Exploring Practical Art Who Teachers Demonstrate in the Process Teachers’ Classroom Level Curriculum Developing-Based on Schwab’s the Practical

2021 ◽  
Vol 21 (14) ◽  
pp. 335-351
Author(s):  
Juyoung Lee ◽  
Kwangsoon Jeong
Keyword(s):  
Classroom Level

School Segregation at the Classroom Level in a Southern ‘New Destination’ State

2021 ◽  
Author(s):  
Charles T. Clotfelter ◽  
Helen F. Ladd ◽  
Calen R. Clifton ◽  
Mavzuna R. Turaeva
Keyword(s):  
School Segregation ◽  
New Destination ◽  
Destination State ◽  
Classroom Level

scholarly journals Conceptualizing content-related PD facilitator expertise

2021 ◽  
Author(s):  
Susanne Prediger ◽  
Bettina Roesken-Winter ◽  
Rebekka Stahnke ◽  
Birte Pöhler
Keyword(s):  
Secondary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Situated Learning ◽  
Mathematics Teaching ◽  
Learning Opportunities ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Situational Demands ◽  
Classroom Level

AbstractStudies of facilitators of professional development (PD) for mathematics teachers have been increasing in order to improve their preparation for conducting PD. However, specifications of what facilitators should learn often lack a conceptualization that captures facilitators’ expertise for different PD content. In this article, we provide a framework for facilitator expertise that is in line with current conceptualizations but makes explicit the content-related aspects of such expertise. The framework for content-related facilitator expertise combines cognitive and situated perspectives and allows unpacking different components at the PD level and the classroom level. Using two illustrative cases of different PD content (probability education in primary school and language-responsive mathematics teaching in secondary school), we exemplify how the framework can help to analyze facilitators’ practices in content-related ways in a descriptive mode. This analysis reveals valuable insights that support designers of facilitator preparation programs to specify what facilitators should learn in a prescriptive mode. We particularly emphasize the importance of working on content-related aspects, unpacking the PD content goals into the content knowledge and pedagogical content knowledge elements on the classroom level and developing facilitators’ pedagogical content knowledge on the PD level (PCK-PD), which includes curricular knowledge, as well as knowledge about teachers’ typical thinking about a specific PD content. Situated learning opportunities in facilitator preparation programs can support facilitators to activate these knowledge elements for managing typical situational demands in PD.

Predicting Teacher Use and Benefit from Virtual Training in Classroom-Level Positive Behavioral Supports

2021 ◽  
Author(s):  
Elisa S. Shernoff ◽  
Adam J. Lekwa ◽  
Stacy L. Frazier ◽  
Alban Delmarre ◽  
Joseph Gabbard ◽  
...  
Keyword(s):  
Virtual Training ◽  
Behavioral Supports ◽  
Positive Behavioral Supports ◽  
Teacher Use ◽  
Classroom Level

Rejection and Victimization among Elementary School Children: The Buffering Role of Classroom-Level Predictors

2013 ◽  
Vol 43 (1) ◽  
pp. 5-17 ◽  
Author(s):  
Marina Serdiouk ◽  
Philip Rodkin ◽  
Rebecca Madill ◽  
Handrea Logis ◽  
Scott Gest
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Classroom Level

scholarly journals IMPLEMENTASI EDUPREUNEURSHIP DALAM PEMBENTUKAN KARAKTER SEKOLAH UNGGUL

2019 ◽  
Vol 5 (1) ◽  
pp. 13-21
Author(s):  
Badrut Tamam ◽  
Akhmad Muadin
Keyword(s):  
Learning Styles ◽  
School Principals ◽  
Strategic Plan ◽  
Educational Institutions ◽  
Direct Practice ◽  
Educational Foundations ◽  
School Canteen ◽  
Classroom Level

"Implementation of Edupreuneurship in the Formation of Excellent School Characters (Multisitus Study at the Fastabiqul Khairat Foundation and the Bunga Bangsa Samarinda Foundation). This study aims to determine 1) What are the forms of edupreneurship formulation as stated in the strategic plan at the Fastabiqul Khairat Samarinda Foundation and the Bunga Bangsa Samarinda Foundation. 2) To find out how the Implementation of Edupreneurship Foundation Fastabiqul Khairat Samarinda and Samarinda Flower Foundation. The results of the study show that to realize the vision and mission of the educational institutions the two foundations always emphasize the synergy between the elements of the school. Principals, teachers, employees, students as well as parents of students committed in one synergy for the best education for their children. The implementation of edupreneurship in realizing superior school character in the Fastabiqul Khairat Foundation and Bunga Bangsa Samarinda is done by building a commitment to provide the best service to students and parents of students. The implementation of edupreneurship in realizing the character of superior schools in the two leading educational foundations in Samarinda is done in a conscious and systematic way by creating an atmosphere of conscious talent and interest in exploring the potential of students so that educators can adjust to the learning styles of their students. The implementation of edupreneurship in realizing the character of a superior school is done by theorizing and direct practice through the bazaar, business center (school canteen) or bazaar at the classroom level

Critical Instruction, Student Achievement, and the Nurturing of Global Citizens

2015 ◽  
pp. 1308-1330
Author(s):  
Howard Menand
Keyword(s):  
Qualitative Research ◽  
Instructional Practices ◽  
21St Century ◽  
Research Question ◽  
Historical Background ◽  
Classroom Observations ◽  
Global Level ◽  
Global Citizens ◽  
The Impact ◽  
Classroom Level

The chapter applies critical theory to analyze the impact of globalization on education at the classroom level. Based on the hypothesis that education policy decisions made at the global level result in outcomes at the classroom level, it is clear globalization directly impacts students in the classroom. Therefore, within the context of curriculum and instruction, this chapter critically explores 21st century instructional practices as a response to the following research question: What are effective methods for engaging all learners in today's classrooms? The chapter incorporates qualitative research results and historical background about globalization, which thus situates current 21st century instructional practices within a framework for critical deconstruction. Finally, the qualitative research utilized in this chapter stems from classroom observations of teachers delivering 21st century instruction, and this research serves the purpose of clearly illustrating the characteristics of 21st century instruction in the classroom.

“I Can't Stop Singing”

2021 ◽  
pp. 1-20
Author(s):  
Pamela M. Sullivan
Keyword(s):  
Popular Culture ◽  
Literacy Skills ◽  
Reader's Theater ◽  
History Of Research ◽  
Fluency And Comprehension ◽  
History Of ◽  
Literacy Learners ◽  
And Performance ◽  
Classroom Level

There is a long history of research on theater and performance supporting literacy skills, especially fluency and comprehension. Most of this work is based on drama and plays and has been adapted to the classroom level in the form of Reader's Theater. Musicals, however, with their combination of acting, dancing, and singing, offer unique benefits to struggling literacy learners. This chapter will make the argument that modern musicals, particularly those rooted in popular culture and oriented toward children, allow for growth possibilities in all components of literacy.

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