Classroom Environment Research Articles

Classroom teacher action recognition based on spatio-temporal dual-branch feature fusion

The classroom teaching action recognition task refers to recognizing and understanding teacher action through video temporal and spatial information. Due to complex backgrounds and significant occlusions, recognizing teacher action in the classroom environment poses substantial challenges. In this study, we propose a classroom teacher action recognition approach based on a spatio-temporal dual-branch feature fusion architecture, where the core task involves utilizing continuous human keypoint heatmap information and single-frame image information. Specifically, we fuse features from two modalities to propose a method combining image spatial information with temporal human keypoint heatmap information for teacher action recognition. Our approach ensures recognition accuracy while reducing the model’s parameters and computational complexity. Additionally, we constructed a teacher action dataset (CTA) in a real classroom environment, comprising 12 action categories, 13k+ video segments, and a total duration exceeding 15 h. The experimental results on the CTA dataset validate the effectiveness of our proposed method. Our research explores action recognition tasks in real complex classroom environments, providing a technical framework for classroom teaching intelligent analysis.

Interrelationships among College Students' Perceptions of Smart Classroom Environments, Perceived Usefulness of Mobile Technology, Achievement Emotions, and Cognitive Engagement.

Cognitive engagement is a crucial factor that shapes successful learning outcomes, but our understanding of the factors that influence such engagement in the smart classroom context remains limited. This study aims to narrow this research gap by exploring the relationships among college students' perceptions of the smart learning environment, perceived usefulness of mobile technology, achievement emotions, and cognitive engagement. A total of 1293 college students completed an online questionnaire survey, and 1076 valid responses were received. Structural equation modeling was used to analyze the interrelationships among these factors. The results revealed that students' perceptions of the smart classroom environment and perceived usefulness of mobile technology as well as two achievement emotions (pride and anxiety) significantly impact cognitive engagement. Both pride and anxiety act as mediators in the relationships among perceptions of smart classroom environments, the perceived usefulness of mobile technology, and cognitive engagement, in which context the mediating effect of pride is stronger than that of anxiety. These findings have practical implications for instructors, who should focus on implementing strategies that promote positive achievement emotions when students use mobile technology in smart classrooms. Additionally, these findings can inform the design and construction of smart classroom environments. Moreover, our study has limitations due to reliance on online data collection and self-reported data, which may introduce biases and measurement errors. Future research should incorporate multimodal data and advanced technologies for a comprehensive assessment to better understand students' engagement in smart learning environments, while also considering individual factors and the educational context to enhance the effectiveness of mobile technology in supporting students' emotions and achievement.

Reflexive Inquiry’s Impact on Mindful Teaching for Student Wellbeing

This inquiry investigates the effects of trauma on students by analyzing personal experiences and teaching methods. Through the lens of autoethnography, a nonfictional storytelling approach, I reflect on my learning journey to identify compassionate and mindful teaching practices, aiming to foster a trauma‑sensitive classroom environment. Emphasizing the significance of teachers sharing their stories through autoethnography, this exploration contributes valuable insights to the ongoing discourse on trauma-informed pedagogy for student wellbeing.

Communicating about diversity: challenges and strategies related to integrating race into the rural higher education classroom

ABSTRACT In a country where conversations about race, racism, power, and identity are becoming more commonplace and viewed as a necessity for creating an inclusive society, it is striking that many higher education faculty members struggle to incorporate these kinds of conversations into the classroom. While studies have pointed to a variety of reasons, including faculty members’ racial literacy and their White fragility, few studies to date have examined what faculty members from American rural contexts view as obstacles and opportunities in discussing race in the classroom. This study fills this gap by examining what barriers and strategies faculty members from a rural Predominantly White Sea and Land Grant institution engage with when discussing race-related topics in the classroom. Utilising a mixed-methods approach, this study’s findings revealed barriers consisting of instructor ambivalence and discomfort, student discomfort, lack of experience with and insight into discrimination, and institutional issues such as lack of support. This study also identified strategies that instructors indicated using to successfully incorporate race into the classroom, including strategies aimed at creating a productive classroom environment, exposing students to diversity, and creating an environment that allowed for critical reflexivity. The study concludes with recommendations on how higher education administrators and instructors in rural areas can work to render discussions about race more constructive and meaningful.

Digital pedagogy in educational chronotopes – didactical choices for teaching, learning, and assessment

ABSTRACT Over the last few years, Norway’s lower secondary education has increasingly integrated one device for each student, reflecting broader technological trends in the Western world. To plan for learning and assessment in one-to-one classrooms, this article advocates for an ecological approach by elaborating on the term “educational chronotope”, building on previous theoretical understanding of the term. Such an approach to teaching, learning, and assessment contrasts previous frameworks that emphasize teachers’ digital competence and technology’s transformative role in classrooms, like TPACK and SAMR. Drawing on empirical data from two extensive research projects, this article proposes a didactical model with six choices teachers might consider in orchestrating teaching, learning and assessment in the one-to-one digital classroom environment. The six decisions that teachers must consider are the (1) aim and task, (2) activities and (3) resources used. In addition, they must consider which (4) semiotic technologies and (5) modes students can use when working on the assignments to meet the (6) assessment criteria. The framework has significant implications for enhancing digital pedagogy and fostering student digital agency by actively involving students in shaping their educational chronotope.

Automating Rule‐Checking to Identify SysML Modeling Errors: A Preliminary Study in a Classroom Environment

AbstractAmong other benefits, the adoption of Model‐Based Systems Engineering (MBSE) or Digital Engineering (DE) is expected to decrease the number of escaped errors in a project by enabling early error detection within the modeling environment. This contributes to reducing the costs associated with corrective activities, which are generally greater in later phases of development. This paper provides an empirical insight into error detection through a study of models developed by students in a graduate MBSE course, where they leveraged the use of automated rule checking within the modeling tool. The dataset covers 10 editions of the course, spanning 2016‐2023, and contains 601 models. The study shows that the term project models resulted in nearly zero latent errors when non‐stylistic rules are concerned, with most of the latent errors categorized as stylistic rather than fundamental violations.

Peningkatan Kemampuan Literasi dan Numerasi di SDK Maubesi II Kabupaten Timor Tengah Utara

This community service activity aims to improve literacy and numeracy skills for students at Maubesi 2 Catholic Elementary School, Insana Fafinesu District, North Central Timor Regency. This community service is carried out in several stages, namely coordinating/communicating with the TTU Regency Education and Culture Office and the target school, conducting initial observations, designing a work program and discussing it with the school, implementing the work program and evaluating the implementation of the work program. The community service methods used are communication, observation and implementation of work programs and evaluation. Based on the results of the community service carried out, it was found that there was an increase in literacy and numeracy skills as demonstrated by the increase in reading, writing and arithmetic skills of students at Maubesi 2 Catholic Elementary School. This was realized through the availability of learning media that was able to arouse students' interest in learning, mentoring. and structuring the classroom and library environment so that it influences enthusiasm for learning and participating in learning.

Breaking Down Barriers to Inclusion: Stories of Grade Four Teachers in Maintream Classrooms

This qualitative phenomenological study examined the experiences, coping mechanisms, and educational insights gleaned by eight elementary school teachers in Tibungco District, Davao City as they broke down barriers of inclusion in modern classrooms. Themes of their experiences that were identified included feeling overwhelmed and unprepared, facing resistance from parents and colleagues, and feeling like they are not making a difference. Coping mechanisms employed were building a supportive classroom environment, seeking professional guidance, and advocating for policy changes. Educational insights included promoting a supportive learning environment, differentiated instruction and learning materials, and collaboration with support services and stakeholders. These findings highlight the interconnectedness of diverse skills in handling and breaking down inclusion barriers. Furthermore, exploring teachers' experiences not only contributes to a nuanced understanding of modern teaching demands but also provides valuable insights for both educators and educational institutions, potentially leading to improvements in classroom management and inclusive teaching strategies.

THE MODERATING ROLE OF GENDER IN THE INFLUENCE OF LEARNING MOTIVATION AND CLASSROOM ENVIRONMENT ON THE INNOVATIVE THINKING OF FINE ARTS STUDENTS IN CHINESE UNIVERSITIES

In the twenty-first century, the cultivation of innovative thinking has become the theme of higher education. Governments are also gradually paying attention to the cultivation of innovative thinking. This study explores the status of research on innovative thinking of art majors in universities and tries to explore the relationship between innovative thinking of art majors and learning motivation and classroom environment, and whether gender as a moderating variable has an impact on it. Through the survey and empirical analysis of many art majors, it was found that there are gender differences in the influence of learning motivation and classroom environment on innovative thinking. The results suggest that gender plays an important role in the development of innovative thinking among art major college students. This study provides in-depth thinking from a gender perspective for the education of art majors and makes certain suggestions for educational practice. This study is a purely quantitative study. The study will use questionnaire survey method to investigate the art majors' university students.

Elevating Reading Comprehension: Tailored Techniques for Non-English Majors

Reading comprehension is essential for language acquisition and academic success, as it allows students to access information across all subjects. While numerous studies have examined the impact of various reading techniques on student comprehension, the process by which lecturers select and implement these techniques remains underexplored. This study addresses this gap by investigating the decision-making processes of lecturers when choosing techniques for teaching reading comprehension, particularly in non-English departments. Utilizing qualitative methods, including online surveys, semi-structured interviews, and observations, data were collected from lecturers at the Language Center of Universitas Muhammadiyah Malang. The findings reveal a two-stage selection process, with student English proficiency as the primary consideration, followed by their academic majors. Additional factors influencing technique selection include age, behavior, attitude, classroom environment, and course content. These insights are valuable for curriculum developers, lecturers, and researchers aiming to enhance language teaching practices and curricular development, ultimately leading to improved student outcomes and pedagogical advancement.

Exploring Challenges Faced by EFL Learners in Pakistani Traditional Classrooms: Insights from Teachers’ Perspectives

This research aims to ascertain the difficulties experienced by EFL learners in traditional classroom environments from the EFL teachers’ viewpoint. In the present study, quantitative research method has been adopted, and participants were comprised of 150 EFL teachers taken from Multan District using structured questionnaire. The study points out barriers to learning: language barriers, cultural barriers, and instructional barriers. Furthermore, the work explores how teachers manage to overcome the stated difficulties with a focus on the motivation and engagement processes. The study shows a difference in the classroom environment involving EFL learners and their teaching methodology, and the results signify a need for variation in teaching strategies to suit the EFL learners. In keeping with the practical nature of this study, the researcher is determined to improve the teaching contexts for EFL by refining best practices for constructionist teaching, strengthening the learners’ content knowledge, and expanding the research and practices in the field of EFL. The findings of this study provide useful recommendations for any educator who could attempt to navigate the difficulties that come with EFL education.

A collaborative approach to help future teachers plan their teaching: the Prep.AR tool

ABSTRACT The planning of lessons holds a significant place in the training of future teachers, but it also presents various challenges, such as the integration of innovative pedagogical practices advocated in the training programme and the resulting cognitive overload. Differences among trainers regarding preferred practices create uncertainties for prospective teachers. To address these issues, we conducted a collaborative three-year research project. The group, dubbed GCEO, consisted of trainers, teachers, students, and researchers. The research led to a consensus on the practices to be incorporated into teacher training, while recognising the diversity of perspectives and contexts. This consensus, following the research-development principle, materialised through the co-construction of a tool to guide future teachers through the planning stages. We’ve called the tool, Prep.AR. Prep.AR is an acronym that stands for Prepare Action Reflection. It contains various parts. These parts are part of a whole that considers all planning to be based on three types of knowledge: the context, the classroom environment and the learners themselves. Although the tool represents a significant advancement, challenges remain, including its adaptation to different educational contexts and the assessment of its actual impact. Nevertheless, the collaborative approach adopted establishes a crucial link between theory and practice in teacher education.

Exploring the relevance of an attachment theory perspective to the behaviour management of challenging students: perceptions of education professionals advocate an attachment theory perspective

ABSTRACT Studies conducted on student profiles in academic settings reveal that a significant proportion of students, ranging from 10% to 20% , encounter various forms of stressors that include poverty, trauma, abuse, neglect, and domestic violence . Such stressors will likely manifest as disruptive behaviours within the school environment. This paper focuses on identifying the perceptions of professionals regarding effective behaviour management by considering the relevance of an Attachment Theory perspective (ATP) for students with social, emotional, and behavioural difficulties. This research is a qualitative study, and the data were collected by conducting key informant interviews with 13 participants who advocate an ATP in understanding and supporting students with challenging behaviours, who were selected purposefully. The participants are professionals who hold various positions related to research, policy, and practice, and the data gathered from them were analysed thematically. The professionals highlighted the need for a greater understanding of the relevance of an ATP in managing challenging behaviour in schools. The main finding to emerge from the interviews is that awareness of an ATP potentially leads to a better understanding of underlying reasons for challenging behaviours in the classrooms, and this awareness helps educators look for the best ways to support students in providing not only an optimum and sustainable classroom environment but also an enjoyable school experience. Moreover, with the help of extra targeted support for students, the school behaviour management system will be more inclusion-oriented rather than exclusion-oriented.

FAMILY CONFLICTS AND STUDENTS DROP OUT IN PUBLIC PRIMARY SCHOOLS IN RWANDA, A CASE OF BUGESERA DISTRICT RWANDA

The effect of family conflicts on childrens education is significant and can affect various aspects of their educational outcomes.The Objective of the study was to assess the effect of family conflicts on student dropout rates in public primary schools in Bugesera District, Rwanda.. This research was supported with system theory and Maslows hierarchy of needs Theory. The researcher used descriptive research design for data collections. The participants were students, parents, teachers and Head teachers. All respondents was 960 including 30 headteachers 120 teachers,360 parents and 450 Students from 30 schools sampled schools from 15 sectors of Bugesera District, Rwanda. The Yamane formula was used to calculate the sample size of 282 respondents. The participants was chosen by using different methods where researcher was random sampling and purposive sampling. Researcher was questionnaire and interview guide as data collection instruments where Questionnaire was designed to parents and interview guide was designed for schools heads, teachers and students. Researcher used IBM.SPSS 22.0 in analysis procedure.Table 4.16 in the study revealed a strong relationship between family conflict and students drop out rate in public primary schools. This relationship was substantiated by a Pearson correlation coefficient (r) of 0.948, which was associated with a statistically significant p-value of 0.000 for a two-tailed test. This suggests a highly positive and statistically significant association between family conflicts and students drop out . The findings also found in table 4.17 that all variables are coherent and students drop out is caused by family conflict within the family as it is shown by the regression analysis model with Square of 0.898 means that the all kinds of family conflict affect significantly students schooling including students drop out. Government should enact policies that prioritize family well-being and address the underlying socioeconomic determinants of family conflicts, such as poverty, unemployment, and inadequate social services. The Ministry of Education should integrate family conflict resolution programs into the national curriculum, equipping students with conflict resolution skills and fostering familial cohesion. Headteachers should foster a supportive school environment that prioritizes the well-being of students and families. Teachers should Cultivate a safe and supportive classroom environment where students feel valued, respected, and empowered to express themselves.

Classroom Management Strategies and Their Influence on Student Social Behavior

This study investigated the impact of various classroom management strategies on student social behavior, employing thematic analysis to analyze qualitative data from teacher interviews and observations. The research aimed to identify which management techniques were most effective in promoting positive social interactions and reducing disruptive behavior. Key findings revealed that strategies such as setting clear expectations, using positive reinforcement, and integrating Social-Emotional Learning (SEL) were instrumental in enhancing students' social skills and fostering a supportive classroom environment. Additionally, the study highlighted the importance of ongoing professional development for teachers, with interactive workshops, coaching, and peer collaboration proving to be valuable in improving classroom management practices. The insights gained from this study offer practical recommendations for educators to create more effective and harmonious learning environments, ultimately contributing to better student behavior and academic outcomes.

THE IMPACT OF TEACHER-STUDENTS RELATIONSHIP ON ENGLISH STUDENTS’ MOTIVATION (A SURVEY ON THE FIRST YEAR ENGLISH DEPARTMENT STUDENTS)

The impact of teacher-student relationships on the motivation of English language learners (ELLs) is a crucial topic in the field of language education, particularly in a multilingual and culturally diverse country such as Indonesia. This study aims to provide an evidence of the link between teacher and student relationships and the motivation among ELLs in Indonesia. The researcher collected, analyzed, and compared the data obtained for this study by using a survey study design. Moreover, the researcher conducted structured interviews with ELL first-year English students to gather additional data. The findings of this study show that teachers at the university investigated, as perceived by students, exhibit a wide range of positive attitudes that positively influence student motivation. The most preferred attitudes among students were Academic Support, Responsible, and Moral Support, which emerged as the most preferred attitude among students. The results of this research show that a supportive classroom environment can enhance learners' motivation throughout their language learning journey, ultimately enhancing their language acquisition and overall success in language learning. This study provides valuable insights for educators and policymakers seeking to create an inclusive, supportive learning environment for their students. The study suggests that further studies could broaden the scope to include students from other faculties or universities. This would provide a more comprehensive understanding of lecturer attitudes and their impact on student motivation across different academic settings.

THE USE OF WORDWALL AS A MEDIUM FOR EVALUATING ARABIC LANGUAGE LEARNING FOR CLASS VII MTS NAHDHATUL WATHAN DINIYYAH ISLAMIYYAH TEBABAN

As times change, technological development is also accelerating, requiring the learning process to stay updated in line with technological advancements, especially in Arabic language learning. Arabic language learning is known to be difficult and tedious. Therefore, innovative and engaging methods and media are needed to enhance learning enthusiasm and minimize boredom among students during the learning process, leading to enjoyable and effective learning. In response to this, researchers used the Wordwall website as a learning medium for evaluating Arabic language learning. The purpose of this research is to introduce the Wordwall website, which can be used as an evaluation medium. The Wordwall media has many interesting features suitable for creating questions, making it effective for evaluating Arabic language learning and preventing students from getting bored with passive learning media. The method used in this research is descriptive qualitative with field research, employing data reduction techniques. The results show that the Wordwall media is very effective as an evaluation medium for Arabic language learning, as seen from the enthusiasm of students in responding to learning, creating a fun classroom environment and active students during the learning process. This media is very effective when applied at various school levels because it is rich in features that can be adjusted according to the level of the students. The use of Wordwall media as an evaluation medium has a positive impact on better learning outcomes because students are more active in the learning process.

A method for setting room temperature of district heating in northern China based on local thermal comfort

Currently, the district heating system in northern China primarily employs two types of terminals, namely radiators and radiant floors. The heating design temperature is set for the center of the room without considering local thermal comfort for individuals. As the real thermal environment within buildings is non-uniform, variations in thermal sensation across different parts of the body will affect whole-body thermal comfort. Therefore, it is crucial to prioritize local thermal comfort when setting room temperatures for heating purposes. In this study, we analyzed the data from the chamber experiments and Chinese Thermal Comfort Database, focusing on the district heating environments of residences, office buildings, and university classrooms in severe cold and cold zones. We developed a thermal sensation evaluation model for analyzing the most uncomfortable body part, investigated the lower limit of acceptable air temperature for this specific body part and inferred appropriate setpoint based on both this limit and head-ankle temperature difference. The results indicate that ankles are the most uncomfortable part with an estimated lower limit of acceptable air temperature at approximately 18 °C. Consequently, we recommend setting room temperatures of 20 °C for radiator heating (RH) and 19 °C for floor heating (FH) to ensure ankle thermal comfort. The findings of this study can provide theoretical basis for reasonable settings of heating room temperature for the aforementioned three types of buildings in northern China, thereby further achieving energy conservation.

Sketching the ecology of humor in English language classes: disclosing the determinant factors

Abstract The use of humor and language play in second language (L2) education has received increasing attention from researchers in different contexts. However, the determining and governing factors of implementing humor in English as a foreign language (EFL) contexts have been overlooked. To fill this gap, this study used a semi-structured interview with 35 Chinese EFL teachers to sketch the ecological factors of humor practice at the micro, meso, and macro levels. The findings of the thematic analysis showed that ‘teachers’ personality/character’, ‘classroom environment’, ‘students’ gender’, and ‘proficiency level’ were the most significant micro-level factors determining humor practice in Chinese EFL classes. Concerning meso-level factors, ‘institutional environment/climate’ and ‘institutional rules, regulations, and policies’ were influential. Furthermore, at the macro level, it was revealed that ‘culture’, ‘social norms’, and ‘educational system’ determine the implementation of humor in L2 education. The findings are discussed in light of empirical and theoretical foundations and corresponding implications for EFL teachers are presented.

Under what conditions does missing school matter most? Examining associations between absenteeism and child outcomes in Head Start

Although prior research has shown that preschoolers’ absenteeism is negatively associated with their learning and developmental outcomes, few studies have examined the conditions under which absenteeism matters more versus less. This study reproduces research exploring differences in these associations across different levels of preschool classroom quality and extends this literature by considering the role of children’s home learning environments. Using data from the Head Start Family and Child Experiences Survey, 2009 Cohort, results showed that associations between children’s absenteeism rates and children’s language, literacy, and approaches to learning skills varied by levels of classroom quality experienced. These joint associations differed by development outcome. Moreover, high levels of household stimulation were found to buffer the negative associations between absenteeism and children’s literacy skills. Finally, results showed little evidence for meaningful differences in the associations between children’s absenteeism, classroom quality, and developmental outcomes based on levels of household stimulation. Findings highlight the importance of considering how the classroom environments they are missing and the home environments they may be experiencing when absent from school matter for young children’s development.