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Rambling and Wobbling in English: Ecocriticism in Outdoor Classrooms
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| 2 |
Investigation of Teachers’ Self-Assessment to Create a Positive Classroom Environment
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In: i.e.: inquiry in education (2021)
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An experimental evaluation of the introduction of Bodyfurn chairs on on-task and disruptive behaviour in the classroom
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Teaching Social Studies to Social Justice and Equity Through the Lens of ELL Students
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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A Conversation Analytic Study on Participation Practices in the American Graduate Classroom: East Asian Students Vs. L1 English-Speaking Students
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| 7 |
The Agency of Activism: What Do Activist Practices Do To/For Teacher-Activists?
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| 8 |
Creating Meaningful Classroom Environments: How Do Teachers’ Pedagogical Beliefs Affect the Implementation of Their Visual Displays in Elementary Classrooms?
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A Conversation Analytic Study on Participation Practices in the American Graduate Classroom: East Asian Students Vs. L1 English-Speaking Students ...
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| 10 |
A Pilot Study on the Relationship between Primary-School Teachers’ Well-Being and the Acoustics of their Classrooms
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In: International Journal of Environmental Research and Public Health ; Volume 17 ; Issue 6 (2020)
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| 11 |
But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
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In: National Youth Advocacy and Resilience Conference (2020)
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| 12 |
Cultivating healthy schools: The feasibility of an outdoor classroom in a public elementary school
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In: Florida Public Health Review (2020)
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| 14 |
Augmented Input and the Classroom Communication Environment for Learners with Deafblindness
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| 16 |
Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2019)
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| 17 |
Creating a Positive Classroom Environment: A Case Study of Elementary Teachers’ Reflections on the Work of Building Student Relationships
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In: Boise State University Theses and Dissertations (2018)
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Abstract:
Research suggests roughly one in four children experience one or more instances of trauma, or adverse childhood experiences (ACEs), before they turn 18; this has been associated with difficulty in behavior and academic performance within the classroom. Without intervention, the negative outcomes associated with ACEs such as higher risk of suicide, homelessness, and unemployment, may continue to impact these children through adulthood. This case study explores teachers’ reflection on the strategies they use to foster a positive classroom environment, in particular how they build relationships with students experiencing various types of trauma. Building relationships is particularly important as an instructional practice, since research has shown that positive relationships with adults can offset some of the negative effects of ACEs (Arincorayan, Applewhite, Garrido, Cashio, & Bryant, 2017). The researcher conducted interviews with two elementary teachers in a school with a range of documented instances of childhood trauma within the student population. The interviews were transcribed, coded, and analyzed; specifically, the transcriptions were analyzed for teachers’ reported strategies for building classroom environments and teacher-student relationships, references to suspected or perceived student trauma, and connections to an assessment instrument used by school administrators to assess classroom environment across the state. The findings indicated the teachers in the case study consider their students’ backgrounds when thinking about instruction and students’ performance inside the classroom. Although the teachers emphasized students’ home lives and pasts, they reported feeling influential when shaping students’ experiences within the classroom, highlighting their belief that teachers are a main determining factor in students’ success. This study contributes to the literature by presenting rich descriptions of how teachers build their classroom environments to support all students, especially students living with trauma.
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Keyword:
ACEs; adverse childhood experiences; childhood trauma; classroom environment; Curriculum and Instruction; teacher-student relationship building
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URL: https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2537&context=td
https://scholarworks.boisestate.edu/td/1445
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| 18 |
Individualized Scaffolding of Scientific Reasoning Development – Complementing Teachers with an Auto-agent
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| 19 |
An exploration into the play pedagogical practices of an infant teacher: A case study.
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An exploration into the play pedagogical practices of an infant teacher: A case study.
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