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content-based classroom</title> <meta name="description" content="Search results for: content-based classroom"> <meta name="keywords" content="content-based classroom"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="content-based classroom"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1233</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: content-based classroom</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1203</span> The Role of Questioning Techniques in a Literature Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Magallona">Barbara Magallona</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the observations between students who were active participants in a dialogue with their teacher and students who simply answered the teacher’s questions, the researcher will investigate the relationship between student-teacher dialogue in the classroom and the development of higher level thinking skills with an emphasis on the questioning techniques used by the teacher. The study posits the main question: What is the relationship between teachers’ questioning techniques and the development of students’ higher level thinking skills in a literature class (or in literature classes) in Xavier? The following are the study’s sub-questions: a) What types of questions do literature teachers at Xavier School ask? b) What types of responses do literature students at Xavier School give to teachers' questions? c) To what extent is the development of students' higher level thinking skills shown in teacher-student classroom dialogues in Xavier School's literature classroom? Since questioning techniques and student responses in the literature classroom form the core of this paper and in order to evaluate them, the study uses Andersen and Krathwohl’s revision of Harold Bloom’s Taxonomy of Educational Objectives. Teun van Dijk’s discourse-cognition-society triangle will be used as a theoretical framework to design and to guide the classroom interaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title="discourse analysis">discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20classroom" title=" literature classroom"> literature classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=questioning%20techniques" title=" questioning techniques"> questioning techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a> </p> <a href="https://publications.waset.org/abstracts/9474/the-role-of-questioning-techniques-in-a-literature-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9474.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">527</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1202</span> Classroom Management Practices of Hotel, Restaurant, and Institution Management Instructors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diana%20Ruth%20Caga-Anan">Diana Ruth Caga-Anan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Classroom management is a critical skill but the styles are constantly evolving. It is constantly under pressure particularly in the college education level due to diversity in student profiles, modes of delivery, and marketization of higher education. This study sought to analyze the extent of implementation of classroom management practices (CMPs) of the college instructors of the Hotel, Restaurant, and Institution Management of a premier university in the Philippines. It was also determined if their length of teaching affects their classroom management style. A questionnaire with sixteen 'evidenced-based' CMPs grouped into five critical features of classroom management, adopted from the literature search of Simonsen et al. (2008), was administered to 4 instructor-respondents and to their 88 students. Weighted mean scores of each of the CMPs revealed that there were differences between the instructors’ self-scores and their students’ ratings on their implementation of CMPs. The critical feature of classroom management 'actively engage students in observable ways' got the highest mean score, corresponding to 'always' from the instructors’ self-rating and 'frequently' from their students’ ratings. However, 'use a continuum of strategies to respond to inappropriate behaviors' got the lowest scores from both the instructors and their students corresponding only to 'occasionally'. Analysis of variance showed that the only CMP affected by the length of teaching is the practice of 'prompting students to respond'. Based on the findings, some recommendations for the instructors to improve on the critical feature where they scored low are discussed and suggestions are included for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20management" title="classroom management">classroom management</a>, <a href="https://publications.waset.org/abstracts/search?q=CMPs" title=" CMPs"> CMPs</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20features" title=" critical features"> critical features</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20classroom%20management%20practices" title=" evidence-based classroom management practices"> evidence-based classroom management practices</a> </p> <a href="https://publications.waset.org/abstracts/91884/classroom-management-practices-of-hotel-restaurant-and-institution-management-instructors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91884.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1201</span> The Importance of Outside Classroom Activities in Developing Oral Fluency in an EFL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaly%20Jarrah">Maaly Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a study abroad context, students have the advantage of immersing themselves in the environment of the target language and being exposed to it. However, in and a stay home context, where English is not the mother tongue, students’ exposure to the second language is often times restricted to the classroom. Although language teachers are keen to develop inside class room activities and practices that increase the suitability of students to acquire a second language (Cook & Singleton, 2014), many would agree that class time is too limited to enhance students’ oral fluency skills. Consequently, creating opportunities outside the classroom for students to speak English is an effective strategy in compensating for students’ limited use of the L2. In an argument by Ortega (2012) external classroom activities have equal significance in enabling students learn English as a second language. The author further asserts that the activities provide a non-educational environment from which a student may feel free and comfortable to acquire new language skills. This study investigates the significance of outside classroom activities in promoting students’ oral proficiency. In addition, it reports on students’ perceptions of such activities. 15 participants from the American University of Kuwait took part in this study. Open-ended interviews were done to find out what the participants thought of these activities, and what they gained from them. Interview results show that students found outside classroom activities very effective in improving not only their oral fluency skills, but their confidence and critical thinking skills as well. The implications of this research study are for language practitioners and language programs in the EFL context to be aware of the benefits of incorporating outside classroom activities in language teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title="language teaching">language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20fluency" title=" oral fluency"> oral fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=outside%20classroom%20activities" title=" outside classroom activities"> outside classroom activities</a> </p> <a href="https://publications.waset.org/abstracts/25679/the-importance-of-outside-classroom-activities-in-developing-oral-fluency-in-an-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">459</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1200</span> Employing a Flipped Classroom Approach to Support Project-Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kian%20Jon%20Chua">Kian Jon Chua</a>, <a href="https://publications.waset.org/abstracts/search?q=Islam%20Md%20Raisul"> Islam Md Raisul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Findings on a research study conducted for a group of year-2 engineering students participating in a flipped classroom (FC) experience that is judiciously incorporated into project-based learning (PBL) module are presented. The chief purpose of the research is to identify whether if the incorporation of flipped classroom approach to project-based learning indeed yields a positive learning experience for engineering students. Results are presented and compared from the two classes of students – one is subjected to a traditional PBL learning mode while the other undergoes a hybrid PBL-FC learning format. Some themes related to active learning, problem-solving ability, teacher as facilitator, and degree of self-efficacy are also discussed. This paper hopes to provide new knowledge and insights relating to the introduction of flipped classroom learning to a project-based engineering module. Some potential study limitations and future directions to address them are also presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hybrid%20project-based%20learning" title="hybrid project-based learning">hybrid project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving" title=" problem-solving"> problem-solving</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a> </p> <a href="https://publications.waset.org/abstracts/125786/employing-a-flipped-classroom-approach-to-support-project-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125786.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1199</span> A Research on Flipped-Classroom Teaching Model in English for Academic Purpose Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Shuang">Li Shuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With rigid teaching procedures and limited academic performance assessment methods, traditional teaching model stands in the way of college English reform in China, which features EAP (English for Academic Purpose) teaching. Flipped-classroom teaching, which has been extensively applied to science subjects teaching, however, covers the shortage of traditional teaching model in EAP teaching, via creatively inverting traditional teaching procedures. Besides, the application of flipped-classroom teaching model in EAP teaching also proves that this new teaching philosophy is not confined to science subjects teaching; it goes perfectly well with liberal-arts subjects teaching. Data analysis, desk research survey, and comparative study are referred to in the essay so as to prove its feasibility and advantages in EAP teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EAP" title="EAP">EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching%20method" title=" traditional teaching method"> traditional teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped-classroom%20teaching%20model" title=" flipped-classroom teaching model"> flipped-classroom teaching model</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20model%20design" title=" teaching model design"> teaching model design</a> </p> <a href="https://publications.waset.org/abstracts/76113/a-research-on-flipped-classroom-teaching-model-in-english-for-academic-purpose-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1198</span> The Speech Acts of Selected Classroom Encounters: Analyzing the Speech Acts of a Career Technology Lesson</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Amankwaa%20Adu">Michael Amankwaa Adu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the speech acts employed by a Career Technology teacher during classroom interactions in a junior high school. While much research exists on speech acts in language teaching, little attention has been given to technical subjects. This has created a gap in understanding how teachers of non-language subjects utilize speech acts in classroom communication. This study aims to analyze the types and frequencies of speech acts used by a Career Technology teacher during three key classroom encounters: lesson introduction, content delivery, and classroom management. Using a mixed-methods approach, the study examines 113 utterances from the teacher's lesson, categorizing them into four primary speech act types: directives, assertives, expressives, and commissives. Directives emerged as the most dominant form, accounting for 59.3% of the utterances, followed by assertives (20.4%), expressives (14.2%), and commissives (6.2%). No declarations were observed. The study demonstrates how the teacher uses directives to manage student behavior and assertives to reinforce information. Expressives are used sparingly but play a role in motivating or disciplining students, while commissives help establish classroom rules and set expectations. The findings contribute to understanding classroom interaction strategies in non-language subjects, offering insights that could inform teacher training and curriculum development. The study underscores the importance of effective communication in technical subjects and suggests ways in which language teaching techniques might be integrated into other subject areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20management" title="classroom management">classroom management</a>, <a href="https://publications.waset.org/abstracts/search?q=directives" title=" directives"> directives</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20acts" title=" speech acts"> speech acts</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20subjects." title=" technical subjects."> technical subjects.</a>, <a href="https://publications.waset.org/abstracts/search?q=assertives" title=" assertives"> assertives</a> </p> <a href="https://publications.waset.org/abstracts/191495/the-speech-acts-of-selected-classroom-encounters-analyzing-the-speech-acts-of-a-career-technology-lesson" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191495.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">21</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1197</span> Investigation the Impact of Flipped Learning on Developing Meta-Cognitive Ability in Chemistry Courses of Science Education Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Herscu-Kluska">R. Herscu-Kluska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rise of the flipped or inverted classroom meet the conceptual needs of our time. The evidence of increased student satisfaction and course grades improvement promoted the flipped learning approach. Due to the successful outcomes of the inverted classroom, the flipped learning became a pedagogy and educational rising strategy among all education sciences. The aim of this study is to analyze the effect of flipped classroom on higher order learning in chemistry courses since it has been suggested that in higher education courses, class time should focus on knowledge application. The results of this study indicate improving meta-cognitive thinking and learning skills. The students showed better ability to cope with higher order learning assignments during the actual class time, using inverted classroom strategy. These results suggest that flipped learning can be used as an effective pedagogy and educational strategy for developing higher order thinking skills, proved to contribute to building lifelong learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry%20education" title="chemistry education">chemistry education</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20learning" title=" flipped learning"> flipped learning</a>, <a href="https://publications.waset.org/abstracts/search?q=inverted%20classroom" title=" inverted classroom"> inverted classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a> </p> <a href="https://publications.waset.org/abstracts/72109/investigation-the-impact-of-flipped-learning-on-developing-meta-cognitive-ability-in-chemistry-courses-of-science-education-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1196</span> Anthropometric Parameters of Classroom Furniture in Public and Private Universities of Karachi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farhan%20Iqbal">Farhan Iqbal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ergonomics has its implication in classroom. Present study aimed at finding out the comfort level of students at university level due to classroom furniture which may affect students learning. Two public and one private institution was targeted. Purposive sampling was done. Four hundred and seventy five students volunteered to reply to a questionnaire. Different furniture were measured and descriptively compared with ISO 5970 standard. Overall discomfort was found to be statistically significant as compared to comfort. Comfort and discomfort were found to be negatively correlated. Gender did not differ on upper body discomfort, though, the median score found men to be more comfortable at upper body. GPA was found to be independent of comfort level. Most afflicted areas were neck, shoulder, upper back, lower back and pelvic. The present study will be helpful for all educational institutions of Pakistan. Future studies may be carried out with structural and functional anthropometric data of students for redesigning of the classroom furniture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anthropometry" title="anthropometry">anthropometry</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20furniture" title=" classroom furniture"> classroom furniture</a>, <a href="https://publications.waset.org/abstracts/search?q=comfort" title=" comfort"> comfort</a>, <a href="https://publications.waset.org/abstracts/search?q=discomfort" title=" discomfort"> discomfort</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/4014/anthropometric-parameters-of-classroom-furniture-in-public-and-private-universities-of-karachi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4014.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1195</span> Investigating the Use of English Arabic Codeswitching in EFL classroom Oral Discourse Case study: Middle school pupils of Ain Fekroun, Wilaya of Oum El Bouaghi Algeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadila%20Hadjeris">Fadila Hadjeris</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims at investigating the functions of English-Arabic code switching in English as a foreign language classroom oral discourse and the extent to which they can contribute to the flow of classroom interaction. It also seeks to understand the views, beliefs, and perceptions of teachers and learners towards this practice. We hypothesized that code switching is a communicative strategy which facilitates classroom interaction. Due to this fact, both teachers and learners support its use. The study draws on a key body of literature in bilingualism, second language acquisition, and classroom discourse in an attempt to provide a framework for considering the research questions. It employs a combination of qualitative and quantitative research methods which include classroom observations and questionnaires. The analysis of the recordings shows that teachers’ code switching to Arabic is not only used for academic and classroom management reasons. Rather, the data display instances in which code switching is used for social reasons. The analysis of the questionnaires indicates that teachers and pupils have different attitudes towards this phenomenon. Teachers reported their deliberate switching during EFL teaching, yet the majority was against this practice. According to them, the use of the mother has detrimental effects on the acquisition and the practice of the target language. In contrast, pupils showed their preference to their teachers’ code switching because it enhances and facilitates their understanding. These findings support the fact that the shift to pupils’ mother tongue is a strategy which aids and facilitates the teaching and the learning of the target language. This, in turn, necessitates recommendations which are suggested to teachers and course designers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=codeswitching" title=" codeswitching"> codeswitching</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20interaction" title=" classroom interaction"> classroom interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20discourse" title=" classroom discourse"> classroom discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learning%2F%20teaching" title="EFL learning/ teaching">EFL learning/ teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=SLA" title=" SLA"> SLA</a> </p> <a href="https://publications.waset.org/abstracts/21843/investigating-the-use-of-english-arabic-codeswitching-in-efl-classroom-oral-discourse-case-study-middle-school-pupils-of-ain-fekroun-wilaya-of-oum-el-bouaghi-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">479</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1194</span> Enhancing EFL Learners' Motivation and Classroom Interaction through Self-Disclosure in Moroccan Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohsine%20Jebbour">Mohsine Jebbour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation and classroom interaction are of prime significance for second/foreign language learning to take place effectively. Thus, a considerable amount of motivation and classroom interaction helps ensure students’ success in and continuation of learning the TL. One way to enhance students’ motivation and classroom interaction in the Moroccan EFL classroom then is through the use of self-disclosure. For the purposes of this study, self-disclosure has been defined as the verbal communication of positive personal information including opinions, feelings, experiences, family and friendship stories to classmates and teachers. This paper is meant to demonstrate that positive self-disclosure can serve as an effective tool for helping students develop favorable attitudes toward the EFL classroom (i.e., English courses, teacher of English, and classroom activities) and promoting their intrinsic motivation (IM to know and IM toward stimulation). A further objective is that since self-disclosure is reciprocal, when teachers of English reveal their personal information, students will uncover their personal matters in return. This will help ensure effective classroom participation, foster teacher-student communication, and encourage students to practice and hence improve their oral proficiency (i.e., the speaking skill). A questionnaire was used to collect data in this study. 164 undergraduate students (99 females and 65 males) from the department of English at the faculty of letters and humanities, Dher el Mehraz, Sidi Mohammed Ben Abd Allah University completed a questionnaire that assessed self-disclosure in relation to motivation (i.e., attitudes toward the learning situation and intrinsic motivation) and classroom interaction (i.e., teacher-student interaction, participation, and out-of-class communication) on a 1 to 5 scale with (1) Strongly Disagree and (5) Strongly Agree. The level of agreement on the positive dimension of self-disclosure was ranked first by the respondents. The hypothesis set at the very beginning of the study, which posited that positive self-disclosure is essential to enhancing motivation and classroom interaction in the EFL context, was confirmed. In this regard, the findings suggest that implementing self-disclosure in the Moroccan EFL classroom may serve as an effective tool to have positive affect of teacher, class and classroom activities. This in turn will encourage the learners to attend classes, enjoy the language learning activity, complete classroom assignments, participate in class discussions, and interact with their teachers and classmates. It is hoped that teachers benefit from the results of this study and hence encourage the use of positive self-disclosure to develop English language learning in the Moroccan context where opportunities of using English outside the classroom are limited. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20classroom" title="EFL classroom">EFL classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20interaction" title=" classroom interaction"> classroom interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-disclosure" title=" self-disclosure"> self-disclosure</a> </p> <a href="https://publications.waset.org/abstracts/40429/enhancing-efl-learners-motivation-and-classroom-interaction-through-self-disclosure-in-moroccan-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40429.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1193</span> Catering for Children with Autism in the Regular Classroom: Challenges and the Way Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beatrice%20Tayo%20Ajayi">Beatrice Tayo Ajayi</a>, <a href="https://publications.waset.org/abstracts/search?q=Dzever%20Linus%20Terry"> Dzever Linus Terry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pupils with autism in the general classroom have dare need to be adequately catered for in social and academic activities for successful attainment in school work and future life. However, adequate catering for autistic children by teachers that basically received no training in content related to inclusive education and lack the ability to use inclusive strategies during classroom instruction appears to be a mirage. This paper intends to examine the current classroom environment in relation to the level to which autistic primary school pupils are catered for in the regular classroom. The study also seeks to identify the challenges teachers experience in the course of catering to the needs of children with autism and the way out. The sample consists of thirty (30) primary school teachers of Ondo West Local Government Area, Ondo State, Nigeria (10 male, 15 female), age grades between twenty five (25) to sixty (60). Data collection will be a survey using the researcher developed 18 statements Four Point- Likert Scale type to assess the level to which participants agree or disagree with the statement about catering for pupils with autism. Results are to be evaluated using descriptive statistical methods of mean scores and t-test. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=catering" title=" catering"> catering</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20classroom" title=" general classroom"> general classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=way%20forward" title=" way forward"> way forward</a> </p> <a href="https://publications.waset.org/abstracts/157628/catering-for-children-with-autism-in-the-regular-classroom-challenges-and-the-way-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157628.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1192</span> Factors Related to Teachers’ Analysis of Classroom Assessments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hussain%20A.%20Alkharusi">Hussain A. Alkharusi</a>, <a href="https://publications.waset.org/abstracts/search?q=Said%20S.%20Aldhafri"> Said S. Aldhafri</a>, <a href="https://publications.waset.org/abstracts/search?q=Hilal%20Z.%20Alnabhani"> Hilal Z. Alnabhani</a>, <a href="https://publications.waset.org/abstracts/search?q=Muna%20Alkalbani"> Muna Alkalbani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Analysing classroom assessments is one of the responsibilities of the teacher. It aims improving teacher’s instruction and assessment as well as student learning. The present study investigated factors that might explain variation in teachers’ practices regarding analysis of classroom assessments. The factors considered in the investigation included gender, in-service assessment training, teaching load, teaching experience, knowledge in assessment, attitude towards quantitative aspects of assessment, and self-perceived competence in analysing assessments. Participants were 246 in-service teachers in Oman. Results of a stepwise multiple linear regression analysis revealed that self-perceived competence was the only significant factor explaining the variance in teachers’ analysis of assessments. Implications for research and practice are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analysis%20of%20assessment" title="analysis of assessment">analysis of assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20assessment" title=" classroom assessment"> classroom assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service%20teachers" title=" in-service teachers"> in-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=self-competence" title=" self-competence"> self-competence</a> </p> <a href="https://publications.waset.org/abstracts/4950/factors-related-to-teachers-analysis-of-classroom-assessments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4950.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1191</span> The Impact of the Flipped Classroom Instructional Model on MPharm Students in Two Pharmacy Schools in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Almanasef">Mona Almanasef</a>, <a href="https://publications.waset.org/abstracts/search?q=Angel%20Chater"> Angel Chater</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20Portlock"> Jane Portlock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: A 'flipped classroom' uses technology to shift the traditional lecture outside the scheduled class time and uses the face-to-face time to engage students in interactive activities. Aim of the Study: Assess the feasibility, acceptability, and effectiveness of using the 'flipped classroom' teaching format with MPharm students in two pharmacy schools in the UK: UCL School of Pharmacy and the School of Pharmacy and Biomedical Sciences at University of Portsmouth. Methods: An experimental mixed methods design was employed, with final year MPharm students in two phases; 1) a qualitative study using focus groups, 2) a quasi-experiment measuring knowledge acquisition and satisfaction by delivering a session on rheumatoid arthritis, in two teaching formats: the flipped classroom and the traditional lecture. Results: The flipped classroom approach was preferred over the traditional lecture for delivering a pharmacy practice topic, and it was comparable or better than the traditional lecture with respect to knowledge acquisition. In addition, this teaching approach was found to overcome the perceived challenges of the traditional lecture method such as fast pace instructions, student disengagement and boredom due to lack of activities and/or social anxiety. However, high workload and difficult or new concepts could be barriers to pre-class preparation, and therefore successful flipped classroom. The flipped classroom encouraged learning scaffolding where students could benefit from application of knowledge, and interaction with peers and the lecturer, which might, in turn, facilitate learning consolidation and deep understanding. This research indicated that the flipped classroom was beneficial for all learning styles. Conclusion: Implementing the flipped classroom at both pharmacy institutions was successful and well received by final year MPharm students. Given the attention now being put on the Teaching Excellence Framework (TEF), understanding effective methods of teaching to enhance student achievement and satisfaction is now more valuable than ever. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=inverted%20classroom" title=" inverted classroom"> inverted classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=pharmacy%20education" title=" pharmacy education "> pharmacy education </a> </p> <a href="https://publications.waset.org/abstracts/94522/the-impact-of-the-flipped-classroom-instructional-model-on-mpharm-students-in-two-pharmacy-schools-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94522.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1190</span> A Flipped Classroom Approach for Non Science Majors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nidhi%20Gadura">Nidhi Gadura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To ensure student success in a non majors biology course, a flipped classroom pedagogical approach is developed and implemented. All students are assigned online lectures to listen to before they come to class. A three hour lecture is split into one hour of online component, one hour of in class lecture and one hour of worksheets done by students in the classroom. This deviation from a traditional 3 hour in class lecture has resulted in increased student interest in science as well as better understanding of difficult scientific concepts. A pre and post survey was given to measure the interest rates and grades were used to measure the success rates. While the overall grade average did not change dramatically, students reported a better appreciation of biology. Also, students overwhelmingly like the use of worksheets in class to help them understand the concepts. They liked the fact that they could listen to lectures at their own pace on line and even repeat if needed. The flipped classroom approach turned out to work really well our non science majors and the author is ready to implement this in other classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title="flipped classroom">flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=non%20science%20majors" title=" non science majors"> non science majors</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20pedagogical%20model" title=" technological pedagogical model"> technological pedagogical model</a> </p> <a href="https://publications.waset.org/abstracts/24174/a-flipped-classroom-approach-for-non-science-majors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24174.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1189</span> A Problem-Based Learning Approach in a Writing Classroom: Tutors’ Experiences and Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Mukhtar%20Aliyu">Muhammad Mukhtar Aliyu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated tutors’ experiences and perceptions of a problem-based learning approach (PBL) in a writing classroom. The study involved two Nigerian lecturers who facilitated an intact class of second-year students in an English composition course for the period of 12 weeks. Semi-structured interviews were employed to collect data of the study. The lecturers were interviewed before and after the implementation of the PBL process. The overall findings of the study show that the lecturers had positive perceptions of the use of PBL in a writing classroom. Specifically, the findings reveal the lecturers’ positive experiences and perception of the group activities. Finally, the paper gives some pedagogical implications which would give insight for better implementation of the PBL approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experiences%20and%20perception" title="experiences and perception">experiences and perception</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning%20approach" title=" problem-based learning approach"> problem-based learning approach</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20classroom" title=" writing classroom"> writing classroom</a> </p> <a href="https://publications.waset.org/abstracts/90237/a-problem-based-learning-approach-in-a-writing-classroom-tutors-experiences-and-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90237.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1188</span> Edmodo and the Three Powerful Strategies to Maximize Students Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aziz%20Soubai">Aziz Soubai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary issue is that English as foreign language learners don’t use English outside the classroom. The only little exposure is inside the classroom, and that’s not enough to make them good language learners! Edmodo, like the other Learning Management Systems, can be used to encourage students to collaborate with each other and with global classrooms on projects where English is used- Some examples of collaboration with different schools will be mentioned and how the Substitution Augmentation Modification Redefinition (SAMR) model and its stages can be applied in the activities, especially for teachers who are hesitant to introduce technology or don’t have a lot of technical knowledge. There will also be some focus on Edmodo groups and on how flipped and blended learning can be used as an extension for classroom time and to help the teacher address language problems and improve students’ language skills, especially writing, reading and communication. It is also equally important to use Edmodo badges and certificates for motivating and engaging learners and gamifying the lesson. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title="EFL learners">EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20classroom-learning%20management%20system" title=" language classroom-learning management system"> language classroom-learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=edmodo" title=" edmodo"> edmodo</a>, <a href="https://publications.waset.org/abstracts/search?q=SAMR" title=" SAMR"> SAMR</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20skills" title=" language skills"> language skills</a> </p> <a href="https://publications.waset.org/abstracts/168699/edmodo-and-the-three-powerful-strategies-to-maximize-students-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168699.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1187</span> Enhancing Experiential Learning in a Smart Flipped Classroom: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fahri%20Benli">Fahri Benli</a>, <a href="https://publications.waset.org/abstracts/search?q=Sitalakshmi%20Venkartraman"> Sitalakshmi Venkartraman</a>, <a href="https://publications.waset.org/abstracts/search?q=Ye%20Wei"> Ye Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Fiona%20Wahr"> Fiona Wahr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A flipped classroom which is a form of blended learning shifts the focus from a teacher-centered approach to a learner-centered approach. However, not all learners are ready to take the active role of knowledge and skill acquisition through a flipped classroom and they continue to delve in a passive mode of learning. This challenges educators in designing, scaffolding and facilitating in-class activities for students to have active learning experiences in a flipped classroom environment. Experiential learning theories have been employed by educators in the past in physical classrooms based on the principle that knowledge could be actively developed through direct experience. However, with more of online teaching witnessed recently, there are inherent limitations in designing and simulating an experiential learning activity for an online environment. In this paper, we explore enhancing experiential learning using smart digital tools that could be employed in a flipped classroom within a higher education setting. We present the use of smart collaborative tools online to enhance the experiential learning activity to teach higher-order cognitive concepts of business process modelling as a case study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title="experiential learning">experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20software%20tools" title=" smart software tools"> smart software tools</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20higher-order%20learning%20attributes" title=" online learning higher-order learning attributes"> online learning higher-order learning attributes</a> </p> <a href="https://publications.waset.org/abstracts/144655/enhancing-experiential-learning-in-a-smart-flipped-classroom-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144655.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1186</span> Visual Thinking Routines: A Mixed Methods Approach Applied to Student Teachers at the American University in Dubai</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alain%20Gholam">Alain Gholam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines were implemented in the teaching methodology graduate course at the American University in Dubai. The study used mixed methods. It was guided by the following two research questions: 1). To what extent do visual thinking inspire learning in the classroom, and make time for students’ questions, contributions, and thinking? 2). How do visual thinking routines inspire learning in the classroom and make time for students’ questions, contributions, and thinking? Eight student teachers enrolled in the teaching methodology course at the American University in Dubai (Spring 2017) participated in the following study. First, they completed a survey that measured to what degree they believed visual thinking routines inspired learning in the classroom and made time for students’ questions, contributions, and thinking. In order to build on the results from the quantitative phase, the student teachers were next involved in a qualitative data collection phase, where they had to answer the question: How do visual thinking routines inspire learning in the classroom and make time for students’ questions, contributions, and thinking? Results revealed that the implementation of visual thinking routines in the classroom strongly inspire learning in the classroom and make time for students’ questions, contributions, and thinking. In addition, student teachers explained how visual thinking routines allow for organization, variety, thinking, and documentation. As with all original, new, and unique resources, visual thinking routines are not free of challenges. To make the most of this useful and valued resource, educators, need to comprehend, model and spread an awareness of the effective ways of using such routines in the classroom. It is crucial that such routines become part of the curriculum to allow for and document students’ questions, contributions, and thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20display" title="classroom display">classroom display</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=thinking%20classroom" title=" thinking classroom"> thinking classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20thinking%20routines" title=" visual thinking routines"> visual thinking routines</a> </p> <a href="https://publications.waset.org/abstracts/72365/visual-thinking-routines-a-mixed-methods-approach-applied-to-student-teachers-at-the-american-university-in-dubai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">227</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1185</span> A Developmental Study of the Flipped Classroom Approach on Students’ Learning in English Language Modules in British University in Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20T.%20Zaki">A. T. Zaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The flipped classroom approach as a mode of blended learning was formally introduced to students of the English language modules at the British University in Egypt (BUE) at the start of the academic year 2015/2016. This paper aims to study the impact of the flipped classroom approach after three semesters of implementation. It will restrict itself to the examination of students’ achievement rates, student satisfaction, and how different student cohorts have benefited differently from the flipped practice. The paper concludes with recommendations of how the experience can be further developed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement%20rates" title="achievement rates">achievement rates</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20experience" title=" developmental experience"> developmental experience</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20cohorts" title=" student cohorts"> student cohorts</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20satisfaction" title=" student satisfaction"> student satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/67181/a-developmental-study-of-the-flipped-classroom-approach-on-students-learning-in-english-language-modules-in-british-university-in-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1184</span> Relationship between Effective Classroom Management with Students’ Academic Achievement of EFL of STKIP YPUP</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eny%20Syatriana">Eny Syatriana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to find out the effective instruction for classroom management, with the main identification of organizing and managing effective learning environments, to identify characteristics of effective lesson planning, identify resources and materials dealing with positive and effective classroom management. Knowing the effective instruction management is one of the characteristics of well managed teacher. The study was carried out in three randomly selected classes of STKIP YPUP in South Sulawesi. The design adopted for the study was a descriptive survey approach. Simple descriptive analysis was used. The major instrument used in this study were student questionnaire, teacher questionnaire, data were gathered with the research instrument and were analyzed, the research question were investigated and two hypothesis were duly tested using t-test statistics. Based on the findings of this research, it was concluded that effective classroom management skills or techniques have strong and positive influence on student achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20classroom%20management%20skills" title="effective classroom management skills">effective classroom management skills</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20achievement" title=" students’ achievement"> students’ achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20academic" title=" students academic"> students academic</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20learning%20environments" title=" effective learning environments"> effective learning environments</a> </p> <a href="https://publications.waset.org/abstracts/29660/relationship-between-effective-classroom-management-with-students-academic-achievement-of-efl-of-stkip-ypup" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1183</span> Evolution of Classroom Languaging over the Years: Prospects for Teaching Mathematics Differently</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jabulani%20Sibanda">Jabulani Sibanda</a>, <a href="https://publications.waset.org/abstracts/search?q=Clemence%20Chikiwa"> Clemence Chikiwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper traces diverse language practices representative of equally diverse conceptions of language. To be dynamic with languaging practices, one needs to appreciate nuanced languaging practices, their challenges, prospects, and opportunities. The paper presents what we envision as three major conceptions of language that give impetus to diverse language practices. It examines theoretical models of the bilingual mental lexicon and how they inform language practices. The paper explores classroom languaging practices that have been promulgated and experimented with. The paper advocates the deployment of multisensory semiotic systems to complement linguistic classroom communication and the acknowledgement of learners’ linguistic and semiotic resources as valid in the learning enterprise. It recommends the enactment of specific clauses on language in education policies and curriculum documents that empower classroom interactants to exercise discretion in languaging practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=languaging" title="languaging">languaging</a>, <a href="https://publications.waset.org/abstracts/search?q=monolingual" title=" monolingual"> monolingual</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=semiotic%20and%20linguistic%20repertoire" title=" semiotic and linguistic repertoire"> semiotic and linguistic repertoire</a> </p> <a href="https://publications.waset.org/abstracts/171199/evolution-of-classroom-languaging-over-the-years-prospects-for-teaching-mathematics-differently" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171199.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1182</span> A Conceptual Framework for Integrating Musical Instrument Digital Interface Composition in the Music Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aditi%20Kashi">Aditi Kashi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While educational technologies have taken great strides, especially in Musical Instrument Digital Interface (MIDI) composition, teachers across the world are still adjusting to incorporate such technology into their curricula. While using MIDI in the classroom has become more common, limited class time and a strong focus on performance have made composition a lesser priority. The balance between music theory, performance time, and composition learning is delicate and difficult to maintain for many music educators. This makes including MIDI in the classroom. To address this issue, this paper aims to outline a general conceptual framework centered around a key element of music theory to integrate MIDI composition into the music classroom to not only introduce students to digital composition but also enhance their understanding of music theory and its applicability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20framework" title="educational framework">educational framework</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20technology" title=" education technology"> education technology</a>, <a href="https://publications.waset.org/abstracts/search?q=MIDI" title=" MIDI"> MIDI</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a> </p> <a href="https://publications.waset.org/abstracts/155266/a-conceptual-framework-for-integrating-musical-instrument-digital-interface-composition-in-the-music-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155266.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1181</span> Evolution of Classroom Languaging in Multilingual Contexts: Challenges and Prospects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jabulani%20Sibanda">Jabulani Sibanda</a>, <a href="https://publications.waset.org/abstracts/search?q=Clemence%20Chikiwa"> Clemence Chikiwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper traces diverse language practices representative of equally diverse conceptions of language. To be dynamic with languaging practices, one needs to appreciate nuanced languaging practices, their challenges, prospects, and opportunities. The paper presents what we envision as three major conceptions of language that give impetus to diverse language practices. It examines theoretical models of the bilingual mental lexicon and how they inform language practices. The paper explores classroom languaging practices that have been promulgated and experimented with. The paper advocates the deployment of multisensory semiotic systems to complement linguistic classroom communication and the acknowledgement of learners’ linguistic and semiotic resources as valid in the learning enterprise. It recommends the enactment of specific clauses on language in education policies and curriculum documents that empower classroom interactants to exercise discretion in languaging practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=languaging" title="languaging">languaging</a>, <a href="https://publications.waset.org/abstracts/search?q=monolingual" title=" monolingual"> monolingual</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=semiotic%20and%20linguistic%20repertoire" title=" semiotic and linguistic repertoire"> semiotic and linguistic repertoire</a> </p> <a href="https://publications.waset.org/abstracts/178219/evolution-of-classroom-languaging-in-multilingual-contexts-challenges-and-prospects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178219.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1180</span> Lifeworld Research of Teacher Leadership through Educational Interactions with Students in a Classroom: Three Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Jurgile"> Vaida Jurgile</a>, <a href="https://publications.waset.org/abstracts/search?q=Roman%20Balandiuk"> Roman Balandiuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of teacher leadership is related to professionals who are capable to influence the organisational culture and behavior. The study aim was to gain the understanding of how teachers experience leadership through educational interactions with students in a classroom. The aim of the research is to identify how teachers experience leadership in their everyday professional life through educational interactions with students in a classroom. The lifeworld research was performed in the study. Twenty-four teachers participated in qualitative research. Data was collected via semi-structured interviews and analysed by using phenomenological analysis. Findings highlight that teacher leadership through educational interactions with students in a classroom is implemented through the following aspects: contributing, being authentic and demarcating, being influential, empowering, respecting, ensuring equality, contributing, being acknowledged, experiencing resentment, and being condemned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20leadership" title="teacher leadership">teacher leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=lifeworld%20research" title=" lifeworld research"> lifeworld research</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenology" title=" phenomenology"> phenomenology</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20experience" title=" professional experience"> professional experience</a> </p> <a href="https://publications.waset.org/abstracts/154355/lifeworld-research-of-teacher-leadership-through-educational-interactions-with-students-in-a-classroom-three-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154355.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1179</span> Evaluating the Effectiveness of Electronic Response Systems in Technology-Oriented Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Salman">Ahmad Salman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic Response Systems such as Kahoot, Poll Everywhere, and Google Classroom are gaining a lot of popularity when surveying audiences in events, meetings, and classroom. The reason is mainly because of the ease of use and the convenience these tools bring since they provide mobile applications with a simple user interface. In this paper, we present a case study on the effectiveness of using Electronic Response Systems on student participation and learning experience in a classroom. We use a polling application for class exercises in two different technology-oriented classes. We evaluate the effectiveness of the usage of the polling applications through statistical analysis of the students performance in these two classes and compare them to the performances of students who took the same classes without using the polling application for class participation. Our results show an increase in the performances of the students who used the Electronic Response System when compared to those who did not by an average of 11%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Interactive%20Learning" title="Interactive Learning">Interactive Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Classroom%20Technology" title=" Classroom Technology"> Classroom Technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Electronic%20Response%20Systems" title=" Electronic Response Systems"> Electronic Response Systems</a>, <a href="https://publications.waset.org/abstracts/search?q=Polling%20Applications" title=" Polling Applications"> Polling Applications</a>, <a href="https://publications.waset.org/abstracts/search?q=Learning%20Evaluation" title=" Learning Evaluation"> Learning Evaluation</a> </p> <a href="https://publications.waset.org/abstracts/119898/evaluating-the-effectiveness-of-electronic-response-systems-in-technology-oriented-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119898.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1178</span> The Flipped Classroom Used in Business Curricula</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hedia%20Mhiri%20Sellami">Hedia Mhiri Sellami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This case study used the principles of the flipped classroom (FC) in courses dealing with the use of the Information and Communication Technology (ICT) in three business curricula. The FC was used because our first goal is to devote more time to practice the theoretical concepts, so, before the class session, students had to watch videos introducing the concept they will learn. The videos weren't designed for our course, they are on Youtube and correspond to real cases of the ICT use in companies. This choice was also made in order to meet our second goal; it was to motivate students by showing them that the aspects covered by the course are very useful in the business. This case study reinforced the positive reputation of the FC as it was globally appreciated by our students. Beside, we managed to achieve our objectives relating to the motivation and application of concepts studied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title="flipped classroom">flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=business" title=" business"> business</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=video" title=" video"> video</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/59241/the-flipped-classroom-used-in-business-curricula" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59241.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">287</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1177</span> Online Classroom Instruction and Collaborative Learning: Problems and Prospects Among Undergraduate Students of Obafemi Awolowo University, Ile-Ife, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bello%20Theodora%20O.">Bello Theodora O.</a>, <a href="https://publications.waset.org/abstracts/search?q=Animola%20Odunayo%20V."> Animola Odunayo V.</a>, <a href="https://publications.waset.org/abstracts/search?q=Owoade%20Johnson%20T."> Owoade Johnson T.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the advent of Covid-19, online classroom instruction became a very important mode of instruction delivery during which learners were engaged in both collaborative and online interactive learning process, but along with it are challenges as well as its deliverables. This study therefore investigated the various online platform used by the students for learning among fresh undergraduate students of Obafemi Awolowo University, Ile-Ife, Osun Sate. It also assessed the student’s perception towards online learning in the university and examined the influence of collaborative learning among the students. Lastly, it examined the problems that are associated with collaborative online learning instruction in the university. These were with a view to providing empirical information on problems and prospects of online classroom instruction among fresh undergraduate physical science students of Obafemi Awolowo University, Ile-Ife. The study employed a descriptive survey research technique. The population comprised all the fresh undergraduates in physical science departments of Obafemi Awolowo University, Ile-Ife. The sample consisted two hundred freshmen in physical science departments of Obafemi Awolowo University, Ile-Ife, who were selected using simple random techniques. During the selection, a questionnaire was used to collect data from the respondents. The data were analyzed using appropriate descriptive of frequency, simple percentage, and mean. Results showed that Google Meet 149(74.5%), Telegram 120(60.0%), and Google Classroom 143(71.5%), are the prominent online classroom instruction used by the students in Obafemi Awolowo University, Ile-Ife. The results also showed that the freshmen’s perception towards online classroom instruction in Obafemi Awolowo University, Ile-Ife is low with cluster mean of 2.97. It further revealed that collaborative learning enhances the learning ability of below average learners more than that of the above average and average students (73.6%). Finally, the result showed that they are affirmative of the problems associated with online classroom instruction in Obafemi Awolowo University, Ile-Ife with cluster mean of 3.01. The result concluded that most Online platform used by the fresher’s students in Obafemi Awolowo University, Ile-Ife are Google Meet, Telegram and Google Classroom. The students have negatives perception towards online classroom instruction and the students are affirmative of the problems associated with online classroom instruction among physical science freshmen in Obafemi Awolowo University, Ile-Ife. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online" title="online">online</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=freshmen" title=" freshmen"> freshmen</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20science" title=" physical science"> physical science</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a> </p> <a href="https://publications.waset.org/abstracts/177948/online-classroom-instruction-and-collaborative-learning-problems-and-prospects-among-undergraduate-students-of-obafemi-awolowo-university-ile-ife-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177948.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1176</span> Challenges for Adult English to Speakers of Other Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Halima%20Zaman">Halima Zaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper identifies real-life challenges faced by non-English-speaking learners. The author focuses on challenges both inside and outside the classroom. A qualitative approach has been applied to conduct the study with two different groups of ESOL (English to Speakers of Other Languages) learners. The author pays attention to the reasons behind the difficulties in controlling the learners’ focus within the classroom. Learners’ lifestyles, motivations, and previous educational backgrounds have been considered while determining the challenges they face within the classroom. Some existing challenges of teaching English to adults have been discussed in this paper; however, the primary focus is to observe those two groups of learners to identify their challenges. In this paper, the author has applied the academic knowledge of her Master of Arts in English Language teaching program to support and strengthen the observation of this case study. The paper ends with a number of recommendations that can be beneficial for newcomers to ESOL teaching and a scope of further exploratory research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESOL" title="ESOL">ESOL</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learners" title=" adult learners"> adult learners</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/160207/challenges-for-adult-english-to-speakers-of-other-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1175</span> How to Change Things When Change is Hard: Beyond Teaching Facts, How Can English Language Teachers Train Students to Use the 21st Century Skills </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hameda%20Suwaed">Hameda Suwaed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today's world, knowledge and information are increasing in a way that no one can learn everything about every subject and the jobs that students will get after graduation may not yet exist. Therefore, teaching them just facts without teaching them how to use the facts in real life, how to work in a team and how to think critically is no longer enough. In Libya, a country characterized by using traditional methods of teaching, how can English language teachers train students to use such skills? And what type of activities and adaptations to classroom teaching methods will be necessary to do this? Using action research and classroom research gathered data, this study adjusts Heath's (2010) model of change that includes giving students clear directions, sufficient motivation and supportive environment. These steps were applied by encouraging students to participate actively in the classroom by using group work and variety of activities to train them how to find, interpret and use information. The findings of the study showed that following the suggested model can broaden students' perspectives on studying in their environment starting with their classroom and ending with their country. In conclusion, although this was a small scale study, the students' participation in the classroom shows that they gained self confidence in using practices such as group work, critical thinking, time management, creativity and how to present their ideas and accepting different opinions. What was remarkable is that most students were aware that is what we need in Libya nowadays. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=change" title="change">change</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20practice" title=" classroom practice"> classroom practice</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Libya" title=" Libya"> Libya</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20work" title=" group work "> group work </a> </p> <a href="https://publications.waset.org/abstracts/28855/how-to-change-things-when-change-is-hard-beyond-teaching-facts-how-can-english-language-teachers-train-students-to-use-the-21st-century-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28855.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1174</span> Nine Foundational Interventions for Students with Autism Spectrum Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennie%20Long">Jennie Long</a>, <a href="https://publications.waset.org/abstracts/search?q=Marjorie%20Bock"> Marjorie Bock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the professional literature related to Autism Spectrum Disorder (ASD) has focused on successful interventions and strategies, there is a lack of documentation regarding which of these methods and supports are most foundational and essential for classroom use. Specifically, literature does not define the core foundational interventions and strategies that would be elemental for educators to use with students with an ASD diagnosis. From the increase in prevalence of autism spectrum disorders, to the challenge students with ASD pose in classrooms, to the requirement to implement evidence-based practice, rises an enormous challenge in the field of education. Foundational interventions should be in place the first day the student enters the classroom. The nine interventions are foundational in nature and because of the dramatic increase in prevalence there is currently a need for classroom programs to provide the foundation of basic educational skills as well as the specialty skills specific to the area of ASD utilizing the most current research. This article presents nine evidence-based intervention categories for implementation with students on the spectrum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based" title=" evidence-based"> evidence-based</a>, <a href="https://publications.waset.org/abstracts/search?q=foundational" title=" foundational"> foundational</a> </p> <a href="https://publications.waset.org/abstracts/50497/nine-foundational-interventions-for-students-with-autism-spectrum-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50497.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 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