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"Classroom environment Evaluation."
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School Climate
Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
eBook
ECERS-E : the four curricular subscales extension to the early childhood environment rating scale (ECERS-R)
Using the ECERS-E along with the ECERS-R gives users a more complete picture of what a high quality early childhood education program can look like.
Book
Classroom Environment
The increasing impact of performance based judgments on schools and teachers in the classroom has its critics and supporters. Some oppose the trend and seek to deny the importance of quantitative measures. Others have sought to find ways of implementing educational measurement constructively and with understanding of the concerns.
Classrooms are where the operational business of learning takes place and it is on the quality of life within the classroom that the broader process of learning, concerns for the wider community and others, is nurtured. The climate of the classroom has a large impact on the final outcome measure to which so much interest is directed. To help our understanding of the dynamics involved much work has been done in the development and refinement of quantitative studies to this area by studying essential information about how teachers and students perceive the environments in which the work.
Research on classroom climates has reached a practical and theoretical maturity and this volume offers an account of the developments that have taken place and the potential for understanding the classroom as a vital component of the curriculum. This book will also be an essential resource tool for anyone engaged in classroom research.
eBook
Classroom Environment Empirical Evaluation of the Professional English for Chemistry Based on Project-based Learning Model
With the development of the education internationalization, the teaching modes of professional English are becoming more and more diversified, and Project-based learning method is one of the most powerful ones. In order to evaluate the professional English classroom environment, an effective instrument is needed. A sample of 290 students were taken from one university in Dalian, using the methods of exploratory factor analysis, Cronbach's Alpha, correlation test of SPSS 22.0. The results indicate that most items in the instrument can be categorized into 12 factors which are internally reliable. The reliability coefficients are so high that the items in one factor have certain homogeneity. The formative evaluation and the terminal evaluation are significantly correlated and significantly influenced each other. Thus, in the project-based professional English for Chemistry classroom, the learning behaviors and interpersonal support should be fully focused on, in order to optimize students' ways and the processes of classroom participation, enhance the learning effects and learning satisfaction.
Journal Article
Using equity audits in the classroom to reach and teach all students
\"Raise your equity awareness quotient(/em)(/strong)In this time of changing demographics and increased diversity, many teachers find that existing strategies to promote social justice are only successful with some of the students in their classes. This book provides teachers with new strategies and tools that will work for all children, including those with diverse needs. This book offers a wide range of methods to help teachers: Assess their competency in teaching all students Develop high-quality teaching skills and an equity consciousness that leads to success with all students Evaluate assess student achievement Create an environment that fosters self-reflection and change\"-- Provided by publisher. -- \"This is the follow-up book to the Corwin \"best seller\" Using Equity Audits to Create Equitable and Excellent Schools. Whereas Using Equity Audits was written mainly for school leaders, this book, Equity Audits for Teachers: Creating Equitable and Excellent Classrooms, focuses on teacher and classroom practices. Although school leaders have found the Equity Audits book useful, they have requested more strategies for teachers. They want a companion book they can give teachers and use in teacher study groups. This book is important because in this time of changing demographics and increased diversity, many teachers find that the strategies they have used in the past are successful with only some of the students in their classes. They want and need strategies that will assist them in being successful with all their students. This book will provide teachers with new strategies and skills that will fit diverse needs. The book will also include a discussion of the history of equity auditing in education found in civil rights work, curriculum auditing, and state accountability systems\"-- Provided by publisher.
eBook
A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms
The term \"Smart Classroom\" has evolved over time and nowadays reflects the technological advancements incorporated in educational spaces. The rapid advances in technology, and the need to create more efficient and creative classes that support both in-class and remote activities, have led to the integration of Artificial Intelligence and smart technologies in smart classes. In this paper we discuss the concept of Artificial Intelligence in Education and present a literature review related to smart classroom technology, with an emphasis on emerging technologies such as AI-related technologies. As part of this survey key technologies related to smart classes used for effective class management that enhance the convenience of classroom environments, the use of different types of smart teaching aids during the educational process and the use of automated performance assessment technologies are presented. Apart from discussing a variety of technological accomplishments in each of the aforementioned areas, the role of AI is discussed, allowing the readers to comprehend the importance of AI in key technologies related to smart classes. Furthermore, through a SWOT analysis, the Strengths, Weaknesses, Opportunities, and Threats of adopting AI in smart classes are presented, while the future perspectives and challenges in utilizing AI-based techniques in smart classes are discussed. This survey targets educators and AI professionals so that the former get informed about the potential, and limitations of AI in education, while the latter can get inspiration from the challenges and peculiarities of educational AI-based systems.
Journal Article
Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher — child interactions can facilitate children's school readiness.
Journal Article