Creating a Major Textbook

Musical achievement as a general goal of music education and upbringing is a complex product of long-term growth and development of artists, influenced by numerous factors, which is also a challenging topic for research. The topic requires a holistic research approach that will provide us with possible paths and potential factors that influence musical development. Our research is focused on examining the attitudes of teachers and students in order to discover possible solutions that contribute to achieving musical success, in our case, participation or success in music competitions, as one of the possible indicators. The research was conducted during the 2022/23. school year on a sample of 123 participants: 66 teachers and 57 students. Through the analysis of research results, factors that were highly valued by both students and teachers in terms of their significance were identified (M > 4.50): 1) personal contribution of students (teacher's perspective: M = 4.84; student's perspective: M = 4.59); 2) teacher influence (teacher's perspective from the students' point of view: M = 4.80; student's perspective: M = 4.52); 3) love for music (student's perspective: M = 4.63); 4) parental influence (teacher's perspective: M = 4.51). By applying parametric techniques for group comparison, we determined that students from the Elementary Music School value teacher influence, parental influence, and personal contribution as factors for achievement more than students from the SMS at a significance level of p<0.05. This indicates that they expect a stimulating environment and support during their elementary music education. Research on this topic requires constant examination and evaluation in order to expand knowledge and improve practice. We must also not overlook the benefits of music education, which may not necessarily result in success and external outcomes. We aim to highlight the educational aspect of the overall development of students attending music school.

Teacher violence is defined as the intentional use of power by teachers against students in a variety of ways, including physical, verbal, psychological, and sexual assault. Victims of school violence are more anxious and insecure than other students. An in-depth and comprehensive study on the prevention of violence in schools is urgent and necessary. We conducted this study to determine teacher violence from the perspectives of schoolteachers and students and related factors. We conducted this descriptive-analytical study on 313 teachers and 400 students in Ardestan, southern Iran, in 2019. We selected teachers and students using a census method and stratified random sampling, respectively. The research instrument was the school violence questionnaire. From the perspective of teachers, the mean score of teacher violence (5.7) was significantly lower than that of students (18.3). Male, young, single teachers with diploma and less work experience had significantly higher violence scores than other teachers (P < 0.001). We witnessed this trend in public boys' schools as well (p < 0.001). The total mean score for teacher violence was not significantly different between male and female students. From the perspective of students, the mean score of teacher violence was significantly different (P < 0.001). Our results suggest that education authorities and school principals should supervise public school teachers with less education, younger students, and boys' schools and provide practical training to improve the communication and emotional skills among these teachers.

The “integration of large, medium and small” of the ideology and politics course is an ideological and political education project that should meet the requirements of the development of the present era. In the context of the new era, the study discusses the integration of Civics and Political Science courses from the perspectives of teachers and students, respectively. Through a questionnaire survey of teachers of Civics and Politics in a certain place, the teaching effectiveness and teaching problems of the integrated construction of Civics and Politics courses are analyzed in depth. Relevant variables are selected and qualitative comparative analysis is utilized to identify the influencing factors of students’ willingness to accept Civics and Political Science courses. On this basis, the strategy of “integration of large, medium and small” is proposed. 48.80% of Civics teachers are generally satisfied with the integrated construction of Civics courses, and most of them still use traditional teaching methods and assessment methods. The paths of students’ high and low willingness to accept the Civics and Political Science course are 3 and 1, respectively, corresponding to 91.7% and 63.5% respectively of the explanation degree. Among them, the quality of content, the method of instruction, and the quality of teachers are the key influencing factors. Civics educators need to comprehensively analyze the content of teaching materials, focus on the integration of course content, optimize the teaching format of Civics courses, improve the assumptions of teaching staff, innovate the teaching evaluation mechanism, and promote the effective articulation of Civics courses in the “integration of large, medium and small schools”.

The present study aims to investigate the causes of low achievement of undergraduate female students at the University of Najran in the Arabic language grammar and rhetoric from the perspective of the teachers and female students themselves. The descriptive analytical approach used in this study, which applied to all first-grade female students majoring in Arabic language in the College of Arts and Sciences for Girls at the University of Najran. The sample consisted of (250) female students who are studying in the secondary stage in the city of Najran and (50) female teachers. Four questionnaires about the causes of low achievement in Arabic grammar and rhetoric distributed to the female students and teachers. The study indicated that there are particular causes that led to the low achievement of the students in Arabic grammar and rhetoric from the perspective of the female teachers and students. The study made some recommendations.

Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the pro-ductive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online, and in addition experienced online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many pre-service teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Preservice teachers who had difficulty self-regulating and self-mobilizing for study, experienced accumulating loads, which caused them feelings of stress and anxiety. The word count indicated that the words that appeared most often were “load” and “stress.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures, as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers' descriptions show that in lessons taught in the format of lectures and communication of content, there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students' difficulties. Recommendations for Practitioners: In choosing schools for student teaching, it is recommended to reach an understanding with the school about the online learning policy and organization. It is important to hold synchronous sessions in small groups of 5 to 10 students. The sessions should focus on the mental wellbeing of the students, and on the acquisition of knowledge and skills. Students should be prepared for participation in asynchronous digital lessons, which should be produced by professionals. It should be remembered that the change of medium from face-to-face to online learning also changes the familiar learning environment for all parties and requires modifying the ways of teaching. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers' ability to deploy 21st century skills in an online environment de-pends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. It is recommended to examine it also from the perspective of teachers and students.

Aim: The study aimed to examine the contribution of the higher education curriculum content on graduate employability especially from the teacher's and students' perspective. Methods: Two research questions and a null hypothesis were formulated to guide the study to achieve this objective. The study was carried out in the two-state universities of the English-speaking regions of Cameroon. The sample for the study was determined using the Krejcie and Morgan (1970) table giving 300 students and 120 lecturers. This sample size was representative of the target population. Primary data was collected using close-ended questionnaires and was analyzed using regression techniques such as the structural equation modeling (SEM) approach with the maximum likelihood estimation technique. The critical ratio was used to test the significance of the hypothesis. Results: The overall results revealed that curriculum content has a significant positive effect on graduate employability from the student's perspective but an insignificant effect from the teacher's perspective. That is, an improvement in the curriculum content will likely improve the graduates' employability rate in the English-speaking regions of Cameroon according to the teachers but will likely have little or no change in graduate employability according to the students. Recommendation: Higher education institutions should revise their current curriculum content to inculcate key work-related skills like soft skills, critical thinking and technical skills because they are vital in enhancing graduate employability in Cameroon.

This investigation uses an ethnographic case study approach to explore the benefits and challenges of including a variety of goals within a high school Environmental Science curriculum. The study focuses on environmental education (EE) goals established by the Belgrade Charter (1975), including developing students’ environmental awareness and behavior, but also explores alternative goals including empowerment, presenting a balanced perspective, improving critical thinking skills, and developing an emotional connection with environmental issues. This research, which was conducted at a public high school in the northeast United States, aims to understand the teacher’s reasoning for including the above goals within the curriculum and the students’ reactions to the enactment of these goals. Interview data from 10 student participants and the teacher reveal areas of alignment between teacher and student perspectives regarding goals such as presenting a balanced approach, as well as misalignment in areas such as the teaching of environmentally friendly behaviors.

The development of gifted students' abilities depends on the quality of services provided by the school. Therefore, special attention should be paid to this issue in the curricula and the work of teachers. This study seeks to identify the level of services offered to gifted students in grades 4-10 in Al Ain schools from the perspective of both teachers and students. The sample of the study consisted of (804) students, divided into two groups by grade level. The second part of the study sample consisted of (310) teachers from different disciplines. The results showed that there was a low level of awareness of what constituted gifted programs and curricula. In regard to teachers, the results showed that the level of services offered was complicated by difficulty in appropriately identifying assistance and needed training. To make situation different it’s possible to organize training courses for teachers in the field of detection and evaluation of gifted students; introduce enrichment programs for gifted students; encourage involvement of gifted students in local and international academic programs and in general pay more attention to the gifted children.

Summary The aim of this study is to examine the interest, attitudes and learning of refugee students living in Turkey towards social sciences lessons from the perspectives of both teachers and students. This phenomenological study was carried out with 20 refugee students in 10 different public schools in Trabzon province, in the 2016–2017 spring term. In addition, 13 social sciences teachers working in these schools participated in the study. The participants were chosen via the purposeful sampling method of criterion sampling. An open-ended interview form was applied in the data collection phase, and the data were analysed through content analysis. The findings revealed that the social sciences teachers had problems in communicating with refugee students due to language barriers, and they were unable to apply individualized instruction with these students due to the limitations of the curriculum. It was further established that the refugee students had a particular difficulty in learning Turkish history and culture-related topics, because they were exposed to these subjects for the first time. On the other hand, it came to light that the students performed better when social sciences teachers taught their lessons using simpler terminology, assisted with visuals. As the results of the study highlight the fact that the social sciences curriculum is too intensive to allow for individualized instruction, it is suggested that additional studies should be carried out with refugee students; moreover, refugee students may be peer-educated with the help of other refugee students who can speak Turkish.

This research aims to find out the perspective of teachers and students of Fania Salsabila Vocational School, Jambi City regarding the urgency of learning employment law to develop entrepreneurship alumni. To find out the importance of your rights and obligations as a worker, then regarding existing employment laws. This research was conducted at Fania Salsabila Vocational School, Jambi City. Research data was obtained by observing, interviewing and documenting teachers, students and the head of the Jambi Province official vocational school assessment curriculum section. The informants used as subjects included: 2 teachers, 3 students and 1 Jambi provincial office. The approach used is a descriptive qualitative approach with descriptive qualitative research type narrative research. The research results can be concluded that the perspective of vocational school teachers and students regarding the urgency of learning labor law is that teachers and students do not know enough, understand labor law but know it is important and agree that learning labor law is important. From the results of this research, it is recommended that teachers and students work together to realize labor law learning in the curriculum and vocational high schools.

This study details the perspectives of Western Australian teachers, students and mothers on the case for an allocation of extra exam time to students diagnosed with Attention‐Deficit/Hyperactivity Disorder (AD/HD). Eighteen teachers of students with AD/HD (14 high and four primary), 15 students with AD/HD (10 high and 5 primary), and their mothers participated in a series of semi‐structured interviews (n = 48). Data analysis revealed that while 56% of teachers and 53% of parents support an allocation of extra exam time for students diagnosed with AD/HD, 67% of students are opposed. This paper details the reasons teachers, parents and students give for their support, ambivalence or opposition to the allocation of extra time for exams.

ABSTRACTBuilding on the well-recognised relevance of alignment processes in schools, this study aimed to explore the relationship between the perspectives of teachers and students on the relative importance of addressing comprehensive sexuality education (CSE) in Ecuadorian schools. A survey of 353 teachers and 780 students attending the same schools revealed that teachers attributed greater importance to CSE compared to students. Inferential analysis suggests that the perceptions of the teachers and students on the importance of addressing CSE in school are largely aligned with regards to the dimensions of gender roles, sexual rights, diversity and relationships. In contrast, their perceptions are less aligned with regards to the dimensions of sexual health, violence and pleasure. These findings have implications for enhancing comprehensive sexuality education in Ecuadorian schools.

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency.

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency.

In the Malaysian context, all educational processes at the national level are envisioned by the National Education Philosophy (NEP). The NEP was formed in 1988 in line with the National Principles (Rukun Negara) with the ultimate aims of building a united and progressive society (Ministry of Education, 2001). However, there is uncertainty whether the NEP has been actualized in the educational processes, transmitted successfully by teachers to students and further personalized by students. This paper aims to report findingsof study which analyzed the actualization of the NEP in government and private secondary schools based on student and teacher perspectives. The research followed a survey design through two sets of questionnaires; one for teachers and the other for students. The Cronbach’s Alpha reliability coefficient value for the teacher and student questionnaire was 0.96 and 0.98 respectively. A total of 185 Form 4 students and 45 teachers from both private and government secondary schools in Kuching, Sarawak, Malaysia participated in this research. 77.3% of students and 64.4% of teachers rated the level ofactualization of the NEP as high, witha mean score of 7.67 and 7.28 out of 10 as rated by the students and teachers respectively. The paper further discusses the finding of the study from both teacher and student perspectives. Italso provides a brief discussion onthe limitations of this study and on its implications. It concludes with general implications ofthe study to the educational processes in the country in general and to the national education system in specific.