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Classroom Settings (classroom + setting)
Selected AbstractsSimulating Globalization: Oil in ChadINTERNATIONAL STUDIES PERSPECTIVES, Issue 3 2004Heidi H. Hobbs The conflicting interests that underlie globalization can be difficult to grasp in a traditional classroom setting. The simulation presented here challenges students to examine the many different actors operating in the international system today. The focus is the Chad,Cameroon oil pipeline,a landmark example of cooperation and conflict between international institutions, non-governmental organizations and business interests. Given a scenario, students assume these roles and negotiate for the continued success of the pipeline. All the materials to run this exercise are included and if utilized, can provide a positive active learning experience. [source] Strategies for enhancing the adoption of school-based prevention programs: Lessons learned from the Blueprints for Violence Prevention replications of the Life Skills Training programJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 3 2003Abigail A. Fagan Widespread implementation of effective programs is unlikely to affect the incidence of violent crime unless there is careful attention given to the quality of implementation, including identification of the problems associated with the process of implementation and strategies for overcoming these obstacles. Here we describe the results of a process evaluation focused on discovering common implementation obstacles faced by schools implementing the Life Skills Training (LST) drug prevention program. The evaluation was conducted by the Center for the Study and Prevention of Violence (CSPV) under the Blueprints for Violence Prevention Initiative in conjunction with the designer of the LST program, Dr. Gilbert Botvin and his dissemination agency, National Health Promotion Associates (NHPA), and was funded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP). This evaluation revealed that the 70 sites involved in the project faced many obstacles when implementing this science-based program in the "real" classroom setting, outside the rigorous controls of a research trial. Nonetheless, the schools were very successful in delivering the program in its entirety and with a high level of fidelity to the program model, and we attribute much of this success to the high level of independent monitoring provided by CSPV, as well as our ongoing efforts to work with schools to identify and overcome problems associated with implementation. © 2003 Wiley Periodicals, Inc. J Comm Psychol 31: 235,253, 2003. [source] Literature, the Interpretive Mode, and Novice LearnersMODERN LANGUAGE JOURNAL, Issue 1 2007VIRGINIA M. SCOTT The qualitative study reported in this article analyzes how novice learners develop the interpretive mode (as outlined in Standard 1.2 of the Standards for Foreign Language Learning in the 21st Century, 1996, 1999) in a classroom setting when reading a literary text in a foreign language (FL). Using unmotivated looking through conversation analysis, we examined transcripts from video- and audiorecordings of students' discussions in a teacher-moderated classroom setting and in small groups of 3 to 4 students. Our findings indicate that novice learners were able to interpret and understand a challenging literary text (in this case, a poem) if they were in the teacher-moderated group. In addition, our findings suggest that use of the first language was effective in encouraging interpretive talk among students in the teacher-moderated classroom but not among students in small groups. Ultimately, these findings indicate that the nature of the teacher-moderated, yet distinctly student-centered, interaction had a clear impact on developing the interpretive mode in novice learners. [source] Teaching Instructional Design: An Action Learning ApproachPERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2001Brenda Bannan-Ritland ABSTRACT Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project-based methods into the full-time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists. [source] Enhancing Knowledge Transfer in Classroom Versus Online Settings: The Interplay Among Instructor, Student, Content, and ContextDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2009Louise Nemanich ABSTRACT This article integrates management education and organizational learning theories to identify the factors that drive the differences in student outcomes between the online and classroom settings. We draw upon theory on knowledge transfer barriers in organizations to understand the interlinking relationships among presage conditions, deep learning process, and product in the 3P model of student learning. We test our model in the context of undergraduate education and find that confidence in the instructor's expertise, perceived content relevance, and the social richness of the classroom learning environment enhance student enjoyment of the course. Confidence in instructor's expertise and perceived content relevance also contribute to greater understanding of causal relationships among course concepts. Enjoyment is positively associated with learning performance in the classroom, but not online, and student ability is positively associated with learning performance in the online context, but not in the classroom. Our results have implications for course designs in the traditional classroom context and the more innovative online environment. [source] Strategies for teaching nursing research onlineINTERNATIONAL NURSING REVIEW, Issue 2 2004P. Moore RN Abstract Background:, Nursing, like many disciplines in university settings, is experiencing increasing demand for online courses. Development and implementation of online courses with the quality of education nursing students experience in traditional classroom settings, is essential to maintaining integrity of the educational process. Nursing research has been offered in the online format in the RN-BSN programme for 2 years. This course has an average enrolment of 80 to 90 students each semester. Purpose:, This article presents strategies used in teaching an RN-BSN nursing research course online. Conclusions:, Feedback from faculty and students indicates that these strategies have been successful in facilitating this writing intensive course through distance learning. [source] Relationship Quality, Trait Similarity, and Self-Other Agreement on Personality Ratings in College RoommatesJOURNAL OF PERSONALITY, Issue 1 2003John E. Kurtz Previous research has shown that the level of self-other agreement for personality trait ratings increases with the length of acquaintanceship between the target and the informant. These findings emerge exclusively from studies of well-acquainted pairs in natural relationships and relative strangers interacting in laboratory and classroom settings. The present study examines self-other correlations for trait ratings using the NEO Five Factor Inventory (NEO-FFI; Costa & McCrae, 1992) with 103 pairs of previously unacquainted female college roommates. Assessments were obtained at approximately 2 weeks and again at approximately 15 weeks subsequent to the roommates' initial introduction. Self-other correlations increased for all five NEO-FFI scores and agreement correlations for Conscientiousness were significantly higher than for Extraversion at both occasions. Differences in relationship quality did not moderate self-other agreement for any of the traits. However, better relationship quality was associated with higher other-ratings of Extraversion, Agreeableness, and Conscientiousness and lower other-ratings of Neuroticism after controlling for self-ratings on the same trait. Higher similarity in self-ratings of Neuroticism and Openness was associated with higher self-other agreement for these ratings, and similarity in Conscientiousness was associated with higher relationship quality. These results are considered in light of existing theories of differential trait observability and the effects of unique contexts on trait perception. [source] Metacognitive engagement during field-trip experiences: A case study of students in an amusement park physics programJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2009Wendy S. Nielsen Abstract This article reports on a study that investigated students' metacognitive engagement in both out-of-school and classroom settings, as they participated in an amusement park physics program. Students from two schools that participated in the program worked in groups to collectively solve novel physics problems that engaged their individual metacognition. Their conversations and behavioral dispositions during problem-solving were digitally audio-recorded on devices that they wore or placed on the tables where groups worked on the assigned physics problems. The students also maintained reflection journals on the strategies they employed to manage their own understanding as well as learning processes. Prior to the amusement park physics discourse, the students completed a specially developed questionnaire instrument. This provided signposts of the students' metacognitive engagement during group problem-solving at the park and subsequent related physics learning tasks back in the classroom. This data, added to field notes arising from observations, and formal and informal interviews during post-visit learning activities provided the data corpus on the students' metacognitive engagement. Analysis of this data revealed three types of metacognitive engagement during group learning tasks: collaborative and consensus-seeking, highly argumentative, and eclectic, resulting from high levels of dissonance. In both cases, evidence of individual students' deeper understandings, which manifested through students' cognitive and social behaviors, demonstrated the invocation of metacognition to varying degrees. The novel physics problems tackled by the students created situations where discrepancies between their prior knowledge and the direct experiences enabled them to explicate their thinking through dispositions of behavior. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 265,288, 2009 [source] Interactional Context and Feedback in Child ESL ClassroomsMODERN LANGUAGE JOURNAL, Issue 4 2003Rhonda Oliver This article reports on an empirical investigation of the role of interactional context in exchanges between teachers and learners in ESL classrooms. The teacher,learner exchanges were categorized as being primarily focused on content, communication, management, or explicit language. Results suggest that the context of the exchange affected both teachers' provision of feedback and learners' modifications to their original utterances following feedback. Teachers were most likely to provide feedback in exchanges that were focused on explicit language and content; learners were most likely to use feedback provided in explicit language-focused exchanges. Feedback was seldom used in content exchanges and never in management contexts. This study suggests that the importance of the interactional context should not be underestimated when discussing feedback in second language classroom settings. [source] Conversational Repair as a Role-Defining Mechanism in Classroom InteractionMODERN LANGUAGE JOURNAL, Issue 3 2003Grit Liebscher This article is concerned with the ways in which the students and the teacher in a content-based German as a foreign language class used repair in order to negotiate meaning and form in their classroom. Through a combination of qualitative and quantitative approaches, we discuss how repair in this institutional setting differed from repair in mundane conversation and how repair was used differently by the students and the teacher. Given that students and the teacher were all competent speakers of both the first language (L1) and the second language (L2), we found that these differences were not merely indications of incomplete L2 usage. Instead, they manifested how the students and the teacher enacted and perceived their respective roles within the classroom and, based on role concepts, demonstrated different access to repair as a resource. The analysis shows that repair is a resource for modified output as well as modified input in classroom settings. [source] Classroom processes and positive youth development: Conceptualizing, measuring, and improving the capacity of interactions between teachers and studentsNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 121 2009Robert C. Pianta The National Research Council's (NRC) statement and description of features of settings that have value for positive youth development have been of great importance in shifting discourse toward creating programs that capitalize on youth motivations toward competence and connections with others. This assets-based approach to promote development is consistent with the Classroom Assessment Scoring System (CLASS) framework for measuring and improving the quality of teacher-student interactions in classroom settings. This chapter highlights the similarities between the CLASS and NRC systems and describes the CLASS as a tool for standardized measurement and improvement of classrooms and their effects on children. It argues that the next important steps to be taken in extending the CLASS and NRC frameworks involve reengineering assessments of teacher and classroom quality and professional development around observations of teachers' performance. This might include using observations in policies regarding teacher quality or a "highly effective teacher" that may emanate from the reauthorization of No Child Left Behind and moving away from a course or workshop mode of professional development to one that ties supports directly to teachers' practices in classroom settings. [source] Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementationBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 3 2005Ellen Murphy As part of a larger study regarding the inclusion of children with disabilities in mainstream classroom settings, Ellen Murphy, of the D Clin Psych programme at NUI Galway, with Ian Grey and Rita Honan, from Trinity College, Dublin, reviewed existing literature on co-operative learning in the classroom. In this article, they identify four models of co-operative learning and specify the various components characteristic of each model. They review recent studies on co-operative learning with the aim of determining effectiveness. These studies generally indicate that co-operative learning appears to be more effective when assessed on measures of social engagement rather than academic performance. Finally, Ellen Murphy, Ian Grey and Rita Honan present their account of the factors that contribute to the successful implementation of co-operative learning for students with difficulties in learning. [source] | |||||||||||||||||||