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Classroom Activities (classroom + activity)
Selected AbstractsTeaching Variation Using an Interactive Classroom ActivityDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2008Alan F. Chow First page of article [source] The similarity,attraction relationship revisited: divergence between the affective and behavioral facets of attractionEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 4 2002Estelle Michinov In contemporary attitudes-and-attraction research, attraction has been viewed as a multidimensional construct. Moreover, the effects of dissimilar and similar attitudes have been shown to vary with the facets of attraction measured. The hypotheses tested are that (1) only the proportion of similar attitudes relevant to the social context or interaction goals affects behavioral attraction (i.e. interpersonal distance between the participant and targets), and (2) the proportion of similar attitudes influences affective attraction (i.e. Byrne's attraction measure), regardless of attitude relevance. Two experiments were conducted with classroom activities (Experiment 1) and a writing workshop (Experiment 2) as the social contexts. The results of both experiments supported the hypotheses. Clearly, a solely affective measure of attraction seems inadequate for understanding the similarity,attraction relationship. Copyright © 2002 John Wiley & Sons, Ltd. [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] Experiencing Globalization: Active Teaching and Learning in International Political EconomyINTERNATIONAL STUDIES PERSPECTIVES, Issue 1 2001Louise Amoore This article explores the teaching and learning challenges for the discipline of international studies (IS) that arise from the contemporary social, economic, and political changes usually labeled "globalization." The focus is upon the challenge posed to IS by a transformation in the nature of the relationship of teachers and students to the subject matter that they study: that is, teachers and students increasingly experience and contribute to globalization in the course of their daily lives as they simultaneously teach and learn about it. Significantly for the study of globalization in IS, pedagogical debates surrounding active teaching and learning highlight the potential for strategies that actively engage students' interests and everyday experiences with the subject itself. On this basis, the article outlines some potential routes into the active teaching and learning of globalization in the field of international political economy, illustrating these with examples from classroom activities and exercises. [source] Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biologyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2007Roman Taraban Abstract Active-learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab-based activities, with active-learning labs compared to traditional instruction. In-class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab-based curriculum indicated that they perceived changing their behaviors as intended by the student-centered principles of the labs. The major implication of this study is that active-learning,based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student-centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960,979, 2007 [source] Discursive identity: Assimilation into the culture of science and its implications for minority studentsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2004Bryan A. Brown This study examined how, in some instances, participation in the cultural practices of high school science classrooms created intrapersonal conflict for ethnic minority students. Discourse analysis of videotaped science classroom activities, lectures, and laboratories was the primary methodology employed for analyzing students' discursive identity development. This analysis demonstrated differential appropriation of science discourse as four significant domains of discursive identities emerged: Opposition status, Maintenance status, Incorporation status, and Proficiency status. Students characterized as Opposition Status avoided use of science discourse. Students who exhibited Maintenance Status illustrated a commitment to maintaining their normative discourse behavior, despite a demonstrated ability to appropriate science discourse. Students characterized as Incorporation Status made active attempts to incorporate science discourse into their normative speech patterns, while Proficiency Status students demonstrated a fluency in applying scientific discursive. Implications for science education emerging from the study include the illumination of the need to make the use of specific scientific discourse an explicit component of classroom curriculum. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 810,834, 2004 [source] Integrating pharmacology topics in high school biology and chemistry classes improves performanceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2003Rochelle D. Schwartz-Bloom Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g., drug abuse) to help high school students learn basic principles in biology and chemistry. High school biology and chemistry teachers were recruited for the study and they attended a 1-week workshop to learn how to integrate pharmacology into their teaching. Working with university pharmacology faculty, they also developed classroom activities. The following year, teachers field-tested the pharmacology modules in their classrooms. Students in classrooms using the pharmacology topics scored significantly higher on a multiple choice test of basic biology and chemistry concepts compared with controls. Very large effect sizes (up to 1.27 standard deviations) were obtained when teachers used as many as four modules. In addition, biology students increased performance on chemistry questions and chemistry students increased performance on biology questions. Substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 922,938, 2003 [source] Integrating Reform-Oriented Math Instruction in Special Education SettingsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2007Brian A. Bottge This mixed-methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasi-experimental pretest,posttest control group design with switching replications was used to measure students' computation and problem-solving skills on EAI compared to control conditions. Scores on the curriculum-aligned and standardized measures showed improved problem-solving skills but results were mixed for computation. To augment the numerical data, a qualitative inquiry captured day-to-day classroom activities. The findings showed that problem-based curricula such as EAI have the potential for helping students with MLD develop deeper understandings of math concepts but that considerable effort is required to structure and teach these concepts in ways students with MLD understand. [source] Does Chronic Classroom Peer Rejection Predict the Development of Children's Classroom Participation During the Grade School Years?CHILD DEVELOPMENT, Issue 4 2008Gary W. Ladd A sample of 398 children was followed up from ages 5 to 12 to investigate the relation between peer group rejection and classroom participation. The participation trajectories of individuals and groups of children who were rejected for differing periods of time were examined both during and after rejection using piecewise growth curve analyses. The results showed that whereas during periods of rejection, children exhibited negative or negligible growth in participation, when nonrejected, they manifested positive growth. These findings corroborated the hypothesis that (a) peer rejection creates constraints that inhibit children's classroom participation and (b) the cessation of rejection enables children to become more active and cooperative participants in classroom activities. [source] | |||||||||||||