Classroom Characteristics Research Articles

Effectiveness of Constructivism Theory of Learning as 21st Century Method of Teaching

The paper introduced the concept of constructivism theory of learning as an effective method of teaching in 21st century. Adequate effort was made to vividly explain the meaning, two major types and principles of constructivism learning theory. Likewise, the paper examined the role and characteristics of the usage of constructivism theory as a teaching method. The nature, setting and characteristics of constructivism classroom were also discussed. Benefits to be derived when constructivism theory is used as a teaching method is explicitly explained. Few criticisms raised against the use of this theory as teaching method were expatiated and resolve. The study recommends that effective usage of this method would certainly enhance learning mastery and ownership knowledge by the learners.

A network model of stress contagion: evidence from the vocational classroom

PurposeOur study focuses on stress contagion in vocational school classes, examining how students’ stress experiences affect their spatial classmates. For this purpose, we apply a novel formal network model that allows us to differentiate between endogenous and exogenous peer effects in the stress contagion process. Using the network model, we investigate effects on students’ stress levels, considering the stress and coping experiences of spatial peers as well as didactic-methodological context factors.MethodsWe test our statistical model using secondary data collected in a study involving 53 students from two classes at a public German vocational training school. The students’ experiences of stress (time pressure, pressure to succeed) and coping strategies (understanding of the subject matter, self-confidence) were captured using the experience sampling method, while classroom characteristics (e.g., teacher instruction, cooperative work) were recorded through video-based analysis of lessons. Utilizing the panel data, we employ maximum likelihood estimation to assess the spatial peer effects model for both classrooms.ResultsAmong other findings, all model specifications revealed significant peer effects for both stress measures, indicating that the higher the stress experience of immediate peers in the classroom, the higher the individual stress experienced by the students. Concerning the considered context factors, we found, for example, that increased cooperative work leads to higher levels of stress experience.ConclusionFrom a substantive perspective, our results underscore the role of peer-to-peer contagion in the vocational classroom and thus suggest a nuanced examination of cooperative practices. From a research methodology perspective, our approach illustrates how various methods (such as experience sampling, video-based classroom observation, and spatial network information) complement and enrich each other, highlighting the added value of our network analytical approach

The effect of classroom size and ceiling height on college students’ learning performance using virtual reality technology

The physical characteristics of classrooms can significantly impact the physical and mental health as well as the learning performance of college students. This study investigates the effects of classroom size and ceiling height on learning performance using virtual reality technology. Four classroom settings were created: two small classrooms (40.5 m2) with ceiling heights of 3.0 m and 3.9 m, and two large classrooms (62.1 m2) with ceiling heights of 3.9 m and 4.8 m. 34 students participated in task tests while their subjective evaluations and physiological data were recorded. Results showed higher subjective ratings in larger classrooms with the same ceiling height. Classroom size did not significantly affect task test scores. However, there is a significant difference in Task test scores for ceilings of different heights with the same size classroom. The task test improved by 17.3% in the Big and High Room (BHR) and by 20.1% in the Small and Low Room (SLR). Physiological data revealed significant effects of ceiling height, with HRV-nLF/nHF and EEG-β power increasing by 26.5% and 53.9% in BHR, and by 10.7% and 22.8% in SLR, respectively. This study concludes that classroom size and ceiling height plays a crucial role in learning performance and provides insights for classroom design. It also establishes a framework for future research on the interplay between heart rate variability, EEG, and learning performance.

Analysis of Student Engagement and Learning Effectiveness in College English Flipped Classroom

This article takes the college English flipped classroom as the research object and analyzes the characteristics, existing problems, and optimization strategies of the flipped classroom model in college English teaching. This article expounds on the three main characteristics of the flipped classroom: personalized learning, enhanced classroom interaction, and rich teaching resources. This article points out the main problems existing in the flipped classroom in college English teaching, including uneven student participation, large differences in learning outcomes, and difficulties in the role transformation of teachers. In response to these issues, this article proposes three optimization strategies: improving student participation, paying attention to individual differences, and strengthening teacher training. This article summarizes the advantages and challenges of the flipped classroom model in college English teaching and proposes prospects for future research directions.

Levels of teacher performance in formative assessment in multigrade and single-grade classrooms

Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.

PENGARUH IKLIM KELAS TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN EKONOMI KELASX DI SMA ADHYAKSA 1 KOTA JAMBI

This research aims to determine the influence of classroom climate on student learning outcomes in Economics subjects in class X at SMA Adhyaksa 1 Jambi City. The research method used in this research is a quantitative method with an explanatory survey design using simple linear regression analysis techniques. The results of the research show that there is a significant and positive influence of classroom climate on student learning outcomes in economics subjects in class X at Adhyaksa 1 High School, Jambi City. Thus, classroom characteristics or climate play a role and influence the quality of teaching so that it has implications for good learning outcomes.

Assessment of Indoor Particulate Matter and Teacher's Perceived Indoor Climate in Government Schools of Bilaspur District, Chhattisgarh, India: A Cross-Sectional Study.

Indoor air pollution (IAP) affects the long-term health, cognitive growth, and academic performance of children. Since children spend most of their time at school, quantifying IAP in classrooms is an important parameter for air pollution. To assess the average particulate matter (PM) levels inside and outside of classrooms along with their associated factors and teacher's perceived indoor climate. Cross-sectional survey in nine government-run schools. PM2.5 and PM10 were measured inside the classroom and outdoors simultaneously during summers, using an Atmos monitor for two consecutive days, along with several school and classroom characteristics. Perception about indoor air quality was captured from teachers (n = 15) using a validated questionnaire. Mean values of PM using mixed effect linear regression. Perceived indoor air quality is presented using percentages. Mean indoor PM2.5 and PM10 was 52.5 µg/m3 and 65 µg/m3. Indoor and outdoor PM levels were highly correlated, but the indoor-outdoor ratio of PM concentrations was more than 1. Teachers were mostly bothered by dust, dirt, and noise in the schools. Indoor air quality was higher than World Health Organization (WHO) standards but within the national standards. Need further research to find the exact cause for higher indoor PM levels compared to outdoor PM levels.

Novice Teachers and Student Attendance in Early Elementary School

Student absenteeism in the earliest years of elementary school has been linked to a range of negative outcomes. Though the literature has examined numerous factors that are associated with children missing school, the role of teachers—especially at the early elementary level—has not been well understood. Given that students spend the majority of their time in elementary school with one teacher in a single classroom, a large component of early elementary school is underexplored, and our understanding of absenteeism remains incomplete. In this vein, we looked into whether having novice versus more experienced teachers was linked to the frequency of student absenteeism in the earliest years of school. Using a national dataset including repeated observations of students in grades K-2, we found that novice teachers have students with fewer absences and a lower probability of being chronically absent. There were no differences in the outcomes of novice teachers as a function of child nor classroom characteristics. Implications for policy and practice are discussed.

Teachers Best Practices in Teaching Kindergarten Pupils: An Approach to Framework Implementation

This study investigates teachers’ effective strategies in teaching kindergarten pupils, focusing on implementing frameworks concerning self-regulation and self-determination. Utilizing a qualitative phenomenological method and Focus Group Discussions (FGDs), the study assesses best practices among preschool teachers, employing purposive sampling involving ten respondents. The findings reveal that optimal techniques for self-regulation involve diverse classroom characteristics conducive to varied teaching methods, supportive organizational structures, and planned child-centered curricula. Parental solid involvement positively impacts academic progress, while evaluation practices identify learning strengths and weaknesses. Regarding self-determination, effective communication fosters social development, enhancing the classroom climate. Program and class characteristics engage students in real-world connections through interactive activities. However, challenges persist, including enforcement gaps affecting instructional methods, pupil health influencing the learning environment, and the need to accommodate diverse academic journeys while fostering belongingness and competence. This study underscores the multifaceted nature of effective teaching strategies and the complex challenges teachers face, emphasizing the necessity for comprehensive approaches in early childhood education. Keywords: Teaching best practices, Teaching kindergarten pupils, Challenges in teaching, Qualitative phenomenological research, Philippines

In Search of Hidden Talents: Stress-Adapted Students, Classroom Characteristics, and Academic Achievement

In Search of Hidden Talents: Stress-Adapted Students, Classroom Characteristics, and Academic Achievement

Assessment of Acoustic performance of classrooms in Ireland

In recent years the relationship between the quality of the acoustic characteristics of a learning space and the learning process has received increasing attention internationally. It is clear that poor acoustics in school classrooms make them unsuitable for learning tasks that involve listening. While we now know appropriate values for reverberation time and background noise in classrooms, limited studies have been conducted to assess the performance of Irish classrooms. This paper presents the results of a survey of the acoustic characteristics in primary school classrooms in Ireland, one of the first of its kind in Ireland. Reverberation times and background noise levels were measured in 30 classrooms, with the data collected used to assess compliance with standards set by the Irish Department of Education. Preliminary results suggest that approximately two-thirds of Irish classrooms fail to meet the required standard. The results of this survey highlight the need for improvements in the acoustic characteristics of primary school classrooms in Ireland.

Indoor acoustic quality of educational buildings in South West Europe: Influence of current ventilation strategies

The quality of the classroom environment has a great impact on the physical and mental health of students and teachers. The COVID-19 pandemic has highlighted the need for new measures and ventilation strategies to be implemented in educational buildings, to ensure indoor air quality in classrooms and to minimise the risk of airborne virus transmission. However, these ventilation protocols can influence the acoustic quality of classrooms and negatively affect students’ speech perception and learning performance. This study presents the results obtained from a field measurement campaign carried out to assess the acoustic characteristics of classrooms of the Fuentenueva Campus (University of Granada) and Azurém Campus (University of Minho). Different ventilation operating scenarios (active and inactive) were assessed to evaluate their impact on the indoor acoustic conditions. The reverberation time (RT), the only parameter used in both countries' regulations to assess acoustic conditions, was found to be higher on both campuses than the RT limits values. Comparison of the measured Speech Transmission Index (STI) and background noise values in the active and inactive ventilation scenario showed a clear variation of the indoor acoustic conditions. The background noise was higher in the active ventilation scenarios (40–57 dBA) than in the inactive ventilation scenarios (34–48 dBA). The average STI values obtained on both campuses for the inactive and active scenarios were 0.54 and 0.51, respectively. In some classrooms an STI difference of 0.1 was found between scenarios. The results obtained in this study provide a broader understanding of the acoustic conditions in university classrooms in Spain and Portugal. The results evidence the need of consider the synergies between the indoor acoustic and air quality conditions to ensure both: the spaces are safe and the acoustic conditions do not interfere with students' learning. The findings show that compliance with the current RT requirements does not ensure that classroom acoustic conditions do not interfere with student performance, and therefore, regulations need to be revised to include additional factors to ensure proper acoustic performance.

The Influence of Latitude on the Climatic Characteristics of Classroom in Campus 1 and Campus 2 of Khairun University in Achieving Adaptive Thermal Comfort

Microclimate variables are important factors that affect adaptive thermal comfort. These factors include air temperature, solar radiation, air humidity, and wind speed. This study focuses on discussing microclimate variables, specifically air temperature and air humidity. This is based on previous research indicating that the most influential climate variables are air temperature, solar radiation, and air humidity. This study is a field research aimed at comparing air temperature and air humidity between campus 1 and campus 2 of Khairun University, due to differences in geographical elevation. Measurements were taken in March. The variables of air temperature and air humidity were measured inside the building. The research results show significant differences between campus 1 and campus 2. These differences can be associated with the perceived adaptive thermal comfort by the users. The thermal sensation results direct that the majority of users in campus 2 feel cool, while the majority of users in campus 1 feel comfortable or neutral. These findings provide a strong basis for improving adaptive thermal comfort in both campuses by considering optimal air temperature and air humidity settings.

Teaching Mathematics in Kindergarten: How Does Instruction Differ by Classroom Ability?

Background/Context: Kindergarten mathematics instruction is critical for students’ future academic success. The nature and quality of this instruction may vary depending on classroom characteristics. However, little empirical work has examined how mathematics instruction in kindergarten might differ based on classroom performance levels. Purpose, Objective, Research Question, or Focus of Study: This study focuses on whether kindergarten teachers’ mathematics instructional practices differ based on reported performance levels of students in the classroom. In particular, we focused on whether mathematics instructional time, as well as the extent to which teachers use traditional versus ambitious mathematics practices, differed based on teaching a higher proportion of children performing below grade level. Research Design: This study used a nationally representative dataset of approximately 2,900 kindergarten teachers from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11. With these data, the study utilized a model that compared teachers to each other within the same school (i.e., school fixed effects). Conclusions or Recommendations: This study found that mathematics instructional time did not differ based on the proportion of children reported to be below grade level in the classroom. However, how teachers taught mathematics differed: teachers who reported having a greater percentage of students performing below grade level used ambitious practices less frequently. These findings were not moderated by measures of teacher background or teachers’ reported expectations of their students.

Interaction quality in German early childcare settings: investigating the domains of CLASS Toddler and the associations with structural characteristics

ABSTRACT The present study examines the quality and domains of teacher-toddler interactions and associations with structural characteristics using data from 95 German early childcare settings. The results of the confirmatory factor analysis supported a two-factor structure of interaction quality assessed by the CLASS Toddler: emotional and behavioural support (EBS) and engaged support for learning (ESL). The EBS domain showed higher quality ratings (M = 5.33, SD = .59) than the ESL domain (M = 3.23, SD = .70). Structural equation modelling was applied to estimate associations between those domains and structural characteristics within classrooms. Structural characteristics predicting interaction quality were teachers' age (for EBS), teachers' education (for ESL) and children's age composition in the classroom (for EBS and ESL). Overall, the two-factor structure of CLASS Toddler could be replicated. For high-quality interactions, teacher and classroom characteristics are crucial but need to be carefully distinguished. Beyond their limitations, these findings have implications that are discussed.

Reform and Practice of the Course “Road Engineering Construction Technology and Organization” Based on Smart Classroom

Smart classroom is an inevitable result of the deepening integration of new-generation information technology and education means, and it is an unavoidable choice of university education informatization in the intelligent era. The Bridge-in, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) model is used to construct the effective teaching mode of a smart classroom based on the analyses of the connotation and characteristics of a smart classroom, and the teaching reform and practice are carried out on the “Road Engineering Construction Technology and Organization” course. Through a questionnaire survey, it is found that the construction of a smart classroom effective teaching model can fully mobilize students’ learning enthusiasm and improve the efficiency and effectiveness of students’ learning.

Analysis on the Characteristics of International Chinese Classroom Teaching Videos

Zhang Guiyuan's KUAILE HANYU teaching video, as an early classic material, has been used by countless international Chinese teachers for reference. In this paper, observation method, case study method and literature reading method are adopted to analyze this teaching video. Classroom introduction, teachers' language, teaching activity design could be discussed mainly. This paper analyses the advantages and disadvantages of the teaching process from the aspects of teacher language, teacher gesture and social culture of language, and puts forward corresponding suggestions to provide reference for future teachers.

Identity Construction and Negotiation of Classroom CoP Members in Global Englishes Course: A Higher Education Context in Thailand

This ethnographic study examines identity negotiation and construction inside a Global Englishes (GE) classroom community of practice in a Thai higher education context. Drawing on the communities of practice (CoP) framework (Lave & Wenger, 1991; Wenger, 1998), the study theorizes the academic GE classroom as a CoP and explores how participants construct identities while engaged in the joint enterprise of becoming English as a lingua franca (ELF) users and engaging in classroom activities using a shared repertoire of humour and shared narratives. The findings revealed the emergence of multiple identities from the overlapping characteristics of the academic classroom, and raised questions regarding legitimate peripheral participation (LPP) and identity trajectories as they intersect the egalitarian notion of ELF, including semi-expert identity, reverse identity, and bullying. Furthermore, the study highlighted the significant role of individual agency in the interplay between personal experiences and the broader Thai social structure in negotiating identities. The implications for researchers and practitioners focus on the potential of Global Englishes classrooms as a locus for positive identity construction and the importance of considering differing perspectives to create a more nuanced understanding of identity and participation in L2 learning. The study also suggests a bottom-up pedagogical approach with ELF-oriented materials for learners to develop more favourable identities as English as a lingua franca users and/or multicompetent speakers.

An Assessment of the Structural and Process Quality in pre-Primary Education in Tanzania: The case of Rural Schools

In recent years, there has been an increase in the demand for early childhood education (ECE) in lowand middle-income countries, including Tanzania. There is also growing awareness that unless ECE is of high quality, children may attend school but may not learn. This study sought to establish the quality of ECE programmes. It was, therefore, important that the researcher investigates whether the ECE programmes were meeting the expectations of the quality indicators and consequently the holistic needs of children in the early years. The study utilized a descriptive survey design. Data were collected throughan observation schedule and questionnaires administered to 45 pre-primary education teachers in Dodoma, Morogoro and Mwanza regions, Tanzania. Data were analyzed descriptively using frequencies, percentages, means and standard deviations.Findingsrevealed that infrastructure, teachers’behaviours, school leadership and child-protection measures were generally fair. While teachers’ qualifications, classroom characteristics, parents’ participation in school activities, equipment and materials were found to be unsatisfactory. By way of conclusion, unsatisfactory structural and process quality of ECEin rural areas calls forregular in-service training for teachers, improving classroom characteristics, increasing parents’ involvement in school activities, and increased budget allocations to pre-primary education (PPE). Addressing these areas can lead to better educational outcomes for children and contribute to their overall academic success.

High quality implementation of 4Rs + MTP increases classroom emotional support and reduces absenteeism.

School-based social and emotional learning (SEL) programs are associated with improvements in children's SEL and academic outcomes, and the quality of classroom interactions. The magnitude of these effects increases at high levels of program implementation quality. This study aimed to (1) identify teachers' profiles of quality of implementation, (2) explore teachers and classroom characteristics contributing to their propensity to comply with high quality of implementation, and (3) examine the relations between school assignment to an SEL program, quality of classroom interactions, and child SEL and academic outcomes at different levels of teachers' compliance propensity. This study drew upon data from a cluster-randomized controlled trial evaluating the efficacy of 4Rs + MTP, a literacy-based SEL program, on third and fourth grade teachers (n = 330) and their students (n = 5,081) across 60 New York City public elementary schools. Latent profile analysis indicated that measures of teacher responsiveness and amount of exposure to implementation supports contributed to the differentiation of profiles of high and low quality of implementation. Random forest analysis showed that more experienced teachers with low levels of professional burnout had high propensity to comply with high quality of implementation. Multilevel moderated mediation analysis indicated that 4Rs + MTP teachers with high compliance propensity were associated with higher classroom emotional support and lower children's school absences than their counterparts in the control group. These findings may inform debates in policy research about the importance of providing the supports teachers need to implement SEL school programs with high quality.