Inside Classrooms Research Articles

Formal estimation of wireless network services for signal strength and electromagnetic wave association in an International Green University

The United Nations focuses on 17 urgent problems to call for action in all countries. Goal 7 of the 17 urgent problems is based on affordable and clean energy. Since 2017, National Taitung University (NTTU) has dedicated more time and effort to attain the wisdom, health, sustainability and aesthetics as an international green university. To accomplish this, we adhere and construct a safe radiofrequency and electromagnetic wave environment to achieve healthy and sustainable campus objectives. According to the UI GreenMetric World University Rankings, NTTU was ranked 74th in 2021, 67th in 2022 and 58th in 2023. In this study, we propose a formal estimation of wireless network services for classrooms or smart spaces to achieve the goal of safe radiofrequency and electromagnetic waves. Inside classrooms or smart spaces, better wireless signal strength and safer electromagnetic waves are achieved. Moreover, the proposed method can be used to determine the quantity of wireless access points for a given classroom or smart space to avoid unsafe electromagnetic waves and inappropriate energy consumption. The experimental results show that all benchmarks meet the wireless exposure limits of the WHO and physician safe technologies in the NTTU.

Learning from Our History: The Role of the New York Collective of Radical Educators in Movements for Educational Justice

Educator activists can play an important role in transforming not only what happens inside classrooms but also larger educational systems. While recent focus in research has been on social justice caucuses in teacher unions, there are also radical educator collectives like the New York Collective of Radical Educators (NYCoRE) that organize outside of union spaces. In this article, we (the current NYCoRE leadership body) analyze the historical impact of NYCoRE to theorize about the role of educator collectives in educational justice movements. Using oral history interviews with founding members of NYCoRE, we found that NYCoRE has provided a political home for radical educators, supported critical professional development, and prepared educators to contribute to educational justice movements. National implications are discussed.

Supporting and Sustaining Equitable STEAM Activities in High School Classrooms: Understanding Computer Science Teachers’ Needs and Practices When Implementing an E-Textiles Curriculum to Forge Connections across Communities

While the last two decades have seen an increased interest in STEAM (science, technology, engineering, arts, and mathematics) in K-12 schools, few efforts have focused on the teachers and teaching practices necessary to support these interventions. Even fewer have considered the important work that teachers carry out not just inside classrooms but beyond the classroom walls to sustain such STEAM implementation efforts, from interacting with administrators to recruiting students and persuading parents about the importance of arts and computer science. In order to understand teachers’ needs and practices regarding STEAM implementation, in this paper, we focus on eight experienced computer science teachers’ reflections on implementing a STEAM unit using electronic textiles, which combine crafting, circuit design, and coding so as to make wearable artifacts. We use a broad lens to examine the practices high school teachers employed not only in their classrooms but also in their schools and communities to keep these equitable learning opportunities going, from communicating with other teachers and admins to building a computer science (CS) teacher community across district and state lines. We also analyzed these reflections to understand teachers’ own social and emotional needs—needs important to staying in the field of CS education—better, as they are relevant to engaging with learning new content, applying new pedagogical skills, and obtaining materials and endorsements from their organizations to bring STEAM into their classrooms. In the discussion, we contemplate what teachers’ reported practices and needs say about supporting and sustaining equitable STEAM in classrooms.

Effect of problem-based learning on Ugandan secondary school physics classroom practices: an observational study

Background: Regular class observations are common ways of monitoring what happens inside classrooms during the teaching and learning processes. From the start of 2020, the Ugandan Education System introduced a new curriculum focusing on active learning methods which foster learner-centered approaches, including Problem-Based Learning (PBL). However, this new curriculum is now only emphasized in the lower classes (grades eight and nine), and teachers of the upper classes are still at liberty to use methods of their choice. This study documented the effect of problem-based learning on Ugandan secondary school physics classroom practices using a Reformed Teaching Observation Protocol (RTOP). Methods: The study followed a quantitative approach with a quasi-experimental design employing cross-sectional survey techniques. The study was carried in 19 secondary schools, both government and private, in Mitooma District, southwestern Uganda. The participants were 419 13th-grade physics students of 2020/2021 school year together with 22 teachers. Professional training in implementing and assessing PBL lessons were offered to some teachers (experimental group), who were compared to those who did not receive the training (control group). The standard and validated international RTOP was used to observe 152 physics lessons. Microsoft Excel 2016 was used to compute descriptive analysis, while IBM SPSS 25 was used to compute inferential statistics. Results: The results indicated that teachers in the experimental group effectively taught their classes using PBL and learners were more active compared to the control group. Female teachers showed a statistically significant difference compared to their male teachers in reformed teaching of physics, while no significance was found between government and private schools. Conclusion: Giving teachers professional training is key to effective classroom practices. We recommend teachers to use PBL in teaching, policymakers train teachers on its implementations, and researchers investigate its effect on other subjects with RTOP or other standard observation protocols.

The Relationship between Teachers’ Belief Systems, Creativity and the Use of Technology-based English Teaching

This study intends to find out teachers’ belief systems, its’ relevant factors and teachers’ creativity which may influence the use of technology for teaching of English at undergraduate level in Islamabad, Pakistan. The study highlights certain problems faced by teachers under belief system and the relevant factors in their implementation of Information and Communication Technology (ICT) for teaching of English inside classrooms. Data was collected through a questionnaire questionnaire based on Decomposed Theory of Planned Behavior (DTPB) from 31 ESL teachers teaching at different colleges in the capital of Pakistan [Islamabad] to know their perceptions, opinions and ideas regarding barriers confronted by them in the implementation of technology for teaching English as Second Language (ESL). Data is analyzed with the help of SPSS 22. The findings of the study revealed internal and external barriers such as beliefs, attitudes, behaviors, subjective norms, professional development, resources, and cross culturalism faced by teachers for incorporating innovation and creativity in their teaching practices through the use of technology in Pakistan. The study concludes with recommendations and suggestions for further research.

Enhancing crop growth in rooftop farms by repurposing CO2 from human respiration inside buildings

Integrating cities with the surrounding environment by incorporating green spaces in creative ways would help counter climate change. We propose a rooftop farm system called BIG GRO where air enriched with carbon dioxide (CO2) produced through respiration from indoor spaces is applied through existing ventilation systems to produce a fertilization effect and increased plant growth. CO2 measurements were taken inside 20 classrooms and at two exhaust vents on a rooftop at Boston University in Boston, MA. Exhausted air was directed toward spinach and corn and plant biomass and leaf number were analyzed. High concentrations of CO2 persisted inside classrooms and at rooftop exhaust vents in correlation with expected human occupancy. CO2 levels averaged 1,070 and 830 parts per million (ppm), reaching a maximum of 4,470 and 1,300 ppm CO2 indoors and at exhaust vents, respectively. The biomass of spinach grown next to exhaust air increased fourfold compared to plants grown next to a control fan applying atmospheric air. High wind speed from fans decreased growth by approximately twofold. The biomass of corn, a C4 plant, experienced a two to threefold increase, indicating that alternative environmental factors, such as temperature, likely contribute to growth enhancement. Enhancing growth in rooftop farms using indoor air would help increase yield and help crops survive harsh conditions, which would make their installation in cities more feasible.

Off-task social media multitasking during class: determining factors and mediating mechanism

Framed by social learning theory, the study examines a set of personal and social factors determining off-task social media multitasking inside university classrooms. We aim to clarify the relationships between social media multitasking and self-efficacy, intrinsic motivation, multitasking preference as well as peer distraction, and to elucidate the interactive relationships between these factors. Questionnaire data from 203 university students in China show that academic self-efficacy fully mediates the association between intrinsic motivation and off-task multitasking. Moreover, multitasking preference partially mediates the association between peer distraction and off-task multitasking during class time. The findings of the study contribute to a deeper understanding of why students multitask during class, which can inform the development of strategies for combating social media distraction and enhancing students’ learning engagement.

Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device

This paper makes a novel and important contribution to scholarship by developing and presenting a set of concepts and questions for those researching student voice in Ireland to consider and explore in their studies, and specifically in relation to classroom practice at post-primary level. Here, a distinction is drawn between consultations that take place inside classrooms between students and teachers and consultations that take place between management and students and cognisance is paid to school patronage, school socio-economic context, and the career stage of teachers and positions in the school hierarchy. This paper ultimately offers a heuristic device as a starting point for future research on student voice in Irish post-primary schools and sets out to bring about more critical thinking regarding how student voice plays out vis-à-vis classroom practice.

Sustaining Short-Term Exchange Students’ Willingness to Communicate in Second Language in Multilingual Classrooms

This study explores changes in willingness to communicate in a second language (L2 WTC) inside multilingual classrooms among short-term exchange students. Data were collected from eight Chinese exchange students studying in three universities in Canada and two instructors teaching in one of these universities through in-depth interviews. Qualitative content analysis was conducted and three patterns of WTC changes were found: positive, negative, and no apparent changes. Three main factors underlying these changes were identified, which include students’ perceptions of values in speaking up, sense of fitting in, and classroom environment. The two instructors from the host university provided positive comments and supportive suggestions regarding international students’ L2 WTC and oral participation in multilingual classrooms. This study highlights the importance of sustaining short-term exchange students’ L2 WTC through concerted efforts from students and teachers for maximizing the effectiveness of study abroad programs.

Exploring the interrelationship between culture and learning: the case of English as a second language in India

ABSTRACT Despite the continuous efforts of educationists and policy-makers to customise the existing culture of learning according to universal standards, the verity of Indian classrooms at the primary level has been less convincing, particularly in second-language learning and teaching. The central objective of this article is to analyse and correlate the superficially scattered factors which play a significant role in determining the culture of learning for English as a second language in India. The article examines the status of English among Indian languages and the pertinent reasons which make English the most sought-after medium of instruction in the entire nation. Another factor evaluated is the changing identity of English in India. Further, this article examines the impact of status and identity of English on the English language teachers and the pedagogical activities happening inside classrooms.

Can building orientation perturb micro-climatic conditions inside classrooms located in hot-humid climatic condition?

Thermal comfort inside classrooms located in an institutional building is examined as a function of air temperature, relative humidity and wind velocity. The effect of east-west orientation on the thermal comfort inside the classrooms located in different floor levels is understood based on field experiments and validated using computational fluid dynamics simulations. The air temperature inside the classrooms shows an increasing trend with the floor level. Air temperature and relative humidity inside the classrooms reveal an inverse relationship as a function of east-west orientation with different floor level. As time progresses, the air temperature inside classrooms located on the eastern side of the building is apparently higher than rooms situated on the western side of the building, both field experiments and simulation acknowledge the same. Appropriate reasons have been proposed behind the discussed phenomenon using computational fluid dynamics simulation.

Exploration and Exploitation of Mobile Apps for English Language Teaching: A Critical Review

With the progression of various mobile technologies, mobile applications have tremendously increased, especially during the Covid-19 pandemic, and such applications have been exploited much in teaching and learning. This study explores the educational potential of using mobile applications in English language teaching (ELT) or Mobile Assisted Language Teaching (MALT). A critical review of the research in mobile applications in English language teaching is explored in this study, specifically from the published papers since 2015. Initially 131 articles were selected from ScienceDirect, SAGE, IEEEXplore, and Google Scholar. However, only 13 articles matched the inclusion criteria. These articles were analyzed and reviewed using the following categories: the role of mobile technology, pedagogical practices, research methodologies, the context of usage, and outcomes. The research found that mobile technologies in teaching language are increasing, and it is expected to rise in the future. In addition, teachers use different technologies to enhance English language teaching in the settings of inside and outside classrooms. During the COVID-19 pandemic, schools have closed indefinitely. This unexpected situation has forced students to stay at home, and online learning seems to grow exponentially. Thus, through this research review, significant educational outcomes are identified for future investigation practices.

The Implication of Flipped Learning Model in Tertiary Critical Reading Class

This study investigated the implication of Flipped Learning Model toward tertiary students’ critical reading skill. Classroom action research was carried out to conduct the study. Critical reading test, observation of students’ learning participation outside and inside class, and interview were administered to gather the data. This study used descriptive analysis. Students’ prior critical reading skill was considerably low. They did not have self-initiative to practice their reading skill. After implementing this model for three cycles, progress on their critical reading could be noticed. Flipped Learning Model could trigger students’ learning participation both outside and inside classrooms. Yet, students still needed teacher’s assistance to direct their learning process. Flipped model of instruction encouraged students to be able to analyze and evaluate the texts. However, students still had difficulty in internalizing the information to formulate ideas as creating skill needs more practice to achieve. Appropriate learning materials, students’ awareness, and environmental supports influenced the implication of Flipped Learning Model implementation.

Оценка вероятности развития коморбидности заболеваний нервной системы и органов пищеварения у детей при сочетанном воздействии химических факторов и факторов образовательного процесса

Hygienic assessment of combined effects produced by heterogeneous factors on comorbid diseases in the nervous system and digestive organs in children is vital for early detection and prevention of health disorders given existing risks and threats. Our research goal was to estimate probability of comorbid diseases in the nervous system and digestive organs in children attending primary schools under combined exposure to chemical factors and factors related to the educational process. Our research objects were factors related to the educational process that produced their effects on children aged 7–10 who attended primary schools with different educational programs; chemicals contents in ambient air and air inside classrooms as well as in children’s blood; biochemical parameters of negative effects; models showing cause-and-effect relations. Our research results allowed us to identify priority influencing factors and their share contributions into negative effects development in case there was comorbidity with nervous system diseases and digestive organs diseases; to give grounds for biological markers of negative effects applied for early diagnostics and development of activities aimed at preventing comorbid disorders for schoolchildren. Implementation of an algorithm for calculating and estimating probability of comorbid diseases in the nervous system and digestive organs under combined exposure to heterogeneous factors involves determining additional comorbidity cases among children who attend schools with more comprehensive educational programs in comparison with children attending ordinary schools. Timely and adequate correction of detected influencing factors and development of activities aimed at preventing comorbid health disorders will allow minimizing risks of comorbid diseases in the nervous system and digestive organs in school children under combined exposure to chemical factors existing in the environment and inside classroom and factors related to the educational process.

Assessing probability of comorbid diseases of the CNS and digestive organs in children under combined exposure to chemical factors and factors related to educational process

Hygienic assessment of combined effects produced by heterogeneous factors on comorbid diseases in the nervous system and digestive organs in children is vital for early detection and prevention of health disorders given existing risks and threats. Our research goal was to estimate probability of comorbid diseases in the nervous system and digestive organs in children attending primary schools under combined exposure to chemical factors and factors related to the educational process. Our research objects were factors related to the educational process that produced their effects on children aged 7–10 who attended primary schools with different educational programs; chemicals contents in ambient air and air inside classrooms as well as in children’s blood; biochemical parameters of negative effects; models showing cause-and-effect relations. Our research results allowed us to identify priority influencing factors and their share contributions into negative effects development in case there was comorbidity with nervous system diseases and digestive organs diseases; to give grounds for biological markers of negative effects applied for early diagnostics and development of activities aimed at preventing comorbid disorders for schoolchildren. Implementation of an algorithm for calculating and estimating probability of comorbid diseases in the nervous system and digestive organs under combined exposure to heterogeneous factors involves determining additional comorbidity cases among children who attend schools with more comprehensive educational programs in comparison with children attending ordinary schools. Timely and adequate correction of detected influencing factors and development of activities aimed at preventing comorbid health disorders will allow minimizing risks of comorbid diseases in the nervous system and digestive organs in school children under combined exposure to chemical factors existing in the environment and inside classroom and factors related to the educational process.

An assessment of the teaching and learning process of public and BRAC primary schools in Bangladesh

ABSTRACT This study is an attempt to investigate on how quality education is experienced in primary schools in Bangladesh with a focus on teaching-learning process. Qualitative approach using individual interviews and non-participant observation has been applied for analysing data adopting purposive sampling method. The study findings show that the learners are not motivated to be attentive to classes and open their curious minds resulting from traditional method of education pursued by the teachers of public primary schools. This study also demonstrates that public schools are less concerned in exercising quality teaching and learning inside classrooms and lagging behind in achieving quality teaching and are learning but Bangladesh Rural Advancement Committee (BRAC) schools provide better quality teaching and learning by dint of teachers’ caring, classroom practices and adopting target based lesson plans and teaching. A high-quality school environment needs to be provided with a focus on the creative thinking of learners for generating their innovative ideas.

Tensions and choices: the value of the relationship between social network analysis researcher and researched

ABSTRACT The choice of a social network analysis approach for the exploration of relationships in educational settings provides the opportunity for a unique perspective about informal networks of relationships. Rather than considering only the attributes of individuals or organizations, social network analysis affords the opportunity to also examine the social structure and social relations in which resources are embedded. Networks of relationships between educational professionals, researchers, policymakers, or philanthropic foundations now cross numerous boundaries such that global decisions and forces have implications at local levels, including inside classrooms. Understanding the flow of ideas and resources among individuals and between organizations may illuminate the conditions required to support innovative, sustainable, and equitable education networks. A consideration of ethical and methodological choices leads to propositions for the development of an understanding of the limitations, responsibilities and possibilities of choosing social network analysis.

The complex tapestry of relationships which surround adoptive families: a case study

ABSTRACT This small-scale study examines the experiences encountered by a group of parents in their endeavours to support their children to settle and thrive, both in family life and school. The study identifies how a ‘complex tapestry of relationships’ exists both within and beyond adoptive families, which influences children’s developmental and educational outcomes. Conflicting relationships emerged between: foster carers and adoptive parents, paired siblings, and adoptive parents and teachers. Enhanced understanding of the complexities and tensions which may exist will help school practitioners to identify approaches and strategies that can be used with children and families to promote adopted children’s self- identity, well-being and their capacity to function and learn inside classrooms.

EFL Teachers’ Perceptions of Grammar Instruction in Oman: Challenges and Recommendations

Teachers of English and other concerned educators try hard to make their students be fluent and accurate users of English. In order to achieve that aim, they should ensure that they have students who rarely or never make language errors. During their studying period, students must see the difficulties, challenges, and rewards of using the language correctly and accurately. They have to obtain a better understanding of how language is structured and interconnected logically. More importantly, EFL teachers and other educators should enhance the idea of how students can use correct English in their lives inside and outside classrooms. The main purpose of this study is to investigate EFL teachers’ perceptions pertaining to grammar teaching, correction of students’ grammatical mistakes and the challenges that are prevalent when teaching grammar in the Omani context. In addition, the study advocates some practical recommendations to EFL teachers, supervisors, teacher trainers, curriculum developers and assessment officers ascribed to grammar teaching.

Languaging among Latinx siblings in immigrant homes: Implications for teaching literacy

ABSTRACTThis article synthesizes multiple studies that we have conducted on language and literacy practices among Latinx siblings at home, and identifies implications for teaching. Examples from micro-ethnographic discourse analyses provide rich vignettes of sibling interactions within Mexican and Central American immigrant households to illustrate how siblings engage in complex negotiations as they language together at home, in English and Spanish. Older siblings provided unique scaffolds for younger children’s learning and development in ways that demonstrated broad and flexible expertise, but these practices also reflected the complex social and linguistic circumstances in which immigrant-origin Latinx children live. Findings suggest that teachers can play active roles in supporting language and literacy development inside and outside classrooms.