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8 results for “Classroom data”
Identification, Demographic and Sociometric Data of the Students and Classroom Data / Datos de Identificación, Demográficos y Sociométricos de los Alumnos y Datos del Aula // SUJ-1_Data_CC-CS_T1toT6
<p>This is a longitudinal file that provides information about the students and the classroom in all grades, from first to sixth. It is an essential file that researchers will necessarily have to merge with the other files containing the variables of interest. The file provides information to identify and locate each student in each grade (e.g., identification number, cohort and sample to which he/she belongs, classroom in which he/she is enrolled in each grade, year of entry or exit from the sample,...), and demographic information (sex, date of birth, age in each grade,...), inclusion information (ethnicity, time in Spain, Spanish language proficiency, degree of absenteeism,...), his/her sociometric status at each moment and whether he/she meets criteria to receive intervention. Finally, it also includes data on the classroom in which the participant is enrolled each year and the tutor teacher (e.g., classroom ratio, whether the composition of the classroom is changing on a scheduled basis, sex of the teacher and whether the tutor has changed with respect to the previous year). Most of the information was provided by the teacher and is part of the STUDENT-INFORM and CLASSROOM-INFORM files, but it also includes information provided by researchers in the SUJ-2 files and information provided by peers in the SOCIOMET-P files. The data were collected in public schools in Castellón and Seville (Spain) mostly in the fall of each school year, but many variables were also measured in the spring, from first to sixth grade of primary education, from school year 2009-10 to school year 2014-15. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a></p> <p> </p> <p>Se trata de un fichero longitudinal que aporta información sobre los estudiantes y el aula en todos los cursos, de primero a sexto. Es un fichero esencial que necesariamente los investigadores tendrán que fusionar con los otros ficheros que contengan las variables de su interés. El fichero proporciona información para identificar y localizar a cada estudiante en cada curso (p.e, número de identificación, cohorte y muestra a la que pertenece, aula en la que está escolarizado en cada curso, curso de incorporación o de salida de la muestra,…), e información demográfica (sexo, fecha de nacimiento, edad en cada curso,..), de inclusión (etnia, tiempo en España, dominio de la lengua española, grado de absentismo,…), su estatus sociométrico en cada momento y si reúne criterios para recibir intervención. Por último, también incluye datos sobre el aula en la que el participante está escolarizado cada curso y del profesor tutor (p.e., ratio del aula, si la composición del aula cambia de forma programada en determinados cursos, el sexo del profesor y si la clase ha cambiado de tutor respecto del curso anterior). La mayor parte de la información ha sido proporcionada por el profesor y forma parte de los ficheros STUDENT-INFORM y CLASSROOM-INFORM, pero también incluye información aportada por los investigadores en los ficheros SUJ-2 e información aportada por los iguales en los ficheros SOCIOMET-P. Los datos fueron recogidos en centros públicos de Castellón y Sevilla (España) mayoritariamente en otoño de cada curso, pero muchas variables también fueron medidas en primavera, desde primero a sexto curso de educación primaria, desde el curso escolar 2009-10 al curso escolar 2014-15. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a></p>
Identification, Demographic and Sociometric Data of the Students and Classroom Data / Datos de Identificación, Demográficos y Sociométricos de los Alumnos y Datos del Aula // SUJ-1_Data_IC_T1toT6
<p>This is a longitudinal file that provides information about the students and the classroom in all grades, from first to sixth. It is an essential file that researchers will necessarily have to merge with the other files containing the variables of interest. The file provides information to identify and locate each student in each grade (e.g., identification number, cohort and sample to which he/she belongs, classroom in which he/she is enrolled in each grade, year of entry or exit from the sample,...), and demographic information (sex, date of birth, age in each grade,...), inclusion information (ethnicity, time in Spain, Spanish language proficiency, degree of absenteeism,...), his/her sociometric status at each moment and whether he/she meets criteria to receive intervention. Finally, it also includes data on the classroom in which the participant is enrolled each year and the tutor teacher (e.g., classroom ratio, whether the composition of the classroom is changing on a scheduled basis, sex of the teacher and whether the tutor has changed with respect to the previous year). Most of the information was provided by the teacher and is part of the STUDENT-INFORM and CLASSROOM-INFORM files, but it also includes information provided by researchers in the SUJ-2 files and information provided by peers in the SOCIOMET-P files. The data were collected in public schools in Castellón (Spain) mostly in the fall of each school year, but many variables were also measured in the spring, from first to sixth grade of primary education, from school year 2010-11 to school year 2015-16. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a></p> <p> </p> <p>Se trata de un fichero longitudinal que aporta información sobre los estudiantes y el aula en todos los cursos, de primero a sexto. Se trata de un fichero esencial que necesariamente los investigadores tendrán que fusionar con los otros ficheros que contengan las variables de su interés. El fichero proporciona información para identificar y localizar a cada estudiante en cada curso (p.e, número de identificación, cohorte y muestra a la que pertenece, aula en la que está escolarizado en cada curso, curso de incorporación o de salida de la muestra,…), e información demográfica (sexo, fecha de nacimiento, edad en cada curso,..), de inclusión (etnia, tiempo en España, dominio d la lengua española, grado de absentismo,…), su estatus sociométrico en cada momento y si reúne criterios para recibir intervención. Por último, también incluye datos sobre el aula en la que el participante está escolarizado cada curso y del profesor tutor (p.e., ratio del aula, si la composición del aula cambia de forma programada en determinados cursos, el sexo del profesor y si la clase ha cambiado de tutor respecto del curso anterior). La mayor parte de la información ha sido proporcionada por el profesor y forma parte de los ficheros STUDENT-INFORM y CLASSROOM-INFORM, pero también incluye información aportada por los investigadores en los ficheros SUJ-2 e información aportada por los iguales en los ficheros SOCIOMET-P. Los datos fueron recogidos en centros públicos de Castellón (España) mayoritariamente en otoño de cada curso, pero muchas variables también fueron medidas en primavera, desde primero a sexto curso de educación primaria, desde el (curso escolar 2010-11 al curso escolar 2015-16. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a></p>
Data for Numerical Study on the Impact of Large Air Purifiers, Physical Distancing, and Mask Wearing in Classrooms
<p>This is a reference case setup to re-generate all the data for the paper titled "Numerical Study on the Impact of Large Air Purifiers, Physical Distancing, and Mask Wearing in Classrooms"<br> </p>
Associated data underlying the publication "Flipped Classroom Real-World Activities for Learning Open Computing Concepts"
<p>Various “open” concepts in Computing, such as open standards, open data, open licenses or system interoperability are becoming more important in the professional lives of software engineers. However, students usually do not receive a systematic education about these concepts ; rather they sporadically learn about a subset of these topics. This paper presents the revised version of the Open Computing course in the University of Zagreb, Faculty of Electrical Engineering and Computing (FER), which teaches a clear set of current topics focused on open data and correlating concepts. The new e-learning course is carried out using the “flipped classroom” educational method ; students construct their knowledge in a set of real-world mini-activities throughout the course, instead of passively learning from the official course resources. In this paper, we discuss our flipped classroom activities, their relation to revised Bloom’s taxonomy of educational objectives, and present the evaluation of the first course instance us- ing this model. Students’ feedback shows they welcome this change in approach, finding the course useful and interesting, and preferring this method to the traditional full lecture setting.</p>
Revitalizing Middle School Classrooms: Integrating Scholarly Literature and Survey Data to Foster Student Engagement
<p>Literature and survey data. Triangualtion matrices</p>
Social network matrices data from sociology university classrooms
<p>Hypothetically, a student could attend a class, listen to lectures, and pass the class without knowing or interacting with other students. What happens to the network when the classroom expectations change? For example, there is a coursework expectation that students exchange contact information, or the instructor uses collaborative learning practices. Or what if the principal investigator (PI) of a scientific team goes on a sabbatical? This study uses the framework of classrooms because of their relatability across science. We asked how do different instructor coursework expectations change network structures within a classroom or other learning environments. A social network survey was administered at the start and end of the semester (pre- and post-test) in six university sociology classrooms to explore how expectations impacted the communication and learning networks. We found practical changes in course expectations impact the communication and learning networks, suggesting that instructors, facilitators, and others could be the archintorÔ (<strong>arch</strong>itect+<strong>in</strong>structor+facilita<strong>tor</strong>) of the network. Understanding that expectations can impact a network's structure marks a paradigm shift in educational assessment approaches. If the archintorÔ has identified the "optimal" network structure, then their task is to design expectations that result in specific interactions that ultimately improve student achievement and success. This work provides recommendations for classroom archintorsÔ to create the most impactful classroom networks. Future research should extend beyond education and classroom networks and identify the best or desired networks in other areas like public policy, urban planning, and more. If these "optimal" networks were identified, an archintorÔ could design a social network to solve wicked problems, manage a crisis, and create social change.</p>
Social network matrices data from sociology university classrooms
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Data set from Barbic F, Minonzio M, Cairo B, Shiffer D, Dipasquale A, Cerina L, Vatteroni A, Urechie V, Verzeletti P, Badilini F, Vaglio M, Iatrino R, Porta A, Santambrogio M, Gatti R, Furlan R. Effects of different classroom temperatures on cardiac autonomic control and cognitive performances in undergraduate students. Physiol Meas. 2019 Jun 4;40(5):054005. doi: 10.1088/1361-6579/ab1816. PMID: 30970334.
<p>Data set from Barbic F, Minonzio M, Cairo B, Shiffer D, Dipasquale A, Cerina L, Vatteroni A, Urechie V, Verzeletti P, Badilini F, Vaglio M, Iatrino R, Porta A, Santambrogio M, Gatti R, Furlan R. Effects of different classroom temperatures on cardiac autonomic control and cognitive performances in undergraduate students. Physiol Meas. 2019 Jun 4;40(5):054005. doi: 10.1088/1361-6579/ab1816. PMID: 30970334.</p> <p> </p> <p>This is the abstract:</p> <p><strong>Objective: </strong> Indoor microclimate may affect students' wellbeing, cardiac autonomic control and cognitive performance with potential impact on learning capabilities. To assess the effects of classroom temperature variations on the autonomic profile and students' cognitive capabilities.</p> <p><strong>Approach: </strong> Twenty students attending Humanitas University School, (14M, age 21 ± 3 years) underwent a single-lead ECG continuous recording by a portable device during a 2 h lecture when classroom temperature was set 'neutral' (20 °C-22 °C, Day 1) and when classroom temperature was set to 24 °C-26 °C (Day 2). ECGs were sent by telemetry to a server for off-line analysis. Spectral analysis of RR variability provided indices of cardiac sympathetic (LF<sub>nu</sub>), vagal (HF, HF<sub>nu</sub>) and cardiac sympatho-vagal modulation (LF/HF). Symbolic analysis of RR variability provided the percentage of sequences of three heart periods with no significant change in RR interval (0V%) and with two significant variations (2V%) reflecting cardiac sympathetic and vagal modulation, respectively. Students' cognitive performance (memory, verbal comprehension and reasoning) was assessed at the end of each lecture using the Cambridge Brain Sciences cognitive evaluation tool.</p> <p><strong>Main results: </strong> Classroom temperature and CO<sub>2</sub> were assessed every 5 min. Classroom temperatures were 22.4 °C ± 0.1 °C (Day 1) and 26.2 °C ± 0.1 °C (Day 2). Student's thermal comfort was lower during Day 2 compared to Day 1. HR, LF/HF and 0V% were greater during Day 2 (79.5 ± 12.1 bpm, 6.9 ± 7.1 and 32.8% ± 10.3%) than during Day 1 (72.6 ± 10.8 bpm, 3.4 ± 3.7, 21.4% ± 9.2%). Conversely, 2V% was lower during Day 2 (23.1% ± 8.1%) than during Day 1 (32.3% ± 11.4%). Short-term memory, verbal ability and the overall cognitive C-score scores were lower during Day 2 (10.3 ± 0.3; 8.1 ± 1.2 and 10.9 ± 2.0) compared to Day 1 (11.7 ± 2.1; 10.7 ± 1.7 and 12.6 ± 1.8).</p> <p><strong>Significance: </strong> During Day 2, a shift of the cardiac autonomic control towards a sympathetic predominance was observed compared to Day 1, in the presence of greater thermal discomfort. Furthermore, during Day 2 reduced cognitive performances were found.</p>
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