From Indignation to Indifference: Teacher Concerns About Externally Imposed Classroom Interruptions

Leonard, Lawrence

doi:10.1080/00220670109596578

Cited by 9 publications

(10 citation statements)

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“…as well as intrusive requests for information may lead to a decrease in production, misunderstandings and oversights. Moreover, externally imposed classroom interruptions encroach upon the domain of the learning environment (Leonard 2001). Other authors suggest that interruptions should be perceived as interactive processes of constant connectivity (Wajcman & Rose 2011), so they should not be considered distractors or eliminated, but the relationship with them should be restructured and managed.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Attitudes Towards the Introduction of ICT in Ecuadorian Public Schools

2020

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This article focus on the attitudes of teachers about the implementation of information and communication technologies (ICT) in Ecuadorian schools. While the advantages of ICT in education are well researched, much less is known about the attitudes of teachers towards them. This article provides a qualitative interpretative analysis of the opinions and attitudes of 56 teachers in Ecuador. The produced results acknowledged that implementation of ICT in schools is a difficult task due to a lack of materials and resources, high organisational and social demands perceived by teachers, competition caused by younger teachers and students, and job and personal insecurity. Finally, this article suggests some aspects that should be considered and some actions that should be taken in order to minimize these negative aspects.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Attitudes Towards the Introduction of ICT in Ecuadorian Public Schools

2020

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“…The students are trained to memorize informa tion without necessarily understanding fundamental concepts (American Association for the Advancement of Science, 2000;McLaughlin & Talbert, 2001). Factors possibly responsible for this passive educational approach, such as class size (Glass, Cahen, Smith, & Filby, 1982;Johnson, 2000;Ehrenberg, Brewer, Gamoran, & Williams, 2001), class duration (McLaughlin & Talbert), erosion of quality instructional time (Leonard, 2001), as well as state and district pres sure on teachers to teach traditionally to meet accounta bility requirements measured by standardized testing (McLaughlin & Talbert), continue to be discussed. Recent educational research strongly indicates that learning environments, in order to be effective, must be designed differently, with student relevance and active involvement in mind (American Association for the Advancement of Science, 1993;Bransford, Brown, & Cocking, 1999;Druger, 2001; National Research Council of the National Academy of Sciences, 1995;National Science Teachers Association, 1992).…”

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confidence: 99%

Bringing Educational Relevancy to the First-Year College Experience by Bearing Witness to Social Problems

Peters¹,

Stearns²

2003

Journal of Experiential Education

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An environmental learning community (LC) is presented as a working model that brings relevancy of higher education to first-year college students. The LC includes two primarily lecture courses—one in biology, one in economics—that have been specifically designed to focus on environmental issues from different perspectives. These courses share the same, first-year students. Each student researches an aspect of a particular environmental/health issue in Toms River, New Jersey, where there is a groundwater pollution problem that may be associated with a childhood cancer cluster found there. As part of their research, the students are taken to Toms River, Trenton, New Jersey, and Manhattan, where they listen to, and interview cancer victims, community activists, corporate officials, attorneys, developers, state and federal regulators, and others connected in some way with the Toms River environmental/human health situation. The students tour a Superfund site in Toms River, as well as a water analysis facility used by state officials in Trenton. The LC also includes a third course that is not taught using a traditional lecture format, but instead is student interactive, and allows for discussion and reflection regarding the environmental theme and the experiential component of the Toms River Project. The effectiveness of the LC with and without the Toms River Project was analyzed using the same survey questions in 1998 (without the Toms River Project), and 1999 (with the project). This LC was also compared with the other LCs presented during those years as part of the Wagner College First-Year Program. Results clearly show that the LC dramatically improved from 1998 to 1999. The 1999 environmental LC also stood out favorably when compared with the other LCs. We conclude that, when the experiential component of a learning community is relevant to the theme of the LC, is project-based, and involves faculty, the experience improves student interest, brings importance to the lecture material, stimulates critical thinking, and increases student understanding of civic responsibility.

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“…Lesson interruptions can be divided into two categories: those that come from outside the classroom, and those that originate from within the classroom (Leonard, 2001b). The evidence from classroom observations suggests that students at Pīwakawaka School experienced a greater number of external interruptions than students at Whio School.…”

Section: Discussionmentioning

confidence: 99%

“…those which originate outside the classroom (external interruptions), and those which originate inside the classroom (internal interruptions) (Leonard, 2001b). External interruptions are outside the teacher's control (Leonard, 2001a), and consist of planned interruptions such as assemblies, and unplanned interruptions such as students bringing messages (Lysiak, 1980).…”

Section: Conceptmentioning

confidence: 99%

“…External interruptions are outside the teacher's control (Leonard, 2001a), and consist of planned interruptions such as assemblies, and unplanned interruptions such as students bringing messages (Lysiak, 1980). Most internal interruptions, including behaviour management, are considered to be within the control of the teacher, through their use of classroom management (Leonard, 2001b). Off-task student behaviour is an example of an internal disruption, and Hofer (2007) defines off-task behaviour as "all activities not directed towards learning" (p. 28).…”

Section: Conceptmentioning

confidence: 99%

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Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools

Harrison¹

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<p>Existing research consistently identifies large differences in mathematics achievement between students from high and low socioeconomic status backgrounds. The link between socioeconomic status and student achievement has been repeatedly acknowledged throughout the literature, but reasons for this link are not yet fully understood. This study builds on existing international research, which identifies a large number of potential key influences for the disparity in mathematics achievement. The aim of this study was to identify which of the potentially key influences were possibly influencing student mathematics achievement in a high and a low decile New Zealand primary school, thereby suggesting ways to improve student mathematics achievement in the low decile school. Often, changes within education, including in many intervention programmes, are generic, made without identifying the specific needs of an individual school and its students. The tools developed during this research were designed to be used in schools, allowing evidence-based needs to be identified, and any changes made to be targeted at the specific needs of the school and its students. This research was conceived within a qualitative paradigm, and followed a collective case study design, focusing on two case schools, a high decile school (Pīwakawaka School), and a low decile school (Whio School). Data were collected through classroom observations, archival records, interviews, questionnaires, and physical artefacts, using tools specifically designed for this study. The data were analysed using grounded theory, allowing theories to emerge from the data. The data collected from each school were compared and two theories emerged. The first theory is that students in the high decile school appeared to be doing a greater amount of mathematics than students in the low decile school. The second theory is that students in the high decile school appeared to have more opportunities to learn new mathematics than students in the low decile school. Additionally, the findings suggested that, due to the complex nature of teaching, there was more than one key influence on student mathematics achievement contributing to each of these emergent theories. This research suggests that teachers at Whio School may be able to improve student achievement in mathematics by increasing both the amount of mathematics students interact with and the number of opportunities to learn new mathematics their students receive.</p>

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From Indignation to Indifference: Teacher Concerns About Externally Imposed Classroom Interruptions

Cited by 9 publications

References 4 publications

Teachers’ Attitudes Towards the Introduction of ICT in Ecuadorian Public Schools

Teachers’ Attitudes Towards the Introduction of ICT in Ecuadorian Public Schools

Bringing Educational Relevancy to the First-Year College Experience by Bearing Witness to Social Problems

Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools

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