Variety Of Classroom Settings Research Articles

An Experimental Platform for Real-Time Students Engagement Measurements from Video in STEM Classrooms.

The ability to measure students' engagement in an educational setting may facilitate timely intervention in both the learning and the teaching process in a variety of classroom settings. In this paper, a real-time automatic student engagement measure is proposed through investigating two of the main components of engagement: the behavioral engagement and the emotional engagement. A biometric sensor network (BSN) consisting of web cameras, a wall-mounted camera and a high-performance computing machine was designed to capture students' head poses, eye gaze, body movements, and facial emotions. These low-level features are used to train an AI-based model to estimate the behavioral and emotional engagement in the class environment. A set of experiments was conducted to compare the proposed technology with the state-of-the-art frameworks. The proposed framework shows better accuracy in estimating both behavioral and emotional engagement. In addition, it offers superior flexibility to work in any educational environment. Further, this approach allows a quantitative comparison of teaching methods.

Head Start Parents’ Views on Family-Centered Care: A Research to Practice Summary

This study looked at components of Head Start parent-teacher relationships: teachers’ knowledge and use of family-centered practices. Specifically, the purpose of the research was to examine the perspective of Head Start parents and to better understand their classroom experiences as they relate to family-centered care. Family-centered classroom practices and family-specific knowledge are two important components of developing effective parent-teacher relationships. The study used a national sample of Head Start teachers and parents. Results suggest that parents and teachers tend to agree consistently on their perceptions of family-centered practices and responsiveness, across a variety of classroom settings. These results point to the importance of continuing to support teachers’ professional and family-specific substantive knowledge in order to promote positive relationships with families.

Putting the "Comprehensive" in Comprehensive Sexuality Education: a Review Exploring Young Adult Literature as a School-based Intervention.

IntroductionIn this article, we review research on the impact of young adult literature (YAL) on young people’s sexuality-related beliefs. This research points to the potential of YAL as a tool through which schools can offer sex education that is truly “comprehensive” by providing young people an opportunity to grapple with questions about gender, sexuality, and healthy relationships in literature classes, and to complement CSE in health education classes. This broader approach addresses a potential limitation of school-based comprehensive sex education (CSE). CSE certainly promotes young people’s health and well-being, but an emphasis on biological dimensions of sexual and reproductive health to the exclusion of social factors, or insufficient time to address social dimensions of sexual and reproductive health, can fail to amplify or even undermine CSE messages about healthy relationships and sexuality.MethodsThis scoping review examined research on YAL dealing with dating and relationships, gender role development, LGBTQ life, sexuality, sexual behaviors, and sexual health outcomes in Communications s, ERIC, MEDLINE, MLA International Bibliography, and PsycINFO databases. The search, run in December 2020, returned 265 articles, of which 18 were empirical studies of YAL and sexuality that met inclusion criteria for the review. Each included study was examined to identify the books’ impacts and the methodological approach to assessing those impacts.ConclusionsExisting research suggests that YAL in the classroom can affect discourses on masculinity, femininity, violence, sexual health, and LGBTQ life. Bringing YAL into different classroom settings has the potential to be a powerful force in integrated CSE.Policy ImplicationsUsing YAL in a variety of classroom settings, including but not limited to health and English Language Arts, will strengthen the comprehensive aspects of CSE.

Online labs to introduce undergraduate students to scientific concepts and practices in tree-ring research

Scientists rely heavily on tree-ring records to better understand climate variability of the past millennium. Tree rings can also be utilized to give students a window into paleoclimate research, the methods scientists use, and the importance of scientific findings. Here, we present five online labs that introduce undergraduate students to the field of dendrochronology. Students learn about foundational tree-ring concepts and are guided to use many of the same tools and strategies as scientists, including exploring important field sites, measuring tree-ring data from those sites, using online paleoclimate databanks, and evaluating climate trends and extremes. The labs have been classroom tested and were modified based on a professional assessment, and faculty and student reviews. Faculty and student surveys and student lab grades show that the majority of students were able to meet the learning goals of the labs. Students reported that they felt they were working as scientists would, and, after completing the labs, that they better understood tree-ring science methods and applications. These materials were developed collaboratively with faculty input from a variety of institutions to have broad appeal and allow for use in a variety of classroom settings.

Measuring Cultural Dimensions of Classroom Interactions

ABSTRACTWe trace the development and analyze the generalizability of the Classroom Assessment of Sociocultural Interactions (CASI), an observation system designed to measure cultural dimensions of classroom interactions. We establish CASI measurement properties by analyzing panoramic videos of 4th and 5th grade classrooms from the Measures of Effective Teaching project, and argue for its significance in terms of achievement opportunity for minoritized students and needed evidence regarding equitable teaching. We frame ten dimensions of sociocultural interactions within three domains: Life Applications (i.e., connections with what students know and do outside of school); Self in Group (i.e., interdependence to motivate learning and foster social identities); and Agency (i.e., how freedom and choice are managed).We demonstrate how measurement error is associated with raters, lessons, and lesson segments, and discuss implications for CASI refinement, as well as appropriate instrument uses to enrich learning opportunities for minoritized students across a variety of classroom settings.

Evaluating Immediate Feedback via Bug-in-Ear as an Evidence-Based Practice for Professional Development

Observation and performance feedback to support traditional training methods are central tools for preservice practitioner preparation and in-service practitioner professional development. Research highlights how some specific characteristics of feedback (e.g., the latency between behavior and feedback) can impact the effectiveness. One method of enhancing the effects of feedback may be immediate feedback delivered through bug-in-ear technology. This review identified 17 intervention studies that examined the use of immediate feedback via bug-in-ear with preservice and in-service practitioners. We evaluated these studies using What Works Clearinghouse quality standards and determined that immediate feedback with bug-in-ear technology has a strong evidence base for increasing frequency and accuracy of teaching behaviors of practitioners in a variety of classroom settings. This review discusses findings on that evidence base as well as findings on feasibility and acceptability of this intervention. We also discuss limitations of current research and potential directions for future research on this method.

Roman Religion in the Classroom: Spotlight on the Mysteries of Mithras

There appears to be no ‘tail end’ in sight for academic enquiry into the worship of Mithras in the Roman Empire. Interest in this ancient religion, and its popularity and longevity as a topic of study, has no doubt been secured by its status as an elective cult and by its rich, and at times controversial, surviving evidence, which is predominantly archaeological in nature and packed with astrological symbolism. No written documentation representing a theological canon, which might outline its origins, traditions and customs, has ever been discovered. Furthermore, the few surviving literary accounts present snapshots of the cult and are written by ‘outsiders’. Though strongly associated with Zoroastrianism, an ancient religion widely worshipped across Asia Minor and Persia, the exact origins of Mithras, his identity as a god, and the development of his worship remain unclear. With the reopening of the London Mithraeum last year the spotlight has once again been cast on the spread and impact of the cult in Roman Britain. This article accompanies pieces in this volume ofJCTand the next which focus on this sacred and once exclusive space. Organised in two sections, part one will begin with a brief introduction to the history of scholarship, focusing mostly on some methodological and theoretical developments in recent studies. Following this, attention will be paid to the nature of the evidence for the mysteries of Mithras and popular interpretations drawn from it. Part two will discuss methods for bringing this rich material to life in the classroom and reflect on pedagogical issues relating to teaching Mithraism as part of the Latin GCSE syllabus. The tried and tested exercises presented in this part of the article and are applicable to a variety of classroom settings, sizes and age groups.

Teaching Qualitative Research Teachers about Teaching Qualitative Research

Rosalind Hurworth’s (2008) new book, Teaching Qualitative Research: Cases and Issues, presents its readers with a well-researched and detailed account of contemporary qualitative research education. Based upon her extensive review of the literature and field work observing faculty members and students in a variety of classroom settings, Hurworth shares the lessons she learned from this investigation and offers readers a long list of ways we can improve how we help our students and ourselves to learn qualitative research.

Three views of logic: mathematics, philosophy, and computer science

Demonstrating the different roles that logic plays in the disciplines of computer science, mathematics, and philosophy, this concise undergraduate textbook covers select topics from three different areas of logic: proof theory, computability theory, and nonclassical logic. The book balances accessibility, breadth, and rigor, and is designed so that its materials will fit into a single semester. Its distinctive presentation of traditional logic material will enhance readers' capabilities and mathematical maturity. The proof theory portion presents classical propositional logic and first-order logic using a computer-oriented (resolution) formal system. Linear resolution and its connection to the programming language Prolog are also treated. The computability component offers a machine model and mathematical model for computation, proves the equivalence of the two approaches, and includes famous decision problems unsolvable by an algorithm. The section on nonclassical logic discusses the shortcomings of classical logic in its treatment of implication and an alternate approach that improves upon it: Anderson and Belnap's relevance logic. Applications are included in each section. The material on a four-valued semantics for relevance logic is presented in textbook form for the first time. Aimed at upper-level undergraduates of moderate analytical background, Three Views of Logic will be useful in a variety of classroom settings. Gives an exceptionally broad view of logic Treats traditional logic in a modern format Presents relevance logic with applications Provides an ideal text for a variety of one-semester upper-level undergraduate courses

Relationships between student peer and faculty evaluations of clinical performance: A pilot study

Background: Student peer evaluation is widely used as a form of formative or summative evaluation in a variety of classroom settings; however, the utilization of peer evaluation is not well reported in the nursing literature as part of the clinical evaluation process. Purpose: The purpose of this pilot study was to examine relationships between student peer and faculty evaluations of clinical performance in a baccalaureate nursing program. Participants consisted of clinical faculty (n = 2) and their nursing students (n = 23) enrolled in their first clinical course in a pre-licensure baccalaureate nursing program. The specific research questions were: 1) Is there a relationship between nursing student peer and faculty evaluation of clinical performance? 2) And if there is a relationship between the two groups, is there a difference between nursing student peer and faculty evaluations? Methods: A peer evaluation tool was developed with a 5-point Likert scale consisting of 21 items that comprised five domains of clinical performance (communication, professionalism, teamwork, nursing process, and patient safety). Content validity of the tool was established using a panel of nurses with expertise in clinical performance and psycho- metric measurement. At midterm, students were asked to evaluate each other’s performance using the tool and the faculty also evaluated each student using the same tool. A subscore for each of the domains was created for both student peer and faculty evaluations. The relationships between student peer and faculty evaluation scores were assessed using Pearson’s product-moment correlation coefficients. Comparisons between student peer and faculty evaluations were made using paired t -tests. A p -value < 0.05 was considered statistically significant. Findings: Significant positive correlations were found between peer and faculty evaluations for all domains. Statistically significant differences between the two groups were found in all of the domains, with students evaluating their peers highest in the domains of patient safety and communication; faculty scored students highest in the domains of patient safety and teamwork. The findings suggest that student peer evaluation can be valuable for students and faculty in clinical education. Conclusion: Previous studies provided that peer evaluation is a valid and reliable evaluation procedure in dentistry, medicine, pharmacy, and social behavioral sciences. This pilot study has demonstrated that student peer evaluation as part of a formative assessment can be also used for faculty to evaluate students’ clinical performance in a baccalaureate nursing program.

Integrating 9/11 throughout the Study of American History and Beyond

In this article, the author discusses the importance of continuing study of the events surrounding 9/11. She also provides ideas on how the 9/11 Education Trust's curriculum can be implemented in a variety of classroom settings.

An Analysis of the Status and Stability of the Behaviors of Students with Emotional and Behavioral Difficulties

Students with emotional and behavioral problems are placed in a variety of classroom settings, presumably where their needs can be best served. Little attention, however, has been dedicated to monitoring their behavioral progress in these settings. This study analyzed data on student engagement, disruption, and destruction during 10 types of instructional activities. Data were collected at two times across one academic year in Pennsylvania and California in 90 classrooms, ranging from grades 1 to 12. Tests of mean comparisons (i.e., independent samples and paired t-tests) and the association between variables (i.e., bivariate correlation analysis) were conducted to address a number of concerns regarding the status and stability of classrooms for students with EBD. Independent paired sample t-tests showed a lack of significant improvement in behaviors across time, and the correlational data reflect a significant relationship between student engagement and classroom activity. Findings are discussed in light of limitations and directions for future research. In addition, practical implications are noted.

Game play in the learning environment: who wants to be an accountant? lawyer? economist?

The Who Wants To Be (WWTB) game is a computer-based game that can be used in a variety of classroom settings. WWTB requires students to sit in a “hot seat” and answer a series of questions. Assistance is provided to the students in the form of “lifelines.” The lifelines include: (1) the 50/50 lifeline where two wrong answers disappear; (2) the Ask the Audience lifeline where class members vote on a correct answer; and (3) the Ask Your Team lifeline where students can verbally interact with teammates. The WWTB game is functional on most computer systems. The manner in which the game can be played, the difficulty of the game, and the rules of the game are all easily modified at the instructor's discretion. An analysis of examination scores reveals that the game has been an effective learning tool in the auditing course in which it has been incorporated. The game program and database structure are available to educators on a complimentary basis through the author's website.

Questions of Context: Ibn Battuta and E. W. Bovill on Africa

arcus Wiener Publishers has distinguished itself by reprinting primary and secondary texts that have not lost their appeal over decades. Usually the original work is given a new introduction and an updated bibliography that address the historicity of the text and add new scholarly perspectives and additional background information. Under review are two such publications, one of which is a historical source, namely, Ibn Battuta's fourteenth-century account of his journeys to East and West Africa, and the other a scholarly study from 1958 focusing on the economic and political relations between North Africa and sub-Saharan regions. While the former is a welcome edition highly useful in a variety of classroom settings and appealing to a wide range of scholars interested in travel, Islam, and Africa, the rationale for the publication of the second title is not immediately evident, and even questionable, for reasons that I explain below. Ibn Battuta (1304-68/69) hailed from Morocco and traveled most of the known world in the course of twenty-nine years, holding a range of government posts in different territories. Later in life, his memories were written down by the scribe Ibn Juzayy. The resulting text offers detailed information about societies located in North Africa, Arabia, Asia Minor, Central Asia, India, Southeast Asia, China, East and West Africa, and Muslim Spain. One of the foremost features of this account is that it allows the contemporary reader to gain an understanding of the cultural diversity of peoples living within the expanse of dar al-Islam, the lands of Islam. Let me review some of the principles that inform Ibn Battuta's view of the world and that make his portrayal of Africa especially worthwhile. One premise underlying Ibn Battuta's account and that generally defi ned medieval geographical handbooks and travel writings is the focus on the world of Islam, under avoidance of dar al-kufr, the non-Muslim lands. This focus refl ected the centrality of religion as the dominant organizing principle, but the Islamic perspective was also intermingled with notions about climate as a condition determining the level of civilization. The Islamic heartland was seen to be located in the moderate climate zone,

What we can learn from analyzing the teacher’s role in collective argumentation

In this paper, I use analyses of collective argumentation in a variety of classroom settings, from elementary school to a university-level differential equations class to illustrate various roles the teacher plays. These include initiating the negotiation of classroom norms that foster argumentation as the core of students’ mathematical activity, providing support for students as they interact with each other to develop arguments, and supplying argumentative supports (data, warrants, and backing) that are either omitted or left implicit. We gain two important insights from these analyses. First, an emphasis on argumentation can be used productively to provide openings in mathematical discussions for new mathematical concepts and tools to emerge. Second, the analyses demonstrate that teachers need to have both an in-depth understanding of students’ mathematical conceptual development and a sophisticated understanding of the mathematical concepts that underlie the instructional activities being used.

Investigations

The “Investigations” department recognizes the importance of children's exploring mathematics and, therefore, presents teachers with explorations that will immerse children in doing mathematics as well as enhance their mathematics instruction. These tasks are designed to evolve as they are conducted. They invoke problem solving, communication, connections, and reasoning. To ensure their usability, these ideas have been used in a variety of classroom settings.

National Archives, Teaching With Documents

With a collaborative effort dating back to 1977, the National Archives and National Council for the Social Studies have produced another successful collection of primary source documents for classroom use. This work is a collection of documents published in the "Teaching with Documents" column in the NCSS journal Social Education. As one of the journal's most popular departments, "Teaching with Documents" provides practical suggestions for utilizing primary source material in a variety of classroom settings.

The Effects of Life Space Interviewing on Academic and Social Performance of Behaviorally Disordered Children

This study explores the effects of Redl's Life Space Interview on academic and social behavior of residentially placed adolescent behaviorally disordered students. Eight boys with diverse maladaptive target behaviors were selected as subjects for this study. Baseline data was collected for each subject's target behavior as well as his academic performance in reading and mathematics. Clinical exploitation of life events served as the experimental intervention for six of the eight adolescents, while two of the students were utilized as a control measure. The results of this study clearly supported the use of the interview technique with these behaviorally disordered adolescents. Also discussed are the limitations of this study as well as implications for the use of the Life Space Interview in a variety of classroom settings.

Techniques in Teaching Deviance

in the sociology of deviance. The first throws into sharp relief many of the assumptions of a liberal or humanistic ideology and encourages students to view the relativity of their own beliefs. The second exposes everyday strategies for deciding who belongs to deviant groups, who does not, and why. Both ethnomethods have been employed by the authors in a variety of classroom settings. The methods are reorientations of customary lecture material via actual experiences of the students.

Effects of Two Instructional Treatments on Ability to Interpret Research

Public concern regarding the effectiveness of the poli cies and p ocedures of our nation's schools has pro duced a demand for teachers to justify their teaching practices. Educators are finding it necessary to select defensible procedures for each specific classroom learn ing situation. A study of empirical research provides an effective approach for teacher selection of those methods and materials which can be utilized effectively in a vari ety of classroom settings. Teachers must, however, clearly understand the conclusions, implications, and limitations of the research reports and be able to com prehend the scientific as well as the practical aspects. Unfortunately, classroom teachers have shown neither the ability nor the desire to assume such an informed role in implementing the available research interpreta tion has made educational research meaningless in terms of implementation. Therefore, it is essential that a care ful study of relevant research literature be included in professional courses taken by teachers while developing the skills and attitudes necessary for successful class room direction. Such study should be pursued before the prospective teacher participates in making curricular decisions with long term consequences. However, sys tematic attention to the preparation of school personnel in the areas of applying research results to school pro gramming is not apparent in colleges and universities today. The investigator believed that teachers could be taught to interpret and to draw generalizations from standard research studies through instructional treat ments. These treatments would consist of planned pro grams of class exposure to original research data, dis cussion of the data, and related activities involving interpretations and generalizations from the data. He also believed that such activities could take place in a university methods class in which the primary purpose was to study current teaching methods, without ap preciable loss of time for the coverage of the usual course of study. The purpose of the study here reported was to de termine the effects of a structured instructional ap proach (Treatment 1) and of an inquiry based instruc tional approach (Treatment 2) upon the abilities of teachers to read and to interpret research literature in education. Specific questions related to the problem were: