Further, the earthquake events were not embedded in classroom space, students completed the epicenter computations for all 15 events as one activity, and public data representations and traces were only present in class for those days.
The development of global citizenship is supported by collaborative tools that are now becoming more fully embedded in classroom practice.
The present study explores whether two other types of grounding (embodying through action, and embedding in classroom space) may serve to improve learning.
Taken together, instructional approaches that provide grounding for learning in two complementary ways – embodying through action, and embedding through classroom space – would seem to be a promising avenue for providing low spatial students with the support they need to learn complex scientific phenomena.
Informal professional development is often embedded in the classroom or school context allowing instructors to reflect on their experiences and share ideas among colleagues (Putnam and Borko 2000) and because of this is often a more authentic experience than formal professional development opportunities.
Sustainable school improvement and intelligent accountability will require a capacity building approach in which self-evaluation is progressively embedded at the classroom level and permeates all initiatives, so that self-evaluation is not seen as an extra, but is built into every aspect of practice.
The ethos of learning outside the classroom is embedded in the school's curriculum and is seen as a crucial part of helping to develop the life skills of the 57 pupils at this special school aged between two to 19, who have severe, profound or multiple learning difficulties.
Results from this study demonstrated that spatial skill did constrain learning in the non-embedded conditions, but that the dependence on spatial skills can be reduced when an activity is embedded and enacted within classroom space.
This action research project sought to find out if the implementation of aerospace science, embedded both in the classroom and in an after school Space Club, could assist girls in maintaining their confidence and engagement in science overall as they transition to middle school.
Findings from this study show that it is possible to enhance students' mental health literacy by implementing a mental health curriculum delivered by usual classroom teachers embedded within usual school curriculum based on The Guide, therefore setting the foundation for youth mental health promotion, prevention and early identification, and continuing care.
