Classroom-based Approaches Research Articles

Whole-of-School Physical Activity Promotion: Findings From Elementary Schools in the United States

IntroductionSchools can support students’ participation in physical activity by offering opportunities consistent with a Whole-of-School (WOS) approach; however, the extent to which physical activity opportunities are provided and how school-level characteristics associate with their use remains unclear. This study examined how elementary schools’ use a WOS approach to promote physical activity, as well as associations between school-level characteristics and physical activity opportunities provided. MethodsSurvey data was collected from 162 elementary schools participating in the NFL PLAY 60 FitnessGram Project during the 2022–23 school year. A WOS index (ranging from 0–12) was created from responses by school staff on questions about six physical activity practices (physical education, recess, before- and after-school programs, classroom-based approaches, active transport). Multivariable regression models examined associations between school characteristics and WOS index scores. Analyses were completed in Spring 2024. ResultsFully adjusted models indicated a statistically significant difference between the percentage of economically disadvantaged students served and WOS index score. Schools serving between 20–39% (p<0.001), 40–59% (p<0.01), 60–79% (p<0.01) and ≥80% (p<0.001) economically disadvantaged students scored significantly lower on the WOS index compared to schools with 0–19% economically disadvantaged students. ConclusionStudies are needed to examine disparities in physical activity practices consistent with a WOS approach to understand the implications on health, academic performance, and other key outcomes. This information can inform the development of strategies to address disparities and ensure youth have equitable access to school-based physical activity opportunities.

Teachers’ perspective and practice of using learning approaches to foster learner autonomy in Vietnam

The research paper’s primary objective was to understand teachers’ reflections on the implementation of different learning approaches, including resource-based, curriculum-based, classroom-based, technological-based, teacher-based, and learner-based approaches, to foster Learner Autonomy (LA) of Vietnamese undergraduates. Applying learning approaches to encourage LA has been widely discussed; however, there is a lack of evidence of teachers’ perspective and practice, in relation to their professional experience, of those approaches to cultivating LA. A survey was conducted at the Creative Language Center of Ton Duc Thang University (TDT CLC), Vietnam, to collect responses from lecturers who have different experience in teaching English at the tertiary level. The findings indicate that teachers, regardless of experience, focused more on classroom-based approaches, such as providing cooperative learning and peer discussion to foster LA. However, teachers with more experience tend to focus on learner-based approaches to provide more individual training and assistance to help students become more autonomous learners. Understanding the concept of learning approaches and their implementation is believed to benefit teachers, especially those with less experience, in fostering LA in their own teaching context.

Teachers’ perspective and practice of using learning approaches to foster learner autonomy in Vietnam

The research paper’s primary objective was to understand teachers’ reflections on the implementation of different learning approaches, including resource-based, curriculum-based, classroom-based, technological-based, teacher-based, and learner-based approaches, to foster Learner Autonomy (LA) of Vietnamese undergraduates. Applying learning approaches to encourage LA has been widely discussed; however, there is a lack of evidence of teachers’ perspective and practice, in relation to their professional experience, of those approaches to cultivating LA. A survey was conducted at the Creative Language Center of Ton Duc Thang University (TDT CLC), Vietnam, to collect responses from lecturers who have different experience in teaching English at the tertiary level. The findings indicate that teachers, regardless of experience, focused more on classroom-based approaches, such as providing cooperative learning and peer discussion to foster LA. However, teachers with more experience tend to focus on learner-based approaches to provide more individual training and assistance to help students become more autonomous learners. Understanding the concept of learning approaches and their implementation is believed to benefit teachers, especially those with less experience, in fostering LA in their own teaching context.

Revitalizing Historical Learning: Integrating Practical Methods in History Education Curriculum

This abstract proposes a paradigm shift in history education by advocating for the integration of practical methods into the curriculum. Recognizing the limitations of traditional classroom-based approaches, this research explores innovative techniques that immerse students in historical contexts, fostering deeper engagement and understanding. By incorporating hands-on experiences such as archival research, site visits, and reenactments, educators can create dynamic learning environments that stimulate critical thinking and empathy. This study aims to assess the effectiveness of these methods in enhancing historical literacy and cultivating a lifelong appreciation for the past among students. Through a combination of qualitative and quantitative analyses, it seeks to provide insights into best practices for revitalizing history education in the 21st century.

Elementary school staff perspectives on the implementation of physical activity approaches in practice: an exploratory sequential mixed methods study.

A whole-of-school approach is best to promote physical activity before, during, and after school. However, multicomponent programming is often complex and difficult to deliver in school settings. There is a need to better understand how components of a whole-of-school approach are implemented in practice. The objectives of this mixed methods study were to: (1) qualitatively explore physical activity approaches and their implementation in elementary schools, (2) quantitatively assess implementation levels, and (3) examine associations between school-level physical activity promotion and academic ratings. We used an exploratory sequential mixed methods design. We conducted semi-structured qualitative interviews with elementary school staff from a Texas school district and used a directed content analysis to explore physical activity approaches and their implementation. Using qualitative findings, we designed a survey to quantitatively examine the implementation of physical activity approaches, which we distributed to elementary staff district wide. We used Pearson correlation coefficients to examine the association between the amount of physical activity opportunities present in individual schools and school-level academic ratings. We completed 15 interviews (7 principals/assistant principals, 4 physical educators, and 4 classroom teachers). Elementary school teachers and staff indicated PE and recess implementation was driven from the top-down by state and district policies, while implementation of classroom-based approaches, before and after school programming, and active transport were largely driven from the bottom-up by teachers and school leaders. Teachers and staff also discussed implementation challenges across approaches. Survey respondents (n = 247 from 22 schools) indicated 54.6% of schools were implementing ≥135 min/week of physical education and 72.7% were implementing 30 min/day of recess. Classroom-based approaches were less common. Twenty-four percent of schools reported accessible before school programs, 72.7% reported accessible after school programs, and 27% promoted active transport. There was a direct association between the number of physical activity opportunities provided and school-level academic ratings r(22) = 0.53, p = 0.01. Schools provided physical activity opportunities consistent with a whole-of-school approach, although there was variability between schools and implementation challenges were present. Leveraging existing school assets while providing school-specific implementation strategies may be most beneficial for supporting successful physical activity promotion in elementary schools.

Transformasi Digital Manajemen Pendidikan

Digital transformation in education can improve instructional learning, particularly in higher education, by combining traditional classroom-based approaches with current technology. In this study paper, we will look at how the digital transformation of school management will affect the education system, how it will benefit others, and how we might use digital studies to aid future generations.

Cultivating critical consciousness through digital video inquiry

ABSTRACT As political participation across the globe grows increasingly contentious and accusations of “fake news” and “post-truth” politics rise, the how, where, and why of civic learning in schools are called into question. In contrast, multimodal practices such as digital video production continue to promote youth engagement and deliberation of social issues through dialogue, crowd-sourcing, and relationships. Herein we examine the classroom-based approaches to digital video inquiry as a problem-posing antidote to traditional banking approaches to civic education. To forward this claim, we describe 2 classroom uses of digital video production for critical social inquiry. In both cases, digital video inquiry invited students to move beyond banked knowledge about issues into a critical relationship with their topics of study and the communities affected — becoming a path of political participation not easily allowed in other pedagogical and social spaces.

Non-conventional learning on sustainable development: achieving the SDGs

Learning has been identified as a critical tool for the achievement of sustainable development. But whereas the literature predominantly focuses on the use of classroom-based teaching methods and approaches, there is a perceived need to shed some light on the potential role which can be played by non-conventional learning. Based on the relevance of addressing this need, this commentary describes the role of non-conventional learning methods in supporting the achievement of the UN Sustainable Development Goals. In particular, it discusses the contribution of non-conventional teaching as a catalyst for a more active participation of learners, and also shows some of the trade-offs.

‘Chasing every mark’. High stakes assessment and curriculum narrowing: the case of disciplinary literacy in the Irish secondary music classroom

AbstractThe critical role of disciplinary literacy in enhancing understanding and engagement within arts-based subjects has drawn increased recognition amongst researchers and practitioners alike in recent years. The successful integration of disciplinary literacy into the classroom however has been challenged in equal measures by a prevailing sense of confusion and misunderstanding surrounding the concept of disciplinary literacy and by the concurrent, deep-rooted pressures of performativity experienced by teachers and pupils operating within regimes of examination intensification. The result of these tensions has been a documented increase in reductionist classroom-based approaches to the development of disciplinary literacy. Given the frequently cited importance of engaged disciplinary literacy encounters in the music classroom, a review of the dominant pedagogical practices in this field is germane. This paper reports on the findings of a study exploring the integration of disciplinary literacy in the Irish secondary school music classroom. The findings of this research demonstrate a dominance of listening and performing strategies in classroom-based literacy development initiatives and an aligned relegation of student verbalisation in the music classroom. Recommendations for more disciplinary engaged, student-centred approaches in the development of music literacy within the secondary classroom are outlined.

Inclusive ICTs in Education

There is no doubt that education is one of the most vital areas in societies, as the development and progress of peoples are mainly linked to the effectiveness and quality of their education systems. Today in the digital age, learners are looking for innovative learning opportunities beyond the one size fits all and traditional classroom-based approaches harnessing the power of information and communication technologies -ICTs. Indeed, availing digital technologies became a necessity for education systems as they offer unprecedented opportunities for all learners, with different abilities, needs, and disabilities, to learn effectively and overcome (or at least reduce) barriers prohibiting them to access education and enjoy meaningful learning experiences. This paper introduces main concepts related to inclusive ICTs in education and explores ways to make them accessible for all.

A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial

BackgroundInternational debate around the best models of speech and language therapy provision for children with language disorders has highlighted the need for research into classroom-based approaches and intervention dosage. Working memory (WM) is a cognitive skill linked to attention and language. ‘Recall to Enhance Children’s Attention, Language and Learning’ (RECALL) is a novel, 6-week, classroom-based intervention delivered by health professionals (HPs) and teachers. It is designed to target WM and enhance attention and language skills in 4–5 year olds.MethodsA cluster randomised feasibility trial was conducted to investigate aspects of the feasibility of a definitive trial to evaluate RECALL: (i) recruitment and sampling procedures; (ii) compliance and fidelity; (iii) the acceptability of RECALL to HPs and teachers; (iv) the appropriateness of the outcome measures. Six classes of 4–5 year olds participated: two received RECALL, two received an existing intervention targeting attention skills (not underpinned by WM theory), and two received education as usual (no intervention). Ten children in each class (n = 60) were sampled to assess the appropriateness of the outcome measures. Classroom observations were conducted to measure fidelity and semi-structured interviews with HPs, and teachers explored the acceptability of RECALL.ResultsThe recruitment targets were met, and all six schools completed the trial, but the sampling procedures require modification. Compliance was good (95% of RECALL sessions were delivered), but fidelity to the intervention protocol varied between 76% and 45% across the two schools. This was influenced by large class sizes, child factors, and facilitator factors, e.g., their understanding of the theory underpinning the intervention. The lack of fidelity reduced the dose (number of practice items) accessed by individual children, particularly those most at risk. There were mixed findings regarding the acceptability of RECALL and the appropriateness of the outcome measures.ConclusionsThe trial protocol could be easily scaled-up in a future definitive trial, with an amended sampling procedure. RECALL should be repackaged as a small group intervention to enhance the fidelity of its delivery and its acceptability to HPs and teachers. This study highlights the need for thorough training for professionals who deliver classroom-based interventions for children with language disorders.Trial registrationISRCTN13633886. Registered on 7 September 2018

Trauma-Informed Programs Based in Schools: Linking Concepts to Practices and Assessing the Evidence.

When children experience stress and adversity in their homes and communities, schools become a critically important setting in which to intervene and foster their resilience. Changing practices within schools so that vulnerable and traumatized children are better understood and more compassionately served is a goal shared by many school professionals, yet schools remain poorly equipped to address the needs of these children. Any number of school-based programs have the potential to benefit children with an elevated risk for academic difficulties and mental health disorders, although questions remain as to which programs are most promising, effective, and sustainable. Questions also remain about which programs best serve diverse populations and which have potential to reach the largest number of children, including those who do not outwardly manifest behaviors consistent with an underlying disorder but nonetheless require support. In this review, we take stock of existing programs used in schools to address the social, emotional, and academic needs of children with trauma histories. We summarize components of a various trauma-focused programs, categorized as: (a) individual and group-based approaches, (b) classroom-based approaches, and (c) school-wide approaches. For each category, we review and comment on the state and quality of research findings and provide illustrative examples from the literature to show how programs address trauma in the school context. Findings of the review suggest that empirical evidence currently favors individual and group-based approaches, although classroom-based and school-wide programs may be better positioned for integration, access to services, and sustainability. Implications and recommendations center on future research, practice, and policy.

Inspired Inquiry: Three Classroom-Based Approaches to Genius Hour

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Best practice in entrepreneurship education

This study identifies and discovers best practices in entrepreneurship education from highly-ranked universities and business schools globally. The study has been qualitative in nature, utilizing semi-structured interviews with 23 respondents at 12 higher education institutions. The study has made use of non-probability sampling by means of a convenience sampling approach. Data have been analyzed by means of thematic analysis. Results indicate that best practices in entrepreneurship education include little to no specialization at undergraduate level, with a strong preference for generic and widely applicable entrepreneurship modules. Individual entrepreneurship-related modules contain distinct individual themes. These modules are most commonly structured as electives, thereby allowing students to structure their courses according to areas of personal preference. At postgraduate level, it has been discovered that programs are often specialized in entrepreneurship and highly interdisciplinary in nature, most commonly with areas of specialization such as engineering and other sciences. Practical assignment and teaching tend to be favored in entrepreneurial teaching, rather than traditional classroom-based approaches. Entrepreneurship hubs and centers are mainly independent units loosely linked to a prominent university, with independent mandates and processes. The best practices identified in this study will assist universities and business schools to effectively structure entrepreneurship curriculums in line with global best practices. Keywords: entrepreneurship, entrepreneurship education, higher education. JEL Classification: A23, I23

Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers

ABSTRACTCollaborative practice is integral to effective inclusion. Within schools, teacher collaboration can foster communities of practice through a series of professional relationships that enhance the educational experience and learning outcomes of pupils with special educational needs (SEN). In Ireland, Learning Support Teachers (LSTs) and Resource Teachers (RTs) provide additional support to the increasing numbers of children with SEN in mainstream classrooms. Working alongside Classroom Teachers (CTs), this tripartite of teaching expertise represents an opportunity for whole-school and classroom-based approaches to successful collaborative, inclusive practice.This article describes the perceptions and experiences of collaborative practice between primary CTs, RTs and LSTs in a cohort of primary schools in the West of Ireland. Using a mixed methods approach, the study sought to establish the nature and extent of collaboration amongst these teachers and to identify the benefits and barriers to implementation.The findings suggest that whilst teachers are increasingly aware of the value of collaboration, its implementation is largely aspirational, with a series of challenges relating to time constraints, ad hoc planning and limited professional development opportunities most commonly identified as constraints to a consistent approach. The article considers the consequences of this shortfall and options for improved engagement between teachers are identified.

Capturing the Magic of Classroom Training in Blended Learning

Organizations today are faced with the challenges of expanding their traditional classroom-based approaches into blended learning experiences which integrate regular classrooms, virtual classrooms, social learning, independent reading, on the job learning and other methodologies. Our team converted a two-day classroom-based program, taught from 2010-2013 through the Canadian Organization Development Institute (CODI), into an on-line offering. We used several leading edge technologies, without sacrificing the power of face-to-face training. In this article we will highlight the lessons learned and the best practices that ensured the program’s success.

Increasing burn prevention knowledge: Web-based versus classroom education.

Increasing burn prevention (BP) knowledge in nurse practitioners leads to better care for patients who suffer a burn injury. Web-based and classroom-based approaches to increasing an individual's knowledge, in general and specifically to BP knowledge, is currently an area of interest for researchers. As a result, the purpose of this study was to test and evaluate the influence two methods (classroom and Web-based) has on BP knowledge; and whether a difference existed between teaching modalities. Generalized mixed-effects modeling techniques were used to test for differences in scores across three time points: 1) baseline, 2) immediately after viewing the educational module online (recall), and 3) at least 2 weeks after viewing the educational module (retention); and between the groups. There was no difference in scores between online vs classroom education method (P = .894); therefore, a pooled analysis was performed (n=54). Mean scores on the BP knowledge exam increased over time (P = .003) (regardless of educational method), establishing that the education module significantly increases BP knowledge in nurse practitioners over time. Mean score before receiving the education module was 75.6%; the mean score was 81.9% immediately after the module; and 85.6% 2 weeks after receiving the education module. Either method can be used to educate and train health care providers in BP, which may provide health care providers with useful and cost-effective ways in which to improve BP knowledge and the quality of care for patients who suffer a burn injury.

Patient Safety Education: An Exploration of Student-Driven Contextual Learning

Medical and nursing students organized a contextual interprofessional learning experience involving observation of surgical safety practices according to the parameters of the World Health Organization (WHO) surgical safety checklist. Students were oriented to patient safety principles, operating room (OR) protocol, and the WHO surgical safety checklist. One hundred thirty students participated in interprofessional OR visitations. Selected students participated in focus groups, during which feedback regarding educational value and OR observations was obtained: Students thought that patient safety education was more meaningful in a clinical setting, and the degree of interprofessional collaboration appeared related to individual factors. Focus group data collected provides a foundation on which future research can build. Areas of inquiry may include development of teamwork within the context of interprofessional education, examination of the role of students in developing their own curricula, and randomized comparisons of clinical-based and classroom-based approaches to surgical safety education.

Sustainability Issues in the Geography Curriculum for an Undergraduate Programme: The case of Addis Ababa University, Ethiopia

The Lucerne Declaration on Geographical Education for Sustainable Development proposes that the ‘paradigm of sustainable development’ be integrated into the teaching of geography at all levels and in all regions of the world. This study is aimed at assessing the extent to and ways in which sustainability issues have been addressed in the revised undergraduate curriculum for Geography at Addis Ababa University, Ethiopia. The study also attempts to critically examine the methods of delivery suggested in the curriculum. Content analysis has been used as a principal technique. Twenty (sustainability) issues have been identified for analysis from the first and second sections of the United Nations Agenda 21. Courses offered in the Department have been put under four categories: physical/environmental; social/economic; interdisciplinary/ integrative and foundational/skills. Attempt is then made to show the extent to which sustainability issues have been integrated into the first three categories of courses. Results indicate that the three pillars or building blocs of sustainable development are duly represented in the curriculum, with more courses dealing with social/economic issues. Moreover, a noticeable attempt has been made to take an integrative approach. It is, however, clearly evident that classroom-based approaches occupy proportionally more space and remain the dominant modes of delivery across the course categories.

Learning science through research apprenticeships: A critical review of the literature

AbstractScience education models for secondary and college students as well as K‐12 teachers have been dominated by classroom‐based approaches. Recently, research apprenticeships wherein learners worked with practicing scientists on authentic scientific research have become increasingly popular. The purpose of this critical review of the literature was to review and synthesize empirical studies that have explored learning outcomes associated with research apprenticeships for science learners. We reviewed 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates and teachers, both pre‐service and in‐service. The review explored various learning outcomes associated with participation in research apprenticeships. These outcomes included effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence for doing science and intellectual development. The extant literature supported many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) supported conflicting conclusions. Implications included importance of the length of the apprenticeship, need to explicitly place attention on desired outcomes, and engagement of participants. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:235–256, 2010