eric.ed.gov har udgivet: Lowman (1995) described the relationship between teacher and student and student engagement as the two most important ingredients in learning in higher education. Humour builds teacher-student connection (Berk, 1998) and engages students in the learning process. The bond between student and teacher is essential for learning, satisfaction, and retention. Humour helps students to learn better, remember more, improve problem-solving, absorb and retain information more quickly, and reduce their anxiety about subjects like math and science. Humour also reduces classroom management problems. This essay reviews research findings that support the use of humour in teaching and it provides strategies that teachers can use to bring more humour into their classrooms. Link til kilde
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eric.ed.gov har udgivet: The 2013-2014 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was designed to examine the longitudinal outcomes through kindergarten for children who attended the Pre-K program, along with comparisons to previous cohorts of program attendees. A sample of 561 children was included in the study, with data gathered at the beginning and end of NC Pre-K (2012- 2013) and kindergarten (2013-2014) to examine their growth in skills. Researchers conducted individual assessments of children’s language, literacy, math, and general knowledge skills and gathered teacher ratings of behavior skills. For 119 Spanish-speaking dual language learners (DLLs) in the sample, parallel assessments were conducted in both English and Spanish to examine their progress when measured in both languages. In addition, program characteristics and services were examined for the 2013-2014 NC Pre-K… Continue Reading →
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eric.ed.gov har udgivet: This report focuses on the results of the second year of this longitudinal study–the 2014-2015 Georgia’s Pre-K Program Evaluation. The purpose of this evaluation study was to examine initial longitudinal outcomes related to school readiness for children and the quality of their classrooms from pre-k through kindergarten. The primary evaluation questions addressed included: (1) What are the learning outcomes through kindergarten for children attending Georgia’s Pre-K Program; (2) What factors predict better learning outcomes for children; and (3) What is the quality of children’s experiences in pre-k and kindergarten? To address these questions, the evaluation study included a sample of 1,169 children (139 Spanish-speaking dual language learners/DLLs) attending a random sample of 199 Georgia’s Pre-K classrooms in year 1, and 1,034 of these children (118 Spanish-speaking DLLs)… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the 2013-2014 Georgia’s Pre-K Program Evaluation was to examine the learning outcomes for children and the quality of their classrooms during Pre-K, as the baseline year of the Pre-K through third-grade longitudinal study. The primary evaluation questions addressed included: (1) What are the learning outcomes for children attending Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s experiences in Georgia’s Pre-K classrooms? To address these questions, the evaluation study included a random sample of 199 Georgia’s Pre-K classrooms and a sample of 1,169 children attending these classrooms. Researchers conducted individual child assessments near the beginning and end of the Pre-K year to examine growth in children’s skills. The assessment measures covered multiple domains… Continue Reading →
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eric.ed.gov har udgivet: Techniques for integrating English-as-a-Second-Language (ESL) instruction and mathematics instruction, particularly the language of mathematics, are discussed. Focus here is on mathematics instruction for limited-English-speaking students in the mainstream classroom. First, examples of the academic language of mathematics that students must develop are outlined. Some instructional techniques that incorporate students’ own language and background in the construction of mathematics concepts and formal mathematics register are then offered. These include: techniques to make mathematics lessons more comprehensible and ways to promote interaction and provide a classroom environment conducive to language and literacy acquisition; methods for maintaining high expectations for language minority students and helping them develop higher-order cognitive and metacognitive skills and strategies; and assessment of language development alongside conceptual knowledge. A concluding discussion looks at the roles of… Continue Reading →
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eric.ed.gov har udgivet: This pamphlet offers tips and strategies from teachers who are successful in encouraging both girls and boys to participate in the classroom. Although successful teachers are all different, each classroom has the following things in common: (1) the classroom environment is respectful of students and teachers; (2) all students participate in class; and (3) the classrooms incorporate multiple modes of learning. Sections of the pamphlet include: (1) “Teachers’ Tips and Strategies”; (2) “From Harassment to Respect: Changing Classroom Climates”; (3) “We’re All in This Together: Improving Classroom Interaction”; and (4) “Motivation, Fun, and Hard Work: Increasing Academic Success.” A 9-item reference and sources section concludes the pamphlet. (EH) Link til kilde
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eric.ed.gov har udgivet: This executive summary presents results from a study that began in 2013-2014, and involves a longitudinal design to follow a sample of 1,169 children (139 Spanish-speaking DLLs) who attended 199 randomly-selected Georgia’s Pre-K classrooms. These findings focus on results from the second year of the study, which included 1,034 of these children (118 Spanish-speaking DLLs) who were attending kindergarten. Researchers conducted individual child assessments near the beginning and end of pre-k and kindergarten to examine growth in children’s skills, as well as factors associated with greater growth. The assessment measures covered multiple domains of learning, including language, literacy, math, and general knowledge, and teacher ratings of behavior skills. For the DLL subsample, assessments were conducted in both English and Spanish using parallel measures. Researchers also conducted observations… Continue Reading →
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eric.ed.gov har udgivet: The underrepresentation of women and racial and ethnic minorities in computer science (CS) and other fields of science, technology, engineering, and math (STEM) is a serious impediment to technological innovation as well as an affront to fundamental notions of fairness and equity. These gaps emerge in the early grades and tend to persist, if not widen, throughout the secondary and postsecondary years. The unconscious biases (UB) of teachers, school administrators, and fellow students may contribute meaningfully to the persistence of these gaps. Fortunately, a nascent literature on targeted interventions that directly address UB suggests there may be compelling opportunities to promote broader engagement in CS and STEM education and employment. The fields of neuroscience, social psychology, economics, and sociology articulate the many possible origins of UB and… Continue Reading →
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eric.ed.gov har udgivet: To Educate All Children (TEACH) provides educators with intensive one-on-one training in classroom culture, focusing on de-escalation, conflict resolution, nonverbal communication, and building student’s self confidence. Through intensive educator training, TEACH helps educators create safe, calm learning environments for students (TEACH, n.d.). Trained educators develop skills that support positive classroom management. Consequently, it is expected that schools experience a decrease in student disciplinary referrals, calmer and more productive classrooms, and improvements in student achievement. Research has shown that students’ perceptions of teacher support play a central role in feeling connected to school and to socio-emotional well-being (Stracuzzi and Mills, 2010). Student connectedness also has been found to protect students against risky and problem behaviors in school (Catalano, Haggerty, Oesterle, Fleming, & Hawkins, 2004; CDC, 2009). There is… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who were placed in regular classrooms and their teachers. The Turkish version of the Code for Instructional Structure and Student Academic Response-Mainstream Version (MS-CISSAR) was used for data collection which was based on a momentary time-sampling. The results of molar analysis indicated that the student behaviors displayed the most were no academic response, no task management, and no competing response. Attention and academic talk were found to be the teacher behaviors displayed the most during… Continue Reading →
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