Language: English

Published: Vermillion, South Dakota, 2008

Abstract/Notes: Portfolios have gained wide acceptance as a learning and assessment tool. Yet, little research has been reported on the practices of teachers who are actually using portfolios within their classrooms and how those practices are moderated by contextual variables. This research examined the instructional, learning, and assessment roles of student portfolios, and explored, from the perspective of the classroom teacher, variations in portfolio applications associated with teaching level (primary versus intermediate) and classroom environment (self-contained versus multiage/teaming). Teachers for kindergarten through grade 5 in 3 elementary schools (n=314) completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine patterns of portfolio use, a subset of 44 teachers was interviewed to explore teacher perceptions about the impact of student portfolios on themselves and their students. Results suggest that these teachers make deliberate decisions regarding uses of their students' portfolios, decisions that appear heavily impacted by the maturity or skill level of the child, the purposes of the application, and the classroom environment within which the application occurs. They also depend on whether the portfolio product is in a formative state (working portfolio) or final state (performance portfolio). (Contains 7 tables and 14 references.) (Author/SLD)

Language: English

Published: Montreal, Canada, Apr 19-24, 1994

Abstract/Notes: Good learning environment will bring out qualified students. This study focuses on the Montessori method, which is an approach of education designed to train the students’ independence in learning. The study uses descriptive quantitative research design to describe the factors of Montessori classroom environment on the motivation of students in Royal Prime Montessori Elementary School Pekanbaru in academic year 2018/2019. The sample of study is 55 students selected from five classes. The data were collected using questionnaire and observation checklist. This study found five factors influencing the students’ motivational condition, i.e., teacher’s presence, personal attitude, Montessori materials, classroom conditions and friends’ influence. This study revealed that the students taught with this method are active and cooperative during their English learning activities.

Language: English

DOI: 10.31849/reila.v2i2.3165

ISSN: 2685-3906

Abstract/Notes: Portfolios have gained wide acceptance as a learning and assessment tool. Yet, little research has been reported on the practices of teachers who are actually using portfolios within their classrooms and how those practices are moderated by contextual variables. This research examined the instructional, learning, and assessment roles of student portfolios and explored, from the perspective of the classroom teacher, variations in portfolio applications associated with teaching level (primary vs. intermediate) and classroom environment (self-contained vs. multiage-teaming). Kindergarten through Grade 5 teachers in 13 elementary schools completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine for patterns of portfolio use, a subset of teachers was interviewed to explore the perceptions that teachers hold about the impact of student portfolios on themselves and on their students. The results suggest that Kindergarten through Grade 5 teachers make deliberate decisions regarding uses of their students' portfolios, decisions that appear heavily impacted by the maturity or skill level of the child, the purposes of the application, and the classroom environment within which the application occurs. They also depend on whether the portfolio product is in a formative state (working portfolio) or final state (performance portfolio).

Language: English

DOI: 10.1207/S15324818AME1302_5

ISSN: 0895-7347

Abstract/Notes: Physical classroom environments for young children and the quality of those environments have typically been studied by utilizing various rating scales. Research is limited on early childhood educators’ perspectives and decision-making processes in striving to create optimal physical classroom environments during the school year. This qualitative study used the theoretical lens of Bronfenbrenner’s microsystem to examine 22 prekindergarten lead teachers’ decision-making processes regarding initial set up of physical classroom environments, their ability to modify and update their classroom during the school year, and the barriers they face in providing optimal learning environments. Findings indicated that prekindergarten teachers dedicate most of their time, attention, and resources to physical classroom environments at the start of the school year. Great variations were found in the amount of autonomy the teachers had in set-up and materials selection. Updating and modifying those physical classroom environments also varied greatly depending on school setting and teacher experience. The main barriers revolved around budgets, physical space, and time. Implications for child care quality are discussed.

Language: English

DOI: 10.1007/s10643-023-01515-6

ISSN: 1573-1707

Abstract/Notes: Intended for teachers who have asked for information on how to manage a multi-age classroom, this book outlines the ideal classroom as it exists when all of the multi-age components are put in place. Opening sections of the guide discuss creating the multi-age classroom, and the advantages and principles of multi-age instruction. The next sections provide overviews of classroom organization, instructional strategies, curriculum, assessment and evaluation, and getting started. Each of these sections includes the overview, results of the changes brought about by multi-age instruction, and advice from the experts. Additional sections address scheduling, grouping strategies, working with Bloom's taxonomy, projects for active learners, using novels for literature instruction, and helping children discover themselves and others. Separate sections address the management of mathematics, authentic assessment and evaluation, and student record forms, with sample forms included. A glossary of

Language: English

Published: Edmonds, Washington: CATS Publications, Apr 1995

Edition: Revised

ISBN: 1-886753-03-2

Abstract/Notes: How can designers create more innovative and sustainable learning environments? This paper argues in favour of challenging best practice” generally accepted by the architectural profession by embracing a responsive design approach. Such an approach accepts that the environment shapes the learner, and that learners influence their environment... [Also available in French]

Language: English

DOI: 10.1787/5km4g21wpwr1-en

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: Although children’s physical environments play an important role in their development, there have been few empirical studies on the interior design of early childhood centres. This is partly due to a lack of adequate methods and instruments for the systematic spatial investigation of educational environments. In light of this, the following paper presents a qualitative method for such systematic investigation, which we shall call visual environment analysis. It also presents the results of the application of this method to ten early childhood centre environments, which can be ranged between the two extremes of restraint and expressiveness. The analysis shows that early childhood centre environments may be shaped by partly conflicting aims, such as giving children as much freedom as possible on the one hand and providing them with a stimulating atmosphere on the other. The paper therefore discusses both visual environment analysis as a method and, in applying this method, the interior design of a number of educational environments.

Language: English

DOI: 10.1007/s10643-018-0914-x

ISSN: 1082-3301, 1573-1707