Positive Classroom Environments and Rule Setting

2021 ◽  
Author(s):  
Michael Depear
Keyword(s):  
Classroom Environments ◽  
Rule Setting

Gifted Classroom Environments and the Creative Process: A Systematic Review

2021 ◽  
pp. 016235322110014
Author(s):  
Lindsay Ellis Lee ◽  
Melanie S. Meyer ◽  
Kacey Crutchfield
Keyword(s):  
Systematic Review ◽  
Creative Process ◽  
Classroom Culture ◽  
Systematic Evaluation ◽  
Future Research ◽  
Critical Examination ◽  
Process Skills ◽  
Classroom Environments ◽  
Creative Processes ◽  
K 12

As the expectations for including creativity in K–12 education continually grow, creative process skills equip students with thinking strategies to generate and evaluate ideas. This systematic review explored existing research on elementary and secondary gifted classroom environments that promote creative process skills. A database search yielded peer-reviewed literature, empirical and practitioner-focused, for systematic evaluation. A critical examination of literature published from 2011 to 2019 identified characteristics of educational environments that foster creative processes and highlighted key themes, including integrating creative process skills, adaptive environments, reflective classroom culture, and challenges to implementation. Implications for classroom application and suggestions for future research are discussed.

The auditing profession and the key audit matter reporting requirement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dessalegn Getie Mihret ◽  
Monika Kansal ◽  
Mohammad Badrul Muttakin ◽  
Tarek Rana
Keyword(s):  
Standard Setting ◽  
International Standards ◽  
Financial Reports ◽  
Content Type ◽  
Reporting Requirement ◽  
Regulatory Rule ◽  
Rule Setting ◽  
A Site ◽  
Relationship Of

Purpose This study aims to examine the setting of International Standards on Auditing (ISA) 701 on disclosing key audit matters (KAMs) to explore the role of standard setting in maintaining or reconstituting the relationship of the auditing profession with preparers and users of financial reports. Design/methodology/approach This study draws on concepts from the sociology of the professions literature and the regulatory space metaphor. Data comprises comment letters and other documents pertaining to the setting of ISA 701. Findings The study shows that the KAM reporting requirement is part of the ongoing re-calibration of the regulatory arrangements governing auditing, which started in the early 2000s. This study interprets standard setting as a site for negotiating the relationships between linked ecologies in the audit regulatory space, namely, the auditing profession, preparers of financial statements and users of audited reports. This study identifies three processes involved in setting ISA 701, namely, reconstitution of the rules governing auditors’ reports as a link between the three ecologies, preserving boundaries between the auditing profession and preparers and negotiation aimed at balancing competing interests of the interrelated ecologies. Originality/value The study offers insights into the role of regulatory rule setting as a central medium through which the adaptive relationship of the profession with its environment is negotiated.

Using Social Media to Support Presentation Skill Development in Traditional Classroom Environments

2017 ◽  
Vol 29 (3) ◽  
pp. 68-91 ◽  
Author(s):  
Paul M. Di Gangi ◽  
Samuel H. Goh ◽  
Carmen C. Lewis
Keyword(s):  
Social Media ◽  
Student Perceptions ◽  
Skill Development ◽  
Traditional Classroom ◽  
Future Research ◽  
Classroom Environments ◽  
Learning Tool ◽  
Face To Face ◽  
Use Of Social Media ◽  
Presentation Skill

Social media has become widely adopted in both society and business. However, the academy has been slow to leverage social media as a learning tool. The purpose of this study is twofold. First, this study explores student perceptions about the use of social media in face-to-face classroom environments. Second, this study examines how social media, as a learning tool, supports presentation skill development. Using a proprietary social media application, we conducted a sequential mixed method study using students enrolled in undergraduate introductory information systems courses that included a student presentation project. One hundred seventy-seven students responded to a survey based on a facilitator and inhibitor model of social media use and an open-ended questionnaire to understand how social media impacts presentation skill development. The implications of the results from this study are discussed along with directions for future research.

Language learners' perceptions of supportive classroom environments

1998 ◽  
Vol 17 (1) ◽  
pp. 29-32 ◽  
Author(s):  
Robert Burden ◽  
Marion Williams
Keyword(s):  
Language Learners ◽  
Classroom Environments

scholarly journals Teaching while Black: Best Practices for Engaging white Pre-service Teachers in Discourse Focused on Individual & Cultural Diversity in Urban Schools

2020 ◽  
Vol 15 (1) ◽  
pp. 116-134
Author(s):  
Kisha Porcher
Keyword(s):  
Preservice Teachers ◽  
Best Practices ◽  
Cultural Diversity ◽  
Urban Schools ◽  
White Students ◽  
Teacher Education Program ◽  
Classroom Environments ◽  
Underlying Principle ◽  
Self Study ◽  
Black Professors

In this article, I reflect on ways to improve my practice as a Black woman teaching in a white-dominated teacher education program through self-study in teacher preparation (S-STEP). I describe strategies that Black professors can use to engage white preservice teachers in discourse about individual and cultural diversity in urban schools. The general underlying principle in this focus is that one must create a safe space for white students, regardless of comfort, to communicate about individual and cultural diversity in urban schools. This is imperative, as research demonstrates many professors of color, specifically Black professors, experience hostile classroom environments. These experiences occur mostly within white-dominated institutions when students experience a shift of power from a white professor to a professor of color. This shift is intensified when the topics of the course focus on equity and social justice in urban schools. Practitioners of color are encouraged to explore ways in which these and others can be incorporated in courses that prepare white teachers to teach diverse populations in urban schools.

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