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Have you ever entered a building or room for the first time and felt enhanced--felt your body relax and spirit elevate?The effect of human-made environments on learners' brains is not subjective.According to research studies, we all have measurable responses to the design of a space.

Where does learning take place? In this collection of passionately argued essays, leading educators and theorists explore the \"where\" of pedagogy - how pedagogical processes are influenced by local conditions. Understanding this dynamic just may be the single most important ingredient to successful teaching.Classrooms Matter presents some of the best known voices in critical pedagogy--Michael Apple, Henry Giroux, Stanley Aronowitz, Carol Becker, Peter McLaren--alongside essays by such well-known scholars as Mark Poster, Sharon O'Dair, David Trend, Jacqueline Bobo, and others. These thinkers explore the sensitive balance between technology, physical space, economic developments, political events, and the goals of teaching--a balance we must constantly renegotiate if classrooms are to matter at all.

Este libro es un viaje para todas aquellas personas educadoras sociales, orientadoras, profesoras, técnicas, arquitectas, madres y padres que quieran comprender el rol del espacio en los procesos de acompañamiento a adolescentes en el ocio educativo. Un viaje que afianza el aprendizaje basado en espacios (ABE) como una metodología aplicada históricamente en las prácticas educativas, tanto en el contexto social como en el escolar. En este viaje se describen diferentes territorios del ocio educativo como lugares privilegiados para el logro de aprendizajes mediante el reconocimiento del espacio como factor clave metodológico. En este viaje se profundiza sobre el espacio adolescente como ese territorio configurado por espacios diseñados para ser transitados libremente, en busca de experiencias vitales que les permitan lograr aprendizajes al jugar, hablar, escuchar, crear, tocar, imaginar, bailar, cantar, saltar, reír, interaccionar, etcétera, entre ellos, mientras son acompañados por educadoras y educadores. De ahí que el análisis del diálogo existente entre arquitectura y pedagogía muestre resultados evidentes de investigación sobre los grandes logros educativos que se consiguen al usar esta metodología en los espacios de acción socioeducativa.

With the paradigm shift to student-centered learning, the physical teaching space is being examined The configuration of classrooms, the technology within them, and the behaviors they encourage are frequently represented as a barrier to enacting student-centered teaching methods, because traditionally designed rooms typically lack flexibility in seating arrangement, are configured to privilege a speaker at the front of the room, and lack technology to facilitate student collaboration. But many colleges and universities are redesigning the spaces in which students learn, collapsing traditional lecture halls and labs to create new, hybrid spaces-large technology-enriched studios-with the flexibility to support active and collaborative learning in larger class sizes. With this change, our classrooms are coming to embody the 21st-century pedagogy which many educators accept, and research and teaching practice are beginning to help us to understand the educational implications of thoughtfully engineered classrooms-in particular, that space and how we use it affects what, how, and how much students learn. This is the 137th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

“This is a clearly written, tightly organized, well-researched book. Its strength is in the five-step process it introduces and develops.”—Francisco Guajardo, Assistant ProfessorDepartment of Educational LeadershipUniversity of Texas Pan American“This book offers a wealth of concrete and specific examples, models, and directions. Any teacher or prospective teacher reading it should be able to develop a Classroom Management Plan and implement it.”—Frances Fowler, Professor & Director of Graduate StudiesDepartment of Educational LeadershipMiami University“Dr. Bosch provides a very practical, step-by-step approach to developing a management plan that works! Teachers take suggestions and develop their plan to fit their beliefs and styles.”—Linda Scott, PrincipalOscar Smith Middle School, Chesapeake, VAIncrease student learning with an effective classroom management plan!One of the most challenging tasks for teachers is classroom management that ensures high levels of achievement for all students. In this updated edition, Karen Bosch helps preservice and experienced teachers develop classroom management plans tailored to their specific needs and skills. She discusses a five-step process that includes introspection, classroom observation, plan development, implementation, and plan revision.Field-tested for more than ten years, this unique book includes:Worksheets with questions to guide each step of the process; Ample vignettes and examples; Strategies for organization, discipline, classroom operation, and instruction; Tips for working with diverse studentsThis excellent resource provides guidance for teachers seeking to create a positive classroom environment, plan for student-centered learning, and meet the demands of today's classrooms.

Transformed learning spaces begin with transformed thought For two decades, educators have been told to incorporate skills for the global economy, adapt to diverse learning styles, and employ technology. This requires changing our thinking spaces and our physical spaces. How can or should they change to keep pace with and reflect 21st Century teaching models? In What’s in Your Space?, the group behind one of America’s most recognized school redesign projects walks you through the process of designing both “thinking” and “learning” spaces to accommodate today’s rigorous learning models. Throughout this book, educators will  • Reflect upon their craft and role in 21st Century education  • Understand the nuances of teaching Generation Z  • Discover design principles to help establish tech-embedded learning environments  • Collaborate with other educators to craft a scalable plan for redesigning learning spaces As we shift our thinking, it follows that the spaces in which we work and learn will also be transformed. Discover how to do it well. “We, as educators, can’t shift fast enough to keep up with the needs of today’s learners, but this book is a great leap in the right direction of doing so!” Brooke Menduni, Assistant Principal Dublin City Schools “There is something so unique about the framework/approach/lens of the actual physical change, so closely associated with the philosophical and pedagogical changes that can make this transformation real.” Carol Spencer, Director of Curriculum Addison Northwest Supervisory Union

With the paradigm shift to student-centered learning, the physical teaching space is being examined The configuration of classrooms, the technology within them, and the behaviors they encourage are frequently represented as a barrier to enacting student-centered teaching methods, because traditionally designed rooms typically lack flexibility in seating arrangement, are configured to privilege a speaker at the front of the room, and lack technology to facilitate student collaboration. But many colleges and universities are redesigning the spaces in which students learn, collapsing traditional lecture halls and labs to create new, hybrid spaces—large technology-enriched studios—with the flexibility to support active and collaborative learning in larger class sizes. With this change, our classrooms are coming to embody the 21st-century pedagogy which many educators accept, and research and teaching practice are beginning to help us to understand the educational implications of thoughtfully engineered classrooms—in particular, that space and how we use it affects what, how, and how much students learn. This is the 137th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

We show that grit, a skill that has been shown to be highly predictive of achievement, is malleable in childhood and can be fostered in the classroom environment. We evaluate a randomized educational intervention implemented in two independent elementary school samples. Outcomes are measured via a novel incentivized real-effort task and performance in standardized tests. We find that treated students are more likely to exert effort to accumulate task-specific ability and hence more likely to succeed. In a follow up 2.5 years after the intervention, we estimate an effect of about 0.2 standard deviations on a standardized math test.

Building on previous research on critical consciousness and civic development among youth, the current study examined the extent to which an open climate for discussion—one in which controversial issues are openly discussed with respect for all opinions—relates to youth’s critical consciousness and whether this association differs for youth from racial/ethnic majority versus minority backgrounds. Critical consciousness consisted of three components: the ability to critically read social conditions (critical reflection), feelings of efficacy to effect change (sociopolitical efficacy) and actual participation in these efforts (critical action), in both the educational and political/community domains. Open classroom climate was operationalized at the classroom rather than individual student level to more accurately draw links to educational policy and practice. Multilevel analyses of the 1999 IEA Civic Education Study, a nationally-representative sample of 2,774 US ninth-graders (50 % female; 58 % white), revealed that an open classroom climate predicted some, but not all, components of critical consciousness. Specifically, open classroom climate was positively related to sociopolitical efficacy in both the educational and political domains and to critical action in the community domain, but was not related to critical reflection. Few differences in these associations were found for youth from racial/ethnic majority versus minority backgrounds. The exception was sociopolitical efficacy in the educational domain: open classroom climate was particularly predictive of sociopolitical efficacy for minority youth. The findings are discussed in regard to previous research on open classroom climate and youth critical consciousness; and implications for future research and educational practice are drawn.

This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students' and the instructor's experiences including their opinions and behaviours. Qualitative data was collected with an observation form, discussion messages and interviews with selected participants. As a result, in terms of self-regulated learning, the goal setting and planning, task strategies and help seeking skills of the students were high in the face to face learning designed with problem based activities through flipped classroom model, their goal setting and planning, task strategies and help seeking skills were appeared moderately. In the home sessions, environment structuring, goal setting and planning skills were developed in high level while task strategies, help seeking, time management, monitoring, self-efficacy and self-evaluation skills were moderate and monitoring skills was lower. Consequently, it is hoped that the study may provide some suggestions for using problem based activities in flipped learning.