Search results for: student teacher

Authors: Meilan Jin, Mary Jane Moran

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This study aims to introduce the framework of culturally responsive home visiting (CRHV) to head start teacher professional sessions in the Southeastern of the US and investigate its influence on the evolving beliefs of teachers about their roles and relationships with families in-home visits. The framework orients teachers to an effective way of taking on the role of learner to listen for spoken and unspoken needs and look for family strengths. In addition, it challenges the deficit model that is grounded on 'cultural deprivation,' and it stresses the value of family cultures and advocates equal, collaborative parent-teacher relationships. The home visit reflection papers and focus group transcriptions of eight teachers have been collected since 2010 throughout a five-year longitudinal collaboration with them. Reflection papers were written by the teachers before and after introducing the CRHV framework, including the details of visit purposes and actions and their plans for later home visits. Particularly, the CRHV framework guided the teachers to listen and look for information about family-living environments; parent-child interactions; child-rearing practices; and parental beliefs, values, and needs. Two focus groups were organized in 2014 by asking the teachers to read their written reflection papers and then discussing their shared beliefs and experiences of home visits in recent years. The average length of the discussions was one hour, and the discussions were audio-recorded and transcribed verbatim. Moreover, the data were analyzed using constant comparative analysis, and the analysis was verified through (a) the uses of multiple data sources, (b) the involvement of multiple researchers, (c) coding checks, and (d) the provisions of the thick descriptions of the findings. The study findings corroborate that the teachers become to reposition themselves as 'knowledge seekers' through reorienting their cynosure toward 'setting stones' to learn, grow, and change rather than framing their home visits. The teachers also continually engage in careful listening, observing, questioning, and dialoguing, and these actions reflect their care toward parents. The value of teamwork with parents is advocated, and the teachers recognize that when parents feel empowered, they are active and committed to doing more for their children, which can further advantage proactive long-term parent-teacher collaborations. The study findings also validate that the framework is influential for educators to provide the experiences of home visiting that is culturally responsive and to share collaborative relationships with caregivers. The long-term impact of the framework further implies that teachers continue to put themselves in the position of evolving, including beliefs and actions, to better work with children and families who are culturally, ethnically, and linguistically different from them. This framework can be applicable to educators and professionals who are looking for avenues to bridge the relationship between home and school and parents and teachers.

Keywords: culturally responsive home visit, early childhood education, parent–teacher collaboration, teacher professional development

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Authors: Kayondoamunmose Kamafrika

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Experimental based Engineering education approach plays a vital role in the development of student’s deep understanding of both social and physical sciences. Experimental based education approach through laboratory class activities prepare students to meet national demand for high-tech skilled individuals in the government and private sector. However, students across the country are faced with difficulties in classes that involve laboratory activities: poor experimental based exposure in their early development of student’s education-life-cycle, lack of student engagement in scientific method practical thinking approach, lack of communication between students and the instructor during class, a large number of students in one classroom, lack of instruments and improper equipment calibration. The purpose of this paper is to help students develop their own scientific knowledge and understanding, develop their methodologies in the design of experiments, collect and analyze data, write laboratory reports, present and explain their findings. Experimental based laboratory activities allow students to learn with high-level understanding as well as engage in the design processes of constructing knowledge through practical means of doing science. Experimental based education systems approach will act as a catalyst in the development of practical-based-educational methodologies in social and physical science and engineering domain of learning; thereby, converting laboratory classes into pilot industries and students into professional experts in finding a solution for complex problems, research, and development of super high- tech systems.

Keywords: experimental, engineering, innovation, practicability

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Authors: Nazeema Ahmed

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This paper reports on the development of a student peer mentoring programme at a higher education institution. The programme is dependent on volunteering senior undergraduate students who are trained to mentor first-year students studying towards an engineering degree. The evaluation of the programme took the form of first-year students completing a self-report paper questionnaire at the onset of a lecture and mentors completing their questionnaire electronically. The evaluation yielded mixed findings. Peer mentoring clearly benefited some students in their adjustment to the institution. Specific mentors’ personal attributes enabled the establishment of successful mentoring relationships, where encouragement, advice and academic assistance was provided. Gains were reciprocal with mentors reporting that the programme contributed towards their personal development. Confidence in the programme was expressed in mentors feeling that it was an initiative worth continuing and first-year students agreeing that it be recommended to future first-year students. This was despite many unfavourable experiences of mentors where their professionalism and commitment to the programme was suspect. It is evident that while mentors began with noble intentions they appear either to lose interest or become overwhelmed with their own workload as the academic year progresses. On the other hand, some mentors reported feeling challenged by the apathy of first-year students who failed to maximise the opportunity available to them. The different attitudes towards mentoring that manifested as a mentoring culture in some departments were particularly pertinent to its successful implementation. The findings point to the key role of academic staff in the mentoring programme who model the mentoring relationship in their interaction with student mentors. While their involvement in the programme may be perceived as a drain on resources in an already demanding academic teaching environment, it is imperative that structural changes be put in place for the programme to be both efficient and sustainable. A pervasive finding concerns the evolving institutional culture of student development in the faculty. Mentors and first-year students alike alluded to the potential of the mentoring programme provided it is seriously endorsed at both the departmental and faculty level. The findings provide a foundation from which to develop the programme further and to begin improving its capacity for maximizing student retention in South African higher education.

Keywords: engineering students, first-year students, peer mentoring

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Authors: Areej Isam Barham

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The implementation of Japanese lesson study approach in the mathematics classroom has been grown worldwide as a model of professional development for teachers. In Qatar, the implementation of IMPULS-QU lesson study program aimed to establish a robust organizational improvement model of professional development for mathematics teachers in Qatar schools. This study describes the implementation of a lesson study model at Al-Markhyia Independent Primary School through different stages; and discusses how the planning process, the research lesson, and the post discussion participates in providing teachers and researchers with a successful research lesson for teacher professional development. The research followed a case study approach in one mathematics classroom. Two teachers and one professional development specialist participated the planning process. One teacher conducted the research lesson study by introducing a problem solving related to the concept of the ‘Mean’ in a mathematics class, 21 students in grade 6 participated in solving the mathematic problem, 11 teachers, 4 professional development specialists, and 4 mathematics professors observed the research lesson. All previous participants except the students participated in a pre and post-lesson discussion within this research. This study followed a qualitative research approach by analyzing the collected data through different stages in the research lesson study. Observation, field notes, and semi-structured interviews conducted to collect data to achieve the research aims. One feature of this lesson study research is that this research describes the implementation for a lesson study as a new experience for one mathematics teacher and 21 students after 3 years of conducting IMPULS-QU project in Al-Markhyia school. The research describes various stages through the implementation of this lesson study model starting from the planning process and ending by the post discussion process. Findings of the study also address the impact of lesson study approach in teaching mathematics for the development of teachers from their point views. Results of the study show the benefits of using lesson study from the point views of participated teachers, theory perceptions about the essential features of lesson study, and their needs for future development. The discussion of the study addresses different features and issues related to the implementation of IMPULS-QU lesson study model in the mathematics classroom. In the light of the study, the research presents recommendations and suggestions for future professional development.

Keywords: lesson study, mathematics education, mathematics teaching experience, teacher professional development

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Authors: Claire Goode

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This paper reports on a doctoral research project using narrative inquiry to investigate the stories of twelve national Tertiary Teaching Excellence Award winners in New Zealand. Preliminary findings highlight awardees’ views on their identity, their professional practice, and on what they consider to be excellence in tertiary teaching. The research also reports on common themes in the personal qualities that awardees describe, and on what these nationally recognised educators would like to see in place around Tertiary Teacher Development. Educators, mentors, trainers, and curriculum designers can gain a deeper understanding of what teaching excellence looks like, and of how teachers perceive their own practice and their impact on others. This may enable different interventions to develop best practice from staff, and to raise standards. It is hoped too that, by reflecting on the stories of teachers who have been recognised for ‘excellence’, educators will relate to and recognise elements of their own practice, and will feel motivated and inspired to share these with their peers and the wider academic community.

Keywords: academic identity, narrative inquiry, teacher development, teaching excellence

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Authors: Ye Wei, Sitalakshmi Venkatraman, Fahri Benli, Fiona Wahr

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The present digital world poses many challenges to various stakeholders in the education sector. In particular, lecturers of higher education (HE) are faced with the problem of ensuring that students are able to achieve the required learning outcomes despite rapid changes taking place worldwide. Different strategies are adopted to retain student engagement and commitment in classrooms to address the differences in learning habits, preferences, and styles of the digital generation of students recently. Further, the onset of the coronavirus disease (COVID-19) pandemic has resulted in online teaching being mandatory. These changes have compounded the problems in the learning engagement and short attention span of HE students. New agile methodologies that have been successfully employed to manage projects in different fields are gaining prominence in the education domain. In this paper, we present the application of Scrum as an agile methodology to enhance student learning and engagement in an online smart classroom environment. We demonstrate the use of our proposed approach using a case study to teach key topics in information technology that require students to gain technical and business-related data analytics skills.

Keywords: agile methodology, Scrum, online learning, smart classroom environment, student engagement, active learning

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Authors: Duangkamol Thitivesa

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This paper explores the use of project work in a content-based instruction in a Rajabhat University, Thailand. The use of project is to promote kinds of learning expected of student teachers as stated by Thailand Quality Framework: TQF. The kinds of learning are grouped into five domains: Ethical and moral development, knowledge, cognitive skill, interpersonal skills and responsibility, and analytical and communication skills. The content taught in class is used to lead the student teachers to relate their previously-acquired linguistic knowledge to meaningful realizations of the language system in passages of immediate relevance to their professional interests, teaching methods in particular. Two research questions are formulate to guide this study: 1) To what degree are the five domains of learning expected of student teachers after the use of project in a content class?, and 2) What is the academic achievement of the students’ writing skills, as part of the learning domains stated by TQF, against the 70% attainment target after the use of project to enhance the skill? The sample of the study comprised of 38 fourth-year English major students. The data was collected by means of a summative achievement test, student writing works, an observation checklist, and project diary. The scores in the summative achievement test were analyzed by mean score, standard deviation, and t-test. Project diary serves as students’ record of the language acquired during the project. List of structures and vocabulary noted in the diary has shown students’ ability to attend to, recognize, and focus on meaningful patterns of language forms.

Keywords: Thailand quality framework, project Work, writing skill, summative

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Authors: B. Bergström, A. Ladd, A. Jones, L. Rosso, P. Michael

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Attitudes toward treatment manuals serve as a meaningful predictor of general attitudes toward evidence-based practice. Despite demonstrating high effectiveness in treating many mental disorders, manualized treatments have been underutilized by practitioners. Thus, one can assess the state of the field regarding the adoption of evidence-based practices by surveying practitioner attitudes towards manualized treatments. This study is an adapted replication that assesses psychology graduate student attitudes towards manualized treatments, as a general marker for attitudes towards evidence-based practice. Training programs provide future clinicians with the foundation for critical skills in clinical practice. Research demonstrates that post-graduate continuing education has little to no effect on clinical practice; thus, graduate programs serve as the primary, and often final platform for all future practice. However, there are little empirical data identifying the attitudes and training of graduate students in utilizing manualized treatments. The empirical analysis of this study indicates an increase in positive attitudes among graduate student attitudes towards manualized treatments (within the United States), when compared to past surveys of professional psychologists. Findings from this study may inform graduate programs of barriers for students in developing positive attitudes toward manualized treatments and evidence-based practice. This study also serves as a preliminary predictor of the state-of-the field, in regards to professional psychologists attitudes towards evidence-based practice, if attitudes remain stable. This study indicates that the attitudes toward utilizing evidence-based practices, such as treatment manuals, has become more positive since year 2000.

Keywords: exposure therapy, evidence based practice, manualized treatments, student attitudes

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Authors: Faizah Herman

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This study aims to explore the attitudes and behavior of goal mapping performed by the student in completing the internship report revised on time. The approach is phenomenological research with qualitative methods. Data sources include observation, interviews and questionnaires, focus group discussions. Research subject 5 students who have completed the internship report revisions in a timely manner. The analysis technique is an interactive model of Miles&Huberman data analysis techniques. The results showed that the students have a goal of mapping that includes the ultimate goal, formulate goals by identifying what are the things that need to be done, action to be taken and what kind of support is needed from the environment.

Keywords: goal mapping, revision internship report, students, Brawijaya

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Authors: Stefan Ninković

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The main purpose of this paper is to examine the different theoretical approaches and relevant empirical evidence and thus, recognize some of the most pressing challenges faced by school leaders. This paper starts from the fact that the new mission of the school is characterized by the need for stronger coordination among students' academic, social and emotional learning. In this sense, school leaders need to focus their commitment, vision and leadership on the issues of students' attitudes, language, cultural and social background, and sexual orientation. More specifically, they should know what a good teaching is for student’s at-risk, students whose first language is not dominant in school, those who’s learning styles are not in accordance with usual teaching styles, or who are stigmatized. There is a rather wide consensus around the fact that the traditionally popular concept of instructional leadership of the school principal is no longer sufficient. However, in a number of "pro-leadership" circles, including certain groups of academic researchers, consultants and practitioners, there is an established tendency of attributing school principal an extraordinary influence towards school achievements. On the other hand, the situation in which all employees in the school are leaders is a utopia par excellence. Although leadership obviously can be efficiently distributed across the school, there are few findings that speak about sources of this distribution and factors making it sustainable. Another idea that is not particularly new, but has only recently gained in importance is related to the fact that the collective capacity of the school is an important resource that often remains under-cultivated. To understand the nature and power of collaborative school cultures, it is necessary to know that these operate in a way that they make their all collective members' tacit knowledge explicit. In this sense, the question is how leaders in schools can shape collaborative culture and create social capital in the school. Pressure exerted on schools to systematically collect and use the data has been accompanied by the need for school leaders to develop new competencies. The role of school leaders is critical in the process of assessing what data are needed and for what purpose. Different types of data are important: test results, data on student’s absenteeism, satisfaction with school, teacher motivation, etc. One of the most important tasks of school leaders are data-driven decision making as well as ensuring transparency of the decision-making process. Finally, the question arises whether the existing models of school leadership are compatible with the current social and economic trends. It is necessary to examine whether and under what conditions schools are in need for forms of leadership that are different from those that currently prevail. Closely related to this issue is also to analyze the adequacy of different approaches to leadership development in the school.

Keywords: educational changes, leaders, leadership, school

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Authors: Zofia Hammerin, Goran Basic, Disa Bergnehr

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Ever since the Ottawa charter in 1986, health promotion through schools has been stressed across the globe. Both in the global and national discourse, schools are made responsible not only for providing education but also for working with pupil health and well-being. In Sweden, where the study is set, it is emphasized in national directives that promoting pupil health should be part of the school practice. Since the Swedish school system is decentralized, these directives need to be interpreted and recontextualized locally. This study aims to explore how the student comes across in Swedish local health policy documents. The data consists of 37 such documents called student health plans collected from different high schools throughout Sweden. The analysis was inspired by critical discourse analysis, and tentative results are divided into two main themes; the invisible actor and the passive recipient. The pupil is largely invisible in the documents, and the discourse instead focuses on school health service staff and, to some extent, the teachers. When the pupils are visible, they mainly come across as passive recipients of health promoting actions. Since participation, taking action, and feeling empowered are key aspects of health promotion, the findings could impact the pupils’ possibilities for health and well-being.

Keywords: health promotion, high school, student, sweden

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Authors: Muhammad Saleem

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Background: The teaching of sports sciences encompasses a broad spectrum of disciplines, including biomechanics, physiology, psychology, and coaching. Effective pedagogical techniques are crucial in imparting both theoretical knowledge and practical skills necessary for students to excel in the field. The impact of these techniques on students’ learning outcomes, engagement, and professional preparedness remains a vital area of study. Objective: This study aims to evaluate the effectiveness of various pedagogical techniques used in the teaching of sports sciences. It seeks to identify which methods most significantly enhance student learning, retention, engagement, and practical application of knowledge. Methods: A mixed-methods approach was employed, including both quantitative and qualitative analyses. The study involved a comparative analysis of traditional lecture-based teaching, experiential learning, problem-based learning (PBL), and technology-enhanced learning (TEL). Data were collected through surveys, interviews, and academic performance assessments from students enrolled in sports sciences programs at multiple universities. Statistical analysis was used to evaluate academic performance, while thematic analysis was applied to qualitative data to capture student experiences and perceptions. Results: The findings indicate that experiential learning and PBL significantly improve students' understanding and retention of complex sports science concepts compared to traditional lectures. TEL was found to enhance engagement and provide students with flexible learning opportunities, but its impact on deep learning varied depending on the quality of the digital resources. Overall, a combination of experiential learning, PBL, and TEL was identified as the most effective pedagogical approach, leading to higher student satisfaction and better preparedness for real-world applications. Conclusion: The study underscores the importance of adopting diverse and student-centered pedagogical techniques in the teaching of sports sciences. While traditional lectures remain useful for foundational knowledge, integrating experiential learning, PBL, and TEL can substantially improve student outcomes. These findings suggest that educators should consider a blended approach to pedagogy to maximize the effectiveness of sports science education.

Keywords: sport sciences, pedagogical techniques, health and physical education, problem-based learning, student engagement

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Authors: Yun Chan Lee

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Background: End-of-life care is a large area of all nursing practice and student nurses are likely to meet dying patients in many placement areas. It is therefore important to understand the emotional responses and coping strategies of student nurses in order for nursing education systems to have some appreciation of how nursing students might be supported in the future. Methodology: This research used a qualitative phenomenological approach. Six student nurses understanding a degree-level adult nursing course were interviewed. Their responses to questions were analyzed using interpretative phenomenological analysis. Finding: The findings identified 3 main themes. First, the common experience of ‘unpreparedness’. A very small number of participants felt that this was unavoidable and that ‘no preparation is possible’, the majority felt that they were unprepared because of ‘insufficient input’ from the university and as a result of wider ‘social taboos’ around death and dying. The second theme showed that emotions were affected by ‘the personal connection to the patient’ and the important sub-themes of ‘the evoking of memories’, ‘involvement in care’ and ‘sense of responsibility’. The third theme, the coping strategies used by students, seemed to fall into two broad areas those ‘internal’ with the student and those ‘external’. In terms of the internal coping strategies, ‘detachment’, ‘faith’, ‘rationalization’ and ‘reflective skills’ are the important components of this part. Regarding the external coping strategies, ‘clinical staff’ and ‘the importance of family and friends’ are the importance of accessing external forms of support. Implication: It is clear that student nurses are affected emotionally by caring for dying patients and many of them have apprehension even before they begin on their placements but very often this is unspoken. Those anxieties before the placement become more pronounced during and continue after the placements. This has implications for when support is offered and possibly its duration. Another significant point of the study is that participants often highlighted their wish to speak to qualified nurses after their experiences of being involved in end-of-life care and especially when they had been present at the time of death. Many of the students spoke that qualified nurses were not available to them. This seemed to be due to a number of reasons. Because the qualified nurses were not available, students had to make use of family members and friends to talk to. Consequently, the implication of this study is not only to educate student nurses but also to educate the qualified mentors on the importance of providing emotional support to students.

Keywords: nursing students, coping strategies, end-of-life care, emotional responses

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Authors: Youmen Chaaban, Abdallah Abu-Tineh

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This article examines the development of a professional development (PD) model for educator growth and learning that is embedded into the school context. The School based Support Program (SBSP), designed for the Qatari context, targets the practices, knowledge, and skills of both school leadership and teachers in an attempt to improve students’ learning outcomes. Key aspects of the model include the development of learning communities among teachers, strong leadership that supports school improvement activities, and the use of research-based PD to improve teacher practices and student achievement. This paper further presents the results of a qualitative study examining the perceptions of nineteen instructional coaches about the strengths of the PD program, the challenges they face in their day-to-day implementation of the program, and their suggestions for the betterment of the program’s implementation and outcomes. Data were collected from the instructional coaches through open-ended surveys followed by focus group interviews. The instructional coaches reported several strengths, which were compatible with the literature on effective PD. However, the challenges they faced were deeply rooted within the structure of the program, in addition to external factors operating at the school and Ministry of Education levels. Thus, a general consensus on the way the program should ultimately develop was reached.

Keywords: situated professional development, school reform, instructional coach, school based support program

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Authors: Babatunde Kasim Oladele

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This current study investigated students’ characteristics as factors that influence Mathematics Achievement of junior secondary school students. The study adopted a descriptive survey design. The population of the study was one hundred and twenty-three (123) JSS students of secondary schools in Ibadan North Local Government in Oyo State. A Mathematics achievement test and three questionnaires on student’s self-efficacy belief, attitude, and learning style were the instruments used. Prior to the administration of the constructed mathematics achievement test, 100-item mathematics was subjected to the expert review, and items analysis was carried out. Fifty items were retained. The Cronbach Alpha reliability coefficients of the instruments were 0.71, 0.76, and 0.83, respectively. Collected data were analysed using the frequency count, percentages, mean, standard deviation, and Path Analysis in Amos SPSS Version 20. Students characteristics: gender, age, self-efficacy, attitude and learning style had positive direct effects on students’ achievement in Mathematics as indicated by their respective beta weights (β = 0.36, 0.203, 0.92, 0.079, 0.69 p < 0.05). Consequently, the study concluded that student’s characteristics (Age, gender, and learning style) explained a significant part of the variability in students’ achievement in Mathematics.

Keywords: mathematics achievement, students’ characteristics, junior secondary school, Ibadan

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Authors: Abolaji Mayowa Akinyele

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The purpose of this study was to investigate student’s awareness, Knowledge and understanding of environmental issues for sustainable development. Findings revealed that; despite the positive attitude shown by students towards environmental education, a relatively low level of understanding of environmental concept was recorded in school settings regardless of efforts by government and other environmental agencies at creating awareness about environmental related issues. This brought about the investigation of students environmental education knowledge in high school settings. About 205 Students were randomly selected for data collection using validated instruments titled student’s knowledge and attitude questionnaire as well as student’s response to questions (interview) concerning global warming. T-test statistics, chi-square and simple percentage were the major statistical tools employed in data analysis. This study revealed that environment based-education (school curriculum) as well as efforts by government/environmental agencies (mass media) plays a major role in promoting students understanding, of environmental concepts, awareness of major environmental issues and positive attitude towards natural environment.

Keywords: environmental issues, sustainable development, students attitude, students knowledge

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Authors: Amanat Ali, Muhammad S. Al-Siyabi, Mostafa I. Waly, Hashem Al-Kilani

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In a cross-sectional research design, we assessed the nutrient intake, nutritional status, nutritional knowledge and dietary habits of Sultan Qaboos University (SQU) student athletes. A total of 71 (49 male and 22 female) student athletes with a mean age of 21.0 ± 1.81 and 19.32 ± 0.72 years and body mass index (BMI) of 22.51 ± 1.98 and 20.34 ± 2.97 kg/m2 for male and female respectively, participated in this study. A study questionnaire consisting of 2 sections was distributed to the participants. Section I included 18 questions regarding the demographic information, whereas the Section II consisted of 20 questions regarding the nutrition knowledge. The dietary intake of participants was collected by using a 7-days food diary identifying the frequency as well as the variety of food consumption. Significant differences (P < 0.05) were observed in the main sources of nutrition information used by the male and female athletes. Male athletes mainly had most of the nutrition information from friends (17%) whereas female athletes relied mainly on the family (20%). More female athletes (20%) were using TV as a source of nutrition information as compared to male athletes (15%). Both male and female athletes had the minimum nutrition information from dietitians and physicians. Significant (P < 0.05) differences were also observed in the nutritional knowledge and dietary habits scores of male and female athletes, which were 57 % and 49 %, respectively. Male athletes were classified to have fair nutritional knowledge and dietary habits, whereas the female athletes had poor nutritional knowledge and dietary habits. The average daily energy intake of male athletes was 2595 ± 358 kcal/day. Carbohydrate, fat, and protein contributed 64%, 22%, and 14%, of the total energy intake for the male athletes, respectively. The energy and macronutrients intake of male athletes was within the recommended dietary intake. The results indicated some gaps in the nutritional knowledge of SQU student athletes and suggest that there is a need for developing strategies in counseling and teaching the athletes to improve their nutritional knowledge and dietary habits.

Keywords: nutrient assessment, nutritional knowledge, dietary habits, Omani University athletes

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Authors: Zhou Congling

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The integration of private tutoring has emerged as an indispensable facet in the acquisition of language proficiency beyond formal educational settings. Notably, there has been a discernible surge in the demand for private English tutoring, specifically geared towards the preparation for internationally recognized gatekeeping examinations, such as IELTS, TOEFL, GMAT, and GRE. This trajectory has engendered an escalating need for English Language Teaching Assistants (ELTAs) operating within the realm of Private Tutoring Schools (PTSs). The objective of this study is to unravel the intricate process by which these ELTAs formulate their professional identities in the nascent stages of their careers as English educators, as well as to delineate their perceptions regarding their professional trajectories. The construct of language teacher identity is inherently multifaceted, shaped by an amalgamation of individual, societal, and cultural determinants, exerting a profound influence on how language educators navigate their professional responsibilities. This investigation seeks to scrutinize the experiential and influential factors that mold the identities of ELTAs in PTSs, particularly post the culmination of their language-oriented academic programs. Employing a qualitative narrative inquiry approach, this study aims to delve into the nuanced understanding of how ELTAs conceptualize their professional identities and envision their future roles. The research methodology involves purposeful sampling and the conduct of in-depth, semi-structured interviews with ten participants. Data analysis will be conducted utilizing Barkhuizen’s Short Story Analysis, a method designed to explore a three-dimensional narrative space, elucidating the intricate interplay of personal experiences and societal contexts in shaping the identities of ELTAs. The anticipated outcomes of this study are poised to contribute substantively to a holistic comprehension of ELTA identity formation, holding practical implications for diverse stakeholders within the private tutoring sector. This research endeavors to furnish insights into strategies for the retention of ELTAs and the enhancement of overall service quality within PTSs.

Keywords: China, English language teacher, narrative inquiry, private tutoring school, teacher identity

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Authors: Brad Curabba

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Utilising active, process-based learning methods to improve critical thinking and writing skills of second language (L2) writers brings unique challenges. To comprehensively satisfy different learners' needs, when commenting on student work, instructors can embed multiple feedback methods so that the capstone of their abilities as writers can be achieved. This research project assesses faculty and student perceptions regarding the effectiveness of various feedback practices used in process-based writing classrooms with L2 students at the American University of Sharjah (AUS). In addition, the research explores the challenges encountered by faculty during the provision of feedback practices. The quantitative research findings are based on two concurrent electronically distributed anonymous surveys; one aimed at students who have just completed a process-based writing course, and the other at instructors who delivered these courses. The student sample is drawn from multiple sections of Academic Writing I and II, and the faculty survey was distributed among the Department of Writing Studies (DWS) faculty. Our findings strongly suggest that all methods of feedback are deemed equally important by both students and faculty. Students, in particular, find process writing and its feedback practices to have greatly contributed to their writing proficiency.

Keywords: process writing, feedback, formative feedback, composition, reflection

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Authors: Malathi Balakrishnan, Cheng Lee Ooi, Chander Vengadasalam

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The purpose of this study is to explore a case study of trainee teachers’ learning experience on innovating traditional games during the traditional game carnival. It explores issues arising from multiple case studies of trainee teachers learning experiences in innovating traditional games. A qualitative methodology was adopted through observations, semi-structured interviews and reflective journals’ content analysis of trainee teachers’ learning experiences creating and implementing innovative traditional games. Twelve groups of 36 trainee teachers who registered for Sports and Physical Education Management Course were the participants for this research during the traditional game carnival. Semi structured interviews were administrated after the trainee teachers learning experiences in creating innovative traditional games. Reflective journals were collected after carnival day and the content analyzed. Inductive data analysis was used to evaluate various data sources. All the collected data were then evaluated through the Nvivo data analysis process. Inductive reasoning was interpreted based on the Self Determination Theory (SDT). The findings showed that the trainee teachers had positive game participation experiences, game knowledge about traditional games and positive motivation to innovate the game. The data also revealed the influence of themes like cultural significance and creativity. It can be concluded from the findings that the organized game carnival, as a requirement of course work by the Institute of Teacher Training Malaysia, was able to enhance teacher trainers’ innovative thinking skills. The SDT, as a multidimensional approach to motivation, was utilized. Therefore, teacher trainers may have more learning experiences using the SDT.

Keywords: learning experiences, innovation, traditional games, trainee teachers

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Authors: A. Kalizhanova, T. Shelestova

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Teacher professional development (TPD) in Kazakhstan has followed a fairly standard format for centuries, with teachers learning new information from a lecturer and being tested using multiple-choice questions. In the online world, self-access courses have become increasingly popular. Due to their extensive multimedia content, peer-reviewed assignments, adaptable class times, and instruction from top university faculty from across the world, massive open online courses (MOOCs) have found a home in Kazakhstan's system for lifelong learning. Recent studies indicate the limited use of connectivism-based tools such as discussion forums by Kazakhstani pre-service and in-service English teachers, whose professional interests are limited to obtaining certificates rather than enhancing their teaching abilities and exchanging knowledge with colleagues. This paper highlights the significance of connectivism-based tools and instruments, such as MOOCs, for the continuous professional development of pre- and in-service English teachers, facilitators' roles, and their strategies for enhancing trainees' conceptual knowledge within the MOOCs' curriculum and online learning skills. Reviewing the most pertinent papers on Connectivism Theory, facilitators' function in TPD, and connectivism-based tools, such as MOOCs, a code extraction method was utilized. Three experts, former active participants in a series of projects initiated across Kazakhstan to improve the efficacy of MOOCs, evaluated the excerpts and selected the most appropriate ones to propose the matrix of teacher professional competencies that can be acquired through MOOCs. In this paper, we'll look at some of the strategies employed by course instructors to boost their students' English skills and knowledge of course material, both inside and outside of the MOOC platform. Participants' interactive learning contributed to their language and subject conceptual knowledge and prepared them for peer-reviewed assignments in the MOOCs, and this approach of small group interaction was given to highlight the outcomes of participants' interactive learning. Both formal and informal continuing education institutions can use the findings of this study to support teachers in gaining experience with MOOCs and creating their own online courses.

Keywords: connectivism-based tools, teacher professional development, massive open online courses, facilitators, Kazakhstani context

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Authors: Felix Golla

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In an era where technology increasingly intersects with education, the potential of chatbots and ChatGPT agents in enhancing student learning experiences in higher education is both significant and timely. This study explores the integration of these AI-driven tools in educational settings, emphasizing their design and functionality to meet the specific needs of students. Recognizing the gap in literature concerning student-centered AI applications in education, this research offers valuable insights into the role and efficacy of chatbots and ChatGPT agents as educational tools. Employing qualitative research methodologies, the study involved conducting semi-structured interviews with university students. These interviews were designed to gather in-depth insights into the students' experiences and expectations regarding the use of AI in learning environments. The High-Performance Cycle Model, renowned for its focus on goal setting and motivation, served as the theoretical framework guiding the analysis. This model helped in systematically categorizing and interpreting the data, revealing the nuanced perceptions and preferences of students regarding AI tools in education. The major findings of the study indicate a strong preference among students for chatbots and ChatGPT agents that offer personalized interaction, adaptive learning support, and regular, constructive feedback. These features were deemed essential for enhancing student engagement, motivation, and overall learning outcomes. Furthermore, the study revealed that students perceive these AI tools not just as passive sources of information but as active facilitators in the learning process, capable of adapting to individual learning styles and needs. In conclusion, this study underscores the transformative potential of chatbots and ChatGPT agents in higher education. It highlights the need for these AI tools to be designed with a student-centered approach, ensuring their alignment with educational objectives and student preferences. The findings contribute to the evolving discourse on AI in education, suggesting a paradigm shift towards more interactive, responsive, and personalized learning experiences. This research not only informs educators and technologists about the desirable features of educational chatbots but also opens avenues for future studies to explore the long-term impact of AI integration in academic curricula.

Keywords: chatbot design in education, high-performance cycle model application, qualitative research in AI, student-centered learning technologies

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Authors: Hatib Shabbir

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Student support services play an important role in providing technical and motivational support to distance learner. ICT based systems have improved the efficiency and effectiveness of support services. In distance education, students being at distant require quick responses from their institution. In the manual system, it is practically hard to give prompt response to each and every student, so as a result student has to suffer a lot. The best way to minimize inefficiencies is to use automated systems. This project involves the development of centralized automated software that would not only replace the manual degree issuance system of 1.3 million students studying at AIOU but also provide online tracking to all the students applying for Degrees. DTS is also the first step towards the paperless culture which is adopted by the major organizations of the world. DTS would not only save university cost but also save students cost and time too by conveying all the information/objection through email and SMS. Moreover, DTS also monitors the performance of each and every individual working in the exam department AIOU and generates daily, monthly and yearly reports of every individual which helps a lot in continuous performance monitoring of the employees.

Keywords: aiou dts, dts aiou, dts, degree tracking aiou

Procedia PDF Downloads 219

Authors: Abdul Rashid Ahmadi, Samiullah Paracha, Hamidullah Sokout, Mohammad Hanif Gharana

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Conventional educational practices, do not offer all the required skills for teachers to successfully survive in today’s workplace. Due to poor professional training, a big gap exists across the curriculum plan and the teacher practices in the classroom. As such, raising the quality of teaching through ICT-enabled training and professional development of teachers should be an urgent priority. ‘Mobile Learning’, in that vein, is an increasingly growing field of educational research and practice across schools and work places. In this paper, we propose a novel Mobile learning system that allows the users to learn through an intelligent mobile learning in cooperatively every-time and every-where. The system will reduce the training cost and increase consistency, efficiency, and data reliability. To establish that our system will display neither functional nor performance failure, the evaluation strategy is based on formal observation of users interacting with system followed by questionnaires and structured interviews.

Keywords: computer assisted learning, intelligent tutoring system, learner centered design, mobile mediated learning and teacher education

Procedia PDF Downloads 293

Authors: Davoud Masoumi, Maryam Bourbour

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By characterizing children’s actions in the scaffolding process, which is often undermined and ignored in the studies reviewed, this study aimed to examine children’s different (re)actions in relation to the teachers’ actions in a context where digital technologies are used. Over five months, 22 children aged 4-6 with five preschool teachers were video observed. The study brought in rich details of the children’s actions in relation to the teacher’s actions in the scaffolding process. The findings of the study reveal thirteen (re)actions, including Giving short response; Explaining; Participating in the activities; Examining; Smiling and laughing; Pointing and showing; Working together; Challenging each other; Problem-solving skills; Developing vocabulary; Choosing the activity; Expressing of the emotions; and Identifying the similarities and differences. Our findings expanded and deepened the understanding of the scaffolding process, which can contribute to the notion of scaffolding and help us to gain further understanding about scaffolding of children’s learning. Characterizing the children’s (re)action in relation to teacher’s scaffolding actions further can contribute to ongoing discussions about how teachers can scaffold children’s learning using digital technologies in the learning process.

Keywords: children’ (re)actions, scaffolding process, technologies, preschools

Procedia PDF Downloads 83

Authors: Hongxia Wang, Yanjie Wang, Xiuqin Wang, Linlin Mo, Shuangshuang Niu

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Special Education Resource Center (SERC) is the localized product in the development of inclusive education in People’s Republic of China, which provides professional support and service for the students with special education needs(SEN) and their parents, teachers as well as inclusive schools. The study investigated 155 administrators, resource teachers and inclusive education teachers from primary and secondary schools in Beijing. The results indicate that: (1) The surveyed teachers put highest expectation of SERC on specialized guidance and teacher training , instead of research and administration function; (2) Each dimension of professional support needs gets higher scores, in which individual guidance gets highest score, followed by instruction guidance, psychological counseling, proposing suggestions, informational support and teacher training; (3) locality and training experience of surveyed teachers significantly influence their expectations and support needs of SERC.

Keywords: special education resource center (SERC) , functional expectation, professional support needs, support system

Procedia PDF Downloads 381

Authors: Timothy J. Grebec

Abstract:

This study investigated whether using a voice dictation software program (i.e., Google Voice Typing) has an impact on student writing quality. The research took place in a third-grade general education classroom in a suburban school setting. Because the study involved minors, all data was encrypted and deidentified before analysis. The students completed a series of writings prior to the beginning of the intervention to determine their thoughts and skill level with writing. During the intervention phase, the students were introduced to the voice dictation software, given an opportunity to practice using it, and then assigned writing prompts to be completed using the software. The prompts written by nineteen student participants and surveys of student opinions on writing established a baseline for the study. The data showed that using the dictation software resulted in a 34% increase in the response quality (compared to the Pennsylvania State Standardized Assessment [PSSA] writing guidelines). Of particular interest was the increase in students' proficiency in demonstrating mastery of the English language and conventions and elaborating on the content. Although this type of research is relatively no, it has the potential to reshape the strategies educators have at their disposal when instructing students on written language.

Keywords: educational technology, accommodations, students with disabilities, writing instruction, 21st century education

Procedia PDF Downloads 75

Authors: Karl Erickson I. Ebora

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Science and technology are two inseparable terms which bring wonders to all aspects of life such as education, medicine, food production and even the environment. In education, technology has become an integral part as it brings many benefits to the teaching-learning process. However, in the Philippines, being one of the developing countries resources are scarce and not all schools enjoy the fruits brought by technology. Much of this ordeal impacts that of multigrade instruction. These schools are often the last priority in resources allocation since these have limited number of students. In fact, it is not surprising that these schools do not have even a single computer unit much more a computer laboratory. This paper sought to present a plan on how public schools would receive its e-classroom. Specifically, this paper sought to answer questions like the level of the school readiness in terms of facilities and equipment; the attitude of the respondents towards the use of e-classroom; level of teacher’s familiarity in using different e-classroom software and the plans of interventions undertaken by the school to make it e-classroom ready. After gathering and analysing the necessary data, this paper came up with the following conclusions that in terms of facilities and equipment, Guisguis Talon Elementary School (Main), though a multigrade school, is ready to receive e-classroom.; that the respondents show positive disposition in technology utilization in teaching after they strongly agree that technology plays essential role in the teaching-learning process. Also, they strongly agree that technology is a good motivator; it makes the teaching and learning more interesting and effective; it makes teaching easy; and that technology enhances student’s learning. Additionally, Teacher-respondents in Guisguis Talon Elementary School (Main) show familiarity in using software. They are very familiar with MS Word; MS Excel; MS PowerPoint; and internet and email. Moreover, they are very familiar with basic e-classroom computer operations and basic application software. They are very familiar with MS office and can do simple editing and formatting; in accessing and saving information from CD/DVD, external hard drives, USB and the like; and in browsing effectively different search engines and educational sites, download and upload files. Likewise respondents strongly agree to the interventions undertaken by the school to make it e-classroom ready. They strongly agree that funding and support are needed by the school; that stakeholders should be encouraged to consider donating of equipment; and that school and community should try to mobilize their resources in order to help the school; that the teachers should be provided with trainings in order for them to be technologically competent; and that principals and administrators should motivate their teachers to undergo continuous professional development.

Keywords: e-classroom, multi-grade school, DCP, classroom computers

Procedia PDF Downloads 202

Authors: Matthew Montebello

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Student engagement within a virtual learning environment generates masses of data points that can significantly contribute to the learning analytics that lead to decision support. Ideally, similar data is collected during student interaction with a physical learning space, and as a consequence, data is present at a large scale, even in relatively small classes. In this paper, we report of such an occurrence during classes held in a HiFlex modality as we investigate the advantages of adopting such a methodology. We plan to take full advantage of the learner-generated data in an attempt to further enhance the effectiveness of the adopted learning environment. This could shed crucial light on operating modalities that higher education institutions around the world will switch to in a post-COVID era.

Keywords: HiFlex, big data in higher education, learning analytics, virtual learning environment

Procedia PDF Downloads 201

Authors: Chi C. Lin, Chih. H. Hsieh, Chi H. Lin

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The present study attempted to develop and test a self-determination theory dual-process model among teachers’ need supportive teaching, need thwarting teaching, and students’ need satisfaction, need frustration, and motivation regulation on vocational high school learners. This study adopted a survey questionnaire method. Participants were 736 (472 males, 264 females) vocational high school students in Taiwan. The instrument included five sets: the Teachers’ Need Supportive Teaching Scale, the Teachers’ Need Thwart Teaching Scale, the Need Satisfaction Scale, the Need Frustration Scale, and the Motivational Regulation Scale. A Structural equation modeling was used for the data analyses, results indicated that (1) teachers’ need supportive teaching had direct effects on students’ need satisfaction; (2) teachers’ thwarting teaching also had a direct effect on students’ need frustration; (3) teachers’ need supportive teaching had a negative direct effect on students’ need frustration; (4) students’ need satisfaction had direct effects on their autonomous motivation and control motivation, respectively; (5) students’ need frustration also had direct effects on their control motivation and motivation, respectively; (6) the model proposed in this study fit mostly with the empirical data.

Keywords: motivational regulation, need satisfaction, need frustration, supportive teaching, thwart teaching, vocational high school students

Procedia PDF Downloads 136