This study explores the relationship between seating quadrants and student performance, including the role of classroom type in the quadrant effect. Data collected from 131 classes taught at 17 colleges of Northwest A&F University in China were analyzed using the ordinary least squares method. The results revealed that where a student sat in a…

The use of effective study strategies is important for academic achievement, yet research indicates that students often use relatively ineffective learning strategies. Though potent strategies to promote durable learning exist, there is a lack of theoretical and empirical work on how to train students to self-regulate use of these strategies…

This study explored (1) pedagogical strategies in Educational Coding and Robotics (ECR) learning which can develop computational thinking of students and (2) the degree of teacher centrality in the ECR classroom. In addition, we investigated (3) the added value of the Small Private Online Course (SPOC) to teacher professional development (TPD). We…

Purpose: The purpose of this paper is to explore strategies to develop communities of practice (CoP) to improve teaching in a school context. Design/methodology/approach: A cross-sectional questionnaire is developed to collect data from participants in a project that aims to cultivate a CoP to improve their small class teaching skills. A total of…

This booklet summarizes research on best practices for implementing successful small learning communities and career academies. When well implemented, improvements in instructional and personalization strategies in combination with structural supports have demonstrated improved student attendance and learning. "From High School to Learning…

Reducing class size is an important step in promoting effective learning, but reducing a class from 35 to 15 students alone will not produce the desired results if faculty do not alter their teaching styles. Students must be empowered through teaching techniques that utilize writing, recitation, reaction papers, case studies, peer group pressure,…

Relevant research literature does not generally support the notion that class size is a significant variable in learner achievement. This, if true, may be the result of various factors. Although teachers believe that they alter their teaching strategies for different class sizes, this may not be the case. More likely is the possibility that…

This practitioner brief focuses on the question: What happens when beginner-level English-as-a-Second-Language (ESL) students work in small groups? This question was pursued because the ESL teacher wanted to make use of small self-directed groups during class time. She found that the students needed a lot of structure from the teacher to make…