The purpose of this study was to determine if a specific classroom seating arrangement can contribute to students being on or off-task while completing independent work within the general education setting of an inclusive second grade class. In this study, three classroom seating arrangements were compared in a second grade classroom. These seating arrangements were cluster seating, horseshoe seating, and row seating. There were specific targeted off-task behaviors that were to be observed: inappropriate talking, students out of their seats without permission, students not following directions, and students not starting independent work promptly. Data were collected using three methods: observation/ anecdotal record, teacher behavior checklist, and a behavior tally sheet. Data revealed the number of students who displayed off-task behaviors as well as the specific amount of times these behaviors happened during each seating arrangement. It was determined that row seating had the fewest off-task behaviors for this particular second grade class was row seating. It was also determined that inappropriate talking was the most frequent occurring off-task behavior and not following directions was the least off-task behavior observed. For this particular classroom, row seating was the best classroom arrangement. Implications of differing seating arrangements will be discussed.
Early mathematics content that is taught in elementary school lays the foundation for students' advanced mathematics performance. Thus, researchers show it is important that pre-service elementary teachers build a strong background in numbers and operations, as well as efficacy beliefs in mathematics instruction. This study expands the literature in the investigation of pre-service teachers' efficacy beliefs and mathematical knowledge by making comparisons of pre-service elementary teachers' views of efficacy to their overall ability in computation skills. Results show that elementary pre-service teachers who demonstrated lower scores in efficacy beliefs also had significantly lower computation scores. Implications for teacher preparation are also discussed.
Over half of current teachers do not feel prepared to hold effective parent-teacher conferences. One way to prepare teacher candidates for difficult conversations is through live and virtual environment simulations. This study explores the use of virtual simulations in enhancing active listening skills among four undergraduate teacher candidates at a large rural southeastern university. Results indicated that participants felt they were more capable of managing an upset parent and more confident in employing active listening skills as a result of the live simulations.
Providing effective feedback is a skill preservice teachers develop through practice. According to Hattie (2012), feedback is essential in the learning process, is prevalent in effective teaching, and its purpose is to help students determine current level of performance, so adjustments can be made to enhance performance to desired level. This qualitative case study was developed to provide 16, K-12 preservice teacher candidates with an opportunity to practice providing feedback in a virtual live environment. Candidates participated in (e.g. interacted with avatar, observed interaction, and/or critiqued interaction) a 60-minute simulation to practice feedback, then completed oral reflection and a written reflective survey (questionnaire) consisting of rating scales and corresponding written response items. Qualitative data collected was coded and analyzed for themes, while quantitative data explored central tendencies, and variations for each survey indicator. Results indicate live simulated sessions in the Virtual Avatar Lab (VAL) were beneficial in developing feedback skills. Teacher candidates reported favorable perceptions with respect to preparation to facilitate feedback conversations, in most cases felt the student avatars were authentic, and felt better prepared to help their future students take ownership of their own areas of strength and room for growth.
Several schools and colleges under Air University have found utility in using a mixed-reality approach to developing leadership acumen in this unique risk-free environment. This chapter will describe the power of collaboration between Air University and Auburn University at Montgomery while demonstrating the impact of this mixed-reality approach on developing military leaders. These mixed-reality exercises (MRXs) leverage an environment that establishes a practical laboratory for developing leaders to interact with avatars using a combination of virtual immersion and human intelligence (live simulation engagement). This innovative approach to “real play” allows real-time learning to take place in real time through virtual immersion.
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