Implementation quality of principles of reciprocal teaching in whole-classroom settings: A two-year study with low-achieving adolescents

Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses whether principles of reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings and to what extent treatment effects are dependent on implementation quality. Over the course of two years, experimental teachers (n = 10) were given training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher implementation were focused on instruction of reading strategies, modeling, and support of group work, and were performed in both experimental and control classes, comprising a total of 238 students (grade 7). The study shows that overall, there is no effect of the treatment on adolescent low-achievers' reading comprehension. Interestingly however, the principle of modeling positively moderated the effect of reciprocal teaching In addition, results suggest that the quality of implementation of reciprocal teaching in whole-classroom settings should receive more attention

Lighting affects students' concentration positively: Findings from three Dutch studies

The importance of lighting for performance in human adults is well established. However, evidence on the extent to which lighting affects the school performance of young children is sparse. This paper evaluates the effect of lighting conditions (with vertical illuminances between 350 lux and 1000 lux and correlated colour temperatures between 3000 and 12 000 K) on the concentration of elementary school children in three experiments. In the first two experiments, a flexible and dynamic lighting system is used in quasi-experimental field studies using data from 89 pupils from two schools (Study 1) and 37 pupils from two classrooms (Study 2). The third experiment evaluated two lighting settings within a schoolsimulating, windowless laboratory setting (n ¼ 55). The results indicate a positive influence of the lighting system on pupils' concentration. The findings underline the importance of lighting for learning. Several suggestions are made for further research

Dynamic lighting in classrooms:a new interactive tool for teaching

Abstract This paper presents the results of a field study on the use of lighting as a tool to structure and support teaching and learning activities by teachers. In a Danish elementary school, a dynamic lighting technology with the option of choosing four different lighting scenarios was installed in classrooms. The teachers’ use of the lighting was studied combining qualitative research material from observations and interviews and quantitative data from the lighting control system which indicated the teachers’ choices for lighting scenarios. As a result, different types of motivations for interacting with lighting emerged in the analysis: Supporting and structuring learning activities; Communicating with lighting and involving students; Affecting students’ activity level and behavior; Creating atmosphere; and Supporting visual task and visual comfort. All these motivational aspects should be considered when designing dynamic lighting systems for learning environments, thus creating a new interactive tool for teachers