Classroom structures

2017 ◽  
pp. 163-181
Author(s):  
Roland Chaplain
Keyword(s):  
Classroom Structures

Multigrade Instruction at Rishi Valley and Neel Bagh

2018 ◽  
pp. 251-273
Author(s):  
Radhika Herzberger
Keyword(s):  
Student Learning ◽  
South India ◽  
Classroom Structures ◽  
Multigrade Classrooms ◽  
Important Purpose

Recent surveys of the education scenario in India’s countryside highlight the fact that within a single classroom student learning levels vary greatly. Multigrade classrooms, i.e. classrooms where student competency levels are identified, and each student is enabled to move at his or her own pace, are the need of the hour. This essay examines multigrade classroom structures pioneered in south India by Gordon F. Pearce at Rishi Valley School and David Horsburgh at Neel Bagh. A no less important purpose of the essay is to show that the culture of multigrade classrooms of Pearce’s and Horsburgh’s design, though very different, promoted a vision of education enunciated by Rishi Valley’s founder, J. Krishnamurti.

“Simply No Worse and Simply No Better” May Simply Be Wrong: A Critique of Veenman’s Conclusion About Multigrade Classes

1996 ◽  
Vol 66 (3) ◽  
pp. 307-322 ◽  
Author(s):  
DeWayne A. Mason ◽  
Robert B. Burns
Keyword(s):  
Student Achievement ◽  
Selection Bias ◽  
Teacher Motivation ◽  
Key Factors ◽  
Negative Effects ◽  
Age Classes ◽  
Classroom Structure ◽  
Quality Instruction ◽  
Negative Effect ◽  
Classroom Structures

Although Simon Veenman’s (1995) synthesis of research on multigrade and multi-age classes contributes important definitions and findings to the literature, his assessment of the effects of multigrade classes—the more common of these classroom structures—ignores two key factors: (a) selection bias and (b) lower-quality instruction. The omission of these two key factors and Veenman’s implicit advocacy of multi-age classes and cross-grade grouping render his no-difference conclusion problematic. In this article, we critique Veenman’s conclusion and explanations, and argue that selection bias and lower-quality instruction should be included as part of the explanation for his no-difference finding. We conclude that multigrade classes have at least a small negative effect on achievement as well as potentially negative effects on teacher motivation. We suggest that researchers examine more carefully the conditions under which student achievement and affect may be fostered in this classroom structure.

scholarly journals A Critical Archival Pedagogy: The Lesbian Herstory Archives and a Course in Radical Lesbian Thought

2016 ◽  
Vol 105 ◽  
pp. 23-32
Author(s):  
Kailah R. Carden ◽  
Sabina E. Vaught ◽  
Arturo Muñoz ◽  
Vanessa Pinto ◽  
Cecilia Vaught ◽  
...  
Keyword(s):  
Critical Pedagogy ◽  
Knowledge Production ◽  
Reading And Writing ◽  
Teachers And Students ◽  
Classroom Structures ◽  
Collaborative Knowledge

This paper is the story of a critical archival pedagogy that emerged through the undergraduate course Radical Lesbian Thought. As teachers and students, we dialogically co-constructed the praxis and content of the course throughout the semester. We employed archives throughout the course as theory, site, and pedagogy. In this paper we identify three archival frameworks: dialogue and difference, collaborative knowledge production, and archival methodology; and detail how they informed three course activities: reading and writing archival letters, visiting the Lesbian Herstory Archives, and completing final archival projects. We argue that archives provide theoretical and practical opportunities, in the tradition of critical pedagogy, to challenge and rearrange powered classroom structures and practices of thought.

Innovative Instruction in STEM Education

2016 ◽  
pp. 155-180
Author(s):  
Victoria C. Coyle ◽  
Dianna L. Newman ◽  
Kenneth A. Connor
Keyword(s):  
Stem Education ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Future Research ◽  
Online Information ◽  
Student Centered ◽  
Student Centered Learning ◽  
Future Research Directions ◽  
Classroom Structures ◽  
Authentic Activities

Research from the learning sciences provides evidence that students engaged in collaborative learning in authentic activities are better able to retain and transfer knowledge to alternate contexts leading educators to reexamine the role of the lecture as a dominant instructional method. The use of alternate classroom structures to create student-centered learning environments is appropriate in STEM education. This chapter presents the development of a flipped classroom in a higher education STEM course, and describes the iterative process and subsequent structure of the course over several years. Considerations when implementing a flipped model of instruction are: the degree of self-regulation required of students, methods of assessment and the relationship between online information and authentic activities that students participate in during class. Recommendations for future research directions are discussed.

Studying Discourse as Social Interaction: The Potential of Social Network Analysis for Discourse Studies

2018 ◽  
Vol 47 (6) ◽  
pp. 375-383 ◽  
Author(s):  
Christopher J. Wagner ◽  
María González-Howard
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Classroom Discourse ◽  
Learning Opportunities ◽  
Social Phenomenon ◽  
Novel Approach ◽  
Discourse Studies ◽  
Classroom Structures

Education researchers have extensively studied classroom discourse as a way to understand classroom structures and learning. This article proposes the use of social network analysis (SNA) as a method for discourse studies in education. SNA enables us to learn about the connections between persons and the patterns of relations within groups. This presents a novel approach to the study of discourse that may more accurately reflect current understandings of discourse as a social phenomenon. This article explains the theoretical links between SNA and the concept of discourse in education and then considers how SNA can be used to examine classroom discourse. A brief overview of promising methods is presented to provide examples of how SNA can be applied to discourse data. This article argues that continued exploration and applications of SNA could yield more complex understandings of the role of discourse in learning opportunities and outcomes.

A Spanish-English Dual-Language Program in New York City

1990 ◽  
Vol 508 (1) ◽  
pp. 160-169 ◽  
Author(s):  
SIDNEY H. MORISON
Keyword(s):  
New York ◽  
New York City ◽  
Dual Language ◽  
Academic Growth ◽  
Cultural Backgrounds ◽  
Language Program ◽  
Dual Language Program ◽  
City College ◽  
Enrichment Program ◽  
Classroom Structures

The dual-language program at Public School 84 provides immersion settings in Spanish and English, on an alternate-day basis, for classes containing both Hispanic and non-Hispanic children of varying degrees of language dominance. Teachers carefully avoid concurrent mixing of languages as they develop curriculum. Language itself is not taught; rather, it is learned through use in informal classroom structures that encourage social interaction. Bilingualism and biliteracy are expected outcomes by grade six but are secondary to the goal of academic growth. The dual-language program is an enrichment program that grew out of the school's earlier bilingual program, which was started in 1970 and rooted in the principles of heterogeneity and inclusion of children's cultural backgrounds. It has been a collaborative effort of staff, parents, and administration, with technical support from Professor Ricardo Otheguy of City College, New York.

scholarly journals Translating Research to Practice on Individual and Collective Mathematics and Science Identity Formation: Pedagogical Recommendations for Teachers

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
Rebecca Hite ◽  
Mona Tauber
Keyword(s):  
Identity Formation ◽  
Collective Identity ◽  
Science Identity ◽  
Legitimate Peripheral Participation ◽  
Pedagogical Strategies ◽  
Math And Science ◽  
Classroom Structures ◽  
And Mathematics ◽  
K 12 ◽  
Mathematics And Science

Recruiting students to science and mathematics fields continues to be a nationwide issue, resulting in a dearth of individuals to fill present and future science and math careers. Novel interventions, especially in the K-12 space, call for a move from content acquisition to formation of individuals’ identity to foster involve science and math interest and persistence. Identity research has evidenced results, yet greater communication is needed between the research and practitioner communities to realize the potential of cultivating collective STEM identifies in the classroom. In this paper, we bridge these spaces by describing the potential affordances beyond individual identity formation to that of collective (classroom level) identity formation for K-12 teachers to consider for their math and science students, respectively. Specifically exploring how traditional K-12 classroom structures may reinforce stereotypes hindering collective mathematics and science identity formation, whereas reform-oriented classroom structures (that employ legitimate peripheral participation within a community of practice) enable them. Last, to aid practitioners who wish to engage in reform efforts, we recommend pedagogical interventions to promote opportunities for students to collectively co-construct skills specific to mathematics and science communities as a strategy to foster collective mathematics and science identities. Collective identity formation can provide K-12 classroom teachers pedagogical strategies for additional opportunities or enhanced and experiences for students to co-construct and reinforce individual identities in math and science.

scholarly journals Scholars on the sidelines : a phenomenological study of high-achieving elementary students in southwest Missouri

2018 ◽  
Author(s):  
◽  
Kerri Cox
Keyword(s):  
Elementary Students ◽  
Phenomenological Study ◽  
Academic Experiences ◽  
Suburban Schools ◽  
High Achievers ◽  
Phenomenological Inquiry ◽  
Academic Challenges ◽  
High Achieving Students ◽  
High Achieving ◽  
Classroom Structures

High-achieving students are those who enter the classroom ready and able to learn. They demonstrate their abilities by earning high grades in their coursework and by receiving high scores on standardized tests. The purpose of this phenomenological inquiry was to articulate the lived experiences of high-achieving elementary students in suburban schools in southwest Missouri. How would high-achieving elementary students, their parents, and their classroom teachers describe the academic experiences of high-achieving elementary students in suburban schools in southwest Missouri? Specific research probes looked at the degree to which these students received differentiated instruction and sought to uncover the classroom experiences and academic structures that best support and most hinder these students? growth. The findings show that students have limited differentiated opportunities. In speaking to parents, students, and teachers, the following classroom structures and academic structures emerged as those that most hinder learning: (a) mixed-ability classrooms, (b) a focus on standardization, (c) teaching to the middle, and (d) personality clashes with teachers. The following classroom structures and experiences emerged from the data as those that support high-achieving students: (a) pursuing their passions in and out of the classroom; (b) supportive teachers; and (c) confronting and conquering academic challenges. Implications from this study could provide researchers, educators, and administrators more insight into the needs of high-achievers and recommendations for supporting these students in the classroom.

scholarly journals Engaging Through Design Thinking: Catalyzing Integration, Iteration, Innovation, and Implementation

2019 ◽  
Vol 8 (1) ◽  
pp. 87-113
Keyword(s):  
General Education ◽  
Real World ◽  
Design Thinking ◽  
Wicked Problem ◽  
Participatory Action ◽  
Pedagogical Strategies ◽  
Collaborative Community ◽  
Community Based Learning ◽  
Classroom Structures ◽  
Participatory Engagement

In response to the challenges presented by traditional university and classroom structures, this article offers a set of hybrid pedagogical strategies for transdisciplinary, collaborative, community-based learning that responds to a “real-world need” in “real time.” These strategies emerge from “Design Thinking to Meet Real World Needs,” a project-based general education undergraduate course that harnesses best practices from research on design thinking, transdisciplinarity, and sustainability science. Seeking to inspire empathetic listening and creative confidence (Kelley & Kelley, 2013), the course begins in partnership and in place, engaging students in collaborative participatory action. Emphasizing integration, iteration, ideation, and implementation, the course encourages students to innovate in order to address a local wicked problem. This article is particularly relevant for educators and administrators hoping to catalyze innovative co-participatory engagement projects that move beyond traditional university structures and thus engage more directly with the needs of the community.

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