School Classrooms Research Articles

Children's thermal comfort in school classrooms: Influence of contextual factors, thermal experience, and diurnal variations

Children's thermal comfort in school classrooms: Influence of contextual factors, thermal experience, and diurnal variations

Estimating air exchange rates in thousands of elementary school classrooms using commercial CO2 sensors and machine learning

Estimating air exchange rates in thousands of elementary school classrooms using commercial CO2 sensors and machine learning

Associations of air cleaning interventions in primary school classrooms with indoor environmental quality and perceived symptoms

Associations of air cleaning interventions in primary school classrooms with indoor environmental quality and perceived symptoms

Differentiated Education Using Technology in Junior and High School Classrooms

This entry presents the findings of a bibliographic review in Differentiated Instruction (DI), emphasizing its importance in classrooms with diverse student abilities. DI encourages teachers to adjust their instructional methods based on students’ learning profiles and needs. It has been identified as a crucial strategy for fostering inclusion and equal opportunities in education. Overall, the document underscores the importance of DI in fostering personalized learning and equal opportunities, especially in diverse classrooms. It also highlights ongoing challenges, such as teacher preparation, time constraints, and the need for the effective use of technology and data.

Teacher use of trauma-informed practice in the classroom: the role of teacher trauma literacy, professional learning and classroom experiences

Abstract Teacher use of trauma-informed practice (TIP) in the primary school classroom is an under-explored phenomenon. Classroom teachers are required to support students who are affected by trauma; however, the specific factors that indicate, determine or predict a teacher’s use of trauma-informed practices are largely unresearched. New South Wales primary school teachers (N = 226) reported their use of trauma-informed practices in their classrooms as well as their teacher self-efficacy, trauma literacy, professional learning, and classroom teaching experiences. Teachers were more likely to report using trauma-informed practices if they had higher trauma literacy, had completed more trauma-related professional learning and had prior experience teaching a student with a trauma diagnosis. Teacher self-efficacy did not significantly contribute to predicting teacher use of TIP. The findings imply that modest levels of trauma literacy and relatively small amounts of professional learning support teacher use of TIP in the classroom.

Interactive Problems of Students and Managing Devices of Teachers in the Classroom

This study aimed to determine the relationship between the interactive problems of students and the managing devices of teachers in the classroom in public elementary schools in Sta. Ana District, Division of Davao City. This study used the non-experimental quantitative research design utilizing correlational method. The respondents of this study were composed of 138 teachers in public elementary school using the universal sampling. The data analysis utilized the mean, pearson r and regression analysis. The findings disclosed that the degree of interactive problems among students in the classroom in public elementary schools in terms of family problems, examination stress, financial difficulties and relationship difficulties were high and oftentimes manifested. Moreover, the level of managing devices of teachers in public elementary school in terms of let thy self-talk positively, get active exercises, eat nutritious foods, get adequate sleep, get away at least once a day, interact with kids, book an aromatherapy massage and feel good, learn to say “no”, and be considerate were moderate and sometimes manifested. It was found out that there was a significant relationship between interactive problems among students in the classroom and managing devices of public elementary school teachers. It revealed further that the domains of interactive problems among students in the classroom significantly influence the management of devices in public elementary schools. Based on the findings, the public school teachers should attend on interactive problems and managing devices consultations and trainings from the DepEd for professional growth program. This may provide skillful development for teachers with the goal of building dimensions that thoroughly support education opportunities for learners and learn the content of healthier academic practices.

Indoor environmental quality assessment of naturally-ventilated school classrooms within a dense arid urban setting of Cairo, Egypt

Indoor Environmental Quality (IEQ) has a significant impact on occupant satisfaction in educational buildings. Key influencing factors include indoor air quality, thermal comfort, visual comfort, and acoustical comfort. These parameters are critical as they directly impact students’ health, academic performance, and learning processes, underscoring the urgent need for research in this underexplored context. The novelty of this study is evaluating the IEQ in elementary school classrooms in Nasr City, Egypt, a densely populated city with a hot, arid climate, while also assessing the differences in IEQ among governmental, private, and experimental schools. This study examines the perceptions of fifth-grade students regarding indoor environmental quality (IEQ) in naturally ventilated elementary school classrooms in Nasr City, Egypt, a densely populated city with an arid climate. The research took a questionnaire approach, and questionnaires were distributed to students across five schools. The responses were then analyzed using SPSS software. The results indicate that generally favorable opinions regarding seating location, natural ventilation, and lighting quality. However, assessments vary by school and classroom; for instance, students seated near open windows reported increased energy levels and focus. This implies that there is a need for strategies to optimize in-classroom layout and ventilation systems, which play a significant role in keeping students engaged in learning activities. However, several challenges were identified, including seasonal discomfort related to temperature fluctuations, excessive noise from street and playground activities, and occasional dissatisfaction with air freshness, especially in classrooms with closed windows. The limitations of this study include a restricted sample size, constraints imposed by local authorities on data collection, and a single-grade focus, which limits the generalizability of the findings. This illustrates the importance of conducting further research to authenticate the results across various educational settings. Ultimately, this study emphasizes the importance of targeted indoor environmental quality (IEQ) improvements in schools to enhance students’ learning experiences and overall well-being. The findings provide valuable insights for policymakers and educational stakeholders by highlighting the main challenges and potential benefits of naturally ventilated classrooms in densely populated, arid urban settings, thereby helping fill a gap in publicly available information concerning IEQ in developing nations.

Utilization of Sentence Diagramming Worktext: Enhancing Grade 11 Students Grammar Skills

English language proficiency is fundamental for academic success and global communication, yet many students struggle with grammar skills. This study investigated the effectiveness of sentence diagramming worktext in improving the grammar skills of Grade 11 students at Rajah Muda National High School in Tacurong City, Philippines, where English teachers consistently observed significant challenges in teaching grammar effectively. The research addressed the lack of literature on the use of sentence diagramming in the Philippine context, particularly in addressing the specific grammar challenges faced by Senior High School learners. A true experimental design with a descriptive-evaluative approach was employed, involving a control group receiving conventional instruction and an experimental group utilizing the sentence diagramming worktext. The sentence diagramming worktext was developed and validated by English language experts, ensuring its high quality and alignment with learning objectives. Data were collected through pre-tests and post-tests to measure students' grammar skills before and after the intervention. The findings revealed that the experimental group, who used the sentence diagramming worktext, showed a significantly greater improvement in their grammar skills compared to the control group. This suggested that sentence diagramming, as a visual and interactive learning strategy, can be a valuable tool for improving grammar skills, particularly in the context of writing composition. The study concluded that the sentence diagramming worktext was effective in enhancing grammar skills and recommended its adoption and implementation in Senior High School classrooms across the Philippines. The study also emphasized the importance of pre-assessment in identifying individual learning needs and personalizing instruction accordingly.

Exploring Teachers’ Experiences with Technology-Integrated Flipped Leaning: A Qualitative Case Study from Gilgit-Baltistan and Chitral

During the COVID-19 pandemic, schools in Pakistan faced prolonged closures over various phases, leading educational institutions to seek alternative methods to ensure students’ continued learning. Embracing technology as a viable solution, private schools started digital learning programs (DLP) by creating digital resources distributed to students for home viewing. In the post-COVID-19 scenario, teachers changed traditional classrooms into flipped learning using the already prepared video materials. This technology-integrated flipped classroom was a new experience for teachers in the rural mountainous region of northern Pakistan. This paper highlights the perceptions and experiences of 20 purposefully selected teachers from Gilgit-Baltistan and Chitral (GBC), Pakistan. The teachers were selected based on their active involvement in developing digital learning materials and their utilization to transition from traditional to flipped classrooms in various private schools. By focusing on these specific regions, the study provides valuable local insights into the (un)successful integration of technology in teaching and learning practices in rural settings. The findings of this study can serve as a valuable resource for teachers, school leaders, and policymakers, facilitating a deeper understanding of the impact and potential of technology-integrated flipped classrooms in the post-COVID-19 educational landscape of GBC. Moreover, by investigating the local context, this research bridges the gap between theoretical concepts of technology integration and the practical realities faced by teachers and students in Northern Pakistan. This study provides evidence-based recommendations and strategies for future initiatives to enhance teaching and learning practices through technology-integrated flipped classrooms.

Derivative Classes in Secondary Education

The aim of this study was to identify how an experienced teacher introduces the concept of derivative in secondary education in Lisbon (Portugal) and to verify whether commognition, as proposed by Anna Sfard, is applicable in this context. The qualitative case study approach was adopted, data were collected in a public secondary school classroom, using observation techniques. The analysis focused on identifying the teacher’s methodological approach, based on Sfard’s four categories: Word Use; Visual mediators; Endorsed Narrative and Routine. However, routines were further subdivided into two subcategories: classroom routines and mathematical routines. Six episodes illustrating mathematical routines were analyzed in detail. The findings showed that symbolic, graphic and gestural visual mediators were consistently present in all lessons. The endorsed narrative was constructed through stated definitions and theorems that are demonstrated, and are consistently present in all lessons. The concept of derivative was constructed from the concept of average rate of change, followed by the notions of approximation, limit and finally derivative at a point. The approach to the concept of derivative was formalized, with some appeal to intuition. The study concludes that traces of commognition, as proposed by Sfard, are observed classes. Given the limited research on the teaching of derivatives at both the secondary and higher education levels, this study contributes valuable insights into how this fundamental concept of Differential Calculus is taught in secondary education.

Teaching ideals and materiality during the establishment of the Swedish comprehensive school 1949–1972

ABSTRACT This study examines inter-relations between school equipment and teaching ideals in relation to the Swedish comprehensive-school reform process that took place between 1949 and 1972. Experimental activities at two specific schools, marking the beginning and end of the reform period, are analysed. The study uses a sociomaterial perspective that sees human actors and material objects as intra-acting components of networks that make up what can be termed the social technology of teaching. The study identifies various forms of school equipment, and links these to the progressive ideals of the time. Dynamic relationships between the purpose of teaching and the use of teaching aids are explored, and it is argued that school equipment is introduced and disseminated in schools in order to teach specific topics. The overarching finding is that the relations between teaching ideals and materiality are entangled, and that the meaning of social technology for teaching is created through its usage. School buildings, classroom furniture, or teaching equipment alone have not provided a ready-made path to achieving teaching ideals.

Developing a Modelling Approach for Predicting PM2.5 Concentrations in Classrooms for School Children

PurposeGiven the fluctuations in ambient PM2.5 and the varying classroom activities, traditional monitoring methods may be impractical for assessing long-term indoor PM2.5 exposures among schoolchildren due to the substantial sample size required. Although the well-mixed room (WMR) model offers a potential solution, it first requires quantifying the indoor PM2.5 generation rate (G) and the non-ventilation removal rate (K). This study presents a technique to simultaneously estimate both G and K using a combination of numerical and iterative methods and applies the results to WMR for predicting PM2.5 concentrations inside the classroom.MethodsThe whole study was conducted in a typical elementary school classroom equipped with two fresh air units (FAUs) and four electric fans. PM2.5 and CO2 concentrations were measured simultaneously inside and outside the classroom.ResultsThe PM2.5 generation rate, G (GM (GSD)), was estimated at 10.7 (2.1) µg min⁻1 during lecture sessions and 19.2 (1.2) µg min⁻1 during the noon rest period. However, the non-ventilation removal rate, K, was consistently found to be 0. Activity intensity significantly influenced the magnitude of G. Higher-intensity activities, such as extensive chalk usage, resulted in elevated G values compared to lower-intensity activities, such as quizzes. Noon rest periods exhibited notably higher G values, likely due to diverse student activities, including eating and walking. The consistent absence of K may be attributed to the small particle size of PM2.5. No significant differences were observed between measured and model-predicted PM2.5 levels inside the classroom.ConclusionsThese findings suggest that the developed technique is practical and effective for quantifying both G and K, supporting the use of the WMR modeling approach for estimating long-term classroom PM2.5 concentrations for schoolchildren.Graphical

The application of environmental health assessment strategies to detect Streptococcus pyogenes in Kimberley school classrooms.

Children spend almost one-third of their waking hours at school. Streptococcus pyogenes (Strep A) is a common childhood bacterial infection that can progress to causing serious disease. We aimed to detect Strep A in classrooms by using environmental settle plates and swabbing of high-touch surfaces in two remote schools in the Kimberley, Western Australia. Twelve classrooms in two schools participated in 2021 and 2022. Seven horse-blood agar plates containing colistin and nalidixic acid (HBA-CNA) were placed in each occupied classroom at varied heights for 4h, and 20 high-touch items were swabbed and later cultured on HBA-CNA plates. The primary outcome of each sample was presence or absence of Strep A. Identified Strep A isolates were whole genome sequenced (WGS) to assess for similarity between host-derived and environmental strains. During two visits to each participating Kimberley school in June 2021 and September 2022, the point prevalence of Strep A positive throat swab ranged between 3/34 (8.8%) and 5/21 (23.8%); Strep A impetigo was lower at between 0/43 (0%) and 2/23 (8.7%). Strep A was detected from 4/240 (2%) environmental swabs collected across 3/12 (25%) classrooms but not cultured from any of the classroom settle plates. Whole genome sequencing identified environmental emm types to also be those strains in circulation. There was little evidence to support fomite, droplet or airborne Strep A in classrooms as major modes of transmission among children. Further work is required to determine if classrooms play a role in the transmission of Strep A between students.

Ways to Effectively Practice Junior High School English Teaching from the Perspective of Informatization

The impact of information technology is pervasive in people’s lives, studies, and work. The impact of informatization on education is profound and extensive. Nowadays, the popularization of information technology in the field of education not only enriches the forms and practical methods of education but also has a profound impact on various aspects such as educational philosophy, teaching management, and teaching evaluation. In China, English is a fundamental subject in junior high school classrooms and also an important subject in junior high school entrance exams, which has a significant impact on the long-term academic development of junior high school students. The informatization of English education plays a crucial role in today’s education field. Therefore, how to effectively carry out the practice of junior high school English teaching in the context of informatization is a challenge for teachers’ quality and ability.

A numerical study on the optimal placement of two air purifiers for simultaneous operation in a school classroom

In educational environments such as school classrooms, indoor air quality has a significant impact on the health and learning ability of children and adolescents. This study investigates how to optimally place and operate two air purifiers in a national standard-size classroom to improve air quality uniformly and effectively. Ten cases were analyzed using computational fluid dynamics (CFD) simulations, considering various placements and airflow directions of air purifiers. The air purification performance was evaluated by monitoring changes in the concentrations of major pollutants in the classroom, including PM2.5 and CO2, and the airflow distribution and average air age index were applied to evaluate the airflow circulation. The results showed that when the air purifiers were placed symmetrically to minimize mutual discharge airflow interference, pollutant removal and airflow uniformity were maximized. Case 3, where the air purifiers were placed at opposite corners of the classroom to circulate air throughout the classroom, showed the best performance. This study provides a systematic approach and analysis results to optimize indoor air quality in classrooms and contribute to student health and learning environments.

The effects of case study teaching on learners’ language literacy skills in physical sciences classrooms

Studies indicate that low language literacy skills in the language of teaching and learning (LoLT) can be a barrier to Physical Sciences learning. In addition, South African learners’ language literacy skills in the LOLT are below the level that would allow effective science learning. This study employed a mixed methods design to investigate the effects of case study teaching on learners’ language literacy skills in Physical Sciences classrooms in schools in the low performing Sekhukhune District of Limpopo Province in South Africa. The sample comprised 122 Grade 10 learners from four schools (two rural and two urban) selected through a stratified sampling process. Quantitative data were collected through a reading comprehension (pre-/post-) test (with the content validity index (CVI) of 100 % (1) and the reliability index (Cronbach’s alpha value) of 0,74 when piloted within the study context) while qualitative data was gleaned using face-to-face interview. The quantitative data was analysed both inferentially (using t-test and Cohen’s d-value), and descriptively (means and percentages) which were computed through PSPP statistical package while the qualitative one was analysed thematically using coding methods. The results of this study indicate that the mean performance of 6,44 for the EG and 3,87 for the counterparts in the CG with the p-value of 0,00 measured at the 95% confidence level. From the results, it can be concluded that case study teaching improves the language literacy skills of Physical Sciences learners at secondary school level. The results further indicate that the effect size for rural group is similar to their urban counterparts, which implies CST has a potential to improve rural learners’ language literacy skills as much as that of their urban counterparts. The qualitative data revealed that case studies improved language literacy skills because of their real-life relevance and comprehension, engagement through surprise element, group discussion and argumentative skills, constructive arguments and language comprehension. The study recommends the use of CST in science classrooms to improve learners’ language literacy. The study also recommend further studies with larger samples, under different context and over a prolonged period of time as it was conducted with a small sample over a relatively short period of time.

Including all? Rethinking homework practices in multilingual contexts in Ireland

Formal education is seen as a means to promote social inclusion, upward mobility, and reduce intergenerational disadvantage. However, research shows that migrant students often face disadvantages compared to their native peers, raising concerns about how to best support such learners. Over the past three decades, Europe has experienced significant inward migration, leading to ethnolinguistically diverse populations. In Ireland, this has posed challenges for supporting multilingual learners in schools that were once linguistically homogeneous. Current research advocates for inclusive teaching approaches that go beyond monolingual, assimilationist methods, employing students’ full linguistic repertoires for learning. However, there is limited understanding of multilingual migrant learners in Ireland, with evidence of a lack of linguistic inclusion. This paper uses linguistic ethnography as a theoretical framework to explore how multilingual, migrant learners exercise agency and leverage their linguistic resources to navigate homework completion. Findings highlight a disconnect between school policies, classroom practices, and students’ lived experiences. Tensions in the homework environment, particularly between learners, caregivers, and tasks, were noted. The paper argues for rethinking how homework is approached in multilingual contexts and demonstrates how language influences inclusion, social inequalities, and migrants’ sense of belonging in education.

AI-textuality: Expanding intertextuality to theorize human-AI interaction with generative artificial intelligence

Abstract This paper introduces the concept of AI-textuality that extends Bakhtin’s notion of intertextuality to encompass interactions involving texts produced by generative artificial intelligence (GenAI). Intertextuality provides a valuable lens for understanding how GenAI outputs are created through the assemblage of digital and multimodal texts from vast datasets. Building on this perspective, this paper presents a model to theorize the intertextual nature of AI-generated texts in educational settings. The model frames human-AI interaction as an interplay between humans’ experiences in a material space and GenAI’s computational processing in a digital space. Drawing on data from a high school classroom, the model illustrates how students engaged with GenAI to discuss key ideas in the lesson. It highlights how students’ engagement with AI-generated texts was shaped by their textualization of experiences, the intertextual probability of GenAI’s responses, and the joint construction of knowledge between students and GenAI. Through the illustration, the paper argues that AI-textuality has the potential to revise and expand traditional understandings of intertextuality to incorporate our interactions with GenAI in the digital age.

A learning experience design framework for multimodal learning in the early childhood

While the value of multimodal learning experiences is well articulated in the literature, rich examples of learning experience (LX) design aiming to guide research and practice in authentic school classrooms are currently lacking. This study’s first objective was to provide a comprehensive account of the LX design process, aimed at enhancing multimodal learning in kindergarten education. With the aid of two kindergarten teachers, we followed a learning design approach that blended established instructional frameworks such as the learning via multiple representations, the learning stations, and the learning trajectories. This study’s second objective was to conduct an evaluation study. The LX design was implemented with the two teachers and their 33 kindergarten students to assess its effectiveness. Both quantitative and qualitative data were employed for triangulation of the evidence. The study contributes to the literature by offering a replicable LX design framework that addresses calls for structured integration of multimodal digital resources in early childhood education. Furthermore, findings from the evaluation study shed light on teachers’ positive perceptions of the multimodal learning experience based on observed students’ behaviours and achievement. This work is a step forward in addressing a need for LX designs that can facilitate seamless multimodal learning in early childhood.

Impact of Window-Opening Behaviors on Energy Consumption in Primary School Classrooms

In the context of global climate warming, the issue of building energy consumption has become increasingly prominent, with a particular focus on energy management in educational buildings. This study investigates the impact of window usage behaviors in primary school classrooms on building energy consumption, aiming to reveal the dynamic relationship between window-opening behaviors and energy consumption, as well as to propose optimization strategies. A case study was conducted at a primary school, where data on door and window behaviors were collected using wireless smart sensors. Combined with indoor and outdoor environmental monitoring and CFD simulations, this study quantified the impact of window-opening behaviors on building energy consumption. The findings revealed that, in summer, window-opening behaviors exhibited a negative correlation with both indoor and outdoor temperature and humidity. Under high-temperature conditions, individuals tend to close windows to reduce heat entry. In contrast, winter window-opening behaviors showed a positive correlation with indoor and outdoor temperatures, although the probability of opening windows decreased once the temperature exceeded a certain threshold. This study also found that during the winter heating period, energy losses caused by opening external windows were substantial, with daily energy losses amounting to 12.83 kWh. Based on the PMV model, this study proposed an optimization strategy for opening specific windows during winter to maintain thermal comfort. This research provides a scientific basis for the energy-saving design of primary school buildings, helping to reduce energy waste while ensuring indoor comfort and promoting the development of low-carbon campuses.