Although research has identified the impact of school connectedness on a variety of outcomes for adolescents, much less work has focused on identifying its precursors. This study examined the ...relative influences of classroom interactions and parental support on elements of school connectedness among a sample of 4838 students (
M
age
= 15.84, SD = 0.29; 49.1% female) in the United States from the Programme for International Student Assessment (PISA) 2018 data. The results showed that three domains of classroom interactions (i.e., classroom management, instructional support, and emotional support) and parental support played unique roles in predicting school connectedness (i.e., teacher support and school belonging). Specifically, classroom management positively predicted both teacher support and school belonging; instructional support, especially directed instruction, positively predicted teacher support; emotional support was unrelated to teacher support and school belonging. Parental support positively predicted school belonging, but not teacher support. Overall, these findings highlight the roles of both teachers and parents in providing developmentally appropriate support to facilitate school connectedness.
The purpose of this study was to determine the effect of the flipped classroom approach designed by using Khan Academy and free open source software on students' academic achievement and to examine ...students' views about this approach. The research was evaluated in the light of both qualitative and quantitative data. Twenty-eight students studying in the department of mathematics education in a state university in Turkey comprised the study group of the research which was conducted using a mixed methods research design. A double integral achievement test and an open-ended questionnaire about the flipped classroom approach were used as data collection tools. A Wilcoxon signed-rank test was used for the analysis of quantitative data and content analysis was used to analyse the qualitative data. According to the analysis of the research it was found that the flipped classroom approach designed with using both the Khan Academy and mathematics software increased student achievement in double integral. It was also found that this learning approach enhanced students' understanding and provided visualization in mathematics teaching. Moreover, it was revealed that this approach promoted retention and made understanding much easier.
While Active Learning Classrooms, or ALCs, offer rich new environments for learning, they present many new challenges to faculty because, among other things, they eliminate the room's central focal ...point and disrupt the conventional seating plan to which faculty and students have become accustomed.The importance of learning how to use these classrooms well and to capitalize on their special features is paramount. The potential they represent can be realized only when they facilitate improved learning outcomes and engage students in the learning process in a manner different from traditional classrooms and lecture halls.This book provides an introduction to ALCs, briefly covering their history and then synthesizing the research on these spaces to provide faculty with empirically based, practical guidance on how to use these unfamiliar spaces effectively. Among the questions this book addresses are:
How can instructors mitigate the apparent lack of a central focal point in the space?
What types of learning activities work well in the ALCs and take advantage of the affordances of the room?
How can teachers address familiar classroom-management challenges in these unfamiliar spaces?
If assessment and rapid feedback are critical in active learning, how do they work in a room filled with circular tables and no central focus point?
How do instructors balance group learning with the needs of the larger class?
How can students be held accountable when many will necessarily have their backs facing the instructor?
How can instructors evaluate the effectiveness of their teaching in these spaces?This book is intended for faculty preparing to teach in or already working in this new classroom environment; for administrators planning to create ALCs or experimenting with provisionally designed rooms; and for faculty developers helping teachers transition to using these new spaces.
This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified ...as at risk at ages 5-6 years on the basis of demographic characteristics and the display of multiple functional (behavioral, attention, academic, social) problems reported by their kindergarten teachers. By the end of first grade, at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers; at-risk students placed in less supportive classrooms had lower achievement and more conflict with teachers. These findings have implications for understanding the role that classroom experience may play in pathways to positive adaptation.
Teachers’ perceptions of self-efficacy are one of the few individual characteristics that predict teacher practice. There is limited research linking teachers’ perceptions of self-efficacy and actual ...classroom practices. The study examined teacher’ perceptions of self-efficacy and actual instructional and behavior management practices using the Classroom strategies assessment system (CSAS), a multidimensional validated observation system. Fifty-eight Greek teachers completed the Teacher sense of efficacy scale (TSES) and were observed using the CSAS by independent observers. Significant differences between teachers’ self-reported self-efficacy and observers’ ratings were found in the domain of instructional strategies. Implications for research, professional development and school psychological practice are discussed.
Talking and writing about unfinished ideas is vital to learning mathematics, but most students only speak up when they think they have the right answer - especially middle school and high school ...students. Amanda Jansen and her collaborating teachers have developed a breakthrough approach to address this challenge. Rough Draft Math: Revising to Learn, Jansen shares the power of infusing math class with the spirit of revision so that students feel comfortable thinking aloud as they problem-solve rather than talking only to perform right answers. Creating a Community of Learners: As part of the rough draft framework, a class of students becomes an equitable and inclusive community of thinkers, one where students feel safe to engage in discourse while developing mathematical competency and confidence Practical Application of Innovative Ideas: This book includes specific teaching techniques and a range of classroom vignettes showing rough draft math in action within a student-centered teaching approach. Children can develop solutions at their own pace and share thought processes behind their conclusions Classroom Tested: Jansen has developed the concept of rough draft math in collaboration with a diverse group of dynamic and reflective teachers. Rough Draft Math 'provides a blueprint for educators to allow free-thinking discussion while maintaining the mathematical learning goalsRough Draft Math, Jansen shows how to create an energetic classroom culture where students readily participate and share their evolving understanding while engaging in math talk, collaborative problem solving, and ongoing revision of ideas.'
Materials in the classroom ecology Guerrettaz, Anne Marie; Johnston, Bill
The Modern language journal (Boulder, Colo.),
09/2013, Volume:
97, Issue:
3
Journal Article
Peer reviewed
Though there is an extensive literature on materials in language teaching, little if any of it examines the relationship between materials such as textbooks and the totality of the classroom ...experience. The present study makes use of the concept of classroom ecology (Tudor, 2001; van Lier, 1996) to explore the interrelationships among materials and other crucial elements in an advanced ESL grammar class offered in the Intensive English Program of an American university. We focus in particular on the ways in which the textbook—Azar's (2002) Understanding and using English grammar—constituted the de facto curriculum of the course, and how it provided structure for the majority of the classroom interaction. Finally, we speculate on the relationship between the materials and language learning in this classroom. We argue that the framework of ecology, with its emphasis on affordances and emergence, provides a compelling lens through which to study the ways in which materials are actually deployed in classrooms, and how teachers and students conceive of the work being done there.
In a flipped classroom, students study instructional material before class and apply this material during class. To provide a statistical synthesis of current research on effects of flipped ...classrooms, we conducted meta-analyses that included 114 studies which compared flipped and non-flipped classrooms in secondary and postsecondary education. We found a small positive effect on learning outcomes, but no effect was found on student satisfaction regarding the learning environment. In addition, we found considerable heterogeneity between studies. Moderator analyses showed that students in flipped classrooms achieve higher learning outcomes when the face-to-face class time was not reduced compared to non-flipped classrooms, or when quizzes were added in the flipped classrooms. We conclude that a flipping the classroom (FTC) approach is a promising pedagogical approach when appropriately designed. Our results provide insights into effective instructional FTC design characteristics that support an evidence-informed application of FTC.
•Meta-analysis shows a small effect of flipped classrooms on learning outcomes (k = 114).•Meta-analysis shows no effect of flipped classrooms on student satisfaction (k = 22).•Flipped classrooms achieved higher learning outcomes when the face-to-face class time was not reduced.•Flipped classrooms achieved higher learning outcomes when quizzes were added in their design.
Classroom management practices are critical to the success of teachers and students, and a growing number of programs have been developed to improve these practices. However, there has been less ...investigation into observational tools to assess classroom management and exploration of whether it can be measured consistently by observers across elementary, middle, and high school classrooms. Moreover, there is a need to determine how classroom management practices vary as a function of school settings and classroom contexts (e.g., class size and racial composition). The current study aimed to examine classroom management practices using the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an observational measure administered by trained external observers across 3,263 classrooms. A series of analyses indicated that the ASSIST demonstrated partial MI across contexts, and was particularly robust across class size and racial composition, which enabled us to contrast latent mean differences across developmental levels. Latent means of classroom practices across elementary and middle school were similar, whereas elementary school and high school classrooms differed significantly. The findings provide evidence that the ASSIST is similarly measuring classroom management across classroom contexts but is sensitive to mean differences in classroom management across classroom contexts.
Impact Statement
The Assessing School Settings: Interactions of Students and Teachers (ASSIST) is an observational measure of classroom management that is helpful for assessing differences in classroom management constructs across classroom levels (i.e., elementary, middle, high), as well as select contextual variables, including class size and racial composition. Findings illustrate the promise of the ASSIST as a tool for measuring teachers' classroom management practices and detecting differences across these settings, suggesting it may be particularly useful in large scale studies which span multiple grade and school levels.
Teachers are the engine that drives social and emotional learning (SEL) programs and practices in schools and classrooms, and their own social-emotional competence and wellbeing strongly influence ...their students. Classrooms with warm teacher-child relationships support deep learning and positive social and emotional development among students, writes Kimberly Schonert-Reichl. But when teachers poorly manage the social and emotional demands of teaching, students' academic achievement and behavior both suffer. If we don't accurately understand teachers' own social-emotional wellbeing and how teachers influence students' SEL, says Schonert-Reichl, we can never fully know how to promote SEL in the classroom. How can we boost teachers' social-emotional competence, and how can we help them create the kind of classroom environment that promotes students' SEL? Teachers are certainly at risk for poor social-emotional wellbeing. Research shows that teaching is one of the most stressful occupations; moreover, stress in the classroom is contagious—simply put, stressed-out teachers tend to have stressed-out students. In the past few years, several interventions have specifically sought to improve teachers' social-emotional competence and stress management in school, and Schonert-Reichly reviews the results, many of which are promising. She also shows how teachers' beliefs—about their own teaching efficacy, or about whether they receive adequate support, for example—influence the fidelity with which they implement SEL programs in the classroom. When fidelity is low, SEL programs are less successful. Finally, she examines the extent to which US teacher education programs prepare teacher candidates to promote their own and their students' social-emotional competence, and she argues that we can and should do much more.
PDF
