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Volume 9, Number 1. 2020 ISSN 21586195 The Effects of Classroom Seating Layouts on Participation and Assessment Performance in a Fourth Grade Classroom Kali Rogers Louisiana State University The focus of this study was to look at how the seating layout effects participation and
Teacher, Parent and Student Perspectives on Using Google Classroom Effectively (May 26, 2020). Most people know that Google Classroom is a free online classroom management system, developed by Google for schools. But being a powerful and popular tool, doesn’t necessarily keep teachers from experiencing bumps along the way in.
Google Classroom, Moodle, Open edX, and Coursera (Liu et al., 2020 ò Mishra et al., 2020) thus, these tools make it difficult for different educational institutions to choose what should be needed to the inter-est of students and teachers (Piotrowski, 2010). Google Classroom, as defined by Zhang (2016), is a Learning Manage-
Analytic rubrics are considered the gold standard in assessment (Suskie, 2009) and have become the go-to tool for all performance-based assessments (e.g., essays, presentations, and projects). They are used in all classroom teaching contexts, from elementary to college classrooms (Jeong, 2015).
Teachers from 22 public schools throughout Indiana participated. Schools’ composition of students’ ethnicity and FRL status varied consider-ably. Across schools, 93.7% to 19.6% of students were White; 52.6% to 0.0% were Black, and 51.4% to 2.9% were Hispanic, whereas between 87.4% and 25.4% of students received FRL.
or the current task. Teachers found it more effective to give several 10-minute lessons instead of 30-minute ones. Recess breaks can be provided to children within the spacing of classroom instruction. With reference to the role of recess and unstructured play, research tells us that elementary students’ classroom behaviors and academic ...
frequency with which teachers employ games in . the mathematics classroom. One exception is Russo . and Russo’s (2020) study involving 135 Australian early . years primary teachers (Foundation, Year 1 and Year . 2) participating in professional learning on teaching . with challenging tasks. A single item in a pre-program
1 High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions about Consistency across High Schools Elaine M. Allensworth and Kallie Clark University of Chicago 1313 East 60th Street Chicago, IL 60637 Allensworth, E. M., & Clark, K. (2020). High School GPAs and ACT Scores as Predictors of College