Classroom Environment as Related to Contest Ratings among High School Performing Ensembles

1990 ◽  
Vol 38 (3) ◽  
pp. 215 ◽  
Author(s):  
Donald L. Hamann ◽  
Charlotte Mills ◽  
John Bell ◽  
Elza Daugherty ◽  
Robin Koozer
Keyword(s):  
High School ◽  
Classroom Environment ◽  
Contest Ratings

THE INFLUENCE OF MORAL DISENGAGEMENT ON CLASSROOM ENVIRONMENT IN A JUNIOR HIGH SCHOOLEMENT ON CLASSROOM ENVIRONMENT IN A JUNIOR HIGH SCHOOL

2021 ◽  
pp. 208-216
Author(s):  
Yufiarti ◽  
Thia Rusbita
Keyword(s):  
High School ◽  
Regression Analysis ◽  
Data Analysis ◽  
Junior High School ◽  
Classroom Environment ◽  
Moral Disengagement ◽  
Junior High ◽  
Research Subject ◽  
Analysis Method ◽  
Negative Behaviour

Moral disengagement is a tendency to justify negative behaviour that is morally acceptable and minimizes the influence of others. It is supported by Bandura et al (2000) and Santrock (2003) who said that the teenagers have a tendency to not show their consistent behaviour in different moral situations. This research aimed to find out the influence of moral disengagement on classroom environment in junior high school. The research instruments used were a modified form of Moral Disengagement Instrument (MDI) and What is Happening in This Class? (WIHIC) Questionnaire. The research subject included 171 students of junior high school. The data analysis method used in testing hypothesis was regression analysis. Analysis of the data showed that there was a significant influence of moral disengagement on classroom environment in junior high school. The classroom environment was found to be influenced by moral disengagement .

scholarly journals Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement

2020 ◽  
Vol 3 (3) ◽  
pp. 198
Author(s):  
Shahrbanoo Joulide ◽  
Akram Faravani ◽  
Ali Akbar Boori
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Achievement ◽  
Classroom Environment ◽  
Financial Management ◽  
Classroom Climate ◽  
Reading Ability ◽  
Self Determination ◽  
Achievement Scores ◽  
School Students

A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in   educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement.  150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score. 

scholarly journals Teachers’ classroom assessment and grading practices

2018 ◽  
Vol 42 ◽  
pp. 00052
Author(s):  
Ida Ayu Made Sri Widiastuti
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Classroom Environment ◽  
Classroom Assessment ◽  
Junior High ◽  
External Factors ◽  
Grading Practices ◽  
School Teachers ◽  
Junior High School Teachers

This study was conducted to investigate the teachers’ classroom assessment and grading practices in Junior high schools in Bali. The participants of this study were professional junior high school teachers who were randomly selected as the sample of this study. In depth interviews and classroom observations were intensively conducted to the participants to collect the required data for the purpose of the present study. This study revealed that junior high school teachers made use of formative and summative assessment and employed several ways of grading practices. There were several factors affecting their classroom assessment and grading practices consisting of internal factors and external factors. The most prominent internal factor was the teacher's philosophy of teaching and learning and the main external factors were recognized as mandated statewide learning factors and high stakes tests, government polices, and parents. The findings indicated that junior high school teachers constantly make an effort to establish a reasonable balance between their teaching philosophy and the classroom environment reality. Thus it is recommended that junior high school teachers should review their assessment and grading practices and employ more appropriate assessment and grading practices.

scholarly journals Turkish High School Students’ English Demotivation and Their Seeking for Remotivation: A Mixed Method Research

2017 ◽  
Vol 10 (8) ◽  
pp. 107 ◽  
Author(s):  
Cenk Akay
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Mixed Method ◽  
Mixed Method Research ◽  
Motivating Factors ◽  
School Students ◽  
Problematic Issue ◽  
Long Time ◽  
School Period

Since Gardner introduced the importance of motivation on Language 2 learning, the concept has been accompanied with three more relevant concepts; amotivation, demotivation and remotivation. This paper mainly focused on high school students’ de-motivation and remotivation in English. De-motivation is a set of factors which decreases the motivation level of the learners and re-motivation is an attempt to overcome those de-motivating factors. English learning-teaching process has been a problematic issue for a long time in Turkey. While there are researches focusing on the de-motivating factors in many countries, such a research for Turkish high school students has not been found. This research aimed to fill this research gap and to determine the English demotivation level of the students and the demotivating factors for them and to put forth suggestions to re-motivate the learners. An explanatory design was used as a mixed method research design. The sample was constituted of 579 students. Research results revealed that demotivation level of high school students in English is quite high, their motivation decreases most in high school period. Lack of interest in English, attitude of course teacher, classroom environment and course materials are among demotivating factors. In addition, the students request that, for remotivation, courses should be entertaining, technological tools should be utilized more and frequency of speaking activities should be increased.

scholarly journals Measuring the Permeability of Vacuum Using a Smartphone

2020 ◽  
Author(s):  
Jarier Wannous ◽  
Peter Horváth
Keyword(s):  
Magnetic Field ◽  
High School ◽  
High School Students ◽  
Magnetic Fields ◽  
Classroom Environment ◽  
School Students ◽  
The Earth ◽  
The Magnetic Field ◽  
Selection Of

The paper offers a few activities for high school students which use the magnetometer of a smartphone to measure the value of magnetic fields. The first part of the paper deals with finding the magnetometer of the used smartphone. Following is the first selection of activities which are focused on discovering the equation for measuring the magnetic field of coil with a negligible length, while the second selection of activities use the discovered equation to measure the permeability of vacuum and finally to measure the magnetic field of the earth. Sample results of the experiments are given, showing the accuracy and effectiveness of the conducted experiments. The activities offer teachers a novel way for teaching the equation for calculating the magnetic field of a coil, as well as measuring the permeability of vacuum in a classroom environment.

scholarly journals Epistemological Contributions Derived from an Investigative Method in an Experimental Class in the Study of Hooke's Law

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Osmar Henrique Moura Silva ◽  
Carlos Eduardo Laburú ◽  
Sérgio Camargo ◽  
Airton Acácio Castilho Christófalo
Keyword(s):  
High School ◽  
Science Education ◽  
Teacher Training ◽  
Philosophy Of Science ◽  
Nature Of Science ◽  
Scientific Knowledge ◽  
Classroom Environment ◽  
Hooke’S Law ◽  
Hooke's Law ◽  
Structured Questionnaire

Insofar as the students' conceptions of the nature of science are by the educator's conduct about the construction of scientific knowledge and thus can be modeled even subconsciously in the classroom environment, it becomes imperative cautious adoption of methodologies with epistemological visions related explicitly or implicitly. For this reason, this research performs the application of an investigative method, by study Hooke's law experimentally in high school, the analyzed results allow to characterize the benefits of the strategy in epistemological terms. More specifically, after this application, a structured questionnaire served to collect information from the students, evaluating in this context the percentage of the class that, in the majority, was in basic conceptions that diverged from the empiricist-inductive side. This view is philosophically and educationally undesirable and remains in science education, according to the literature in the area, more influenced by the unpreparedness of teachers in the sense treated here. The study hopes to contribute with research line that intercalates contemporary reflections of the philosophy of science in pedagogy in order to favor initial and / or continuing teacher training.

Response to Intervention in Middle and High School Mathematics

2015 ◽  
pp. 129-155
Author(s):  
Lynn Gannon Patterson ◽  
Meagan Musselman
Keyword(s):  
High School ◽  
High School Students ◽  
Response To Intervention ◽  
Classroom Environment ◽  
High School Mathematics ◽  
Learning Centers ◽  
School Students ◽  
Effective Response ◽  
Mathematics Intervention ◽  
Math Teachers

Secondary schools are complex in structure and are challenged daily to provide high-quality, effective Response to Intervention (RTI) models in their school settings. RTI must be handled very differently in a middle or high school compared to an elementary school, and larger numbers of students, stricter time constraints, lack of resources, and larger academic gaps are among the typical obstacles secondary teachers face, including math teachers. However, there are RTI models that will work well in math classes, including the Adolescent Mathematics Intervention Structure (AMIS), which focuses on providing motivation, opportunities for academic discourse, cooperative learning, and a positive mathematical classroom environment. Additionally, students thrive in a mathematical learning environment that includes a focus on multiple representations for the mathematics, manipulatives, and targeted learning centers designed specifically for middle and high school students. This chapter focuses on discussing AMIS and providing recommendations for its implementation in secondary math classes.

The Individualised Classroom Environment Questionnaire: Confirmatory Findings

1993 ◽  
Vol 10 (1) ◽  
pp. 6-8 ◽  
Author(s):  
Kevin Wheldall ◽  
Robyn Beaman
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Field Trials ◽  
Classroom Research ◽  
School Students ◽  
Independent Field

AbstractThe results of independent field trials of the Individualised Classroom Environment Questionnaire are presented based on testing nearly 1500 high school students in NSW schools. The findings from this study are very similar to those originally presented by Fraser (1990) and hence constitute independent confirmatory evidence supporting its more widespread use in classroom research.

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