The Power, Structure, and Practice of Gratitude in Education: A Demonstration of Epistemology and Empirical Research Working Together

A growing body of philosophical, psychological, and educational research shows that gratitude has positive effects on mood, relationships, and learning. This paper explores the power of gratitude, investigates how the ontological (inward), teleological (forward), and metaphysical (upward) structure of gratitude can enhance learning, and then highlights a research study revealing teachers’ perspectives on the impact of practicing gratitude in the classroom environment. Four themes emerged from the empirical study that support the gratitude structure: two themes relate to the impact on teachers (enhanced well-being and calm amidst stress), and two themes relate to the impact on students (enhanced classroom environment and strengthened learning). Together, the epistemological framework and the empirical evidence demonstrate that using the structure and the practice of gratitude together in the context of the classroom environment bolsters educational pursuits

Enhancing the learning environment using classroom response systems

Classroom response systems (CRS) offer a management tool for engaging students in the classroom. These systems have been used in a variety of fields and at all levels of education. Typical goals of CRS questions are discussed, as well as the advantages to both students and instructors as a result of using them. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. But the efficacy of using these systems depends strongly on the quality of the questions used. The integration of a CRS in an introductory physics module is discussed along with examples of questions used and the student assessment carried out

Thai secondary school science classrooms: Constructivist learning environments

This paper describes the first study conducted in Thailand (2002-2003) that resulted in changes in science teachers’ classroom environments. In the first phase of the study, the Constructivist Learning Environment Survey (CLES), an instrument for assessing students’ perceptions of the actual and preferred classroom environment through the constructivist perspective, was validated for use in Thailand. Second, typical Thai secondary school science classroom environments were described using quantitative and qualitative methods. Finally, the effectiveness of constructivist teaching in promoting improvement in classroom environments was evaluated through an action research process, involving the use of feedback on actual and preferred classroom environments. The sample consisted of seven secondary science teachers and their 17 classes of 606 students in Nakornsawan Province, Thailand. Student Actual and Preferred Forms of the CLES, assessing Personal Relevance, Uncertainty, Critical Voice, Shared Control and Student Negotiation, were administered. Factor analysis and internal consistency measures supported a five-factor structure for both actual and preferred forms. Students’ attitudes to science were also measured. The actual and preferred environments of different classes were described based on profiles of classroom environment scores. A number of teachers then participated in an attempt to improve their classroom environments, through the use of a constructivist teaching approach. Changes in classrooms did occur, thus supporting the effectiveness of constructivist teaching in improving learning environments and students’ attitudes towards science in Thailand

The physiologic correlates of learning in the classroom environment

This study served to further investigate learning and memory, and to offer a potential tool to support educational interventions. More specifically, this was accomplished by an investigation of the physiologic changes in the brain that occurred while students learned medical anatomy. A group of 29 students taking the Gross Anatomy course at Boston University School of Medicine participated in the study. Testing occurred in two sessions: prior to the course and at the completion of the course. For each session, scalp EEG was recorded while participants were shown 176 anatomical terms (132 relevant to the course and 44 obscure) and asked to respond with "Can Define", "Familiar", or "Don't Know". Behavioral results indicated a positive correlation between participants' course grades and performance on the experimental tasks. EEG results were analyzed for event-related potential (ERP) components related to two memory components: familiarity and recollection. Results had a number of indications. For Don't Know responses, a stronger early frontal, late parietal, and late frontal effect occurred more so for terms of Session 1 compared to Session 2. For an analysis of just Session 2 data, results indicated increased activity of the early frontal, late parietal, and late frontal effects for Can Define responses only. Session 2 Can Define responses elicited a stronger early frontal ERP, occurring between 300 and 500 milliseconds yet, the most post-retrieval processing and monitoring appeared for Can Define terms of Session 2. Ultimately, we focused on investigating two points: 1) the effect of classroom learning on memory, and 2) the examination of ERPs as a tool to guide education interventions. Specifically, ERPs would potentially indicate markers to predict whether students would retain materials long before behavioral measures indicate these results. This has potential to determine whether long-lasting or transient learning will occur; as well as the potential to support early intervention strategies for not just students, but also individuals with learning disabilities or memory impairments

Students’ Evolving Meaning About Tangent Line with the Mediation of a Dynamic Geometry Environment and an Instructional Example Space

In this paper I report a lengthy episode from a teaching experiment in which fifteen Year 12 Greek students negotiated their definitions of tangent line to a function graph. The experiment was designed for the purpose of introducing students to the notion of derivative and to the general case of tangent to a function graph. Its design was based on previous research results on students’ perspectives on tangency, especially in their transition from Geometry to Analysis. In this experiment an instructional example space of functions was used in an electronic environment utilising Dynamic Geometry software with Function Grapher tools. Following the Vygotskian approach according to which students’ knowledge develops in specific social and cultural contexts, students’ construction of the meaning of tangent line was observed in the classroom throughout the experiment. The analysis of the classroom data collected during the experiment focused on the evolution of students’ personal meanings about tangent line of function graph in relation to: the electronic environment; the pre-prepared as well as spontaneous examples; students’ engagement in classroom discussion; and, the role of researcher as a teacher. The analysis indicated that the evolution of students’ meanings towards a more sophisticated understanding of tangency was not linear. Also it was interrelated with the evolution of the meaning they had about the inscriptions in the electronic environment; the instructional example space; the classroom discussion; and, the role of the teacher

Relationship between Classroom Climate, Student Self-Efficacy, and Achievement in the High School Math Classroom

There is a variety of past research regarding the relationship between the mathematics classroom climate and student learning. More specifically, many studies look at how the classroom climate may influence student self-efficacy in math. Furthermore, another quantity of research supports that there is a link between student math self-efficacy and the student’s achievement in the particular subject. The goal of this study is to see if students’ perceptions of their math classroom climate are related to their self-efficacies towards the subject, which therefore affects their achievement in math. It is hypothesized that there is a relationship between the classroom environment and student self-efficacy; furthermore, it is hypothesized this relationship contributes to student achievement in math. Participants were 83 high school students attending a public suburban school outside of Boston in the winter of 2014. Students completed Fast’s measure assessing classroom climate, math self-efficacy and achievement. A significant relationship was found between classroom climate and student self-efficacy, with mastery goal structure being the most significant aspect of classroom climate that contributes to this relationship. A significant relationship was found between self-efficacy and achievement, but boys had higher self-efficacies while girls had higher achievement

An Investigation of Teachers\u27 Beliefs and Practices Regarding a Quality Preschool Classroom

This research study surveyed preschool teachers and aids at one public PK-5th grade elementary school. The administered survey included questions informed by both the Early Childhood Environment Rating Scale (ECERS) and Classroom Assessment Scoring System (CLASS). Additional data collected consisted of classroom observations of current preschool teachers at work during a 25-35-minute time period. The research lasted one month and consisted of multiple components including surveys and observations. The data from the study suggests that preschool teachers and aids possessed a mastery of knowledge surrounding factors important for quality early childhood classrooms. Specifically, the teachers and aids excelled in their physical environment, classroom environment, and instructional supports. The presence of these classroom factors were more evident through utilization of the observation protocol instrument, than with the survey, as these factors were implemented in the classroom. The data within this study suggests that the teachers met the standards outlined within ECERS and CLASS

Should Economists Listen to Educational Psychologists? : Some Economics of Student Motivation

This paper sheds light on the role of student motivation in the success of schooling. We develop a model in which a teacher engages in the management of student motivation through the choice of the classroom environment. We show that the teacher is able to motivate high-ability students, at least in the short run, by designing a competitive environment. For students with low ability, risk aversion, or when engaged in a long-term relationship, the teacher designs a classroom environment that is more focused on mastery and self-referenced standards. In doing so, the teacher helps to develop the intrinsic motivation of students and their capacity to overcome failures.Education; Student Achievement; Intrinsic and Extrinsic Motivation; Effort; Goal Theory.