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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]).

Investigating students' perceptions of their mathematics classroom learning environment introduced during a pandemic is a significant approach for gauging the degree to which the learning environment meets the expectations of students and policy guidelines. The study sought to understand gender and group dynamics in students' mathematics classroom learning environment. The study is a cross-sectional survey of public school students. Multi-stage sampling was used to select grade 8 students. The Mathematics Constructivist-Oriented Learning Environment Scale (MCOLES) was used to obtain students' perceptions (N = 520) data and analysed with SPSS 26 and Amos 25. The analysis included (exploratory and confirmatory factor analysis, validity and reliability analysis) scale validation, descriptive statistics, Mann-Whitney U test and cluster analysis. The findings included a strong factorial structure for MCOLES with six factors (Teacher support, student-initiated involvement, colleague involvement, equity, differentiation, and clarity of assessment). Students' perception revealed a strong use of assessment to guide learning and minimal differentiated learning. Significant and small gender difference in students' perception was observed in the student-initiated factor only. Finally, two clusters of students' perceptions of their mathematics classroom learning environment were found. The implication for teacher professional development programs focusing on differentiated learning in the mathematics classroom learning environment is discussed. This study explores how students in Ghana perceive their mathematics classroom environment in a newly introduced curriculum implemented during the COVID-19 pandemic. Six key features shape students' experiences: teacher support, student-initiated involvement, colleague involvement, equity, differentiation, and clarity of assessment. The study showed that while students have a clear understanding of assessment expectations, lessons rarely cater to individual learning needs. Boys reported a slightly higher perceived ability to self-initiate participation in classroom learning activities when compared to girls, but overall, gender differences were minimal. By clustering students' perceptions, the study highlights two distinct groups-one with more positive views of their learning environment and another with less favourable experiences. These insights emphasise the need for teacher training in instruction that focuses on individual students' abilities, ensuring inclusive and effective learning. Valuable guidance for teachers, policymakers and other practitioners aiming to improve student-centered learning in mathematics classrooms is provided.

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.

\"This book presents a vision of schools where teaching and learning are centered on creativity, a vision that is original, compelling, and applicable in the classroom. The message is that to be creative in any school subject, students need to learn a different kind of subject-area knowledge that he calls real knowledge. Real knowledge results in better student learning outcomes in all subjects, from science and math to history and language arts. At the same time, real knowledge enables students to create with that knowledge. In classrooms that lead to real knowledge, students master content-area standards at the same time that they increase their creative potential\"-- Provided by publisher.

Physics is commonly a prerequisite for higher education courses in engineering and other STEM disciplines. The study reported in this paper involved a convenience sample of high school students in Thailand (n = 1,141) to examine associations between measures of teacher-student relationship, motivation to study and learn physics, and the influence of teacher gender and student gender on these variables. Results of structural equation modeling showed that dependency and negative feelings about the teacher were positively associated with physics classroom anxiety, whereas perceived closeness with the teacher was negatively associated with physics classroom anxiety. The highest levels of physics classroom anxiety were reported by girls taught by a man while boys taught by a man reported the strongest intention to study physics beyond secondary schooling. Sense of closeness with teacher had the strongest positive total, direct, and indirect effects on physics identity. Theoretical and practical implications for the development of physics identity are discussed.

This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical multiple regression analyses were conducted on the dependent variables of cognitive, behavioral, emotional, and agentic engagement. The results indicated that engagement components were positively predicted by most of the perceived learning environment variables, while motivational factors had some differential predictive effects on engagement components. The predictor variables explained 26, 28, 33, and 30 % of the variance in the cognitive, behavioral, emotional, and agentic engagement components, respectively.

\"The revised edition of this highly practical guide to creating and using multi-sensory environments is packed full of ideas for low cost, easy to assemble multi-sensory environments suitable for children of varying ages and abilities. Each creative learning environment is designed to be constructed in a classroom or school hall, encouraging creative thinking and learning, and development of social and emotional skills. Each environment idea is accompanied by suggestions for use for children with special educational needs. Key features of the revised edition include: Ideas for creating sensory experiences that stimulate all the sensory channels -- auditory, visual, kinaesthetic, olfactory and gustatory -- suggestions for extension or differentiation depending on student capability or time available. A summary of the theory and background to multi-sensory learning, to allow you to adapt the suggested scenarios according to the needs of individual learners. Although these activities will be of particular value for children with special educational needs or sensory impairments, they are more broadly designed to provide stimulating learning environments, as promoted in the themes and principles of the Early Years Foundation Stage Guidance. This is an invaluable resource for teachers and other professionals in education\"-- Provided by publisher.

This paper reports the development and validation of a new questionnaire to assess students' perceptions of the online learning environment in Indonesia during the COVID-19 pandemic. In total, 669 participants (454 women, 215 men) from various universities were recruited online to complete a 25-item questionnaire. Item factor analysis verified a five-factor model, while multidimensional Rasch analysis showed that all items fit this model and have good reliability. The factors of Access, Interaction, Lecturer Support, Equity, and Investigation formed the valid and reliable Online Classroom Learning Environment Inventory (OCLEI). All aspects of online learning readiness were related to the five factors of the OCLEI, therefore supporting convergent validity. With these results, we concluded that the OCLEI is a novel measure that can be used in future educational research in Indonesia. Limitations and implications are noted.