Looking in Classrooms

Good, Thomas L.; Lavigne, Alyson Leah

doi:10.4324/9781315627519

Cited by 140 publications

(152 citation statements)

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“…Parents' expectations can function as self-fulfilling prophecies if they influence parents to behave in ways that confirm the parents' original expectations (Froiland, Peterson, & Davison, 2012;Good & Brophy, 2008). Because of their perceptions of girls' and boys' abilities, parents may treat their daughters and sons differentially and children may move in the direction of their parents' perceptions, thus confirming the parents' expectations.…”

Section: Parents' Gendered Views About Literacymentioning

confidence: 91%

Girls, boys and early reading: parents’ gendered views about literacy and children's attitudes towards reading

Ozturk

Hill

Yates

2015

Early Child Development and Care

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This study investigated the relationship between children's attitudes towards reading and their parents' gendered views about literacy (GVL). It was assumed that parents may have GVL by favouring girls in reading activities, which could limit boys' enjoyment in reading activities. This study was conducted with 31 five-year-old children in first term at a school in South Australia. To measure children's enjoyment in reading-related activities, each child completed an individually administered Literacy Attitude Scale (LAS). Parents completed a questionnaire about their views on girls' and boys' early literacy and their book preferences. It was found that the parents' GVL were significantly and negatively related to children's attitudes towards reading. Importantly, both male and female children of parents, with highly GVL, exhibited lower attitudes towards reading. Overall, girls reported significantly more positive attitudes towards reading than boys. A weak but notable correlation was found between parents' perceptions about their children's attitudes towards reading and their children's self-reported reading attitudes.

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Section: Parents' Gendered Views About Literacymentioning

confidence: 91%

Girls, boys and early reading: parents’ gendered views about literacy and children's attitudes towards reading

Ozturk

Hill

Yates

2015

Early Child Development and Care

View full text Add to dashboard Cite

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“…Despite the fact that there are studies documenting the positive effect that differentiation has on student learning in mixed ability classrooms (i.e. Chall, 2000;Chamberlin & Powers, 2010;Gayfer, 1991;Good & Brophy, 2003;Kim, 2005;McAdamis, 2001;Pfannenstiel, 1997;Tomlinson, 1999), these are still very few and cannot therefore sustain large scale curricular innovations. Notably, most of the documented research on differentiation consists of small scale research projects, based on a very specific learning focus i.e.…”

Section: Differentiated Instruction Frameworkmentioning

confidence: 95%

Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness

Valiandes

2015

Studies in Educational Evaluation

112

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“…Many studies have noted that there are connections among effective communication, students' achievement, and students' satisfaction with teaching (Good and Brophy 2003), indicating the importance of their communication ability. Engaging students in seamless flipped learning implies that the students are encouraged to communicate with their peers and teachers across various learning spaces, including at-home, in-class, and in-field learning.…”

Section: Communicationmentioning

confidence: 99%

Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies

2015

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The flipped classroom has been recognized by educators as an innovative and effective instructional approach. It totally overthrows traditional instruction by switching in-class instruction time with at-home practicing time. While the effectiveness of the flipped room has been identified, the challenges of applying it to school settings have also been pointed out, such as the need for effective in-class learning designs and the necessity of helping students learn across at-home and inschool contexts. In this paper, the challenges as well as the definition, characteristics, and educational objectives of flipped learning are introduced; moreover, the seamless flipped learning model is proposed by integrating the features of mobile and wireless communication technologies into the flipped classroom model to provide a guide for researchers and educators to develop effective flipped learning activities and plans for helping students learn seamlessly across contexts.

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Looking in Classrooms

Abstract: Taking as its'central theme the need for teachers to become more. aware of their classroom behavior, this book surveys recent advances in educational research and gives detailed advice about effective teaching. 397 pp.

Cited by 140 publications

References 0 publications

Girls, boys and early reading: parents’ gendered views about literacy and children's attitudes towards reading

Girls, boys and early reading: parents’ gendered views about literacy and children's attitudes towards reading

Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness

Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies

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