Influence of family and classroom environments on the development of aggression in adolescents

2011 ◽  
Author(s):  
Anita Sharma
Keyword(s):  
Classroom Environments

Gifted Classroom Environments and the Creative Process: A Systematic Review

2021 ◽  
pp. 016235322110014
Author(s):  
Lindsay Ellis Lee ◽  
Melanie S. Meyer ◽  
Kacey Crutchfield
Keyword(s):  
Systematic Review ◽  
Creative Process ◽  
Classroom Culture ◽  
Systematic Evaluation ◽  
Future Research ◽  
Critical Examination ◽  
Process Skills ◽  
Classroom Environments ◽  
Creative Processes ◽  
K 12

As the expectations for including creativity in K–12 education continually grow, creative process skills equip students with thinking strategies to generate and evaluate ideas. This systematic review explored existing research on elementary and secondary gifted classroom environments that promote creative process skills. A database search yielded peer-reviewed literature, empirical and practitioner-focused, for systematic evaluation. A critical examination of literature published from 2011 to 2019 identified characteristics of educational environments that foster creative processes and highlighted key themes, including integrating creative process skills, adaptive environments, reflective classroom culture, and challenges to implementation. Implications for classroom application and suggestions for future research are discussed.

Using Social Media to Support Presentation Skill Development in Traditional Classroom Environments

2017 ◽  
Vol 29 (3) ◽  
pp. 68-91 ◽  
Author(s):  
Paul M. Di Gangi ◽  
Samuel H. Goh ◽  
Carmen C. Lewis
Keyword(s):  
Social Media ◽  
Student Perceptions ◽  
Skill Development ◽  
Traditional Classroom ◽  
Future Research ◽  
Classroom Environments ◽  
Learning Tool ◽  
Face To Face ◽  
Use Of Social Media ◽  
Presentation Skill

Social media has become widely adopted in both society and business. However, the academy has been slow to leverage social media as a learning tool. The purpose of this study is twofold. First, this study explores student perceptions about the use of social media in face-to-face classroom environments. Second, this study examines how social media, as a learning tool, supports presentation skill development. Using a proprietary social media application, we conducted a sequential mixed method study using students enrolled in undergraduate introductory information systems courses that included a student presentation project. One hundred seventy-seven students responded to a survey based on a facilitator and inhibitor model of social media use and an open-ended questionnaire to understand how social media impacts presentation skill development. The implications of the results from this study are discussed along with directions for future research.

Language learners' perceptions of supportive classroom environments

1998 ◽  
Vol 17 (1) ◽  
pp. 29-32 ◽  
Author(s):  
Robert Burden ◽  
Marion Williams
Keyword(s):  
Language Learners ◽  
Classroom Environments

scholarly journals Teaching while Black: Best Practices for Engaging white Pre-service Teachers in Discourse Focused on Individual & Cultural Diversity in Urban Schools

2020 ◽  
Vol 15 (1) ◽  
pp. 116-134
Author(s):  
Kisha Porcher
Keyword(s):  
Preservice Teachers ◽  
Best Practices ◽  
Cultural Diversity ◽  
Urban Schools ◽  
White Students ◽  
Teacher Education Program ◽  
Classroom Environments ◽  
Underlying Principle ◽  
Self Study ◽  
Black Professors

In this article, I reflect on ways to improve my practice as a Black woman teaching in a white-dominated teacher education program through self-study in teacher preparation (S-STEP). I describe strategies that Black professors can use to engage white preservice teachers in discourse about individual and cultural diversity in urban schools. The general underlying principle in this focus is that one must create a safe space for white students, regardless of comfort, to communicate about individual and cultural diversity in urban schools. This is imperative, as research demonstrates many professors of color, specifically Black professors, experience hostile classroom environments. These experiences occur mostly within white-dominated institutions when students experience a shift of power from a white professor to a professor of color. This shift is intensified when the topics of the course focus on equity and social justice in urban schools. Practitioners of color are encouraged to explore ways in which these and others can be incorporated in courses that prepare white teachers to teach diverse populations in urban schools.

Acceptability of Behavioral Interventions Used in Classrooms: The Influence of Amount of Teacher Time, Severity of Behavior Problem, and Type of Intervention

1984 ◽  
Vol 9 (2) ◽  
pp. 95-104 ◽  
Author(s):  
Joseph C. Witt ◽  
Stephen N. Elliott ◽  
B. K. Martens
Keyword(s):  
Student Teachers ◽  
Behavioral Interventions ◽  
Classroom Teachers ◽  
Classroom Environments ◽  
Classroom Intervention ◽  
Negative Effects ◽  
Teacher Judgments ◽  
Five Factors ◽  
Reliable Instrument ◽  
Unitary Concept

This article explored factors related to teacher judgments that an intervention is either acceptable or unacceptable for use in typical classroom environments. The acceptability of various interventions was assessed by having 180 preservice and student teachers read case studies involving a classroom intervention and then judging the acceptability of the intervention according to five factors — whether the intervention was considered generally acceptable, whether it posed undue risk to the child, whether it required excessive teacher time, whether it had negative effects on nontarget children, and whether it required such high levels of teacher skill that the typical teacher could not implement it. The major outcomes of the study included: (a) the determination that acceptability of a classroom intervention is not a unitary concept, rather it embodies five components; (b) the construction of a reliable instrument for assessing the acceptability of classroom interventions; and (c) the finding that various interventions differ markedly in their acceptability. Results are discussed in terms of relevance to developing interventions that are effective and yet can be utilized by regular classroom teachers.

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