experience in terms of flow and influential factors. Data were collected using business students taking an introductory Operations Management course. The analysis reveals that flow does exist in classroom learning. Its key dimensions are concentration, sense of control, and enjoyment. The more important leading factor is having clear feedback. Characteristics of both the instructor and students play a role in the flow experience of students during lecture. It is evident that flow theory offers a useful framework for business education research. Suggestions for future research are made. [source] Structuring the Classroom for Performance: Cooperative Learning with Instructor-Assigned Teams*DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2003Gary D. Koppenhaver ABSTRACT The main concern is a longstanding one in classroom instruction,the determinants of effective team performance. The paper explicitly examines the effect of teacher-controlled factors on the use and functioning of student teams. From a sample of 500 undergraduate students, data are obtained on aptitude, diversity, instability, motivation, personality style, size, and performance. The regression results suggest that team motivation and instability, which are both partly controlled by the instructor, are particularly important in determining a team's performance. An implication is that instructor decisions about team make-up and incentives can have a significant impact on student achievement. [source] Problematizing the Teaching and Learning of Grammar in the Intermediate German Classroom: A Sociocultural Approach,DIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 1-2 2006Glenn S. Levine [source] Theory Meets Praxis: From Derrida to the Beginning German Classroom via the InternetDIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 1-2 2006Will Hasty [source] Challenging the Gaze: The Subject of Attention and a 1915 Montessori Demonstration ClassroomEDUCATIONAL THEORY, Issue 3 2004Noah W. Sobe The child's attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines "attention" as an object of knowledge related to the organization and management of individuals. I address what we might learn about attention by studying one specific Montessori classroom, the glass-walled public demonstration set up at the 1915 San Francisco World's Fair. The pedagogy of attention on display and the spectatorship of the classroom provide an opportunity to rethink how power and subjectivity play in the formation of human attractions. I argue that thinking through Montessori offers important and relevant suggestions for present-day examinations of attention. The 1915 demonstration classroom can help us theorize the relation of attention to normalizing and governmentalizing practices. This specific study of how attention operates in one locale has implications for tactile learning theories and for the analytics of power to be used in studies of attention. [source] Extending the English ClassroomENGLISH IN EDUCATION, Issue 1 2003Warrick Wynne Abstract This article is an account of one Australian school's attempt to integrate interactive technology meaningfully into the Senior English curriculum through the use of purpose-built intranet sites. The story of carrying out the project in the end also becomes a case study in teacher collaboration. [source] Teaching Sensitivity to Cultural Difference in the First-Year Foreign Language ClassroomFOREIGN LANGUAGE ANNALS, Issue 1 2007Article first published online: 31 DEC 200, Dennis O. Durocher Jr. Abstract: This article summarizes teacher action research for the teaching of subjective culture in the foreign language classroom. It begins with a literature review, followed by a description of Milton J. Bennett's Developmental Model of Intercultural Sensitivity (Bennett, 1993), the theoretical paradigm upon which classroom activities and experiments were based. Bennett's model is compared and contrasted with other approaches to teaching culture, its strengths and weaknesses are discussed, and suggestions for implementing the model are presented. The article then summarizes efforts to mobilize the theory at the elementary French level, describes various culture-teaching strategies, and presents the results of evaluations of the effectiveness of the strategies using the Intercultural Development Inventory. Final remarks concern the goals of the culture component in the foreign language curriculum and suggestions for next steps in research. [source] Listening with Your Eyes: The Importance of Speech-Related Gestures in the Language ClassroomFOREIGN LANGUAGE ANNALS, Issue 2 2003Article first published online: 31 DEC 200, Tony Harris The role played by NVC in a three-turn conversational exchange is examined and the literature supporting the notion that speech-related gestures (i.e., illustrators) have a definite message-carrying junction is reviewed. Two illustrative gestures from a television script excerpt are analyzed; it is demonstrated that such gestures may assist in the decoding of speech at the "while-listening" stage of L2 listening comprehension. [source] Exploring Daily Grading as a Form of Assessment in a College-Level Japanese Language ClassroomFOREIGN LANGUAGE ANNALS, Issue 1 2002Seonghee Choi ABSTRACT: Methods of evaluation affect learning in multiple and varied ways. The current distinction between testing and assessment invokes issues about which alternatives for evaluation are available and how they are applied in language classrooms. To explore a daily grading system as a form of assessment, this study surveyed 16 teachers and 90 students in college-level Japanese language classrooms where daily grading is practiced. The results showed that both teachers and students had positive beliefs about daily grading. It was also found that students had moderate anxiety levels when their performances were graded daily. In addition, the study revealed several areas of concern about daily grading. To use daily grading successfully as a language-learning assessment tool, appropriate and ongoing teacher training is recommended. [source] U.S. Spanish on the Air: Good Waves for the Classroom?FOREIGN LANGUAGE ANNALS, Issue 5 2001Carmen Villegas Rogers EdD Using segments of programming taped from stations in eight US. states, the researchers compiled data on the presence of Anglicisms in commercials and announcements; commentaries and discussions; and news, weather, and traffic reporting. Possible reasons for the use of these Anglicisms and the effect that the phenomenon might have on the maintenance of Spanish within the Latino community are discussed, The authors suggest ways in which these samples of authentic speech might be used in the classroom to present not only the idealized speech of the so-called "educated native speaker," but also dynamic and current models of interlocutors from many nations, interacting effectively as they transmit and receive information in the language. [source] Modifying First-Year Textbook Dialogues along a Hymesian Model of Meaning: A Theory of In-Depth Language Processing for the L2 ClassroomFOREIGN LANGUAGE ANNALS, Issue 2 2000Lana Rings Speakers' "scripts" (established patterns of discourse) and "world" knowlege (the often culture-specific understanding of verbal and nonverbal constructs) are important features of any meaningful exchange of discourse. This article contends that foreign language learners will produce a higher level of language if they are made aware of , and given the opportunity to manipulate , such extralinguistic variables with regard to the texts they study. Whenever possible, teaching materials (e.g., textbook dialogues, autotaped or videotaped texts) should include the context-based information necessary for higher-level language processing. The author also describes a "stop-gap" teaching strategy by which students imagine and describe the full import of "decontextualized" examples of the foreign language. Finally, a tentative model for research on context-based language learning is presented. [source] Motivation and Meaning in Contemporary Art: From Tate Modern to the Primary School ClassroomINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2001Jacqueline Dear ,Art Now in the Classroom', was a joint venture between Goldsmiths College Education Department, Tate Modern and six Primary Schools in and around the London area (Sandhurst, Pilgrim's Way, Hawesdown, Hawkesmoore, Lauriston and Myatt Garden.) It ran from September to November 2000, beginning initially with the placement of two Goldsmiths students at each school then continuing with school visits to Tate Modern, and four Fridays spent working in the classroom, culminating in an exhibition at Tate Modern where the children from all six primary schools got to see their own work publicly displayed. This paper is an account of the work produced by the children from Sandhurst Primary School and an assessment of both the educational opportunities it provided for the primary classes involved and for the Goldsmiths students involved. The aims of the project were to demonstrate effective ways to work collaboratively with contemporary art, to support the development of teaching strategies at KS2 and KS3 and to offer possible approaches for working with contemporary material in the classroom. [source] Bringing Practitioner Experience into the Classroom: The United Nations Intensive Summer Study ProgramINTERNATIONAL STUDIES PERSPECTIVES, Issue 4 2004Courtney B. Smith Diplomatic practitioners and policy makers represent an important, although frequently neglected, resource for teaching about international relations. The insights and stories provided by practitioners regarding key processes and events are often able to inspire our students to engage complex material and to play a much more active role in their own learning. While it is possible to argue that any type of practitioner contact is beneficial in terms of going beyond the material covered in textbooks, there are definite challenges associated with how to most effectively integrate these experiences with overall student learning. What type of format is most conducive to providing students with an insider's view? What type of preparation is required before contact with practitioners? How can student learning be evaluated in terms of assignments and debriefing activities? And finally, are traditional student feedback mechanisms appropriate for a course that involves a substantial practitioner component? This article investigates each of these challenges in the course of discussing one mechanism for bringing practitioner experience into the classroom, the United Nations Intensive Summer Study Program. [source] Ethics and Foreign Policy: Structured Debates for the International Studies ClassroomINTERNATIONAL STUDIES PERSPECTIVES, Issue 2 2004Jeffrey S. Lantis Debates about humanitarian intervention, foreign and defense policy priorities, and the ethics of the use of force have become highly politicized in the post-Cold War era. This article explores the value of structured classroom debates on ethical dimensions of international relations as active teaching and learning tools for introductory and advanced international studies courses. Specifically, this article presents design information for structured debates on the ethics of the use of military force, humanitarian interventions, and U.S. foreign policy toward international institutions such as the International Criminal Court (ICC). Building on the literature on active teaching and learning, the article describes the development of these exercises and assesses their effectiveness through ten years of classroom application. [source] Using Role-Play Scenarios in the IR Classroom: An Examination of Exercises on Peacekeeping Operations and Foreign Policy Decision MakingINTERNATIONAL STUDIES PERSPECTIVES, Issue 1 2004Carolyn M. Shaw Use of role-play scenarios in the classroom is just one of a number of active learning techniques that are being used more and more frequently to convey the more abstract concepts of international relations (IR) to students in a meaningful way. This paper examines the value of two specific role-play exercises used in an introduction to international relations course on the topics of peacekeeping and foreign policy decision making. The value of such interactive exercises is laid out in a section examining what learning objectives can be achieved by using role-play scenarios. These include promoting student interaction and input, and promoting student curiosity and creativity. The preparations necessary for conducting such an exercise are laid out, followed by a description of the exercises as they were conducted in the classroom. Finally, an assessment of the exercises provides useful feedback on the degree to which specific learning objectives were achieved, and how such exercises can be modified to be even more effective. [source] Comic Relief: Using Political Cartoons in the ClassroomINTERNATIONAL STUDIES PERSPECTIVES, Issue 3 2002Beth K. Dougherty Political cartoons are an excellent classroom tool to build students' critical thinking skills, to generate lively classroom discussions, and to get students excited about politics. Cartoons should be treated as serious commentary on political affairs. Interpreting a cartoon requires that the viewer be familiar with current issues and debates, savvy about the cultural context, and capable of analytical judgments. This technique capitalizes on the visual learning style of many students and interjects an added interactive dimension to classroom discussions. This article discusses some of the challenges of using cartoons in the classroom, including where to locate them. The text is accompanied by several representative cartoons. [source] Influence in the Ivory Tower: Examining the Appropriate Use of Social Power in the University ClassroomJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 11 2007Steven M. Elias A study was conducted to determine how appropriate university students feel it is for professors to use varying bases of social power as a means of influence. Participants (n = 91) completed a modified version of the Interpersonal Power Inventory (Raven, Schwarzwald, & Koslowsky, 1998) and a demographic questionnaire. Students rated the use of soft power as significantly more appropriate than harsh power. Repeated-measures ANOVA indicated that informational and expert power were thought to be the most appropriate bases for professors to use, and a gender effect was observed such that female students rated the use of social power in the classroom as significantly less appropriate than did male students. Implications for university instructors and other power holders are discussed. [source] The Effect of Instructor Gender and Race/Ethnicity on Gaining Compliance in the Classroom,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 5 2004Steven M. Elias How instructors' gender and race impacts their ability to gain compliance in the classroom when utilizing various bases of social power was investigated using a 2 × 2 × 3 between-subjects design. Male and female participants (n = 297) completed the Interpersonal Power Inventory while viewing a photo depicting an instructor. The instructors depicted were male or female of varying ethnicities (Caucasian, African American, and Latino). Results indicated that instructor gender and race influenced student compliance rates when soft (subtle and noncoercive) bases of power were utilized. With regard to individual power bases, student gender, instructor gender, instructor race, and the Instructor Gender × Instructor Race interaction were found to impact compliance rates. Implications for classroom instructors, as well as other powerholders, are discussed. [source] Utilizing Peer Nominations in Middle School: A Longitudinal Comparison Between Complete Classroom-Based and Random List MethodsJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2010Amy Bellmore Although peer nominations provide invaluable data on social status and reputations of classmates, the large size and organizational structure of secondary schools pose a practical challenge to utilizing nomination methods. Particularly problematic is determining the appropriate reference group when students are no longer in self-contained classrooms. In the current study, we compared a random list method as an alternative to complete classroom-based or grade list peer nominations. In a 3-year longitudinal study of 2,307 middle school students, the temporal stability and construct validity of the method were assessed regarding peer acceptance, rejection, coolness, aggression, and victimization. The findings suggested that the random list procedure provides a feasible method to study large peer groups in secondary school settings. [source] Preparing for Controversy: Developing Rules for the Health ClassroomJOURNAL OF SCHOOL HEALTH, Issue 4 2001Ralph Wood PhD CHES Assistant Professor No abstract is available for this article. [source] Life in the Mindful Classroom: Nurturing the Disposition of MindfulnessJOURNAL OF SOCIAL ISSUES, Issue 1 2000Ron Ritchhart In this article, we review the appropriateness of ,mindfulness' as an educational goal and explore what it means to cultivate mindfulness as a disposition, that is, as an enduring trait, rather than a temporary state. We identify three high-leverage instructional practices for enculturatingmindfulness: looking closely, exploring possibilities and perspectives, and introducing ambiguity. We conclude by exploring what it might look like to cultivate the trait of mindfulness within individual classrooms. This report includes a review of an experimental study of ,conditional instruction,' which explores mindfulness as a state, and then drawson a series of qualitative case studies of ,thoughtful' classrooms to provide an example of conditional instruction as it might serve to develop a disposition of mindfulness. [source] Courtroom to Classroom: Justice Harlan's Lectures at George Washington University Law SchoolJOURNAL OF SUPREME COURT HISTORY, Issue 3 2005ANDREW NOVAK John Marshall Harlan had a singularly successful legal career as an Associate Justice of the Supreme Court that spanned thirty-three years, from 1877 to 1911, one of the longest terms in history. For twenty-one of those years on the Court he also distinguished himself as a professor of constitutional law at George Washington University. Along with his colleague on the Bench and on the faculty, Associate Justice David J. Brewer, Harlan carried a full course load, teaching just about every subject: evidence, torts, property law, corporation law, commercial law, international law, and his specialty, constitutional law. [source] | |||||||||||||||||||||||||||||||||||||||||||