Observing differences in preschoolers' interactions with teachers, peers, and tasks across classroom activity settings

2010 ◽  
Author(s):  
Leslie Booren ◽  
Virginia Vitiello ◽  
Jason Downer
Keyword(s):  
Classroom Activity ◽  
Activity Settings

Understanding children's behaviors in a classroom context: A focus on activity settings

2010 ◽  
Author(s):  
Leslie Booren ◽  
Robert H. Bradley ◽  
Leslie Booren ◽  
Nina Chien
Keyword(s):  
Classroom Context ◽  
Activity Settings ◽  
Children's Behaviors

Design of a Guided Inquiry Classroom Activity to Investigate Effects of Chemistry on Physical Properties of Elastomers

2021 ◽  
Author(s):  
Alexander H. Greer ◽  
William Vauclain ◽  
Elijah Lee ◽  
Aidan Lowe ◽  
Jared Hoefner ◽  
...  
Keyword(s):  
Physical Properties ◽  
Guided Inquiry ◽  
Classroom Activity

GLOSSING THE GLOSS: READING PETER LOMBARD’SCOLLECTANEAON THE PAULINE EPISTLES AS A HISTORICAL ACT

Traditio ◽  
2018 ◽  
Vol 73 ◽  
pp. 83-116
Author(s):  
PETER O'HAGAN
Keyword(s):  
Early Modern ◽  
Biblical Text ◽  
Classroom Activity ◽  
New Approach ◽  
Central Focus ◽  
Recent Scholarship ◽  
Pauline Epistles ◽  
History Of ◽  
Extended Analysis

Peter Lombard's influential commentary on the Pauline Epistles, theCollectanea in omnes divi Pauli epistolas,has received little extended analysis in scholarly literature, despite its recognized importance both in its own right and as key for the development of hisSentences.This article presents a new approach to studying theCollectaneaby analyzing how Lombard's commentary builds on theGlossa “Ordinaria”on the Pauline Epistles. The article argues for treating theCollectaneaas a “historical act,” focusing on how Lombard engages with the biblical text and with authoritative sources within which he encounters the same biblical text embedded. The article further argues for the necessity of turning to the manuscripts of both theCollectaneaand theGlossa,rather than continuing to rely on inadequate early modern printed editions or thePatrologia Latina.The article then uses Lombard's discussion of faith at Romans 1:17 as a case study, demonstrating the way in which Lombard begins from theGlossa,clarifies its ambiguities, and moves his analysis forward through his use of otherauctoritatesand theologicalquaestiones.A comparison with Lombard's treatment of faith in theSentenceshighlights the close links between Lombard's biblical lectures and this later work. The article concludes by arguing that scholastic biblical exegesis and theology should be treated as primarily a classroom activity, with the glossed Bible as the central focus. Discussion of Lombard's work should draw on much recent scholarship that has begun to uncover the layers of orality within the textual history of scholastic works.

Followership: A Classroom Exercise to Introduce the Concept

2017 ◽  
Vol 2 (4) ◽  
pp. 281-288 ◽  
Author(s):  
Marc Hurwitz
Keyword(s):  
Graduate Students ◽  
Multicultural Training ◽  
Senior Management ◽  
Organizational Success ◽  
Work Output ◽  
Senior Executives ◽  
Classroom Activity ◽  
Media Messages ◽  
Classroom Exercise

Followership is valuable for personal and organizational success, whether success is measured by satisfaction with work, improved team relationships, obtaining promotions, or quality and quantity of work output. Furthermore, senior executives and coaches recognize it as a critical skill. Despite this, creating effective followership training in the classroom is challenging because of media messages that preference leadership, internal schemas held by students that ignore followership, and cultural biases against it. This article presents a memorable kinaesthetic, visual classroom activity that introduces followership in a theory-agnostic way. The exercise begins with students introducing each other as leaders or followers, and then debriefing that activity using the Describe, Analyze, and Evaluate methodology from multicultural training. Over a 10-year period, the exercise has successfully engaged undergraduate and graduate students, MBA candidates, and working professionals from frontline to senior management.

Rethinking the Effects of Classroom Activity Structure on the Engagement of Low- Achieving Students

2009 ◽  
Vol 111 (7) ◽  
pp. 1665-1692 ◽  
Author(s):  
Sean Kelly ◽  
Julianne Turner
Keyword(s):  
Student Engagement ◽  
Achievement Motivation ◽  
Classroom Discourse ◽  
Research Question ◽  
Classroom Activity ◽  
Low Achieving Students ◽  
Activity Structure ◽  
Mode Of Instruction ◽  
Class Instruction ◽  
Whole Class

Background/Context A common perspective found in the literature on classroom activity structures hypothesizes that a whole-class mode of instruction is linked with increased problems of achievement motivation for low-achieving students. If whole-class methods of instruction (e.g., recitation-style question-and-answer sessions) are rich in evaluation and foster social comparisons among students, low-achieving students may become disengaged in an effort to avoid negative evaluations. It is important to consider the evidence on activity structures and engagement carefully because this perspective represents a sweeping critique, concluding essentially that the predominant mode of instruction in American schools is detrimental to achieving widespread educational success. Purpose/Objective/Research Question/Focus of Study Are whole-class modes of instruction linked with increased problems of achievement motivation and disengagement for low-achieving students? Research Design This study is a review of research on the association between student engagement and activity structure. We review both quantitative and qualitative studies investigating the link between activity structure and student engagement, with an emphasis on studies that identify an interaction between students’ level of achievement, activity structure, and engagement. In interpreting the evidence, we focus on studies of classroom discourse—particularly studies of dialogic and scaffolding instruction, which illustrate variability in the effects of whole-class instruction on student engagement. Conclusions/Recommendations Although many relationships between motivational climates and levels of engagement have been clearly documented, we find no conclusive evidence of a link between whole-class instruction and disengagement among low-achieving students. Research on classroom discourse illustrates that the activities that constitute whole-class instruction are not inherently problematic for low-achieving students and can, in fact, promote engagement.

Switching behaviour in activity-based working environments: an exploration of the reasons and influencing factors

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Eunji Häne ◽  
Lukas Windlinger
Keyword(s):  
Influencing Factors ◽  
Design Methodology ◽  
Online Survey ◽  
Facility Management ◽  
Switching Frequency ◽  
Push Factors ◽  
Content Type ◽  
Activity Settings ◽  
Working Environments ◽  
Switching Behaviour

Purpose A tendency that employees do not frequently switch between different activity settings was reported in previous studies, which are opposed to underlying assumptions of activity-based working (ABW) offices. Although ABW is increasingly becoming a standard office concept, employees’ switching behaviour has not been studied in depth. This study aims to understand employees’ switching behaviour by identifying reasons (not) to switch and various influencing factors of switching behaviour. Design/methodology/approach An online survey was conducted across Switzerland and Belgium, and 124 respondents participated in the questionnaire. The mismatch model was developed to examine whether the misfit between either activity or preference and work environment leads to switching to another place in the office. Findings Results show that most of the respondents switch multiple times a day, which runs counter to the previous studies. Furthermore, this study presented clear evidence that mandatory switching frequency is independent of various factors presented in the study, indicating that the distinction between mandatory and voluntary switching is valid. Besides, results identified privacy, acoustics, distraction, proximity to team/colleagues as reasons to switch and as reasons not to switch, place preference/attachment, proximity to the team were determined. Originality/value This study contributed to better understanding switching behaviour by defining, distinguishing switching behaviour, identifying reasons (not) to switch and influencing factors of switching frequency. In addition, this study compared the misfit between activity and environment and the misfit between preference and environment as push factors leading to switching behaviour. These findings can provide more knowledge of switching behaviour to workplace or facility management practitioners.

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