Results for 'Classroom practices'

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  1. The classroom practice of preservice teachers and their conceptions of teaching and learning science.Vicente Mellado - 1998 - Science Education 82 (2):197-214.
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  2.  16
    Medical Classroom Practice: Petrus Hispanus' Questions on Isagoge, Tegni, Regimen Acutorum, and Prognostica . Fernando Salmon.Heinrich Schipperges - 2000 - Isis 91 (4):774-774.
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  3.  16
    The Effect of Positive Working Conditions on Work Engagement and Teaching Classroom Practices: A Large Cross-Sectional Study in Switzerland.Loredana Addimando - 2019 - Frontiers in Psychology 10.
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  4.  57
    Preservice teachers 'classroom practice and their conceptions of the nature of science.Vicente Mellado - 1997 - Science & Education 6 (4):331-354.
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  5. US school reform and classroom practice.Larry Cuban - 2008 - In Ciaran Sugrue (ed.), The future of educational change: international perspectives. New York: Routledge. pp. 75.
     
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  6.  24
    An Empirical Study: To What Extent and In What Ways Does Social Foundations of Education Inform Four Teachers' Educational Beliefs and Classroom Practices?Jacquelyn R. Benchik-Osborne - 2013 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 49 (6):540-563.
    (2013). An Empirical Study: To What Extent and In What Ways Does Social Foundations of Education Inform Four Teachers’ Educational Beliefs and Classroom Practices? Educational Studies: Vol. 49, No. 6, pp. 540-563.
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  7. Study of classroom practice and classroom contexts amongst senior high school biology teachers in Harare, Zimbabwe.Eric M. Gwimbi & Martin Monk - 2003 - Science Education 87 (2):207-223.
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  8.  9
    Gay as classroom practice: A study on sexuality in a secondary language classroom.Angelica Simonsson & Petra Angervall - 2016 - Confero: Essays on Education, Philosophy and Politics 4 (1):37-70.
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  9. Mediating contexts in classroom practices.Carey Jewitt - 2009 - In Richard Edwards, Gert Biesta & Mary Thorpe (eds.), Rethinking Contexts for Learning and Teaching. Routledge. pp. 92.
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  10.  42
    Dewey’s epistemology: An argument for warranted assertions, knowing, and meaningful classroom practice.Deron R. Boyles - 2006 - Educational Theory 56 (1):57-68.
    In an effort to navigate the treacherous path between professionalism and social relevancy, this essay takes up an area of professional philosophy — epistemology — with the intention of reclaiming the integrative role John Dewey held for philosophy and classroom practice. Deron Boyles asserts that epistemology can and should represent an area of inquiry that is relevant and useful for philosophy of education, especially as it develops classroom practices that foster inquiry. He specifically seeks to revive Dewey’s (...)
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  11. Math habitus, the structuring of mathematical classroom practices, and possibilities for transformation.Nadia Stoyanova Kennedy - 2012 - Childhood and Philosophy 8 (16):421-441.
    In this paper, I discuss the social philosopher Pierre Bourdieu’s concept of habitus, and use it to locate and examine dispositions in a larger constellation of related concepts, exploring their dynamic relationship within the social context, and their construction, manifestation, and function in relation to classroom mathematics practices. I describe the main characteristics of habitus that account for its invisible effects: its embodiment, its deep and pre-reflective internalization as schemata, orientation, and taste that are learned and yet unthought, (...)
     
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  12.  11
    Revisiting Peirce’s account of scientific creativity to inform classroom practice.Joseph Paul Ferguson & Vaughan Prain - 2020 - Educational Philosophy and Theory 52 (5):524-534.
    Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce’s later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on (a) his rationale for abduction, (b) conditions he recognised as necessary to support this speculative reasoning, (c) pragmatic strategies to guide (...)
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  13. Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?Mark Windschitl - 2003 - Science Education 87 (1):112-143.
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  14.  5
    An Empirical Study: To What Extent and In What Ways Does Social Foundations of Education Inform Four Teachers’ Educational Beliefs and Classroom Practices?Jacquelyn R. Benchik-Osborne - 2013 - Educational Studies 49 (6):540-563.
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  15.  4
    Teaching Logic : an Examination of a Classroom Practice.Juan Rafael G. Macaranas - 2017 - Philosophia: International Journal of Philosophy (Philippine e-journal) 18 (2):222-240.
    This paper constitutes my philosophy of teaching. I aim to model self-examination of teaching practice with the use of philosophical actionresearch. I use the method of triangulation and a mix of qualitative and quantitative data to validate and to strengthen my assertions. The analysis was grounded on empirical information, relevant current literature, and reflection. I argue that self-examination of practice is a worthy exercise for educators. When conducted systematically, self-examination efforts should not be regarded as merely subjective. It can be (...)
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  16.  32
    Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study.Janneke van de Pol, Sue Brindley & Rupert John Edward Higham - 2017 - Educational Studies 43 (5):497-515.
    Dialogic Teaching is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme. The CPDP appeared effective to some extent. The History teacher’s understanding (...)
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  17.  8
    Sts Teaching: Theoretical Perspectives and Classroom Practice.Margaret B. Powell & Sarah F. Perkins - 1987 - Bulletin of Science, Technology and Society 7 (1-2):146-157.
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  18. Routines, roles, and responsibilities for aligning scientific and classroom practices.Michael J. Ford & Brian M. Wargo - 2007 - Science Education 91 (1):133-157.
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  19. Relationships between prospective secondary teachers' classroom practice and their conceptions of biology and of teaching science.John Lemberger, Peter W. Hewson & Hyun‐Ju Park - 1999 - Science Education 83 (3):347-371.
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  20.  15
    Moral Complexities of Student Question-Asking in Classroom Practice.Stephen C. Yanchar & Susan P. Gong - 2020 - Phenomenology and Practice 15 (2):73-99.
    Prior research on student question-asking has primarily been conducted from a cognitive, epistemological standpoint. In contrast, we present a hermeneutic-phenomenological investigation that emphasizes the moral-practical context in which question-asking functions as a situated way of being in the midst of practice. More particularly, we present a hermeneutic study of student question-asking in a graduate seminar on design theory. The study offers a unique moral-practical perspective on this commonly studied phenomenon. Our analysis yielded four themes regarding the moral-practical intricacies of question-asking (...)
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  21. The promotion of social awareness: powerful lessons from the partnership of developmental theory and classroom practice (Robert L. Selman).S. N. Oja & G. Rogers - 2005 - Journal of Moral Education 34 (3):371.
     
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  22. Technology‐enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice.Minchi C. Kim, Michael J. Hannafin & Lynn A. Bryan - 2007 - Science Education 91 (6):1010-1030.
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  23. Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices.Ken King, Lee Shumow & Stephanie Lietz - 2001 - Science Education 85 (2):89-110.
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  24.  28
    The corporal punishment ban in schools: Teachers’ attitudes and classroom practices.Ashwini Tiwari - 2018 - Educational Studies 45 (3):271-284.
    This study examines Indian teachers’ perceptions of corporal punishment, the reasons why CP still persists despite a ban, and the ways in which CP controversy reflects on social climate of the schools. Drawing from literature on custodial views of pupil control and systems theories, this qualitative study primarily uses observations and interviews to examine teachers’ perceptions related to use of CP in Delhi, India. Based on the data analysis this study concludes that alternatives to CP and successful implementation of the (...)
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  25.  12
    Transforming classroom culture: inclusive pedagogical practices.Arlene Dallalfar, Esther Kingston-Mann & R. Timothy Sieber (eds.) - 2011 - New York: Palgrave-Macmillan.
    Transforming Classroom Culture lays bare the key challenges that face today's increasingly diverse professoriate. Drawing on the experience of teachers from a wide range of universities, it reveals the rich potential for transformative teaching and learning in America's college classrooms. The book's contributors demonstrate how both parties to the learning encounter-faculty as well as students--interrogate and renegotiate their positions in shifting, dynamic systems of power that reflect wider national and global contexts. University faculty, staff, and administrators will be particularly (...)
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  26.  20
    Practicing Critical Thinking in an Educational Psychology Classroom: Reflections from a Cultural-Historical Perspective.Elena Lyutykh - 2009 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 45 (4):377-391.
    (2009). Practicing Critical Thinking in an Educational Psychology Classroom: Reflections from a Cultural-Historical Perspective. Educational Studies: Vol. 45, No. 4, pp. 377-391.
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  27. Differentiation practices in a private and government high school classroom in Lesotho: Evaluating teacher responses.Makatleho Leballo, Dominic Griffiths & Tanya Bekker - 2021 - South African Journal of Education 41 (1):1-13.
    One way in which the practice of inclusion can be actualised in classrooms is through the use of consistent, appropriate differentiated instruction. What remains elusive, however, is insight into what teachers in different contexts think and believe about differentiation, how consistently they differentiate instruction and what challenges they experience in doing so. In the study reported on here high school classrooms in a private and a government school in Lesotho were compared in order to determine teachers’ thoughts and beliefs about (...)
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  28.  14
    Revitalizing classrooms: innovations and inquiry pedagogies in practice.Jeffery Galle & Rebecca L. Harrison (eds.) - 2018 - Lanham: Rowman & Littlefield.
    Revitalizing Classrooms brings together six diverse essays with the central purpose of providing a venue for scholar teachers from a number of disciplines to convey their individual journeys in pedagogical innovation.
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  29.  1
    Practicing pragmatism through progressive pedagogies: a philosophical lens for grounding classroom teaching and research.Susan Jean Mayer - 2023 - New York, NY: Routledge.
    This book contributes to the contemporary revival of pragmatism as a practical and ultimately, as Mayer argues, necessary philosophical stance within democratic schools. Given that pragmatism addresses the question of how people can move forward in the absence of transcendent Truth, the author shows how pragmatism also-and not incidentally-provides grounds for pluralistic democratic societies to move forward in the absence of shared belief systems. Weaving together philosophical analysis and classroom discourse research, Mayer explores the relationships among pragmatism, progressive educational (...)
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  30.  20
    The practice of formulating in classroom interaction: Some preliminary remarks.Charikleia Kapellidi - 2015 - Pragmatics and Society 6 (4):565-592.
    Although the practice of formulating has been examined in a variety of institutional settings, its realization in the framework of school interaction has received no attention from a conversation analytic perspective. The present article aspires to fill this gap, offering some preliminary remarks about how reformulations, namely versions of what was previously said or implied, are accomplished in the classroom. More specifically, two types of the teacher’s reformulations are distinguished, on the basis of his/her epistemic access to what is (...)
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  31. The practical epistemologies of the classroom: A study of laboratory work.Per‐Olof Wickman - 2004 - Science Education 88 (3):325-344.
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  32.  3
    What Practices Make For An Inclusive Philosophy Classroom?Rochelle DuFord - 2021 - The Philosophers' Magazine 93:98-103.
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  33.  8
    Critical Democratic Education in Practice: Evidence from An Experienced Teacher's Classroom.Lisa Sibbett - 2022 - Journal of Social Studies Research 46 (1):35-52.
    Ever-increasing numbers of teachers are expressing commitments to social justice education today, but few experienced critical or democratic education in their own schooling or in their teaching practicum. Thus, teachers’ critical democratic commitments can be difficult to put into practice, especially in classrooms where students with diverse and unequal positionalities are engaged in learning together – what I call “heterogeneous” classrooms. Education that is “democratic” (that includes a range of warranted perspectives) can seem to come into conflict with education that (...)
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  34.  24
    Philosophical Practice in the Classroom, or, How I Kill Zombies for a Living.Leslie Miller - 2015 - American Association of Philosophy Teachers Studies in Pedagogy 1:129-156.
    After a brief introduction to Philosophical Practice, I explain why I use it in my courses and elaborate on some of the material and techniques I present to students in the hope that it helps them to become better-adjusted and happier people. As an example of the sorts of assignments I create for these courses I present a semester-long assignment called “Everyday Philosophical Practice” that is based on the practice of mindfulness and requires intentional metacognition from the students. This approach (...)
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  35. Ethical practices in the college classroom : teaching and learning from the Next Generation about academic honesty.V. Sue Atkinson - 2020 - In Maureen E. Squires (ed.), Ethics in higher education. Hauppauge, New York: Nova Science Publishers.
     
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  36.  15
    Classroom Authority: Theory, Research, and Practice. Judith L. Pace and Annette Hemmings, eds. Mahwah, NJ.: Lawrence Erlbaum Associates, Inc., 2006. pp. 193 $24.50 (paper). [REVIEW]Greg Seals - 2007 - Educational Studies 41 (3):259-263.
    (2007). Classroom Authority: Theory, Research, and Practice. Judith L. Pace and Annette Hemmings, eds. Mahwah, NJ.: Lawrence Erlbaum Associates, Inc., 2006. pp. 193 $24.50 (paper). Educational Studies: Vol. 41, No. 3, pp. 259-263.
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  37. Exemplary practice in science classrooms.Kenneth Tobin & Patrick Garnett - 1988 - Science Education 72 (2):197-208.
     
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  38.  12
    Philosophical Practice in the Classroom, or, How I Kill Zombies for a Living.Leslie Miller - 2015 - Aapt Studies in Pedagogy 1:129-156.
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  39. Sustainable Learning: Inclusive Practices for 21st Century Classrooms.Lorraine Graham, Jeanette Berman & Anne Bellert - 2015 - Cambridge University Press.
    Sustainable Learning: Inclusive Practices for 21st Century Classrooms provides readers with the knowledge and skills to be confident and effective inclusive teachers. The authors show that these skills are essential to quality teaching – teaching that is evidence-based, purposeful, relevant and responsive to students' needs. The book employs three overarching frameworks to examine inclusive practices in education: equity, values and sustainability. Chapter features include: • 'Think and do' exercises • Examples, case studies and vignettes • Tables, figures and (...)
     
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  40.  6
    The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices.Masoomeh Estaji & Kiyana Zhaleh - 2022 - Frontiers in Psychology 13.
    This mixed methods research study investigated if explicit instruction could affect EFL teachers’ perceptions and practices of classroom justice considering its three-dimensional conceptualization based on the social psychology theories of justice, encompassing the distributive, interactional, and procedural justice. To this end, 77 Iranian English as a Foreign Language teachers, chosen through maximum variation sampling, attended a four-session online justice-training course. The data were collected both before and after the course intervention through close- and open-ended questionnaires. Quantitative data analysis (...)
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  41.  9
    Understanding Child and Adolescent Behaviour in the Classroom: Research and Practice for Teachers.David Armstrong, Fiona Hallett, Julian Elliott & Graham Hallett - 2015 - Cambridge University Press.
    Understanding Child and Adolescent Behaviour in the Classroom is a vital guide for pre-service and in-service teachers, providing the tools to respond effectively and ethically to child and adolescent behaviour that is of concern. In this innovative book, expert authors offer 'positive rules' that will assist educators in their classroom practice. Key practical issues that are addressed include: • Building a purposeful and emotionally and psychologically positive classroom culture • Recognising and responding to children who present with (...)
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  42.  85
    Personal epistemology in the classroom: theory, research, and implications for practice.Lisa D. Bendixen & Florian C. Feucht (eds.) - 2010 - New York: Cambridge University Press.
    Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa (...)
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  43.  7
    Exploration of teachers’ personal practical knowledge for teaching controversial public issues in elementary school classrooms.Yu-Han Hung - 2020 - Journal of Social Studies Research 44 (3):281-289.
    This study explores teachers’ personal practical knowledge and curricular-instructional gatekeeping as they relate to the teaching of controversial issues in public elementary school settings, particularly the issue of immigration. The study took place in the urban setting of Houston and, using a case study design, documented how three elementary school teachers made curricular-instructional decisions by making use of their personal practical knowledge. Findings illuminate that personal practical knowledge plays a role in teacher's curricular-instructional gate keeping in socially divisive contexts. And, (...)
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  44. Analysis of Teaching Practices During the COVID-19 Pandemic: Teachers’ Goals and Activities in Virtual Classrooms.María-Puy Pérez Echeverría, Juan-Ignacio Pozo & Beatriz Cabellos - 2022 - Frontiers in Psychology 13.
    To research teachers’ priorities on what was to be taught and learned during the COVID-19 lockdown, we asked Spanish Primary and Secondary teachers to choose and describe the activity they preferred among those carried out with their students during the pandemic. Our interest was to investigate what really happened in the classrooms, the type of learning favored by the practices, and the agreement between the teacher’s goals and their teaching We obtained 272 activities that we analyzed according to the (...)
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  45.  15
    Cultural-historical basis of literacy practices in TshiVenda-speaking South Africa’s primary classrooms.Azwihangwisi Edward Muthivhi - 2014 - Outlines. Critical Practice Studies 15 (3):79-96.
    The study examines literacy practices within TshiVenda-speaking Grade One classroom in rural South African primary schooling to uncover the evolving cultural-historical processes of classroom teaching and learning that regulate children’s learning and development, including reading acquisition. An experienced TshiVenda Grade One teacher was observed and subsequently interviewed on her approach to teaching reading. The analysis reveals complex multi-layered instructional practices which the teacher embodies and enacts in the ‘here and now’ of her schooling and literacy instruction; (...)
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  46.  38
    Business students’ cheating in classroom and their propensity to cheat in the real world: a study of ethicality and practicality in China. [REVIEW]Zhenzhong Ma - 2013 - Asian Journal of Business Ethics 2 (1):65 - 78.
    Abstract Widespread cheating among business students has been a great concern for educators and business managers in the West, but this issue is largely unexamined in Eastern cultures. This study explores the relationship between cheating at school and cheating in the real world in an international context by investigating Chinese business students’ perception of ethicality and practicality of common business practice. The results show that many Chinese students have engaged in academic dishonesty at school. It was further found that Chinese (...)
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  47.  23
    The social foundations classroom: Charting "unexplored territory"1 in the social foundations: Pedagogical practice in urban teacher education.Sonia E. Murrow - 2006 - Educational Studies 40 (3):296-312.
    The aim of this article is to describe and analyze the undergraduate Social Foundations course I taught at an urban, inclusive university that attempted to provide students with, among other things, a forum for them to develop both a self-confident personal voice and a view of self as potential change agent of schools. In brief, with what I term pedagogical scaffolding, including the use of key essential questions and double-entry journals, undergraduate students develop personal philosophy statements that are coherent, thoughtful, (...)
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  48.  17
    Ecofeminism and the science classroom: A practical approach.Stacy K. Zell - 1998 - Science & Education 7 (2):143-158.
  49. Multiple Intelligences in Practice: Enhancing Self-Esteem and Learning in the Classroom.Mike Fleetham - 2006 - Network Continuum Education. Edited by Roanne Charles & Kate Sheppard.
    This accessible guide gives a clear introduction to MI and provides concrete examples of how you can use it in your teaching.
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  50. Finding Freedom in the Classroom: a practical introduction to critical theory (Patricia Hinchey).M. Griffiths - 1998 - Educational Philosophy and Theory 30:320-320.
     
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