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Purpose Teacher roles and classroom discourses have great influence on classroom discussions within the context of socio-scientific issues. Investigation of teacher roles and classroom discourses is of great importance in the construction of the classroom environment in which students can support their views and the reasons underlying their views through scientific data in cases such as Covid-19 requiring decision-making at community level. The purpose of the current study is to investigate the roles adopted by science teachers in bringing the socio-scientific issue of Covid-19 vaccine into their classrooms and whether the communicative approach they employed and the teacher roles they adopted complied with the discourses they drew on in their classes. Methods The study employed the case study design, one of the qualitative research methods and the study group was comprised of three science teachers and the students in their classes. As the data sources, video-recordings of the teachers' lessons and the vignettes related to the roles adopted by the teachers in addressing socio-scientific issues were used. The similarities and differences between the roles adopted by the teachers and the discourses used by them were examined and the communicative approach used by the teachers in their lessons was analyzed through discourse analysis. Results and conclusions It was found that the reasons proposed by the three science teachers to explain why they adopted these roles complied with their discourses used in the classes. It was observed that the more experienced teachers offered more opportunities for their students to talk in their classes (used dialogical discourse) and that the roles adopted by all the teachers and the discourses used by them in their classes were consistent with each other. Students are required to speak scientifically and actively participate in science lessons. However, the teacher's role in the classroom environment, classroom interactions, and the quality of this interaction are very important for this.

Since the COVID-19 pandemic, the ventilation of school buildings has attracted considerable attention from the general public and researchers. However, guidance to assess the ventilation performance in classrooms, especially during a pandemic, is still lacking. Therefore, aiming to fill this gap, this study conducted a full-scale laboratory study to monitor the CO2 concentrations at 18 locations in a classroom setting under four different ventilation regimes. Additionally, a field study was carried out in two Dutch secondary schools to monitor the CO2 concentrations in the real classrooms with different ventilation regimes. Both the laboratory and field study findings showed that CO2 concentrations varied a lot between different locations in the same room, especially under natural ventilation conditions. The outcome demonstrates the need of monitoring the CO2 concentration at more than one location in a classroom. Moreover, the monitored CO2 concentration patterns for different ventilation regimes were used to determine the most representative location for CO2 monitoring in classrooms. For naturally ventilated classrooms, the location on the wall opposite to windows and the location on the front wall (nearby the teacher) were recommended. For mechanically ventilated classrooms, one measurement location seemed enough because CO2 was well-mixed under this ventilation regime.

Objectives This study aimed to evaluate the impact of flipped learning in faculty development program (FDP) dedicated for developing key-feature questions (KFQs), and to compare examinees’ success and their opinions for the KFQs in a board exam. Methods The study group consisted of two cohorts – Pediatric Endocrinology and Diabetes Society Board members (n=11) and Pediatric Endocrinology Subspecialty 2019 Board Examination examinees (n=22). We used flipped learning approach to develop KFQs. This entailed writing KFQs while learning took place online. The discussion and refinement of the questions for the exam were done during the face-to-face meeting. At the end, feedback was taken from both cohorts. Results The faculty members developed 14 KFQs during the flipped learning process. They found the training useful (Md=9, IQR=1), and expressed high satisfaction (Md=9, IQR=1) for flipped learning approach. According to the faculty members, peer review was an important step in the flipped learning instructions for revising and improving the KFQs. Conclusions A successful intervention of flipped learning approach has been tested in a FDP dedicated for KFQ writing. During flipped learning, the board (faculty) members were more engaged, motivated for self-learning and collaboration, and encouraged for robust face-to-face discussions.

Wakelet is a free platform where you may add anything across the web in a smart way. It may be a link, image, text, pdf, you tube videos, own videos, tweets, link from instagram, etc. its unlimited in nature and absolutely safe. You may create collections and save, organize and collaborate here.Share and invitre makes it special. We may import data of others like students here. It provides integration facilities with a lot of tools like Canva, flipgrid, Canva, Adobe Spark, Giphy, etc. This paper discusses minutely only one aspect of collection creation in this content curation platform Wakelet., {"references":["Khalil, J. (2017). Why we started wakelet. Retrieved from https://medium.com/@j4jammy/why-we-started-wakelet-7702e0c9ee85","Mishra, S. N. (2022). Retrieved from https://wakelet.com/@SHIVANANDMISHRA","The Educator's guide to Wakelet. Retrieved May 26, 2022, from https://drive.google.com/file/d/15MPavRhnwSWyHbNucLPadzOXCl_YiIUY/view?usp=sharing"]}

We present a systematic review of research on retrieval practice that has been conducted specifically in classroom settings, yielding 50 experiments drawn from 37 peer-reviewed publications.

Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited classroom time and resources. In this literature review, we developed a narrow operational definition for “classroom research” compared to previous reviews of the literature. We screened nearly 2,000 abstracts and systematically coded 50 experiments to establish a clearer picture of benefits from retrieval practice in real world educational settings. Our review yielded 60 effect sizes and a total n = 5,374, the majority of which (62%) revealed medium or large benefits from retrieval practice. We found that retrieval practice improved learning for a variety of education levels, content areas, experimental designs, spacing of retrieval practice, final test delays, retrieval and final test formats, and timing of feedback; however, only 10 out of 50 experiments were conducted in non-WEIRD countries. Based on our review of the literature, we make eight recommendations for future research and provide educators with a better understanding of the robust benefits of retrieval practice across a range of school and classroom settings.

Air quality is an increasingly pertinent concern within indoor environments where humans spend most of their time. Poor indoor air quality, typically as a result of improvements in energy efficiency or mismanagement of buildings, can lead to adverse health outcomes. Various control strategies can be implemented to optimize indoor air quality indoors. Of particularly interest in this study is the use of air mixing and mechanical ventilation systems. Through a combination of field studies, controlled experiments, and modeling exercises this research addressed three main objectives. This research aims to: (a) investigate air movement, pollutant dispersion, and source control by the means of improving kitchen range hoods standards, (b) characterize typical CO₂ concentrations, ventilation rates, and building systems in classroom environments, and (c) assess the impact of improved ventilation and air movement on exposure. Specifically, this research study focuses on highly-occupied—in terms of quantity of occupants and duration of occupancy—indoor environments: residential and classroom environments. First, to understand how air movement influences air velocities and turbulence, this research conducts controlled experiments to analyze mechanical mixing and buoyancy driven flows. Results demonstrate that the momentum generated from forced air significantly increases as supply flow rate increases, and typically near surface velocities are higher. Buoyancy driven flow, mimicked through heat sources, creates localized increases in velocities but temperature differences between rooms and between outdoor rooms drives mixing between rooms. A follow-up study analyzed gas-phase and particulate pollutant dispersion due to mechanical mixing and buoyancy driven flows. A set of experiments analyzed the effect of mechanical mixing and source duration (mimicking cooking) on assumptions for ‘well-mixed’ indoor environments in multi-zone homes. Analyzed results exhibit that the time to perfect mixing, low variance across all rooms of the house, is lower for mechanical mixing versus buoyancy driven flow. Contaminant removal effectiveness, how well a space removes pollutants, is higher for no mechanical mixing indicating that with regards to exposure, there’s more differences between rooms. Lastly, a series of Monte Carlo simulation using assumptions validated by the previous study and aggregated input data from relevant literature ascertained the minimum capture efficiency required by range hoods to reduce exposure to PM₂.₅ and NO₂ indoors. This standard is driven by smaller homes that use gas stoves. Further reductions in exposure to cooking-related contaminants can be found through increased back-burner usage or auto range hood (always using your range hood). Expanding on existing literature of classroom environments, this dissertation explores CO₂ concentrations, ventilation rates, and building systems in high school classrooms in Central Texas. Results from this study demonstrate wide-spread underventilation of classrooms in comparison to code and standards as well as differences in maintenance and operation between portable and permanent classrooms. Increases in ventilation rates in the second sampling year reduced potential to exposure of human-generated contaminants in the space. As a follow-up investigation, this study also explored ventilation and building systems in university classroom environments, pre-COVID and post-COVID. Due to the complexity of systems and the dynamic occupancy, most university classrooms are well-ventilated, if not over-ventilated. Monitoring ventilation during the COVID-era of the pandemic found increased ventilation rates and reduced occupancy led to lower CO₂ concentrations and potential risk for exposure.

We investigated how learning environments–involving their physical, pedagogical, and psychosocial dimensions–influence students learning experiences in an Australian Faculty of Business and Economics. Qualitative data collection involved observations of eight classrooms over a semester, four focus groups with 21 students and interviews with six educators. The study provided deeper understanding of the dynamic and complex intrinsic interrelations of learning environment dimensions over time, addressing previous gaps in research. It identified and analysed spaces and practices, educational activities, and students’ subjective experiences in different learning environments to illustrate how these multiple elements intersect and influence on the students’ experience. The mixed methods used in the research helped to uncover a broader view of the learning environment and its interdependent influences over time on students’ learning experiences. One practical implication is that any strategies to support a more holistic student learning experience through more effective use of learning environments should be developed at an institutional level.

Intellectually disabled students differ from other students in terms of rational, behavioral, and physical aspects; their education and activities must be planned practiced to enable them to be integrated with healthy students. The provision of special needs to people with intellectual disabilities is a reflection of the aspirations of any country aiming to care for all categories of society. This study investigates the architectural design of classroom space for intellectually disabled students by comparing the design specifications of primary-school classrooms for intellectually disabled and healthy students. To encourage students with special needs, have a normal personal life and to try to integrate them into the primary school community, the impact of abnormal health status on their classroom must be considered. The architectural factors that must be considered in this context are: the layout of the classroom; flooring materials; toilets; transition area; foldable furniture; insulation; ventilation; lighting; colors; and sunspace. Following a brief discussion of the critical methodological issues germane to this research, the paper details the most important aspects that must be available in primary-school classrooms. In conclusion, after detailing the results obtained, the study provides five key architectural strategies regarding the space and environment of the classroom, covering furniture, adjacent toilets, colors and materials, form, lighting, ventilation, and soft music.

The risk of COVID-19 infection from virulent aerosols is particularly high indoors. This is especially true for classrooms, which often do not have pre-installed ventilation and are occupied by a large number of students at the same time. It has been found that precautionary measures, such as the use of air purifiers (AP), physical distancing, and the wearing of masks, can reduce the risk of infection. To quantify the actual effect of precautions, it is not possible in experimental studies to expose subjects to virulent aerosols. Therefore, in this study, we develop a computational fluid dynamics (CFD) model to evaluate the impact of applying the aforementioned precautions in classrooms on reducing aerosol concentration and potential exposure in the presence of index or infected patients. A CFD-coupled Wells–Riley model is used to quantify the infection probability (IP) in the presence of index patients. Different cases are simulated by varying the occupancy of the room (half/full), the volumetric flow rate of the AP, two different locations of the AP, and the effect of wearing masks. The results suggest that using an AP reduces the spread of virulent aerosols and thereby reduces the risk of infection. However, the risk of the person sitting adjacent to the index patient is only marginally reduced and can be avoided with the half capacity of the class (physical distancing method) or by wearing face masks of high efficiencies.

Cet article se situe en continuité d’un premier et aborde une variété de questions concernant les données de recherche, relativement aux travaux conduits en salle de classe. L’entrée sur le sujet se fait à partir des travaux de recherche en didactique des mathématiques que mon équipe mène sur le calcul mental. Ceux-ci ont été des déclencheurs de réflexions méthodologiques, épistémologiques et éthiques relatives aux notions de collecte, de production et de fiabilité des données. À partir d’une anecdote, ce deuxième article traite de la question de l’expérience vécue par le chercheur en classe relativement à la nature des données de recherche., This article addresses questions concerning research data related to work conducted in classrooms. I use my own work in didactics of mathematics regarding mental mathematics. It acts as an important trigger for epistemological, methodological, and ethical reflections about data collection, production and reliability. Through an anecdote, this second article discusses issues related to the researcher’s experience in the classroom and the developed relation with the research data gathered., Este artículo es la continuación de otro previo y aborda una variedad de preguntas sobre los datos de investigación, en particular en los trabajos realizados en el aula. Se inicia el tema a partir de los trabajos de investigación en didáctica de la matemática que mi equipo desarrolla sobre el cálculo mental. Estos trabajos han desencadenado una serie de reflexiones metodológicas, epistemológicas y éticas sobre las nociones de toma, producción y fiabilidad de los datos. A partir de una anécdota, este segundo artículo trata de la cuestión de la experiencia vivida por el investigador en el aula en relación con la naturaleza de los datos de investigación.

Introduction and Objective. Our research aims to reconstruct the study of emotions in Spanish developmentalism (1957-1975) throughout the oral history of female students from a rural school, located in Madrigueras (Albacete), who later became teachers. Methodology. We opted for a qualitative approach (historical-educational method), framed within the paradigm of the new Cultural and Social History. Based on content analysis, we conducted in-depth interviews and complemented them with the analysis of the manuals and reading books used by those female students, as well as with documents from the local archive of the City Council. Furthermore, we also intend to investigate the characteristics of rural schools; to analyze the roles of female teacher-students; to assimilate the emotional treatment experienced in classrooms; and to understand the motivation that drove those female students to change the way of education when they became teachers. Results and Conclusions. Our findings show that the emotions experienced at school determined the way in which they sought to renew themselves, carry on professional teacher development and generate affection with their students at their own teaching practices. Introducción y Objetivo. El principal objetivo de este artículo es reconstruir el estudio de las emociones en el desarrollismo español (1957-1975) a través de la historia oral de alumnas procedentes de una escuela rural que, posteriormente, se convirtieron en maestras. Metodología. El estudio, de carácter local, se sitúa en el pueblo de Madrigueras (Albacete). Hemos optado por el enfoque cualitativo, concretamente por el método histórico-educativo, enmarcado en el paradigma de la nueva Historia Cultural y Social. A partir del análisis de contenido, hemos realizado entrevistas en profundidad y complementado esa información con el análisis de los manuales y los libros de lectura usados por las alumnas en esta época, así como con documentación del archivo local del Ayuntamiento de Madrigueras. Con esta investigación pretendemos, además, indagar en las características de aquella escuela rural; analizar las figuras de la maestra y de la alumna; asimilar el tratamiento emocional que se vivió en las aulas; y comprender la motivación que impulsó a estas alumnas a cambiar la manera de educar cuando se hicieron maestras. Resultados y Conclusiones. El tratamiento emocional experimentado en las aulas determinó el modo en que buscaron renovarse, seguir formándose y crear afectos con su alumnado cuando pusieron en marcha sus propias prácticas docentes.

Classroom-based physical activity (CPA) is an evidence-based practice that improves student physical activity outcomes, but national data suggest implementation is insufficient in US classrooms. The purpose of this study was to examine individual and contextual factors associated with elementary school teachers’ intentions to implement CPA. We collected input survey data from 181 classroom teachers (10 schools; 98.4% participation among eligible teachers) across three separate cohorts to examine associations between individual and contextual constructs and future CPA implementation intentions. Data were analyzed using multilevel logistic regression. Individual-level characteristics of perceived autonomy for using CPA, perceived relative advantage/compatibility of CPA, and general openness to educational innovations were positively associated with intentions to implement CPA (p < 0.05). Teacher perceptions of contextual factors such as administrator support for CPA were also associated with implementation intentions. This study adds to prior evidence about the importance of theoretically determined constructs for understanding behavioral intentions among front-line implementers such as classroom teachers. Additional research is needed to evaluate interventions designed to change malleable factors, including teachers’ perceptions, as well as changing school environments so that teachers perceive more autonomy to use CPA and have the training and resources that build skills for implementation.

Japan’s government has adopted the “Private Finance Initiative (PFI)” as a project method for monitoring “air-conditioning (AC)” performance after AC installation projects to overcome heatstroke increase in schools during the summer. However, this project was conducted long after schools were built, which raises the question: what is the AC “energy-use (EU)” and how comfortable will the classroom be when it is installed without going through the planning stage? Minimizing AC EU while keeping indoor thermal comfort is the main concern for low-carbon building design technology development. This research aims to evaluate the AC EU and summer indoor thermal comfort in classrooms by position and zone. This research method analyzes PFI monitoring data, field measurement data, and questionnaires with sensitivity analysis. It found that AC EU in the summer was higher than in the winter. In addition, the AC setting temperatures in the summer (cooling) were below the government-recommended value of 28 °C. Although the indoor thermal comfort percentage in the summer had reached 75.3%, there was a seating position with a smaller comfort percentage than others. The result further shows that most students felt “neutral”. However, the number of students who felt “slightly cool” and “cool” were more than those who felt “slightly warm” and “warm”.

During the COVID-19 pandemic, the importance of ventilation was widely stressed and new protocols of ventilation were implemented in school buildings worldwide. In the Netherlands, schools were recommended to keep the windows and doors open, and after a national lockdown more stringent measures such as reduction of occupancy were introduced. In this study, the actual effects of such measures on ventilation and thermal conditions were investigated in 31 classrooms of 11 Dutch secondary schools, by monitoring the indoor and outdoor CO 2 concentration and air temperature, both before and after the lockdown. Ventilation rates were calculated using the steady-state method. Pre-lockdown, with an average occupancy of 17 students, in 42% of the classrooms the CO 2 concentration exceeded the upper limit of the Dutch national guidelines (800 ppm above outdoors), while 13% had a ventilation rate per person (VR p) lower than the minimum requirement (6 l/s/p). Post-lockdown, the indoor CO 2 concentration decreased significantly while for ventilation rates significant increase was only found in VR p, mainly caused by the decrease in occupancy (average 10 students). The total ventilation rate per classrooms, mainly induced by opening windows and doors, did not change significantly. Meanwhile, according to the Dutch national guidelines, thermal conditions in the classrooms were not satisfying, both pre- and post-lockdown. While opening windows and doors cannot achieve the required indoor environmental quality at all times, reducing occupancy might not be feasible for immediate implementation. Hence, more controllable and flexible ways for improving indoor air quality and thermal comfort in classrooms are needed.

Reading comprehension is an important skill in secondary education, yet many history teachers find it difficult to provide adequate reading strategy instruction. In this study, we designed a digital learning environment to support teachers’ instruction of reading strategies based on student data. We provided history teachers in the experimental conditions with a visualisation of student performance data. Additionally, these teachers received professional development (PD) training and a guiding manual on how to translate these data into structured, explicit reading strategy instruction. Teachers in the control condition were only provided with basic data. We investigated teachers’ personal experiences through micro-level analysis of qualitative interview data. Our results show that teachers in the experimental condition improved the variation of their strategy instruction and used modelling behaviour more often after the PD training. However, we also identified multiple contextual implementation barriers that provided us with important suggestions for future practice-oriented educational research.

Providing healthy buildings with high Indoor Environmental Quality (IEQ) is getting increasingly important and this necessity is now widely recognised. Among the aspects that define IEQ, thermal comfort is the one that can have the greatest influence on individual perception of the environment. To provide thermal comfort in the built environment, dynamic energy simulations are useful tools that provide insights into energy consumption and indoor environmental quality. However, comfort assessment is influenced by several factors and not all tools are able to estimate it efficiently. This study assesses the possibility of using Building Energy Simulations (BES) to provide a fast yet reliable tool to predict thermal comfort indicators, validating it with on-site measurements. The practical impact on environmental design is immediate, providing an essential tool in the early stages of building design. The results showed some differences between the values of Fanger’s PMV indices, albeit minor. Moreover, results indicate that there is a higher variability between the results of the thermal sensation expressed by the subjective thermal sensation obtained through questionnaires than between the real and simulated scenarios.

Presentatie aan de stuurgroep consortium 'T PASST WEL! RENN4, Openbaar Onderwijs Groningen, TEAM050, Cosis

Orientador: Maria Márcia Sigrist Malavasi Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: O presente estudo constitui-se como resultado de uma pesquisa desenvolvida em quarto escolas da Rede Municipal de Ensino de Campinas/SP, selecionadas entre as escolas participantes do Projeto Geração Escolar 2005 (Projeto GERES), e teve como principal objetivo investigar as características da organização do trabalho pedagógico das turmas dos anos iniciais do Ensino Fundamental, em escolas com diferentes níveis de eficiência. Com os objetivos secundários buscou-se: observar a dinâmica da organização do trabalho pedagógico em salas de aula; identificar e descrever as características presentes na organização do trabalho pedagógico de oito salas de aula das quatro escolas e analisar tais características problematizando-as no contexto das escolas de maior e menor nível de eficiência. Para a definição das escolas foram utilizados como critérios pertencerem ao pólo Campinas, integrarem a rede municipal de ensino, apresentarem diferentes níveis de eficiência e terem professoras que participaram dos anos de aplicação dos testes do Projeto. Trata-se de uma pesquisa qualitativa, organizada em quatro etapas. A primeira, de contato com as escolas para aceitação e realização da pesquisa. A segunda, de identificação dos sujeitos, professoras dos anos iniciais do Ensino Fundamental, cujas salas pudessem ser observadas. A terceira, observação de campo nas quatro escolas e das aulas de oito professoras. Por fim, uma quarta etapa, de aplicação de questionários e entrevistas com os sujeitos selecionados. As informações coletadas foram descritas e analisadas, possibilitando concluir que a organização do trabalho pedagógico na aula é permeada pela avaliação, estando presente desde a elaboração da proposta pedagógica da escola até a concretização da aula. Abstract: The objective of this work was to investigate the pedagogic work organization of the first level classrooms of the "Elementary schools". The study was conducted in four schools of the municipal education net of Campinas, São Paulo selected from the schools of the GERES project. The dynamic of the pedagogic work in eight classrooms of the four schools was characterized in terms of their pedagogical work organization in the context of schools with high and low pedagogic efficiency. The following criteria was used to select the schools: belong to the Campinas Pole, integrate the municipal education net, have different efficiency levels and have teachers who have participated along the years of the application tests of the GERES project. The work was organized in four stages. In the first one, the schools were contacted and asked for acceptance to participate in the study. In the second stage, we contacted the teachers from the first level classrooms to observe their pedagogic practice during teaching. In the third stage, the fieldwork, we expanded the observation of pedagogic practice of eight teacher classrooms of the four selected schools. In the fourth stage we asked the teachers to answer questions from a questionnaire. In this stage we also interviewed the selected teachers. The data we collected allowed us to conclude that the organization of the pedagogic work in the classrooms of the studied schools is permeated by evaluation, being present from the elaboration of the school pedagogical proposal till the effective classroom work. Mestrado Ensino e Práticas Culturais Mestre em Educação

Aplicació web enfocada a cobrir les necessitats dels centres educatius d'assignar espais a hores lectives, i reservar-los per a quadrar els horaris als espais. Aquest procés d'assignació també ha de permetre consultar els espais disponibles, reservar espais i material de forma dinàmica, i reportar incidències i desperfectes dels mateixos. També ha de tenir en compte l'aforament dels espais a assignar, per a què en una reserva o assignació, aquest no es superi. Per part dels usuaris, l'aplicació ha de comptar amb diferents rols, per a mantenir un funcionament ordenat i correcte, i amb la possibilitat de consultar estadístiques d'ús. Application web focused on covering the education centers necessities to allocate classrooms and specific locations with class groups and fit in with the timetable of each centre and cours. The allocation process has to be dinamyc in the way of see disponibility and book the differents locations and material, at the same time that is used to report any incidence or flaw in any of each spaces. It is also important to take in count the capacity that the room or service has, in order to do not overbook it. The application users would have diferent rolls in the way to warranty a correct and organized application running, also they could have the option of check the usage statistics. Aplicación web enfocada a cubrir las necesidades de los centros educativos de asignar espacios a horas lectivas, y reservarlos para cuadrar los horarios en los espacios. Este proceso de asignación también debe permitir consultar los espacios disponibles, reservar espacios y material de forma dinámica, y reportar incidencias y desperfectos de los mismos. También debe tener en cuenta el aforo de los espacios a asignar, para que en una reserva o asignación, éste no se supere. Por parte de los usuarios, la aplicación debe contar con diferentes roles, para mantener un funcionamiento ordenado y correcto, y con la posibilidad de consultar estadísticas de uso.

Resúmen: La década de los noventa del siglo XIX representó un momento importante para la educación en México, impulsado por un grupo de maestros, higienistas, médicos, arquitectos y educadores que se plantearon y promovieron cambios para la educación primaria. Uno de estos cambios se dio en al ámbito del espacio escolar, es decir en la construcción de edificios escolares. El objetivo de este artículo se enmarca en un contexto de modernización promovida por el gobierno de Porfirio Díaz (1876-1911), y busca estudiar la transformación que el espacio escolar experimentó, centrando el análisis en las aulas, lugar donde el niño pasaba un importante tiempo de su vida y en donde se daba el ordenamiento de los comportamientos de los niños. El edificio escolar se concibió como un espacio de protección y formación para el cuerpo del niño, el cual fue acompañado por el mobiliario, los materiales escolares y los libros de texto. La escritura de este trabajo cuenta con el soporte de fuentes de los Archivo Históricode la Ciudad de México, Instrucción Pública, Planos de escuelas; Hemeroteca de la Universidad Pedagógica Nacional, México; Hemeroteca Digital (UNAM). Resumo: Os anos noventa do século XIX representaram um momento importante para a educação no México, impulsionado por um grupo de professores, higienistas, médicos, arquitetos e educadores que consideraram e promoveram mudanças no ensino fundamental. Uma dessas mudanças ocorreu no campo do espaço escolar, ou seja, na construção de prédios escolares. O objetivo deste artigo é, enquadrado em um contexto de modernização promovido pelo governo Porfirio Díaz (1876-1911), estudar a transformação que o espaço escolar sofreu, focalizando a análise nas salas de aula, onde a criança passava um período importante de sua vida e onde eran dados os ordenamentos sobre o seu comportamento. O prédio da escola foi concebido como um espaço de proteção e treinamento para o corpo da criança, acompanhado por móveis, material escolar e livros didáticos. A redação deste artigo se baseou em fontes do Arquivo Histórico da Cidade do México, Instrução Pública, Planos escolares da Hemeroteca da Universidade Nacional Pedagógica do México e da Biblioteca de Jornal Digital (UNAM). Abstract: The decade of the nineties of the nineteenth century represented an important moment for education in Mexico, driven by a group of teachers, hygienists, doctors, architects and educators who proposed and promoted changes in primary education. One of these changes was in the area of school space, that is, in the construction of school buildings. The objective of this article is framed in a context of modernization promoted by the government of Porfirio Díaz (1876-1911), and seeks to study the transformation that the school space underwent, focusing the analysis on the classrooms, a place where children spent an important part of their lives and where children's behavior was organized. The school building was conceived as a space of protection and formation for the child's body, which was accompanied by furniture, school materials and textbooks. The writing of this work is supported by sources from the Historical Archives of Mexico City, Public Instruction, School Plans; Newspaper Library of the National Pedagogical University, Mexico; Digital Newspaper Library (UNAM).

Objectius: determinar les propietats acústiques de quatre aules de la FOOT i explorar el llindar auditiu d’una mostra representativa d’estudiants per tal de valorar si l’acústica de les aules és òptima en funció de l’audició dels estudiants que les utilitzen. Materials i mètodes: per a trobar els valors dels paràmetres acústics, es duu a terme el mètode del soroll interromput per a trobar el temps de reverberació, mitjançant un micròfon, uns altaveus i un software d’acústica; per a determinar el soroll de fons s’utilitza un mètode comparatiu entre resultats que s’obtenen amb un sonòmetre, i amb les corbes de Noise Criteria. Per al llindar auditiu es duu a terme una audiometria tonal liminar per al mètode ascendent mitjançant un audiòmetre a una mostra de 42 estudiants de la facultat. També es realitza una enquesta de Google Forms per a estudiar la salut auditiva i l’entorn auditiu. Resultats: en quant a l’acústica de les aules, cap d’elles compleix amb les exigències establertes. Respecte al llindar auditiu, es considera dins la normalitat, malgrat que la gran majoria presenta pèrdues de 25dB o més en alguna de les freqüències. Quant a l’enquesta, la majoria presenta uns hàbits d’ús d’auriculars i unes condicions d’entorn auditiu que no son les més ideals. Una part de la mostra es queixa de tenir dificultats per a entendre i seguir les classes, principalment, pel soroll de fons. Conclusions: es conclou que independentment de quin sigui el llindar auditiu de la mostra, el fet de que no es compleixin les normatives acústiques pot afectar al seguiment i comprensió de les classes

Previous research confirms that individuals frequently become subject to various forms of discrimination for a variety of reasons. This study aimed at revealing the incidence of discrimination toward English as a Foreign Language students, the grounds on which it happens, its adverse effects on students as well as potential solutions to it. The data were collected through questionnaires and were further supported by interviews and classroom observations. The participants consisted of sixty-five Iranian students from a variety of ethnic, linguistic, and socioeconomic backgrounds. The findings indicated that nearly one-third of the students had experienced discrimination of one form or another. Students’ perceptions of discrimination were that it is based on skin colour, age, sex, social class, as well as political and religious beliefs. Furthermore, the findings showed that discrimination was perceived to have a negative bearing on students’ motivation and their overall ability by adversely affecting their class attendance, sense of responsibility, class performance, and assignment completion. It was found that teachers overtly discriminated against students by openly mocking them, neglecting to call on them for class participation, and unfairly assessing the students and their achievements. Some suggestions to raise awareness of implicit attitudes and biases, identify and end the practice of discrimination among English as a Foreign Language teachers included setting up teacher education programmes, raising learners’ awareness, raising teachers’ awareness of their responsibilities and students’ rights, institutional warning, punishing ‘discriminating’ teachers, and suspending teachers from work.

In this study, aspects of space and time in German and Swedish classrooms are observed and compared to characterize differences and similarities in classrooms and lessons in different contexts. The organization and control of individuals and their actions in relation to time and space are analysed using categories derived from Discipline and Punish utilizing a model of empirically informed typification analysis. The empirical data consist of field studies conducted by participant observation in German and Swedish classrooms. The type of classroom found in Germany is characterized by fixed boundaries and frameworks. The lessons are uniform, and class time is structured so as to minimize the number of interruptions between different activities. Boundaries are less clear in the type of classroom found in the Swedish material, where the classroom is just one of many places for teaching and learning. The lessons and schedules are less uniformly structured, and a lot of time is spent discussing the plans for instruction.

Indoor spaces are inherent to human beings who tend to spend most of their time in these places. So, classrooms have been the target of growing scientific concern, especially when subject to low ventilation rates. Carbon dioxide is traditionally considered an indicator of indoor air quality (IAQ). Unfortunately, there is a high concentration of this gas in the classroom environment, related to decreased cognition and reduced student performance. Thus, this study aims to carry out a literature review, focusing on articles dealing with CO2 levels and IAQ in classrooms with natural ventilation. The methodology adopted was the Systematic Literature Review. A selection of articles was performed on the Capes Journal Portal and ScienceDirect database, which resulted in the inclusion and analysis of 34 papers. As a result, we observed that classrooms often operate with average concentrations of CO2 above 1000 ppm and a significant peak-average relationship, which indicates the low efficiency of the air renewal. The analyzed works pointed out that users' action, through subjective judgment and adaptive behaviour, influences CO2 levels. Moreover, opening windows and doors during class breaks is not enough to maintain the recommended air quality. This theme gained relevance due to the COVID-19 pandemic in 2020, highlighting the need for adequate strategies for the dispersion of contaminants. Utilizar espaços internos é inerente aos seres humanos, que passam, em média, a maior parte do tempo nesses locais. As salas de aula são alvo de crescente preocupação científica sobretudo quando submetidas a baixas taxas de renovação de ar. O dióxido de carbono é, tradicionalmente, considerado um indicador da qualidade do ar interior (QAI). No ambiente escolar, altas concentrações desse gás estão relacionadas à diminuição da cognição e do desempenho dos estudantes. O objetivo deste estudo foi fazer uma revisão da literatura de artigos que tratam da QAI e dos níveis de CO2 em salas de aula com ventilação natural. A metodologia adotada foi a Revisão Sistemática da Literatura (RSL). Realizou-se uma seleção de artigos junto ao Portal de Periódicos da Capes e ScienceDirect, que resultou na inclusão e análise de 34 artigos. Como resultados, observou-se que, frequentemente, as salas de aula operam com concentrações médias de CO2 superiores a 1000 ppm, bem como, uma significativa relação pico-média, o que indica a baixa eficiência da renovação de ar. Os trabalhos indicaram que a ação dos usuários, por meio do julgamento subjetivo e do comportamento adaptativo, influenciou o aumento dos níveis desse gás, assim como a abertura de janelas e portas nos intervalos de aula não foi suficiente para manter a qualidade recomendada. Essa temática ganhou relevância devido à pandemia do COVID-19 em 2020, em que ficou evidente a necessidade de estratégias adequadas para a dispersão dos contaminantes.

Indoor thermal comfort immensely impacts the health and performance of occupants. Therefore, researchers and engineers have proposed numerous computational models to estimate thermal comfort (TC). Given the impetus toward energy efficiency, the current focus is on data-driven TC prediction solutions that leverage state-of-the-art machine learning (ML) algorithms. However, an occupant’s perception of indoor thermal comfort (TC) is subjective and multi-dimensional. Different aspects of TC are represented by various standard metrics/scales viz., thermal sensation (TSV), thermal comfort (TCV), and thermal preference (TPV). The current ML-based TC prediction solutions adopt the Single-task Learning approach, i.e., one prediction model per metric. Consequently, solutions often focus on only one TC metric. Moreover, when several metrics are considered, multiple ML models for a single indoor space lead to conflicting predictions, rendering real-world deployment infeasible. This work addresses these problems by leveraging Multi-task Learning for TC prediction in naturally ventilated buildings. First, a survey-and-measurement study is conducted in the composite climatic region of north India, in 14 naturally ventilated classrooms of 5 schools, involving 512 primary school students. Next, the dataset is analyzed for important environmental, physiological, and psycho-social factors that influence thermal comfort of children. Further, “DeepComfort”, a deep neural network based Multi-task Learning model is proposed. DeepComfort predicts multiple TC output metrics viz., TSV, TPV, and TCV, simultaneously through a single model. It is validated on ASHRAE-II database and the primary student dataset created in this study. It demonstrates high F1-scores, Accuracy (≈90%), and generalization capability, despite the challenges of illogical responses and data imbalance. DeepComfort is also shown to outperform 6 popular metric-specific single-task machine learning algorithms.

La importancia del desarrollo de habilidades socioemocionales en Educación Superior ha sido enfatizado en diversos documentos internacionales como el informe Delors y el informe DeSeCo. Entre dichas habilidades se encuentra la inteligencia emocional (IE) que ha demostrado tener múltiples beneficios en profesionistas de todas las áreas del conocimiento. No obstante, son pocos los trabajos que analicen los desafíos que implica su instrumentación en las aulas universitarias o sistematicen herramientas, a través de modelos teóricos sólidos, que aterricen sus postulados teóricos en actividades prácticas. Por lo anterior, este trabajo tiene dos objetivos: el primero, exponer los retos que implica el fomento de la IE en los salones universitarios, y el segundo, proporcionar herramientas generales para la promoción de la IE en el aula a través diversas técnicas organizadas bajo el modelo de Mayer y Salovey (1997). The importance of socioemotional skills development in higher education has been emphasized in several international documents. Among these skills, emotional intelligence (EI) has demonstrated multiple benefits in professionals. However, few studies analyze the challenges involved in its implementation at the university classrooms or systematize tools, through solid theoretical models which root theoretical postulates in practical activities. Therefore, this work has two aims: first, to expose the challenges involved in promoting EI in university classrooms, and second, to provide general tools to promote EI in the classroom through various techniques organized under Mayer and Salovey´s model.

In this study, we measured the concentrations of accumulation and coarse particles inside an educational workshop (March 31–April 6, 2015), calculated particle emission and losses rates, and estimated inhaled deposited dose. We used an Optical Particle Sizer (TSI OPS 3330) that measures the particle number size distribution (diameter 0.3–10 μm) and we converted that into particle mass size distribution (assuming spherical particles and unit density). We focused on two particle size fractions: 0.3–1 μm (referred as PN0.3−1 and PM0.3−1) and 1–10 μm (referred as PN1−10 and PM1−10). The occupants' activities included coffee brewing, lecturing, tobacco smoking, welding, scrubbing, and sorting/drilling iron. The highest concentrations were observed during welding with PN0.3−1 (PM0.3−1) was ∼1866 cm−3 (55 μg/m3) and PN1−10 (PM1−10) was ∼7 cm−3 (103 μg/m3). The lowest concentrations were observed during coffee brewing and metal turning with PN0.3−1 (PM0.3−1) was ∼22 cm−3 (0.7 μg/m3) and PN1−10 (PM1−10) was ∼0.5 cm−3 (4 μg/m3). The emissions rate of coarse particles was 85–1010 particles/hour × cm3 whereas that for submicron particle in the diameter range 0.3–1 μm was 5.7 × 104–9.3 × 104 particles/hour × cm3 depending on the activity and the ventilation rate. The coarse particles losses rate was 0.35–2.1 h−1 and the ventilation rate was 0.24–2.1 h−1. The alveolar received the majority and particles below 1 μm with a fraction of about 53% of the total inhaled deposited dose whereas the head/throat region received about 18%. This study is important for better understanding the health effects at educational workshops.

This study investigates agency-structure dynamics in students and teachers’ social activity in a novel design and making environment in the context of the Finnish school system, which has recently undergone major curricular reform. Understanding that agency is an important mediator of educational change, we ask the following questions: How are agency-structure dynamics manifested in the social activity of students and their teachers in a novel design and making environment? How do agency-structure dynamics create possibilities and obstacles for educational change? The data comprise 65 hours of video recordings and field notes of the social activity of students aged 9–12 years old (N = 94) and their teachers collected over a period of one semester. Our study shows how the introduction of the novel learning environment created a boundary space in which traditional teacher-centered activity patterns interacted and came into tension with student-centered modes of teaching and learning. Our study reveals three distinctive agency-structure dynamics that illuminate how the agentive actions of both teachers and students stabilized existing teacher-centered practices and, at other, times ruptured and broke away from existing patterns, thus giving rise to possibilities for educational change.

BackgroundWhile the indoor environmental quality of classrooms is a potential issue because it may affect the wellbeing of school children, the relations are still poorly studied. This study aimed to investigate the relations between classroom characteristics and health and comfort of school children.Material and methodsA questionnaire was distributed among 1311 school children (8–12 years old, average 10) of 54 classrooms at 21 schools in The Netherlands. Additionally, the survey included an inspection of the school and its installations and an inspection of the classrooms surveyed using checklists, and monitoring of some environmental parameters (temperature, relative humidity and CO2 concentration) in the classrooms.ResultsAmong the children studied, 87% was bothered by noise, 63% by smells, 42% by sunlight when shining, 35% didn't like the temperature in the classroom (too cold or too warm) and 34% experienced temperature changes. Main diseases reported comprised of allergies (26%), rhinitis (17%), hay fever (16%) and eczema (16%). Health and comfort in non-traditional schools was better than in the traditional schools studied (A non-traditional school is a school in which the way of educating children is different from the traditional way of education, according to a different educational theory). Physical building characteristics of the classrooms studied in the traditional schools were associated with the Classroom Symptom Index (location of school building, heating system, solar devices hampering opening windows or ventilation) and the Classroom Comfort Index (ventilation type, window frame colour, floor material and vacuum cleaning frequency).ConclusionsMeasures to improve acoustical, air, and thermal conditions of children in classrooms are needed. More research is required on the use of different lighting systems and use of different colours in classrooms.

The implementation of blended learning in higher education is increasing, often with the aim to offer flexibility in terms of time and place to a diverse student population. However, specific attention for the diversity of this group, and how to cater individual needs, is still scarce. Therefore, this study explores instructors' strategies for and beliefs about differentiated instruction in blended learning, together with how the differences between instructors can be explained. A total of 20 instructors working in two adult education centers participated in semi-structured interviews focusing on their (a) use of strategies for differentiated instruction, and (b) beliefs about designing blended learning to address student diversity. The findings reveal that the most commonly used differentiated instruction strategy in a blended learning context was providing students with additional support throughout product development. In addition, three instructor profiles about designing blended learning to address student diversity emerged from the data: (1) disregard: instructors considered no additional support in the blended learning arrangements to match students' needs, (2) adaptation: instructors believed that increased support in the existing blended learning arrangements was sufficient to match students' needs, and (3) transformation: instructors thought that blended learning arrangements should be designed in a completely different way, and be tailored to the characteristics of the students. The results show that half of the instructors considered a transformation of their blended learning arrangements in response to student diversity. Furthermore, instructors' beliefs appear to be strongly connected to the organization and trajectory in which they work. A major implication of these findings is that professional support focusing on instructors' beliefs is of crucial importance to unlock blended learning's full potential. As such, it is important for organizations to develop a clear stance on this issue, which pays explicit attention to responding to learners' needs in blended learning contexts.

En este trabajo final de grado se desarrolla el proyecto de la estructura de un edificio de hormigón de varias plantas destinado a ser utilizado por la Universidad Politécnica de Cartagena como aparcamiento para vehículos, aulario y museo. Constará de un total de siete plantas entre las que se distinguen 5 plantas de aparcamiento (cuatro de ellas distribuidas en dos plantas principales con desnivel), una planta destinada a la construcción de aulas para impartir clases y, por último, una planta abierta que se utilizará como museo de exposición. Dicho edificio se situará en la ciudad de Cartagena, provincia de Murcia. Para la realización del mismo, se ha utilizado principalmente el software Cype Ingenieros S.A. De entre todos los programas que ofrece, se han seleccionado para la elaboración del proyecto CypeCAD, CypeLUX, IFC Builder y Arquímedes. Además de AutoCAD. Finalmente, se inicia la integración del proyecto en el sistema BIM (Building Information Modelling), que permite gestionar las distintas instalaciones que se le puedan agregar a la obra completa (iluminación, sistema de protección contra incendios, calefacción etc.) partiendo de una estructura base sobre la que trabajar. En este caso, se adjuntará la iluminación de dos plantas del edificio. Escuela Técnica Superior de Ingeniería Industrial Universidad Politécnica de Cartagena

Background noise and reverberation levels in typical classrooms have negative effects on speech recognition, but their effects on listening effort and fatigue are less well understood. Based on the Framework for Understanding Effortful Listening, noise and reverberation would be expected to increase both listening effort and fatigue. However, previous investigations of the effects of reverberation for adults have resulted in mixed findings. Some discrepancies in the literature might be accounted for by methodological differences; behavioral and subjective indices of listening effort do not often align in adults. The effects of sustained listening on self-reported fatigue in school-aged children are also not well understood. The purposes of this project were to (1) evaluate the effects of noise and reverberation on listening effort in school-aged children using behavioral and subjective measures, (2) compare subjective and behavioral indices of listening effort, and (3) evaluate the effects of reverberation on self-reported fatigue. Twenty typically developing children (10-17 years old) participated. Participants completed dual-task testing in two rooms that varied in terms of reverberation, an audiometric sound booth and a moderately reverberant room. In each room, testing was completed in quiet and in two levels of background noise. Participants provided subjective ratings of listening effort after completing the dual-task in each listening condition. Subjective ratings of fatigue were completed before and after testing in each level of reverberation. Results revealed background noise, not reverberation, increased behavioral and subjective listening effort. Subjective ratings of perceived performance, ease of listening, and desire to control the listening situation revealed a similar pattern of results as word recognition performance, making them poor candidates for providing an indication of behavioral listening effort. However, ratings of time perception were moderately correlated with behavioral listening effort. Finally, sustained listening for approximately 25 min increased self-reported fatigue, although changes in fatigue were comparable in low and moderately reverberant environments. In total, these data offer no evidence that a moderate level of reverberation increases listening effort or fatigue, but the data do support the reduction of background noise in classrooms.

Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article reports on the iterative co-design, development, and classroom evaluation of Konscia, a wearable, real-time awareness tool for teachers working in AI-enhanced K-12 classrooms. In the process, we argue that the co-design of LA systems requires new kinds of prototyping methods. We introduce one of our own prototyping methods, REs, to address unique challenges of co-prototyping LA tools. This work presents the first end-to-end demonstration of how non-technical stakeholders can participate throughout the whole design process for a complex LA system—from early generative phases to the selection and tuning of analytics to evaluation in real-world contexts. We conclude by providing methodological recommendations for future LA co-design efforts.

Across the globe, the Salamanca Statement has provided the strongest impetus for drawing attention to the education of some of the most marginalised groups. In India, it has had a significant and specific impact on the provision of schooling opportunities for children with disabilities. This paper provides a critical analysis of key developments in national policies and programmes and how these have shaped provision at the classroom level. Drawing on Nancy Fraser’s conception of justice as an analytical tool, efforts towards inclusive education in India are explored through the interlinked ideas of redistribution, recognition and representation. Over the last two decades, there has been a significant increase in the numbers of children with disabilities being enrolled in schools, driven by factors including positive legislation, and the increased provision of aids and appliances, etc. However, little attention has been paid to the quality of teaching and learning, experienced by children with disabilities. Instead, efforts remain focused on assimilation into a mainstream system fraught with different challenges. Despite these issues, India is a powerful example of how the vision of inclusive education, as outlined in the Salamanca Statement, is feasible, especially if efforts build on contextual realities.

Cet article aborde des questions relatives aux données de recherche concernant des travaux conduits en salle de classe. Mon entrée sur le sujet se fait par mes propres travaux en didactique des mathématiques, qui ont été des déclencheurs importants de réflexion au sujet des notions de collecte, de production et de fiabilité des données. Par une anecdote vécue à l’intérieur de mon programme de recherche sur le calcul mental, plusieurs questionnements d’intérêt méthodologique, mais aussi épistémologique et éthique sont mis en avant. Cet article traite plus précisément de la question de l’influence des conditions d’expérimentation sur la nature des données de recherche., This article addresses questions related to research data, relative to studies conducted in classrooms. I use my own work in mathematics didactics as an important trigger for reflections about data collection, production, and reliability. Through an anecdote taken from my research program on mental mathematics, several methodological, epistemological, and ethical questions are raised. This article is concerned with the influence of experimental conditions on the nature of data gathered in research., Este artículo aborda cuestiones relativas a los datos de investigación, en relación con los trabajos desarrollados en sala de aula. Mi introducción en estas cuestiones se hace a través de mis propios trabajos en didáctica de la matemática, que han sido un desencadenante importante de reflexiones sobre las nociones de toma, producción y fiabilidad de los datos. A partir de una anécdota vivida en mi propio programa de investigación sobre el cálculo mental, se antepusieron varios cuestionamientos de interés metodológico y también epistemológicos y éticos. Más precisamente, este artículo aborda la cuestión de la influencia de las condiciones de experimentación sobre la naturaleza de los datos de investigación.

Higher education is changing, and a new normal is coming. Students are even more demanding, and professors need to follow the evolution of technology and try to increase student engagement in the classrooms (presential or virtual). Higher education students recognise that the introduction of new tools and learning methods can improve the teaching quality and increase the motivation to learn. Regarding a question about which type of classes students preferred, ninety-one point ninety-nine per cent (91.99%) of the students wanted interactive classes over traditional. Having this concern in mind over the past years, a professor explored a set of methods, strategies and tools and designed a new and innovative paradigm using gamification. This approach is denominated TechTeach and explores a set of trending concepts and interactive tools to teach computer science subjects. It was designed to run in a B-learning environment. The paradigm uses flipped classrooms, bring your own device (BYOD), gamification, training of soft-skills and quizzes and surveys to increase the student&rsquo, s engagement and provide the best learning environment to students. Currently, COVID-19 is bringing about new challenges, and TechTeach was improved in order to be more suitable for this new way of teaching (from 0% to 100% online classes). This article details this method and shows how it can be applied in a real environment. A case study was used to prove the functionality and relevance of this approach, and the achieved results are motivating. During the semester, more than a hundred students experienced this new way of teaching and assessment. In the end, more than eighty-one per cent (81%) of the students gave a positive grade to the approach, and more than ninety-five per cent (95.65%) of the students approved the use of the concept of BYOD in the classroom. With TechTeach, the classroom is not a boring place anymore, it is a place to learn and enjoy regardless of being physical or not.

Resumen El programa de Acompañamiento y Acceso Efectivo a la Educación Superior (PACE) tiene como objetivo final entregar una oportunidad de continuidad de estudios a nivel superior para estudiantes que asisten a establecimientos educacionales con altos índices de vulnerabilidad social. El PACE está diseñado para trabajar desde tercer año de enseñanza media con el objetivo de entregar orientación vocacional y apoyar la formación académica. Este estudio describe los resultados de un diagnóstico sobre prácticas pedagógicas en el área de lenguaje y comunicación y matemáticas, desarrollado en 15 liceos de la región del Biobío, Chile. Se realizaron observaciones de clase a 58 docentes con el objetivo de caracterizar la practicas pedagógicas. Los resultados fueros utilizados para trabajar con cada docente en la implementación de nuevas metodologías de enseñanza acordadas entre el equipo de Preparación y Acompañamiento Docente del PACE UCSC y cada docente de aula. Abstract The program called “Assistance and Effective Access to Higher Education” (PACE) aims to provide an opportunity to continue studies at a higher education institution to high school students attending educational establishments with high levels of social vulnerability. The PACE is designed to work with students from eleventh grade, providing them with vocational guidance and supporting their secondary academic formation. This study describes the results of a characterization of pedagogical practices of language arts and mathematics classes, developed in 15 high schools from Biobío region, Chile. The pedagogical practices of 58 participating teachers were characterized throughout in-class observations. The PACE UCSC advisor team and each classroom teacher used the observation results to design an action plan directed to develop effective teaching methodologies. Resumo O programa de Acompanhamento e Acesso Eficaz ao Ensino Superior (PACE) tem como objetivo final proporcionar uma oportunidade de continuidade de estudos a nível superior a estudantes que frequentam estabelecimentos de ensino com altos níveis de vulnerabilidade social. O PACE foi concebido para trabalhar a partir do terceiro ano do ensino médio, com o objetivo de fornecer orientação vocacional e apoiar a formação acadêmica. Este estudo descreve os resultados de um diagnóstico de práticas pedagógicas na área de linguagem, comunicação e matemática, desenvolvida em 15 colégios de ensino médio na região de Biobío, Chile. Foram realizadas observações a 58 professores em suas classes, com o objetivo de caracterizar as práticas pedagógicas. Os resultados foram utilizados para trabalhar com cada professor na elaboração de novas metodologias de ensino, entre a equipe de Preparação e Acompanhamento de Professores do PACE UCSC e cada professor em sala de aula.

Esta investigación de corte cualitativo, fue realizada a fin de conocer y analizar las concepciones en torno a la organización espacial del aula de infantil que proyectan 20 docentes ubicados en la provincia de Alicante, (España) con el propósito de situarlas atendiendo a los tres modelos educativos que hemos utilizado como referenciales: constructivismo inicial, socioconstructivista y comunidades de aprendizaje. La investigación llevada a cabo mediante entrevistas semiestructuradas y analizadas a través del uso del software Aquad Six, facilitó un ordenamiento e interpretación de datos a través de categorías emergentes representativas de las concepciones del profesorado. Si bien las transformaciones tanto infraestructurales como conceptuales que ha sufrido el aula de educación infantil en los últimos 40 años, no dejan duda de importantes cambios en el pensamiento didáctico docente, particularmente cuando hablamos en términos de organización, dotación y zonificación interna, sí es posible inferir ciertas limitaciones que mantienen aún este diseño, cautivo de enfoques tradicionales cognitivistas; esto es, bajo un modelo constructivista primario o inicial, que dificulta pensar el aula en términos socioconstructivistas y menos aún como comunidad de aprendizaje. This qualitative research was carried out in order to know and analyze the conceptions about the space organization of the children's classroom projected by 20 teachers located in the province of Alicante, Spain. We have referred three educational models, from which we have positioned the teachers based on their discourse: initial constructivism, socioconstructivist and learning communities. The research carried out through semi-structured interviews and analyzed through the use of the Aquad Six software, facilitated an ordering and interpretation of data through emergent categories representative of teachers' conceptions. Although the infrastructural and conceptual changes undergone by the children's classroom in the last 40 years, there is no doubt that there are important changes in teaching didactic thought, particularly when we speak in terms of organization, endowment and internal zoning, it is possible to infer certain limitations that still maintain this design, captive of traditional approaches cognitivists; that is, under a primary constructivist model that makes it difficult to think of the classroom in socio-constructivist terms and even less as a learning community.

Background Children and adolescents spend a lot of time sitting at school. Implementing standing desks in the classroom is one potential strategy to reduce and break up sitting time. The first aim was to evaluate the effect of implementing standing desks in classrooms in primary and secondary schools on pupils’ sitting-related behaviour and determinants. The second aim was to quantitatively and qualitatively evaluate the process of implementing the desks in the classroom. Methods We conducted a cluster-randomised controlled trial with a pre-, mid-, and post-test design including 10 intervention schools (5 primary, 5 secondary schools) and 9 control schools (5 primary, 4 secondary schools) across Flanders, Belgium. Three standing desks were placed in one class in each intervention school for 6 months. At pre-, mid- and post-test, all pupils (n = 311; 54.5% girls) completed a questionnaire whilst a subsample of three pupils per class wore an activPAL inclinometer for one school week. Focus groups with pupils and interviews with teachers were conducted at mid-test. Process evaluation questions were added to the mid- and post-test questionnaire for the intervention group. Qualitative data were analysed using NVivo 11. Multilevel regression analyses were conducted in MLwiN 2.31. Results Few significant intervention effects were observed, although activPAL data showed favourable intervention effects on primary school pupils’ sitting and standing time and bouts. Focus groups and interviews showed a generally positive attitude towards using standing desks in both teachers and pupils, although some barriers and suggestions for future implementation were noted, for example regarding the amount of desks per classroom. Quantitative process evaluation data showed a low individual use of standing desks (between 57 and 83 min per week), which significantly decreased across the school year for primary school pupils only. Conclusions Although pupils and teachers were generally positive about the desks, relatively few intervention effects were found. Future studies should consider how to optimise the use of standing desks in classrooms to impact on sitting time, by for example, determining the most feasible intervention design and by encouraging the continued use of standing desks throughout the school year. Moreover, additional intervention strategies (e.g. educational strategies) might be needed. Trial registration NCT03163004. ClinicalTrials.gov. Registered 22 May 2017 (retrospectively registered). Electronic supplementary material The online version of this article (10.1186/s12966-018-0726-9) contains supplementary material, which is available to authorized users.

Presentatie Ph.D. researchproject op RefereerOchtend Lectoraat Technologie voor Zorginnovaties

Presentation phd research proposal Optimal Classroom Experience

The present study reports by experimental measurements the levels of volatile organic compounds (VOC) and radon concentrations in two high school classrooms. The difference between the two classrooms abbreviated as S7 and S8 is the presence of a mechanical ventilation system in one of them (S8). The topic is of high importance as the indoor air quality (IAQ) can affect the health and learning performance of the pupils. VOC and RADON have a substantial weight of IAQ and a study of theirs level can help us to better understand at what levels the children are exposed daily. The two mentioned classroom have suffered recently a massive renovation. The classroom with the ventilation system was mounted with variable flow of fresh air, while the other one relies only on natural ventilation by opening the windows. In S8 several test were done for different fresh air ventilation rates. The conclusions were that in the classroom S7 there were measured high levels of VOC and radon, higher than the maximum admissible which is a serious problem. On the other hand, in the classroom S8 for all the different air rates the values were very low, thus creating a healthy and comfortable environment for the learning process. In this article we raise again the problem of lack of a mechanical ventilation system in all Romanian schools. Due to thermal rehabilitation of the buildings the building is air sealed with negative impact on the introduced fresh air. Moreover, the high number of occupants in the classroom and the renovation of classroom have negative influence on all indoor pollutants levels. The only solution to these problems is a correct design of a school or to install other ways to mechanically introduce the fresh air.

Made available in DSpace on 2018-11-12T17:28:25Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-12-01. Added 1 bitstream(s) on 2021-07-14T17:52:08Z : No. of bitstreams: 1 S0103-73072015000300239.pdf: 511486 bytes, checksum: 710c214a7ee3a33dacf259cbc0194f93 (MD5) Resumo O objetivo da presente pesquisa é problematizar práticas docentes observadas em sete turmas, distribuídas entre quatro unidades de ensino, com o intuito de contextualizar diferenças e aproximações entre as práticas estabelecidas em cada ambiente. Trata-se de uma pesquisa qualitativa, de caráter longitudinal, que contou com o emprego de diversos instrumentos e com a contribuição de professores e alunos. Como resultado deste estudo, notou-se que, embora houvesse proximidades entre as práticas acompanhadas em distintas turmas, expressas por perguntas, exemplos, atividades, correções e tarefas, baseadas em um padrão macrossocial, também se fizeram presentes diferenças, sopesadas nas singularidades dos contextos, atreladas às características docentes, à composição e aos posicionamentos dos alunos atendidos. Abstract This article discusses the variability of teaching practices in order to understand its causes. Based on a qualitative, longitudinal research developed in seven classes, distributed among four schools, the article shows that although similarities among teaching practices were quite common in terms of types of questions, examples, activities, exercise corrections and homework, based on a macro-social standard, differences were also present, associated with the singularities of contexts, the teacher's characteristics, and the composition and behavior of the students concerned. Fundação Carlos Chagas Universidade Estadual Paulista Faculdade de Ciências e Letras de Araraquara Departamento de Psicologia da Educação Universidade Estadual Paulista Faculdade de Ciências e Letras de Araraquara Departamento de Psicologia da Educação

The aim of this study was to characterise the contamination in settled dust in French classrooms and to provide an overview of the influencing factors of dust contamination. Cat, dog and dust mite allergens and metals were measured in 51 classrooms at 17 schools. The concentrations of pet allergens in settled dust were generally low (mean value of 0.1 µg·g−1), with carpeted and rug-covered floors presenting higher dust and cat allergen concentrations. The highest metal loadings in dust were observed for manganese (Mn) and copper (Cu), while the lead (Pb) loadings were lower (16 ± 19 µg·m−2) and fell below the French guideline. Higher metal leachability was found for cadmium (Cd), Cu, Pb and strontium (Sr) at values of approximately 80%, which suggest that, in cases of dust ingestion by children, a large proportion should be assimilated through the gastro-intestinal tract. The intra-classroom and intra-school variabilities of the metal concentrations in settled dust were lower than the variability between schools. Classrooms with tiled floors had higher Pb loadings than classrooms with wood or vinyl floors. In addition, wet cleaning less than once a week resulted in greater loadings of Cu and Pb in the settled dust. Lastly, enrichment factors showed that metals in settled dust of classrooms were not only from the contribution of the natural background concentrations in soils.

© 2015 The Authors. Teachers have high occupational voice demands. The voice load of teachers is both environmental and individual. Little is known about the teachers' own view of the contribution from the environment and about the teachers' voice use at their work-place. Aim: The purpose was to investigate the voice use and prevalence of voice problems in teachers and to explore their ratings of vocally loading aspects of their working environment. Method: A questionnaire-survey in 467 teachers aiming to explore the prevalence of voice problems in teaching staff identified teachers with voice problems and vocally healthy colleagues separated in two groups, teachers with self-assessed voice problems and vocally healthy teachers. Teachers with voice problems were further, matched to a voice healthy colleague from the same school. The pairs were investigated and compared for clinical findings and for vocal behavior in the teaching environment and aspects of the classroom environment were also measured. Results: Teachers with voice problems were more affected by any loading factor in the work-environment and were more perceptive of the room acoustics. Differences between the groups were found during field-measurements of the voice, while there were no differences in the findings from the clinical examinations of larynx and voice. Conclusion: Teachers suffering from voice problems react stronger to loading factors in the teaching environment. It is in the interplay between the individual and the work environment that voice problems emerge. publisher: Elsevier articletitle: Teachers’ Voice Use in Teaching Environment. Aspects on Speakers’ Comfort journaltitle: Energy Procedia articlelink: http://dx.doi.org/10.1016/j.egypro.2015.11.762 content_type: article copyright: Copyright © 2015 The Authors. Published by Elsevier Ltd. ispartof: pages:3090-3095 ispartof: Energy Procedia vol:78 pages:3090-3095 ispartof: International Building Physics Conference, IBPC 2015 location:Turin date:14 Jun - 17 Jun 2015 status: published

In the UK the document BB93 Acoustic Design of Schools provides design guidance for refurbished and new classrooms. Traditionally, school acoustic design in the UK is concerned with the needs of the listener, rather than the voice ergonomics of the speaker. However, a recent survey undertaken by London South Bank University (LSBU) indicated that over 65% of the surveyed teachers had experienced voice problems during their career. This supports other studies suggesting that teachers have a significantly higher incidence of voice problems than the general population. In an effort to better understand the influence of classroom acoustic design on teachers’ speech LSBU is undertaking measurements of teachers’ voices in different classroom types. An Ambulatory Phonation Monitor (APM) is used to measure voice parameters (including the average speech sound level, fundamental frequency and phonation time) directly from the skin vibrations in the neck, thus eliminating the effects of other noise sources in the environment. The rooms involved are acoustically benchmarked separately to enable relationships between the voice data and acoustic parameters, such as unoccupied ambient noise levels and reverberation times, to be investigated. This paper will present the results of the field measurements to date, and discuss some of the findings.

Ensuring a proper indoor environment in classrooms is crucial for the students’ performance and well-being. Modern societies must, therefore, invest in the improvement of school buildings environment. However, in situ measurements in service conditions revealed a quite different scenario from the one expected at the design stage. In Portugal, the main reason is related to financial incapacity of the school board to maintain and operate the HVAC systems. This paper presents an alternative approach using different ventilation systems. This system was applied in a part of a school building and the indoor environment was monitored during two months.

Lernen und Lernstörungen 4 (2015) 4, S. 261-268, Der Alltag von Schülerinnen und Schülern ist geprägt von Schwankungen des Lernertrags und des Lerngeschehens. Ziel dieses Beitrags ist es, das ambulante Assessment als Methode vorzustellen, die Zugang zu kurzfristig ablaufenden Schwankungen psychischer und physischer Prozesse innerhalb von Schülerinnen und Schülern oder Lehrkräften bietet. Durch zeitlich eng aufeinanderfolgende wiederholte Messungen wird ein neuer Blick auf den Schulalltag möglich. Besonders hervorzuheben ist das Potenzial ambulanten Assessments, Lernprozesse im Kontext eingebettet aus einer intraindividuellen Perspektive heraus zu betrachten. Erste empirische Evidenzen zu Schwankungen des Lerngeschehens als Bedingungen der schulischen Leistung verdeutlichen die Relevanz und den Nutzen ambulanten Assessments. Für eine Anwendung im Klassenzimmer sprechen viele Vorteile. Die konkrete Umsetzung bleibt herausfordernd und verlangt eine Kooperation zwischen Wissenschaft und Praxis. Zukünftige Studien im Schulkontext sind für alle Beteiligten gewinnbringend. (DIPF/Orig.)

En este TFG se va a estudiar la instalación, implementación y despliegue de un aula docente en un campus universitario. Además, se hará mención a la utilidad de las herramientas de automatización para el despliegue de configuraciones. Se tratarán aspectos relacionados con dos de los modelos más generalizados en este ámbito. Por un lado, aulas con aplicaciones virtualizadas y, por otro, aulas donde las aplicaciones se ejecutan en local. En aquest TFG es va a estudiar la instal·lació, implementació i desplegament d'un aula docent en un campus universitari. A més, es farà esment a la utilitat de les eines d'automatització per al desplegament de configuracions. Es tractaran aspectes relacionats amb dos dels models més generalitzats en aquest àmbit. D'una banda, aules amb aplicacions virtualizadas i, per un altre, aules on les aplicacions s'executen en local. In this final work of degree will study the installation, implementation and deployment of a teaching classroom on a university campus. In addition, mention will be made of the usefulness of automation tools for the deployment of configurations. We will discuss aspects related to two of the most generalized models in this area. On the one hand, classrooms with virtualized applications and, on the other hand, classrooms where the applications are executed in place.