Different approaches to classroom environments based on teacher experience and effectiveness

Pressley, Tim; Croyle, Hannah; Edgar, Madison

doi:10.1002/pits.22341

Cited by 8 publications

(2 citation statements)

References 22 publications

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“…Community building in the inclusive affective, physical, and online classroom learning environments involves interactive classroom management (e.g., students provide input into classroom routines, rules, norms), group cohesion (e.g., students work collaboratively; everyone engages in positive interpersonal relationships), and opportunities for students to express their individuality and specific backgrounds (e.g., intentionally planned opportunities for discussion, reflection, and interaction among all members of the classroom community; Cicco, 2017; Pressley et al, 2020). Students should have the opportunity to express their voice, learn to be active listeners, and receive and provide constructive feedback.…”

Section: An Invitation To Actionmentioning

confidence: 99%

Cultivating a Learning Environment to Support Diverse Gifted Students

Gilson,

Lee

2023

Gifted Child Today

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Educators have the responsibility to meet the academic, social, and emotional needs of every child in their care, including students who are gifted or high-achieving from diverse backgrounds. For gifted students to thrive in the differentiated classroom, teachers can consider the ways in which they establish and promote positive affective, physical, and digital learning environments. This article introduces the Reciprocal Learning Environments Model in which we describe four teacher actions based on research and recommended best practices from the field of gifted education to cultivate a more positive classroom culture conducive to differentiation.

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Section: An Invitation To Actionmentioning

confidence: 99%

Cultivating a Learning Environment to Support Diverse Gifted Students

Gilson,

Lee

2023

Gifted Child Today

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“…There is a delicate balance in considering the needs of students individually; pushing some and encouraging others for favorable outcomes. Students come to trust the teacher and believe they have their best interest (Pressley et al 2020). Proximity to the teacher plays a significant role in this relationship where students' body language and reactions allow teachers to know what type of feedback to provide (LaFebvre and Allen 2014).…”

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confidence: 99%

Considering the emotional needs of students in a computer-based learning environment

Moore

2020

Education Tech Research Dev

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This paper is in response to the manuscript entitled, "Success, failure and emotions: Examining the relationship between performance feedback and emotions in diagnostic reasoning," (Jarrell et al. in Educ Technol Res Dev 65:1263-1284, 2017) from a K-12 student perspective. Jarrell et al.'s (2017) noted a strong relationship between outcome emotions and performance tasks where high performing medical students resulted in the most positive emotions. Researchers indicated that medical students who experienced negative emotions led to negative outcomes such as loss of confidence or dropping out of school. In turn, these results can be translated to students in grades K-12 who find themselves more regularly in an online learning environment. This perspective suggests ways Jarrell et al.'s (2017) conclusions can inform educators as they consider the important role emotions play in digital learning. Special consideration should be given to the importance of connection between student and teacher, as well as the unique challenges faced by students identified with learning disabilities. Keywords Computer-based learning • Student emotions • Student teacher connection • Online learningShifting to a computer-based learning environment (CBLE) given the current world situation is essential to maintain progress for students in grades K through 12; however, it poses some considerable challenges for students, families, and teachers. Based on the paper by Jarrell et al. (2017), emotions are tied to achievement outcomes that play a role in learning and performance in academic situations. Emotions are an important consideration that must be measured for all involved. There is a healthy level of anxiety that causes us to prepare and persist through difficult tasks; however, when left unattended, it can interfere with all aspects of learning leaving lasting and detrimental effects (Pekrun 2006).Jarrell et al. ( 2017) looked specifically at performance feedback and its emotional impact on students in a CBLE. This idea was used to examine emotional responses to determine if learners can be grouped in a useful way and to observe significant performance differences between groups. As hypothesized, researchers observed two distinct

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The level of predictability of past reading attainment and self-perception and behavioural measures on children’s reading achievement

Hay,

Stevenson

2024

Australian Journal of Education

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This longitudinal study used regression path models to predict the influence on students’ reading comprehension ability of three self-perception variables (reading self-concept; reading/English effort; academic self-handicapping); three teacher rating behaviour variables (attentive behaviour; sociable behaviour; and settled behaviour) and past reading comprehension. As part of the study, a 12-item reading/English effort scale was developed, and its psychometrics characteristics reported ( N = 254) The participants were Australian primary school students, followed from Years 3 and 4 to Years 5 and 6 ( n = 127). The first path model identified that attending behaviours, low levels of self-handicapping, and reading self-concept were the main predictors of reading achievement. Reading achievement was reassessed two years on, with this path model including past reading attainment. In this model past reading achievement and self-handicapping predicted reading achievement. This research reiterates: the relevance of social-emotional and cognitive variables in education; the need to teach reading across the school years; and the need to enhance students’ sense of control and certainty over their learning.

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Different approaches to classroom environments based on teacher experience and effectiveness

Cited by 8 publications

References 22 publications

Cultivating a Learning Environment to Support Diverse Gifted Students

Cultivating a Learning Environment to Support Diverse Gifted Students

Considering the emotional needs of students in a computer-based learning environment

The level of predictability of past reading attainment and self-perception and behavioural measures on children’s reading achievement

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