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Thirty years of Learning Environments : looking back and looking forward
This volume is a commemorative book celebrating the 30th Anniversary of the Special Interest Group (SIG) on Learning Environments of the American Educational Researchers' Association. It includes a historical perspective starting with the formation of the SIG in 1984 and the first program space at the AERA annual meeting in 1985 in Chicago. This retrospective notes other landmarks in the development of the SIG such as the creation of the international journal Learning Environments Research. The study of learning environments was first conceptualized around the need to develop perceptual and psychosocial measures for describing students' individual or shared educational experiences (e.g. 'feel of the class' or 'classroom climate'). Over the ensuing decades, the field expanded considerably from its early roots in science education to describe other phenomenon such as teacher-student interpersonal relationships, or applications in pre-service teacher education and action research. The book also describes several new areas of promise for the expanding field of learning environments research that in the future will include more diverse contexts and applications. These will include new contexts but established research programs in areas such as information and communications technology and environmental education, but also in emerging research contexts such as the physical classroom environment and links among learning environment contexts and students' emotional health and well-being.-- Source other than the Library of Congress.
Book
I'm Listening
Rely on I'm Listening to help you drive deeper, more meaningful learning by integrating relationship building into lesson design. Written by practitioner Beth Pandolpho, this student engagement resource outlines how to foster a sense of belonging while also maintaining the integrity of the content. Using the book's practical strategies will help you empower learners to succeed at all subjects by being proficient readers, writers, speakers, and listeners.
Use this resource to create a caring, engaging classroom that provides students the support they need to develop emotionally:
* Explore the importance and benefits of building strong relationships with students, and discover the direct link to academic performance.
* Study the research and theories that support the assertion that robust teacher-student relationships and social-emotional learning create a better classroom environment.
* Acquire dozens of tools and strategies for building camaraderie with students and developing strong literacy skills in students.
* Learn how to use feedback to bolster students' speaking and listening skills, which are rarely addressed, and see how student-centered learning activities intersect with common standards.
* Read in-depth real-world anecdotes from teachers who share their activities and experiences to create a positive learning environment.
Contents:
Introduction
Chapter 1: Appreciating Why Relationships Matter in School
Chapter 2: Creating Relationships With Students
Chapter 3: Moving Toward Belonging
Chapter 4: Developing Readers
Chapter 5: Developing Writers
Chapter 6: Developing Speakers and Listeners
Epilogue: Listening With an Ear Toward the Future
Appendix: Teachers' Stories
References and Resources
Index
eBook
Understanding teaching and learning : classroom research revisited
Written by emerging and experienced classroom researchers from several countries as part of a project aimed at building on and extending Professor Graham Nuthall's (1935-2004) research and promoting the conducting, teaching and supervision of classroom research. --Derived from cover (p. [4]).
Book
A structural equation modelling in distance education teacher training classroom environments
The purpose of this study was to investigate the perceptions of teacher candidates about distance education teacher training classroom environments and to display the relationships among distance education classroom environment variables and course achievement. This study was designed according to relational survey research and employed structural equation modelling. In this sense, 12 hypotheses were constructed and tested. The study included 253 teacher candidates who enrolled in distance educational sciences courses at a state university in Turkey. Data were collected through the implementation of the Distance Education Learning Environments Survey (DELES) and analysed using Analysis of Moment Structures (AMOS) 20 to understand whether the recommended model fits the data. The results of the study revealed that instructor support predicted the achievement, perceived authentic learning and autonomy significantly; however, the other DELES variables were insignificant in predicting the achievement of teacher candidates. Moreover, perceived authentic learning significantly predicted personal relevancy and perceived personal relevancy significantly predicted perceived learner autonomy. Furthermore, perceived learner autonomy significantly predicted perceived active learning. Finally, active learning perceived by teacher candidates had a significant but weak effect on student interaction and collaboration. The results of the study were discussed in detail. The findings of this study might provide useful information for instructors to design distance education courses by sensitizing themselves to the positive and negative properties of distance education classroom environments.
Journal Article
How learning in an inverted classroom influences cooperation, innovation and task orientation
Recent technological developments have given rise to blended learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom. This article compares the learning environments of an inverted introductory statistics class with a traditional introductory statistics class at the same university. This mixed-methods research study used the College and University Classroom Environment Inventory (CUCEI), field notes, interviews and focus groups to investigate the learning environments of these two classrooms. Students in the inverted classroom were less satisfied with how the classroom structure oriented them to the learning tasks in the course, but they became more open to cooperative learning and innovative teaching methods. These findings are discussed in terms of how they contribute to the stability and connectedness of classroom learning communities.
Journal Article
The Challenge of Multiple Thermal Comfort Prediction Models: Is TSV Enough?
Classroom thermal comfort has a direct effect on student health and educational outcomes. However, measuring thermal comfort (TC) is a non-trivial task. It is represented by several subjective metrics e.g., Thermal Sensation Vote, Thermal Comfort Vote, Thermal Preference Vote, etc. Since machine learning (ML) is being increasingly used to predict occupant comfort, multiple TC metrics for the same indoor space may yield contradictory results. This poses the challenge of selecting the most suitable single TC metric or the minimal TC metric combination for a given indoor space. Ideally, it will be a metric that can be used to predict all other TC metrics and occupant behavior with high accuracy. This work addresses this problem by using a primary student thermal comfort dataset gathered from 11 schools and over 500 unique students. A comprehensive evaluation is carried out through hundreds of TC prediction models using several ML algorithms. It evaluates the ability of TC metrics to predict (a) other TC metrics, and (b) the adaptive behavior of primary students. An algorithm is proposed to select the most suitable single TC metric or the minimal TC metric input combination. Results show that ML models can accurately predict all TC metrics and occupant-adaptive behavior using a small subset of TC metrics with an average accuracy as high as 79%. This work also found Thermal Sensation Vote to be the most significant single TC predictor, followed by Thermal Satisfaction Level. Interestingly, satisfaction with clothing was found to be as equally relevant as thermal preference. Furthermore, the impact of seasons and choice of ML algorithms on TC metric and occupant behavior prediction is shown.
Journal Article
Thirty Years of Learning Environments
This book describes important landmarks in the study of learning environments. First conceptualized as 'classroom climate', the field expanded considerably from its roots in science education. Promising areas for future research now include a range of diverse contexts and applications.
eBook