Results 151 to 160 of about 11,197 (195)

Form flows function: Learner‐centered game Re‐design in a STEM classroom

British Educational Research Journal, EarlyView.
Abstract Re‐designing games facilitates interest‐driven learning and immerses learners in systems thinking. However, there are limited studies exploring how the form and function of tabletop games influence learners' design decisions and learning experiences. To address this gap, we conducted a mixed‐methods study in a STEM classroom in western Canada.
Farzan Baradaran Rahimi, Beaumie Kim, Shima Dadkhahfard   +2 more
wiley   +1 more source

‘Sometimes, I would look at my books and cry because I felt like I was left behind’: Understanding the learning of Indigenous girls during the COVID‐19 pandemic in the districts of Chongwe and Solwezi in Zambia

British Educational Research Journal, EarlyView.
Abstract Grounded in principles of epistemic justice, this article examines the educational impacts of Zambia's COVID‐19 school closures on Indigenous girls in two districts and highlights community‐led pathways for resilience. National responses prioritised broadcast and digital delivery but presupposed access to electricity, digital devices and ...
Marcellus Forh Mbah, Leigh Jarvis, Ane Turner Johnson, Chidi Ezegwu, Priscillah Nsama, Austine Nakanga   +5 more
wiley   +1 more source

Beyond standardisation, subjects and syllabi: How primary schools organise for arts richness in an era of curriculum reform

British Educational Research Journal, EarlyView.
Abstract As England embarks on its first comprehensive curriculum review in fifteen years, this paper offers critical insights from schools that sustained arts‐rich provision despite a policy landscape hostile to creative subjects. Drawing on data from the Researching Arts‐rich Primary Schools (RAPS) project—a mixed‐methods study of 76 arts‐rich ...
Pat Thomson, Christine Hall
wiley   +1 more source

‘It is not a topic that should be assessed by a test’: Understanding teachers' assessment literacy in the teaching of ‘difficult histories’ such as the Holocaust

British Educational Research Journal, EarlyView.
Abstract This paper explores how history teachers in secondary education in England (a) see their role as assessors and (b) how they make decisions about assessing a difficult history: learning about the Holocaust. Assessment literacy (AL) is recognised as a potentially valuable aspect of good teaching and central to supporting students' learning ...
Mary Richardson, Rebecca Hale, Tom Haward, Kwaku Adjepong   +3 more
wiley   +1 more source

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Research for Classroom Teachers

The Journal of Business Education, 1975
Abstract A Study to Determine the Criteria and Methods Used By Business Departments or Divisions of Midwestern Colleges and Universities in Evaluating Faculty For Raises, Promotions, and Tenure… Ed.D. Study — College of Business Northern Illinois University Dekalb, Illinois by Terry A.
openaire   +1 more source

Classroom Noise and Teachers' Voice Production

Journal of Speech, Language, and Hearing Research, 2015
Purpose The aim of this study was to research the associations between noise (ambient and activity noise) and objective metrics of teachers' voices in real working environments (i.e., classrooms). Method Thirty-two female and 8 male teachers from 14 elementary schools were randomly ...
Leena M, Rantala, Suvi, Hakala, Sofia, Holmqvist, Eeva, Sala   +3 more
openaire   +2 more sources

Teachers’ practical knowledge about classroom management in multicultural classrooms

Teaching and Teacher Education, 2009
Creating a positive working atmosphere in the classroom is the first concern of many student and beginning teachers in secondary education. Teaching in multicultural classrooms provides additional challenges for these teachers. This study identified shared practical knowledge about classroom management strategies of teachers who were successful in ...
van Tartwijk, Jan, den Brok, Perry, Veldman, Ietje, Wubbels, Theo   +3 more
openaire   +1 more source

Classrooms without “Teachers”

Improving College and University Teaching, 1966
(1966). Classrooms without “Teachers”. Improving College and University Teaching: Vol. 14, No. 4, pp. 233-234.
openaire   +1 more source

PSYCHIATRIC CONSULTATION WITH CLASSROOM TEACHERS

Journal of the American Academy of Child Psychiatry, 1966
There are a few educators or clinicians today who question the value of communication between the mental health specialist treating the child and his teacher. There are, however, those who feel that such consultation opens up major preventative opportunities. There has also been much interest in the methods that can be utilized.
openaire   +2 more sources

Teachers and Classrooms

1984
Teachers and other educators rarely refer children to child psychiatrists because, among other things, referral requires a teacher to make a highly individual, perhaps unsupportable statement that a particular child’s adjustment is significantly unusual. He must do it without definitions, without guidelines, without specific training, without standards
openaire   +1 more source