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School Classroom (school + classroom)
Selected AbstractsMotivation 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] Parental divorce and adolescent cigarette smoking and alcohol use: assessing the importance of family conflictACTA PAEDIATRICA, Issue 3 2009Alfgeir Logi Kristjansson Abstract Aim: To investigate how family conflict contributes to the relationship between parental divorce and adolescent cigarette smoking and alcohol use. Design: Population-based cross-sectional survey. Setting: School classrooms in Iceland in which an anonymous questionnaire was administered to respondents by supervising teachers. Participants were 7430 (81.4%) of 9124 14- to 16-year-old adolescents. Main outcome measure: Cigarette smoking and alcohol use during the last 30 days were assessed by self-report. Results: Parental divorce was related to adolescent cigarette smoking during the last 30 days (OR = 2.12, 95% CI 1.84,2.44) when controlling for gender only, but was insignificant (OR = 1.18 95%, CI 0.99,1.44) when controlling for relationship with parents, disruptive social changes and family conflict. There was a significant relationship between parental divorce and adolescent alcohol use during last 30 days (OR = 1.66, 95% CI 1.48,1.87), controlling only for gender; however, the relationship disappeared (OR = 1.04, 95% CI 0.91,1.20) when controlling for other variables. Conclusion: Family conflicts are important contributors to the relationship between parental divorce and adolescent cigarette smoking and alcohol use. Conflict between parents and adolescents, but not inter-parental conflict, appears to be the most important factor in the relationship between family conflict and adolescent substance use. [source] Promoting student engagement in science: Interaction rituals and the pursuit of a community of practiceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2007Stacy Olitsky This study explores the relationship between interaction rituals, student engagement with science, and learning environments modeled on communities of practice based on an ethnographic study of an eighth grade urban magnet school classroom. It compares three interactional events in order to examine the classroom conditions and teacher practices that can foster successful interaction rituals (IRs), which are characterized by high levels of emotional energy, feelings of group membership, and sustained interest in the subject. Classroom conditions surrounding the emergence of successful IRs included mutual focus, familiar symbols and activity structures, the permissibility of some side-talk, and opportunities for physical and emotional entrainment. Sustained interest in the topic beyond the duration of the IR and an increase in students' helping each other learn occurred more frequently when the mutual focus consisted of science-related symbols, when there were low levels of risk for participants, when activities involved sufficient challenge and time, and when students were positioned as knowledgeable and competent in science. The results suggest that successful interaction rituals can foster student engagement with topics that may not have previously held interest and can contribute to students' support of peers' learning, thereby moving the classroom toward a community-of-practice model. © 2006 Wiley Periodicals, Inc. J Res Sci Teach [source] Linguistics in a Primary SchoolLINGUISTICS & LANGUAGE COMPASS (ELECTRONIC), Issue 4 2007Kristin Denham In this article, I discuss a linguistics course that I have been teaching for the past 3 years in a multiage primary school classroom. This experience has led to work in other schools, has changed the way I teach introductory linguistics courses for teachers, and has led to the development of materials and curricula for use in K-12 classrooms. I hope the sharing of these experiences will help to effect real change in the way in which knowledge about language is taught in K-12 classrooms in the USA. [source] Adolescents' collaboration in the classroom: Do peer relationships or gender matter?,PSYCHOLOGY IN THE SCHOOLS, Issue 8 2008Lisa M. Swenson Peer collaboration can be a useful tool in a school classroom to help students perform at their best. With whom should students be paired, though? Previous research yields inconsistent findings regarding whether the benefits of peer collaboration depend on the gender or friendship of collaborators. We paired students with a same-gender friend or a nonfriend in their classroom to examine whether friendship and specific dimensions of relationship quality were important for understanding adolescent (N = 132 high-school students) boys' and girls' performance on a scientific reasoning task. Dimensions of relationship quality were related to task performance with greater perceived conflict predicting poorer performance. Girls outperformed boys, but the difference was marginal and nonsignificant after accounting for dimensions of relationship quality. Friends' and nonfriends' performance was similar. Results are informative for educators who use collaboration as an instructional technique and for other professionals who work to support the development of effective reasoning and problem-solving skills among adolescents. © 2008 Wiley Periodicals, Inc. [source] What Does Africa Have to Do with Being African American?ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 3 2003A Microethnographic Analysis of a Middle School Inquiry Unit on Africa In the United States, "race" and "black identity" are becoming more complex with the increasing numbers of individuals who identify as "black and foreignborn." Emanating from a year-long study in an urban middle school classroom and a microethnographic investigation of a two-week unit on Africa, this article employs a Pan-African framework to examine how schools and the broader society serve as sites where black identity is contested. The article concludes with implications for education, society, and the study of race and black identity in classroom life. [source] Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environmentsBEHAVIORAL INTERVENTIONS, Issue 1 2010Laura J. Hall Although the use of paraprofessionals in the education of young children with autism spectrum disorders (ASD) is a common practice, research on effective training procedures is scarce. The following study used a multiple-baseline design across settings replicated by five paraprofessionals to evaluate their use of behavioral strategies with young children with, or at risk for, autism spectrum disorder. A training package consisting of a workshop and performance feedback by their supervising special education teacher served as the intervention. Results revealed that even though the paraprofessionals demonstrated skills in the use of behavioral strategies at the workshop, there was either no transfer or generalization to the preschool or home environments where they worked, or their use of skills decreased over time. When performance feedback was provided to all participants, their correct use of strategies increased. The training model evaluated in this study provides an example of one that could be employed in a typical public school classroom or early intervention program. Copyright © 2009 John Wiley & Sons, Ltd. [source] Problematizing religious truth: Implications for public educationEDUCATIONAL THEORY, Issue 4 2004Suzanne Rosenblith The question motivating this paper is whether or not there can be standards governing the evaluation of truth claims in religion. In other areas of study , such as physics, math, history, and even value-laden realms like morality , there is some widespread agreement as to what constitutes good thinking. If such a standard existed in religion, then our approach to teaching religion would need to change. This paper, however, is a prelude to examining such a question. In it, we briefly explore whether or not religion should even be included in public education. After concluding that it should be, we then look at whether we should pursue questions of truth in discussing religion or whether truth should be bracketed. If matters of truth are bracketed, what is lost? If questions of truth are pursued in our public school classrooms, what standards of evaluation should be applied to them? [source] Theory Meets Practice: A Case Study of Preservice World Language Teachers in U.S. Secondary SchoolsFOREIGN LANGUAGE ANNALS, Issue 1 2006Article first published online: 31 DEC 200, Brigid M. Burke This case study looked at the transition of preservice teachers from world language education methods courses at a major U.S. university to a 5-week field experience in secondary school classrooms. Data included lesson plans and self-critiques of two lessons implemented during the field experience, world language teaching philosophies the preservice teachers wrote, e-mail correspondence between the preservice teachers and their supervisor reflecting on the field experience, a final reflection paper, and responses to an open-ended survey after completion of the field experience. Analysis of the data served to identify three teacher profiles: the communicative (CLT) teacher, the grammar-translation teacher, and the hybrid teacher (a mix of the two other profiles). The article concludes with discussion of the findings and their implications for university methods courses, field experiences, and professional development. [source] The influence of core teaching conceptions on teachers' use of inquiry teaching practicesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2007Christine Lotter This article investigates three teachers' conceptions and use of inquiry-based instructional strategies throughout a professional development program. The professional development program consisted of a 2-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in-depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case,study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry-based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1318,1347, 2007 [source] Do life- or school-satisfaction and self-esteem indicators explain the oral hygiene habits of schoolchildren?COMMUNITY DENTISTRY AND ORAL EPIDEMIOLOGY, Issue 5 2007S. Honkala Abstract,,, Objectives:, The aim of this study was to ascertain how frequently toothbrushing and flossing are practiced among schoolchildren in Kuwait and whether life- and school-satisfaction and self-esteem indicators are associated with oral hygiene habits. Methods:, A sample of 2312 schoolchildren between 11 and 13 years old filled out a structured questionnaire anonymously in school classrooms during 2002 and 2003. For this study, nationally representative samples of children were drawn from all six governorates of Kuwait. Only government schools were included. The questionnaire of the Health Behaviour in School-Aged Children Study was used in this study after it was modified to suit Kuwait. A chi-squared test and logistic regression model were used for analyzing the data. Results:, Over half of the pupils reported brushing their teeth more than once a day; girls reported brushing more frequently than boys did. One-fifth of the pupils did not brush their teeth even on a daily basis. The life- and school-satisfaction and self-esteem indicators were associated with more-than-once-a-day toothbrushing frequency. The strongest predictors for recommended brushing were: feeling very happy (OR 2.0, 95% CI 1.38,2.77), feeling that other pupils always accept him/her (1.5; 1.16,2.02), never/sometimes feeling lonely and feeling that it is very easy to make friends (1.4; 1.06,1.94). The summary variables of life-satisfaction, school-satisfaction and self-esteem seemed to be strongly associated with brushing. Dental floss was never used by 45% of the children, weekly by 18% and daily by 17%; 20% did not even know what dental floss was. Conclusions:, Among intermediate schoolchildren in Kuwait, oral hygiene practices were far behind the international recommendations. Special emphasis should be placed on children who have personal problems with their life, school and self-esteem. [source] | ||||||||||||||||