Alternative Classroom Research Articles

Desain Layout Ruang Kelas dengan Pendekatan Ergonomis Human-Centered Approach

The classroom is a room that functions as a place for theoretical, practical learning activities that do not require special equipment and practice with special tools that are easy to provide. One practice with special tools that is easy to provide is learning Information and Computer Technology (ICT) using a laptop. Not all schools have an ICT practice room. ICT practical activities are carried out in the classroom. Therefore, it is necessary to create guidelines for designing classroom layouts as modifications to classrooms that will be used as ICT practical learning spaces. The method used in designing classroom layouts is an ergonomics approach, namely the Human-Centered Approach. Classroom design using an ergonomics approach is carried out by placing humans at the center of the design or the Human Centered Approach. The design of the classroom layout as an ICT learning space is carried out by adapting to the requirements set out in the Regulations of the Ministry of Education, Culture, Research and Technology which contain classroom requirements and are combined with ergonomic principles. Class layout design begins with creating an initial layout, then a configuration layout and simulating teacher mobility in the configured class layout. The class layout design was made using Microsoft Visio software and the teacher mobility simulation was carried out using Promodel software. From this research, results were obtained in the form of 2 (two) alternative classroom layout designs as ICT learning spaces.

The subject matters for the professional vision of classroom management: an exploratory study with biology and mathematics expert teachers

Teacher professional vision of classroom management is one crucial aspect of teacher expertise that has so far been studied without considering the role of teachers’ subjects. However, subject teaching is characterized by typical settings and activities that might require different classroom management strategies. This small-scale explorative study investigates whether twenty expert teachers from two secondary school subjects (biology and mathematics) differ in their professional vision of classroom management. Using video clips of two settings as stimuli, teachers’ eye-tracking data and retrospective think-aloud data were recorded. Think-aloud data were investigated with quantitative content analysis and epistemic network analysis. Expert teachers’ visual attention, their noticing of classroom management events, and their knowledge-based reasoning were compared for both groups. Results reveal subject-specific aspects of expert teachers’ professional vision of classroom management in terms of events noticed and their reasoning about these events. Expert biology teachers were more concerned with suggesting alternative classroom management strategies, particularly strategies addressing aspects to consider when planning activities such as providing structure or preparing the classroom. In contrast, mathematics teachers were more evaluative in their analysis of events and focused more on behavioral management or ensuring students’ engagement in the moment.

Politics of Being Loving, Vulnerable, and Present

As feminist faculty we assess our use of testimonios by employing testimonio to share our experiences and Chicana feminist pedagogy praxis, which challenge the structure of the traditional canon and offer alternative classroom practices. As Chicana feminist faculty we appraise the use of testimonios as feminist pedagogy to contest the structure of the conventional canon and fashion and provide alternative classroom practices. We explore how we view our courses as a medium through which students’ lives can be transformed, inspiring them to become active thinkers and active citizens, to participate in the life of the university, and most important, to become agents for social change. As faculty from different disciplines and generations, we examine the use of testimonio in our Chicana/o studies classes by centering the voices and stories of girls, women, and immigrants in a variety of fields, in particular psychology and public health. The stories shared challenge their invisibility, invalidation, and marginalization in academia and in an array of fields. Their testimonios expose brutality, disrupt silencing, and build solidarity among mujeres.

A Meta-Analysis of Behavior Interventions for Students With Emotional-Behavioral Disorders in Self-Contained Settings

Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the generalizability of these practices to more restricted environments is unknown. Thus, this meta-analysis aimed to examine the class-wide behavior interventions tested in self-contained learning environments for students with EBDs. Studies investigating behavioral interventions in alternative elementary settings were systematically screened. Fifteen studies with 20 effect sizes met inclusion criteria and results from each study were synthesized. An estimated average effect was calculated ( g = 0.93, SE = 0.16), demonstrating that tested interventions are typically effective in self-contained learning environments to improve student behaviors. A thematic analysis and multi-level meta-regression were conducted to determine which elements are most beneficial to students in these unique learning environments. Results indicated that interventions that included relational supports, such as daily parent communication, differentially benefited students ( B = 1.26, SE = 0.15). Limitations include the small number of studies meeting inclusion criteria that have investigated behavior interventions in self-contained settings and the need for improved research quality. Implications suggest support for adapting standardized practice elements, such as group contingencies, to improve student behaviors in multiple learning environments.

Students with autism in an alternative classroom during COVID-19 pandemic: experiences shared by special educators in India

Introduction: During the COVID-19 pandemic, the students with Autism faced difficulties in teaching-learning due to campus closures. The special schools opted for alternative classrooms i.e. online mode. Due to certain specific and unique characteristics, the learning experiences of students with autism would be different from neurotypical students. Objectives: To know about the challenges and facilitators of the alternative classroom through the teacher’s narratives. Method: The virtual interviews recorded by 15 special educators from special schools in Kolkata city and its outskirts, selected using purposive sampling were analyzed through inductive thematic analysis. Results: The generated themes reveal the challenges of setting up and adapting to the online classes faced by special educators, students, and their parents. The study findings also inform about the advantages gained during the pandemic such as parental involvement for better learning in a safe space. Conclusion: A combined mode of teaching might be appropriate for the future to bring out the best in the learners.

An Analysis of Voice-Controller’s Implementation in Teaching DLP Form-One Mathematics: A Case Study

This case study aims to analyze voice-controller (VC)’s implementation of five, national-type secondary schools, Kinta Utara, Ipoh, Perak, teachers in teaching mathematics form-one (T1) Dual Language Programme (DLP). VC consists of three elements: sound level and voice level practice (SL-VL-P); marker and voice level practice (M-VL-P); and activity and voice level practice (A-VL-P). Students’ voice level barrier disturbs teaching and learning. Teacher should control students’ voice level. This study contributes an alternative classroom control strategy for teachers and reflection to Secondary School Standard Curriculum planner about learning and facilitating’s situation in school from communication perspective. Data collection methods were teaching observation, interview, and document analysis. Content analysis method was used to analyze data. The research’s findings indicate the number of participants who had the VC’s goal: cognitive domain (five), affective domain (four), and psychomotor domain (none). Affective domain’s level is limited within receiving and giving response. In VC implementation: (i) The number of participants who implemented SL-VL-P using: routine class explanation (three), reminder (five), oral order (two), repeated conversation (two), blame (one), positive provocation (one), and questioning (two). (ii) The number of participants who implemented M-VL-P using: voice tone (three), body language (three), and teaching aids (none)(iii) The number of participants who implemented A-VL-P using: group size plan (two), activity’s voice level explanation (one), oral order (two), motivation (one), and questioning (two). ‘Giving reminder’ is the common way for all participants. No formal VC drill for students. Two participants faced problem in implementing VC. Conclusion: Five participants’ VC goals are not holistic. Five participants implemented VC undirectedly. There are students unable to perform VC. Implication: Teachers should: (i) plan holistic goals. (ii) plan formal VC. (iii) help students who suffer from voice level barrier. Future study is required to study the relation between voice-level practice and student’s ability to control voice-level.

Open and Online Distance Learning (ODL) Challenges During COVID-19: A Factor Analysis Among UiTM Students

In conjunction with the introduction of the movement control order (MCO) to help stop the spreading of the COVID-19 virus, academic establishments around the country have taken significant initiatives to make sure that their students could continue to learn through online mediums. Thus, students and educators must begin preparing their minds for alternative classroom instructions that do not involve face-to-face interactions. This shift has sparked anxieties about how school children and tertiary level students from various social and economic backgrounds will adapt to this new digital classroom setting. With the objectives to identify the challenges faced by UiTM students in adapting to the ODL mode at home and to examine the challenges faced by the students staying in three different localities; urban, sub-urban and rural, 1,931 students from all UiTM campuses answered a self-constructed online questionnaire. A descriptive analysis and analysis of variance (ANOVA) was conducted using IBM-SPSS version 24 software to analyse the data. The findings revealed that while most of the students did not face significant problems on the infrastructure aspect, students from rural and sub-urban areas faced problems following the scheduled timetable provided by the university for online learning. Personal factors of family commitment, health, and other personal issues were found to affect their ODL session most. Since UiTM students’ come from all over the country and from various family backgrounds, it is expected that the findings would enable the university administrators to better understand the challenges faced by the students, thus implementing effective and efficient learning environment that suits and supports the diversity of the students should there be a need for an ODL mode in similar outbreaks in the future

A Case Study of Drama Education for Indigenous Children in The Alternative Classroom

A Case Study of Drama Education for Indigenous Children in The Alternative Classroom

학업중단 예방 사업 운영 현황 분석

The purpose of this study is to draw implications for policy improvement by identifying the current status of school drop prevention policies and projects being operated at school sites. To achieve this objective, a survey was conducted with school teachers in charge of the nationwide school drop prevention projects. A total of 1,575 people responded to the survey. The results of analyzing the school members’ perceptions of the school drop prevention projects, the current status of business operations, difficulties, and areas for improvement were analyzed as follows. First, the designation of the school drop prevention projects and the operation of the deliberation systems are concentrated at the high school level. Considering the accumulated situations of the academic discontinuation, it is necessary to activate projects in both elementary school and high school level. Second, the operation of alternative classrooms in schools was in the order of middle school (39.8%), elementary school (6.4%), and high school (27.3%). In particular, it is necessary to understand the difficulties in operating alternative classrooms in elementary schools. In addition, it is necessary to prepare a way to overcome stigmas and prejudices, and a plan to link the curriculum of alternative classrooms in high schools. Third, the significance and necessity of the study regarding the school drop prevention projects were found in the order of providing emotional stability (4.08 points), providing time and space for rest (4.07 points), helping with school adjustment (3.94 points), and providing customized education (3.92 points). Therefore, it is necessary to provide programs and opportunities for students to solve problems according to their situation. Fourth, the difficulties of the school drop prevention project were derived from the overload of the person in charge, the lack of connection to external organizations, and formal and superficial work procedures. Therefore, it is necessary to improve policies such as assigning one or more professional counselors to schools, providing incentives for those in charge, support from the office of education for linking external instructors with local community organizations, and discovering and expanding entrusted educational institutions for alternative education with expertise.

Flexible and Inclusive Ecology Projects that Harness Collaboration and NEON‐Enabled Science to Enhance Student Learning

AbstractThe COVID‐19 pandemic significantly impacted undergraduate education and fundamentally altered the structure of course delivery in higher education. In field‐based biology and ecology courses, where instructors and students typically work collaboratively and in‐person to collect data, this has been particularly challenging. In this context, faculty from the Ecological Research as Education Network (EREN) collaborated with the National Ecological Observatory Network (NEON) to design five free‐flexible learning projects for use by instructors in varied modalities (e.g., socially distanced in‐person, remote, or HyFlex). The five flexible learning projects incorporated the Ecological Society of America’s 4DEE framework and included field data collection, data analysis components, and an activity that incorporates existing NEON field protocols or datasets. Each project was designed to provide faculty members with a high degree of flexibility so that they could tailor the implementation of the projects to fit course‐specific needs. Collectively, these learning projects were designed to be flexible, inclusive, and facilitate hands‐on research while working in alternative classroom settings.

DIGITAL STORYTELLING AS A POST–LISTENING ACTIVITY IN TEACHING NARRATIVE TEXT TO THE 5 GRADE STUDENTS: THE IMPLEMENTATION AND STUDENTS’ RESPONSES

Digital Storytelling is a modern form of the storytelling art. The implementation of digital storytelling is expected to provide an alternative classroom activity in teaching listening and help the students in understanding a text as well as learning the value, particularly in narrative text. This study presented the description of the implementation of digital storytelling as a post–listening activity to teach narrative text to the fifth grade students. The data of the study gathered from the result of observation that was obtained through observation sheet and field notes, and interview in order to find out the students’ responses toward the activity. The data were collected by observing the teacher’s and students’ activities during the teaching and learning processes in the classroom, and interviewing the students’ opinions and teacher’s perception after implementing digital storytelling. The result of the observation showed that the fifth grade students were able to create their digital storytelling, even though one step was omitted and the other two steps were conducted at the same time. Meanwhile, from the result of interview, it was found that the students enjoyed in joining the lesson. Thus, the implementation of digital storytelling had improved the students’ mastery in understanding narrative text.

Architecturally safe and healthy classrooms: eco-medical concept to achieve sustainability in light of COVID-19 global pandemic

ABSTRACT In March 2020, the World Health Organization (WHO) officially announced the COVID-19 outbreak as a global pandemic. With this announcement, the world is facing a major challenge. This research commenced as an initiative to conceptualize internal architectural space design to cope with epidemics, to ensure an architectural anti-virus environment. In fact, architectural spaces with high occupancy loads are considered a fertile environment for the spread of this virus. This study discusses classrooms as one of those patterns with high densities for a significant reason; previous studies have revealed that pupils between the ages of 5 to 18 years may be carriers of the infection, but without symptoms; therefore, this category is considered a major source of transmitting the infection to their families and society. Accordingly, this research will address the most important standards, and design norms for these spaces using an electronic questionnaire and computational fluid dynamics (CFD) model, to achieve two objectives: first, a healthy classroom to reduce the COVID-19 infection among pupils to promote both wellbeing and performance of users, and second, a sustainable classroom from architecture, HVAC, and a medical point of view. In addition, four alternative classroom designs were proposed based on the interpretive results from the questionnaire and simulation.

BASIC SCHOOL TEACHERS’ ASSESSMENT PRACTICES IN THE SISSALA EAST MUNICIPALITY, GHANA

<p>This study employed a sequential explanatory mixed-method design to examine basic school teachers’ classroom assessment conceptions in the Sissala East Municipality in the Upper West Region of Ghana. In particular, the study examined the classroom assessment practices of teachers and their demographic characteristics that influence their assessment practices. Quantitative data gathered from 203 respondents were analyzed using mean, standard deviations, t-test and ANOVA. In the follow-up qualitative phase, semi-structured interviews were undertaken with 12 participants and the data subjected to interpretive thematic analysis. The findings revealed that teachers mostly employ traditional assessment methods than alternative assessment tools Furthermore, gender, age, assessment training, teaching experience and class teaching level impacted the teachers’ use of assessment methods. It was recommended among other issues that regular in-service training in assessment be conducted for teachers for them to be up-to-date and also develop their skills and use of appropriate alternative classroom assessment practices.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0775/a.php" alt="Hit counter" /></p>

Appreciating, (Re)-Thinking and Diversifying Arts Education: Learning to Be a Choral Conductor/ Trainer/Director/Educator in Kenya

The tremendous growth of choral music in Kenya over the last 50 years has largely been realised in three major establishments, namely: the Church, institutions of learning, and political arenas. Whereas choral music presents a field that can draw from diverse inquiries, the article focuses on music education as a component of choral music. It is motivated by the concern that the majority of choral trainers/directors/educators in Kenya are not products of formal choral training programmes. For the few who have obtained formal musicology, ethnomusicology and music education qualifications, observation shows that choral training or directing either forms a minimal part of, or is not included in, the various certificate, diploma or degree courses offered. Although conducting and/or art music as course units are offered in selected universities no institution of learning in Kenya offers a full course that focuses clearly on training choral trainers/directors/educators. Thus, choral directors may be the product of music training programmes other than formal school curricula. Whether in institutions of learning or the Church, the article views a choir situation as an alternative classroom, where the choral conductor/trainer/director/educator not only artistically imparts knowledge to the singers (learners), but also to prospective choral directors, hence acting as a role model. Therefore, the article demonstrates the alternative methodologies employed in Kenyan choral music. To address these concerns, the study relied on an ethnographic research approach that involved interviewing choral artistes, as well as observing how they practise their music, besides group interactive strategies.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

A Study on the Learning Experience of Student who were participated in an Alternative Classroom in School.

A Study on the Learning Experience of Student who were participated in an Alternative Classroom in School.

Preferences toward the constructivist smart classroom learning environment: examining pre-service teachers’ connectedness

ABSTRACTThe constructivist smart classroom learning environment is quickly emerging as an alternative classroom model that integrates active learning with advanced technology to improve learners’ socialization and achievement. This research examines pre-service teachers’ (n = 462) preferences toward this learning environment, as well as the predictive association between connectedness and other critical learning environment features. All pre-service teachers had at least one semester of actual experience as participants learning in this environment. The data was collected through a questionnaire, and a series of linear regressions were conducted to examine the hypothesized relationships. Connectedness was positive and significantly associated with all smart classroom features examined: inquiry learning, student negotiation, reflective thinking, functional design, multiple sources, usefulness, and ease of use. Pre-service teachers who preferred constructivist smart classroom learning environments tended to be those in their first year of post-secondary education, as well as those with higher levels of technology self-efficacy. Gender was not observed to significantly influence preferences. The findings show connectedness to be a central and critical feature that can be used to cultivate more appropriate environments from the participants’ perspective.

Adjusted Framework of M-Learning in Blended Learning System for Mathematics Study Field of Junior High School Level VII

The 2013 curriculum requires teachers to be more productive, creative, and innovative in encouraging students to be more independent by strengthening attitudes, skills and knowledge. Teachers are given the options to create lesson plan according to the environment and conditions of their students. At the junior level, Core Competence (KI) and Basic Competence (KD) have been completely designed. In addition, there had already guidebooks, both for teacher manuals (Master’s Books) and for learners (Student Books). The lesson plan and guidebooks which already exist are intended only for learning in the classroom/in-school. Many alternative classrooms and alternatives learning models opened up using educational technology. The advance of educational technology opened opportunity for combination of class interaction using mobile learning applications. Mobile learning has rapidly evolved in education for the last ten years and many initiatives have been conducted worldwide. However, few of these efforts have produced any lasting outcomes. It is evident that mobile education applications are complex and hence, will not become sustainable. Long-term sustainability remains a risk. Long-term sustainability usually was resulted from continuous adaptation to changing conditions [4]. Frameworks are therefore required to avoid sustainability pitfalls. The implementation should start from simple environment then gradually become complex through adaptation steps. Therefore, our paper developed the framework of mobile learning (m-learning) adaptation for grade 7th (junior high school). The environment setup was blended mobile learning (not full mobile learning) and emphasize on Algebra. The research is done by R&D method (research and development). Results of the framework includes requirements and adaptation steps. The adjusted m-learning framework is designed to be a guidance for teachers to adopt m-learning to support blended learning environments. During mock-up prototype, the adjusted framework demonstrates how to make successful implementation of early blended mobile learning through framework. The Social area is in focus of adaptation because participation is important to improve the sustainability. From the short practice of mock-up prototype, blended mobile learning can be an effective pedagogical model in supporting students in inquiry-based learning.

Using YouTube in Teaching Pharmacology to Nursing Students.

Nursing pharmacology can pose a challenge to nursing students as they learn about different disease processes and interventions. Having students engage in their own learning process aids in the retention of information and gives positive reinforcement for exams. Using YouTube as a part of student group presentations helps students engage in the learning process and learn difficult pharmacological concepts in an alternative classroom setting.

The work of categorisation in achieving moral order in feedback talk during the school-based professional experience

As part of the school practicum experience, supervising and pre-service teachers have regular professional conversations. Supervising teachers are expected to model, assess and evaluate their pre-service teachers’ classroom skills, and a key component of this is feedback about pre service teachers’ teaching techniques. This paper uses conversation analysis and membership categorisation analysis to unpack the initial three turns of such feedback to show how they have procedural consequence for the speakers’ professional relationships and for the talk that follows. Analysis of seven audio-recordings reveals some of the conversational ways the participants constitute their institutional roles and relationships within a particular moral relational order: the speakers talking as supervising, or pre-service teachers with and for each other about teaching practices. Pre-service teachers are seen for the most part to align with their supervising teachers’ versions of events. These speakers collaboratively co-construct asymmetrical institutional relationships, interactively normalising their shared understandings of attributes associated with ‘good’ teachers and effective teaching. We suggest that the development of such asymmetric relationships and understandings may well inhibit pre-service teacher learning, limiting possibilities for extended understandings of alternative classroom practices.