Abstract This paper examines the research on the effectiveness of teaching in mixed-grade classrooms as compared to single-grade classrooms, with a particular emphasis on academic achievement and an even more specific math performance. The paper investigates the historical and cultural forces that shaped the one-age/one-grade classroom as a way of identifying the underlying pedagogical assumptions about the primacy of single-age teaching in he 21st century.
From the Paper "We are now so accustomed to the idea that students should be segregated from each other along narrow age bands that must of us do not question the efficacy and the rightness of doing so. But, of course, the idea that children should be placed into grades defined by age and separated from their peers is a recent trend in education as we well know. The practice is based as much in historical and social beliefs and circumstances as it is in sound pedagogy, and recently some schools have begun to ask whether single-grade classrooms are in fact the most effective atmosphere in which to teach elementary-age students. This paper examines the research on the effectiveness of teaching in mixed-grade classrooms to that of teaching in single-grade classrooms with a particular emphasis on academic achievement and an even more specific focus on how well students in both kinds of classrooms perform in math. Before looking at how these two types of classroom environments serve their students in the 21st century, it will be useful to examine the historical and cultural forces that shaped the one-age/one-grade classroom to begin with as a way of identifying the underlying pedagogical assumptions about the primacy of single-age teaching."
This paper presents a discussion on the ineffectiveness of classroom computers. Billions of dollars are being spent each year nationwide on computers in the classroom and our national test scores are still declining.
2,150 words (approx. 8.6 pages), 8 sources, 2002, $ 80.95
Abstract This paper presents a discussion on the ineffectiveness of classroom computers. Billions of dollars are being spent each year nationwide on computers in the classroom and our national test scores are still declining. As long as the machines serve as dust collectors in the back of the classroom, we need to divert what we are spending to better uses. Lack of training, fast paced advances, and teacher apathy are all discussed.
Tags: EDUCATION / TECHNOLOGY AND EDUCATION, computers classrooms effective
Abstract This paper presents a detailed literature review on the topic of "responsive classroom approach". Using sources that research the responsive classroom approach to teaching, the author explores the approach and evaluates school climate when the approach is implemented. The author also examines the perception of school climate using responsive classroom approach from the standpoint of teachers, students and parents.
Outline
Create Rules with your Class
Keep the Rules Simple
Teacher Language is Powerful
Take Time for Reflection
Childhood Education
From the Paper "The responsive classroom approach is one that has recently received attention nationwide in American schools. The approach deals with the social patterns of students in school. In recent years there has been attention given to school problems, including bullies, schools shootings and self esteem. With the more recent problems that have garnered national attention, school systems have turned to experts to determine how best to create a warm and welcoming school climate. Social skills may not fall under the four R's but if educators do not address the problem the repercussions could be tragic."
Abstract The paper explores the concerns of a number of researchers that the inclusive classroom is something for which the current education system is ill-prepared to facilitate (at least properly) and the paper also considers the argument of nay-sayers that the inclusive classroom creates the potential for damaging disruptions. On the other hand, the paper looks at those who favor the inclusive classroom and substantiates their favorable opinion by examining the emotional and (especially) scholastic benefits to LD students because of placement in an inclusive classroom.
From the Paper "The following paper will examine eight scholarly sources which explore whether or not inclusive classrooms that permit learning-disabled children to learn alongside unimpaired children is worth the considerable cost of training and equipping teachers to address the special needs of these young people. As one might expect in an issue of this complexity, both sides of the debate must examined. Consequently, the first half of the paper will explore the difficulties that the inclusive classroom creates - at least in the considered view of critics."
Abstract This paper examines whether violent experiences outside of the classroom have an influence on a student's development inside the classroom. The paper focuses on how students suffering from Post Traumatic Stress Disorder (PTSD) adapt in a classroom setting. The paper also presents a number of suggestions for educators to assist these students.
From the Paper "The American Psychiatric Association defines Post-traumatic Stress Disorder(PTSD) as an anxiety disorder that develops after exposure to a terrifying event or ordeal in which grave physical harm occurred or was threatened..."
Abstract This paper presents an introduction and discussion of classroom discourse. The paper discusses the types of discourse situations in classrooms and analyzes current thinking about classroom discourse.
From the Paper "Teaching is a demanding profession in which no two students are alike and no two days are alike. Teachers are responsible for motivating, liberating, educating and inspiring their students. Ira Shor, in "Empowering Education", suggests that good teachers do not talk at their students they talk with them. Similarly, a good teacher will not impart information unilaterally to students but will dialogue with students and encourage students to share their opinions. Ideally, such discussions will be simultaneously spontaneous and structured. David Reynolds, in "Educational Review" disagrees with..."
Abstract The paper discusses community, classroom and student characteristics that include geographic factors, community and school population, socio-economics, race/ethnicity, community stability and classroom rules and routines, grouping patterns, scheduling and arrangement and how they affect the teaching/learning process. The paper explains that contextual factors also acknowledge the impact of aspects like attitudes, perceptions, expectations, abilities, gender, socio-cultural background and maturity on every learning experience. The paper also looks at how community, classroom and student characteristics influence instructional planning and assessment.
From the Paper "It generally goes without saying that contextual factors play an important role in mathematical classroom via the way they affect the teaching/learning process. Among these factors are environmental (geographic location), community and school population, socio-economics, race/ethnicity, community stability, political climate and community support for education as well as classroom factors represented by rules and routines, grouping patterns, scheduling and classroom arrangement. Student characteristics should also be examined when designing instruction and assessing learning, such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities and skill levels."
Abstract This paper discusses the trend towards Internet-based learning and Internet-ready classrooms. The paper discusses how technology can be used within a classroom setting and the ease with which the changes toward Internet-ready classes can be made. The paper also looks at the benefits of the use of these Internet-ready classrooms to enhance and supplement traditional teaching and learning models.
From the Paper "It is clear from this argument that I advocate the commitment and investment to internet-based learning and internet-ready classrooms, as well as of the benefits of the use of these classrooms to enhance and supplement traditional teaching and learning models. The horizon is clearly before us: students are increasingly computer and informational technology literate, and they do, in many cases, arrive in our educational system with experience in using the technology that we are now debating about bringing to them on a daily basis. The issue to my mind, then, is not whether our district should commit to a policy of bringing ourselves into the wired generation, but when we will begin moving on to a thoughtful and transparent discussion of how we will use these classrooms with the still very real pressures of workload and the like. The internet is here and with us to stay, how we use it will shape the conditions of our own future."
Abstract The premise of this paper is to illustrate through a case study and research that there is a strong correlation between an instructors' ability to harness new IT tools and improved classroom performance. The paper further explores the vast amount of educational content available on the Internet, and the importance of integrating this information into instructors' curricula. The author concludes that the major obstacle to implementing this technology is resistance to change.
Introduction
Challenges with Applying Technologies in Classrooms Recommendations and Further Research
From the Paper "The effectiveness of instructors to consistently deliver the best experience for their students in terms of lasting learning and retention begins with a core set of communication techniques, tools and talents those that gravitate to education possess. With the advent of the Internet and the rapid growth of all types of digital content, from the written to the spoken word, to digital static images to videos and full-length training tapes, the speed and ubiquity of the Internet is changing teaching. This translates into opportunities for instructors at all levels to further increase their ability to deliver valuable content to students, and it's increasingly becoming clear that this can be done either in the classroom or via the Internet, to other continents at the same time. This is nothing short of a revolution in how learning is taking place, and it's irreversible as Thomas Friedman (2005) mentions in his book, The World Is Flat, that knowledge and its fluidity is the new asset, not factories and fixed assets."
Abstract This paper presents a reflective observation from a writer who observed a general education kindergarten and a pre-K classroom for a period of eight weeks. In addition the writer observed an inclusion pre-K and an inclusion kindergarten classroom for a period of eight weeks. The writer then explains how the preconceived notions about the students and teaching in general changed during these observations.
Outline:
General Education Kindergarten
Prior to Observing Kindergarten
Preschool
From the Paper "As I began my eight week observations however, I found that many of the ideas that I had prior to the observation period simply would not work or hold up in the reality of an everyday classroom. In addition I didn't understand how important inclusion is not only to the special needs students but to the students who are not special needs. The eight week observation period in each classroom style with each age level encouraged me to develop new ideas and beliefs about the importance of inclusion at this age level and encouraged me to be open to new ideas in regular general education as well. "
An analysis of the strengths and weaknesses of the educational system that impact teacher attitudes toward mainstreaming special needs children into the general education classroom.
Abstract This paper discusses teacher attitudes toward mainstreaming special needs children into the general education classroom. It discusses the need to create collaborative and supportive systems where teachers do not feel isolated and unsupported in the classroom so that they can effectively overcome barriers to learning that may exist, as well as overcome the largest barrier - the resistance to change. The paper also looks at the strengths and weaknesses of the system.
Table of Contents:
Introduction
Perception is Key
Strengths and Weaknesses
Theory and Practice
Action Learning
Action Research
Conclusion
From the Paper "Learning in the workplace has increased in both efficacy and application with regard to the teaching classroom. This is in part in response to mandates that forced the system to reevaluate the preparedness of teachers in the filed, with regard to mainstreaming students. Different schools and districts of course vary in effectiveness, both by self and outside evaluation in both instructing special needs children and in supporting teachers to do so. Creating collaborative and supported system where teachers do not feel isolated an unsupported in the classroom is essential to overcoming barriers to learning that may exist as well as to overcome the largest barrier the resistance to change. The strengths and weaknesses of the system as it stands are therefore variable to place and time but the classroom itself, if supported is one of the best learning environments for teachers that exists as the experience of teaching cannot be explained in theory as well as it can be lived in the classroom."
Abstract This paper looks at the many things that must be taken into consideration before technology can be brought into the classroom successfully.
From the Paper "Whether technology should be used in schools is no longer the issue in education. Instead, the current emphasis is ensuring that technology is used effectively to create new opportunities for learning and to promote student achievement. Educational technology is not, and never will be, transformative on its own, however. It requires the assistance of educators who integrate technology into the curriculum, align it with student learning goals, and use it for engaged learning projects."
Abstract In this paper, the writer shows that the use of correspondence courses can cause a problem through cheating on tests. In this manner, there is no instructor available to make sure that information is being learned and is being tested from memory. The writer discusses that if an online university were to send a test, it would be tempting to find the answers from a text or from other online sources. A classroom course would not allow this kind of testing as the instructor would be present to insure that no cheating occurs when learning to retain subject matter.
From the Paper "This essay seeks to compare and contrast a correspondence course and the classroom courses available within universities. By realizing the benefit of taking a correspondence course online from home, there is a convenience in learning that allows more people to attain degrees. In contrast to this kind of education, there is also the traditional classroom courses that require the student to show up to class and become involved in the learning process. In this manner, both courses offer clear guidelines that make learning possible, but vary in how they produce results for the modern student."
Abstract Classroom management in the current urban teaching environment must be balanced against external factors such as standardized testing and school accountability measures, as well as against factors studied in class such as social fragmentation and silencing. The classroom management process itself usually takes place in stages in which the student is taught and assessed in their ability to perform specific tasks or display their knowledge of specific subjects, so assessment is also a vital part of urban classroom management. The classroom management process is based on a combination of these external and internal factors. This paper examines the classroom management process in the way in which it progresses through various steps, based on standards that set the bar for student progress and development in urban schools. The essential steps that are a part of the classroom management process, from this perspective, are based on the urban school being either equal to or greater than the national average in producing curricula that are able to meet these standards in terms of
results. The paper examines this issue generally, as well as specifically in terms of certain expectations that are required in the disciplines for students at certain grade levels, which in turn directly affects the classroom management process in urban schools. In each of these steps, as this paper states, the role of the instructional leader is more and more about working with great facility and leadership skills on an effective team, respecting diversity and being able to implement new technologies into the urban classroom. This team develops communication patterns that integrate the curricular needs of all involved parties, including teachers, parents, students and administrators, and at each step of the process this communication is integral to developing a complete classroom management plan.
From the Paper "The results of Alvine's study therefore focus on putting technology in the forefront of the consciousness of those individuals who will be
teachers. Alvine's students continued to support the presence of television and other media options in the classroom from the standpoint that these media would be controlled by student choices and also be the focus of discussion and communication rather than the sole classroom activity. "First, they cited the importance of maintaining schools as human communities, as places where human beings interact face to face. Second, they pointed to the value of offering students choices in what media they use to access and share information" (Alvine, 2000, p. 3). Alvine's subjects also reported that close attention would need to be paid to choice in the content of the material supplied through technology in the classroom."
Abstract This paper outlines the key features of the standards-based classroom. The paper begins by defining the traditional versus standards-based classroom, highlighting the features of the standards-based classroom and then provides an overview of the key components of a standards-based classroom. The paper concludes that a standards-based classroom provides more individual learning opportunities for students in contemporary society.
Outline:
Abstract
Introduction
Standards-Based Classroom Defined
Benefits Standards-Based Classroom Components of Standards-Based Classroom Conclusions/Recommendations
From the Paper "This includes grasping firm knowledge and understanding of the role technology plays not only in education, but also in every day living. Teachers are becoming increasingly aware of the implications technology has on student's achievement but also their teaching and curriculum development. More and more educational facilities are encouraging teachers to participate in elective and continuing education classes that highlight technology and promote emphasis on technological learning in the classroom. Teachers are more and more learning that technology can be an efficient tool for designing unique and individual curriculums that attend to the need of individual students but also enable more efficient monitoring, assessment and evaluation of student achievement in the classroom and outside the classroom (Ernst, Peterson & Taylor, 2005). "
Tags: teachers, administrators, parents, students, learning, challenging, community
