Classroom Challenges Research Articles

A INFLUÊNCIA DAS METODOLOGIAS ATIVAS NA FORMAÇÃO DOCENTE TENDO EM VISTA AS CONTRIBUIÇÕES DA APRENDIZAGEM BASEADA EM PROBLEMAS

This study investigates the influence of active methodologies in teacher training, focusing on Problem-Based Learning (PBL). The research aims to understand how PBL can empower early childhood educators by providing them with dynamic tools to address contemporary classroom challenges. The methodology includes a comprehensive literature review, examining a wide range of academic sources and case studies on the implementation of PBL in various educational contexts. Findings from this theoretical investigation indicate that PBL not only enhances teachers' ability to engage students more effectively but also fosters a more collaborative and critical learning environment. By exploring the theoretical foundations and practical outcomes of this approach, the study seeks to identify effective strategies for implementation and evaluation in specific educational contexts. The research emphasizes the importance of adequate teacher training in ensuring the quality of education, contributing to the holistic development of children. Additionally, the study provides valuable insights for educational managers and policymakers in developing more effective training policies and programs. It is believed that the knowledge gained from this research can offer a solid foundation for the continuous improvement of education provided to preschool-aged children.

Incremental Growth through Professional Learning Communities of Math Teachers Engaged in Action Research Projects

This study investigates the experiences of a professional learning community (PLC) composed of six secondary math teachers enrolled in a graduate math methods course. Through the discussion of educational texts and collaborative inquiry, the teachers identified classroom challenges they aimed to address through individual action research projects. The PLC provided a supportive environment for teachers to share their processes, receive peer feedback, and collectively reflect. This study underscores the value of action research and PLCs in driving educational improvement. By engaging in structured inquiry within a collaborative setting, teachers gained insights into pedagogical issues, developed targeted incremental interventions, and contributed to the broader discourse on math education pedagogy. The collaborative PLC model facilitated reflective practice, challenged assumptions, and empowered teachers as agents of change. Implications for teacher professional development, instructional practices, and future research directions are discussed.

Virtual Classroom Management Best Practices of Grade School Teachers of St. Paul University Surigao: A Phenomenology

This hermeneutic interpretive phenomenological study explored the lived experiences of grade school teachers managing virtual classes during the COVID-19 pandemic at St. Paul University Surigao. Eleven teachers from various grade levels were interviewed, and data was analyzed using interpretative phenomenological analysis (IPA). Five emergent themes were identified: 1) Teachers’ perception of classroom management, 2) Teachers’ authority and management of virtual classes, 3) Benefits of online classes, 4) Challenges in conducting virtual classes, and 5) Best virtual classroom management practices. The study found that teachers demonstrated resilience and adaptability in transitioning to online teaching, while highlighting both the benefits (e.g., flexibility, cost savings) and challenges (e.g., internet connectivity, student engagement) of virtual classrooms. Based on these findings, a "Simulacrum" model of best practices for virtual classroom management, aligned with the university’s vision and values, was proposed. The study offers valuable insights for educators navigating online teaching and emphasizes the importance of continued support and professional development in this evolving landscape.

Empowering the digital learner: Exploring the relationship between teacher support, autonomy in technology, and self‐efficacy in Chinese vocational colleges

AbstractIn Chinese vocational colleges, students often avoid classroom challenges and lack persistent academic engagement. This was perceived as a deficiency in self‐efficacy and a need for greater teacher–student engagement. The rapid advancement of information technology in educational contexts indicates that the dynamics among teacher support, technological autonomy, and self‐efficacy will become crucial for learning outcomes. Hence, this study explored the relationship between teacher support and student self‐efficacy, focusing on the mediating role of student autonomy in technology. A questionnaire survey administered to 606 first‐year students was analyzed using Pearson's correlation coefficient and Process V3.3. The results showed that teacher support and student self‐efficacy were moderately positively correlated (r = .464, p < .01). However, technological autonomy appeared to be significantly positively correlated with teacher support (r = .368, p < .01) and self‐efficacy (r = .515, p < .01). The results highlight the instrumental role of teacher support in enhancing student self‐efficacy and the important role of technological autonomy as a mediating factor. These findings confirm the need for continuing social support and interactive roles between teachers and students to enhance student self‐efficacy in higher education. Furthermore, technology should be leveraged to foster a conducive learning environment.

The Investigation of a Nelsonian Approach to Socratic Dialogue with Student-Teachers at a Midwestern Private University

Student-teachers must be afforded opportunities to seek guidance on challenges that arise during teaching experiences, such as addressing student behavior, creating meaningful lessons, and fostering open and welcoming learning environments. Student-teachers can undergo negative experiences, which can lead to frustration, anger, and lack of interest in the profession. One way to address these challenges is through dialogue (Kumar & Downey, 2018). In this qualitative study, the researcher investigated whether a nuanced version of the Socratic method, developed by Leonard Nelson (1882-1927), can be an efficacious instructional strategy for finding solutions to student-teachers’ classroom challenges. The research study consisted of five undergraduate students enrolled in a student teaching seminar at a private midwestern university. The course prepared students for roles as new teachers by reading, discussing, and sharing challenges about teaching. Both the researcher and research participants worked together to faithfully follow the essential steps of a Nelsonian Socratic method approach. Once the preparation was settled, the researcher, as the external analyst, facilitated a Nelsonian Socratic dialogue with the student-teachers on a specific challenge a student teacher within the group was facing. After the dialogue, participants were assembled in a focus group and asked several questions about their experiences participating in a Nelsonian Socratic dialogue. Descriptive, categorical, and analytical coding of data indicated that participants reached consensus on a solution for the student-teacher’s challenge and perceived the Nelsonian Socratic method approach as an effective dialogic strategy that generated feelings of belongingness and empowerment as a group, a shared understanding about the challenge, and a healthy respect for dialogue.

Navigating classroom challenges and curriculum changes: A qualitative study of an English Teacher’s journey in the Indonesian education system

Navigating classroom challenges and curriculum changes: A qualitative study of an English Teacher’s journey in the Indonesian education system

Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies.

In an increasingly multilingual and multicultural world, understanding the interactions between language and mathematics is critical, especially when individuals must acquire and exercise their mathematical competencies in multiple languages. Indeed, research shows that, overall, L2 language learners are at an academic disadvantage compared to their L1 peers. The current article briefly overviews how multilingualism influences basic and advanced mathematical skills and interacts with mathematical learning difficulties. We first outline the traditional cognitive models of number learning and language processing. We then discuss the particularities of multilingualism and how it impacts numerical skills such as counting and building lexical-semantic associations, transcoding and arithmetic, mathematical word problems and mathematical performance tests, and dyscalculia diagnosis. We end this review by outlining challenges, recommendations, and solutions for multilingual educational settings. The article is intended as a guide for numerical cognition researchers who work with diverse populations and for mathematics educators and educational policy-makers facing the challenges of a multilingual classroom.

Exploring Teaching Strategies and Challenges of Traditional Classrooms faced by Teachers of Rural Areas of Muzaffargarh, Pakistan

Exploring Teaching Strategies and Challenges of Traditional Classrooms faced by Teachers of Rural Areas of Muzaffargarh, Pakistan

Deaf space concept in designing classroom interior for learning motivation of deaf students in special schools

Abstract Deaf children, individuals with hearing limitations, require a supportive environment for effective communication. Regular classrooms, designed for typically hearing children, present communication challenges for deaf students. Deaf classrooms follow specific principles and approaches known as “deaf space,” including furniture arrangement, larger spaces, sensory accessibility, lighting, and color choices. This research aims to design a classroom that creates a comfortable atmosphere for deaf students to enhance their oral communication and learning. The study utilizes a mixed-method approach, combining qualitative and quantitative methods. Classroom simulations were conducted to observe and compare the responses of deaf students in both regular classrooms and those designed with a “deaf space” approach. Simulation results revealed changes in learning activities and oral communication among deaf students. Deaf students responded positively and expressed satisfaction with the layout of the learning space and furniture aligned with the “deaf space” concept. The choice of a calming green color enhanced the comfort of deaf students during learning, allowing for better focus. The final classroom design provides a solution to address existing classroom challenges, accommodating the needs and activities of users. This design is expected to motivate the learning interests of deaf children while serving as a guide for planning and implementation.

Differenzierung und Individualisierung im Fremdsprachenunterricht –

The omnipresent heterogeneity in every classroom challenges teachers of all types of different schools to meet the diverse, individual educational needs of their students. Despite the curricular guidelines of the federal states regarding differentiation and individualisation, the empirical basis of the demanding management of heterogeneous learning groups in the foreign language classroom is surprisingly scarce. This circumstance led to a quantitative study conducted in 2019, focusing on differentiation, and individualisation in the most frequently taught foreign languages in Germany (English, French, Italian and Spanish,). More than 600 foreign language teachers from all over Germany participated in the online survey, regardless of their specific subject combinations and school types. The results of the collected data illustrate the various learning group constellations, the used techniques, methods and materials, and their (dis-)advantageous features according to the respondents’ perception.

Teaching and Learning English in the Digital Era: Opportunities and Challenges

This paper examines the opportunities, challenges, and perspectives of teaching and learning English in the digital era. With the rapid advancement of technology and its integration into educational settings, English language instruction has experienced significant transformations. The paper explores the potential benefits of digital tools and platforms in language learning while also addressing the challenges in the digital language classroom. Based on a review of previous studies and a comprehensive analysis, it further discusses the evolving roles of teachers and learners in this digital landscape and presents strategies for effective implementation and utilization of technology in English language education. The findings offer to share expertise, disseminate the lessons learned, and recommend best practices collected from scholarship. Sustainable solutions to specific problems and perspectives to cope with future challenges have been proposed with the recommendation of effective systems such as Computer Assisted Language Learning (CALL), Mobile Phone Assisted Language Learning (MPALL) and other sophisticated tools that fit some specific situations.

On the Use of an Online Polling Platform for Enhancing Student Engagement in an Engineering Module

Students’ engagement is a fundamental challenge in large classrooms in higher education. In recent years, innovative technologies such as electronic learning and online polling platforms have made learning more engaging, effective, and interactive. By using these platforms, educators can create more inclusive and enriching learning environments. This paper presents a novel approach in which an online technology is employed to enhance students’ learning experience. In this approach, features of an online polling platform, i.e., Slido, are employed to enhance students’ engagement in an engineering module, i.e., ‘Mechanics of Solids’, which is recognised as a fundamentally challenging module with difficult subjects. This study investigates how the interactive features of such technologies, such as real-time polls, question and answer (Q&A) sessions, and quizzes, can provide a more active and practical learning environment by improving student engagement in the classroom. In total, six online polls were designed: one for ice-breaking, two on the topics of shear forces and bending moment, two on stresses, and one on deflection. Each poll was presented to the students, and they participated in them by scanning a QR code or typing the poll’s code online. The rate of students’ participation in polls is extensively discussed to show the effectiveness of the proposed method. The findings of this study show a significant increase in student participation in classroom activities compared to traditional methods. Student feedback also indicates a positive learning experience with the use of the proposed approach. It is shown that the proposed approach has the potential to transform the way engineering students engage with challenging subjects, leading to enhanced learning outcomes and a more positive learning experience.

Exploring the Elements that Support Student Motivation to View Pre-Recorded Lecture Content in Physiology and Related Health Sciences

Within higher education, course content has traditionally been delivered via didactic lectures. In line with evolving pedagogical theory & approaches, there has been a shift towards incorporating more active learning elements & evidence-based teaching methods into the curriculum, including offering more flipped learning opportunities. In a flipped learning environment, students are provided material to review and study before attending an in-person scheduled class session (pre-work). In class, the instructor facilitates active learning opportunities to promote learning & application at higher levels of Bloom’s taxonomy of learning. Studies show that students who complete assigned pre-work before an in-person learning session perform better in a course than those who do not, yet motivating students to complete assigned pre-work in advance has been identified as a significant challenge in the flipped classroom. One primary mode of delivery for pre-work in the flipped classroom is via pre-recorded lecture content. The format, duration, and design of pre-recorded lectures varies widely across disciplines, depending almost entirely upon the determination of the instructor. While effective design methods for creating and delivering pre-recorded lectures are well-established, identifying factors which either motivate or deter students from viewing pre-recorded lectures in advance remains a challenge. To explore factors which motivate students to view pre-recorded lectures, we examined the experiences of students at the University of South Carolina School of Medicine Columbia following their encounters & usage of pre-recorded lecture content during the Physiology block of the first-year curriculum. Preclerkship medical students who had been assigned a series of pre-recorded lecture content as a component of the curriculum were invited to participate in semi-structured focus group interviews to discuss their experiences with pre-recorded lecture videos and the subsequent in-person learning sessions. Ten students out of a class of 97 volunteered to participate and interview transcripts were qualitatively analyzed to identify factors that motivated students to view pre-recorded lecture content in advance as well as factors that impeded their ability to do so. Factors which students identified as motivators for viewing lecture recordings in advance fell into two general categories: (1) those which served as intrinsic motivators (self-determination theory) and (2) those which reduced cognitive load (cognitive load theory). In line with self-determination theory, instructor attempts to enforce extrinsic motivators were not identified by students as supporting their attempts to view lectures in advance, instead being reported to have hindered their ability to effectively study the material. Overall, we identified the in-class learning environment to have had the greatest impact on students’ decision to view pre-recorded lectures in advance. Ongoing steps of this study include delivery and analysis of a Likert-style survey to all students who have been assigned a series of pre-recorded lecture content as a component of the curriculum to further explore the themes identified in our qualitative discovery. We hope that other educators may use these findings to optimize the design and delivery of flipped and active learning environments. This project was internally funded by the University of South Carolina's Student Opportunities for Academic Achievement Through Research Program and a Center for Teaching Excellence Innovative Pedagogy Grant. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Unpacking the advantages and challenges of flipped classrooms in initial mathematics teacher education in Vietnam

The flipped classroom is an innovative pedagogical approach in which students are introduced to instructional content outside of class and engage in active problem-solving and discussions during in-class sessions. This pedagogical shift empowers students to take greater responsibility for their learning pace, transforming teachers into facilitators. Despite increased interest in flipped classrooms, their implications for mathematics teacher education still need to be clarified. This study employs a Delphi methodology to investigate the advantages and challenges associated with implementing the flipped classroom approach in Vietnam’s initial mathematics teacher education. The findings reveal a high consensus among experts regarding the importance of the identified indicators related to the advantages and challenges of flipped classroom in initial mathematics teacher education. Our study also uncovers contextual and institutional constraints, providing insights into unique challenges within the Vietnamese context. This research offers guidance for improving initial mathematics teacher education through flipped classroom model.

Reflections on Initial Teacher Education and Theoretical Framing of Applied Pedagogical Knowledge with a Context-Consciousness: An International Study

A stable teacher workforce is developed through a combination of quality preparation and tailored support. This study offers different lenses for the development of an in-depth understanding of professional experiences and the implications of professional experiences for initial teacher education (ITE) and early career teachers across international borders. In a globalized education environment, transnational research facilitates the acquisition of an in-depth understanding of the challenges encountered in ITE programs. These programs are frequently criticized for the quality of preparation of prospective teachers for teaching. Teacher preparedness, high expectations, targeted support, leadership awareness, and wellbeing lived experiences are concerns that if left unresolved over an extended period, will influence the confidence of preservice and beginning teachers, with implications for their career decisions. This qualitative study involved preservice and beginning teachers (n = 151) and their mentors (n = 123) from South Africa, as well as preservice and beginning teachers (n = 144) and school leaders (n = 763) from Australia. The research design was based on the context-conscious understanding development (C-CUD) theory, as a comprehensive theory to support the reflecting awareness of the context impact on preservice and beginning teachers. The findings unveil preservice and beginning teachers’ perceptions about lived experiences during professional learning and the perceived gap between theory and practice. In addition, the findings highlight expectations based on teacher standards and classroom challenges, as well as the realities teachers encounter even before entering the workforce and how these could be overcome.

Peer mentoring for students with learning disabilities: the importance of shared experience on students’ social and emotional development

Students with Learning Disabilities (LDs) can experience classroom challenges that may negatively impact their social and emotional development, and these struggles can put them at risk for mental health issues and lower quality of life. Programs designed to support students with LDs need to consider not only academic skills and accommodations, but also the broader well-being of these students. Among interventions that address holistic student development are mentoring programs that utilize peer mentors (older students who also have LDs). The purpose of this article was to review key literature on the potential benefits of peer mentoring for students with LDs. According to reviewed articles, peer mentoring programs have been implemented in both school and university settings. In addition to conferring academic benefits to mentees, participation in these programs is associated with increased emotional well-being, higher self-esteem, and better communication skills among mentees. These programs may also benefit mentors, but these benefits have been understudied. More research is needed to determine the positive benefits of mentoring for mentors and mentees with similar learning characteristics, above and beyond positive benefits of mentorship in general.

The Power of Planning: How Lesson Plans Enhance Teacher Clarity and Classroom Management

Effective teachers rely on clear communication and well-managed classrooms to foster student engagement and achievement. This study investigates the impact of lesson planning on these crucial aspects of teacher effectiveness. By analyzing existing research, the paper finds a positive connection between lesson planning and both teacher clarity and classroom management. Lesson plans equip teachers with the tools to organize content logically, anticipate student difficulties, and develop clear instructional strategies, leading to reduced student confusion and enhanced communication. Furthermore, lesson planning allows for proactive strategies to address potential classroom challenges, promoting a more structured and efficient learning environment. This paper contributes to the existing research by emphasizing the multifaceted benefits of lesson planning, not just for teacher clarity but also for creating a well-managed learning environment that fosters student engagement.

Increasing Teacher Retention by Improving Self-Efficacy and Classroom Management Skills in Pre-Service Teachers

Pre-service teacher preparation programs are often ineffective in preparing new teachers to use classroom management skills and strategies. This contributes to high teacher-turnover rates for new teachers and ultimately influences principal retention and student outcomes. The crisis of teacher retention in the aftermath of the pandemic threatens U.S. global competitiveness and national security. Teacher preparation programs can address job stress and job satisfaction by better preparing teachers for the challenges of the post-pandemic classroom. The purpose of this longitudinal, mixed-methods improvement science study was to determine if embedding evidence-based classroom management skills and strategies into the instructional methods coursework programs, augmented by structured applied learning opportunities to improve the IE, would improve pre-service teachers’ self-efficacy in classroom management. The research used the Classroom Management Self Efficacy Instrument, focus groups, and written reflections. Five themes emerged from the data: student-teacher relationships, orderly classrooms, preventative measures, difficult students, and use of technology. Scores for seven practice-oriented items on the CMSEI showed strong improvement (M = 93.75%, post-intervention). Responding to the CMSEI question “I can manage a class very well,” 87.50% of students strongly agreed or agreed after the intervention. On eight items pertaining to self-efficacy on the post-survey, students reported strong efficacy (M = 85.16% agree or strongly agree). The major conclusion from this study is that embedding evidence-based classroom management skills and strategies into the instructional methods coursework, supported by structured applied learning opportunities, improves pre-service teachers’ self-efficacy and holds tremendous potential to reduce teacher attrition.

Toward inclusive leadership in meeting linguistic and cultural diversity in language education policy: “not giving up on parents and children”

ABSTRACT The study explores the practices of inclusive educational leadership of local policy makers in a city with a high level of linguistic and cultural diversity (LCD), during a process of policy change. The LCD of the city poses many challenges to managing preschool education. To rethink language ideology toward welcoming LCD, the city’s policymakers adopted an inclusive leadership framework and initiated an inclusive forum comprising policymakers from diverse cultural and professional backgrounds. The study focused on the change process, from an ethnographic perspective, with triangulation of data sources. It involved focus-group discussions, individual interviews with policymakers and classroom observations. The analysis revealed that collective agency enactment was characterized by critical reflections on past professional and personal experience; planning of changes in language education policy; high level of commitment to preschool pedagogical staffs and LCD families; practical steps in facing challenges of LCD classrooms; and future visions and long-term expectations from engagement in the stream of change. The study’s significance is in theoretical and practical understanding of policymakers’ collective agency and their role in creating an inclusive community.

GAME-BASED LEARNING ENHANCING LEAST LEARNED COMPETENCIES IN APPLIED SOCIAL SCIENCES

In the rapidly evolving landscape of education, incorporating innovative and engaging teaching methods is crucial for fostering effective learning outcomes. Teacher needs to ensure that learners can cope up with classroom challenges especially in a class composed of learners with heterogeneous level of understanding for a particular subject is strenuous to handle since they have different expectations and abilities. By leveraging the power of gamification, the study aims to investigate the effectiveness of game-based learning in facilitating the acquisition and retention of critical competencies that have historically proven to be more challenging for learners. The game-based learning intervention will consist of interactive and immersive educational games specifically designed to address the identified least learned competencies. The games will be implemented as supplementary learning tools, integrated into the existing applied social sciences curriculum. Through an extensive review of existing literature and empirical evidence, the study aims to provide insights into the impact of game-based learning on enhancing skill development, critical thinking, problem-solving, teamwork, and other competencies specific to the applied social sciences domain. Hence, the findings of this study will contribute to the existing body of knowledge on game-based learning and its effectiveness in enhancing least learned competencies in applied social sciences. In addition, it will inform educators, policymakers, and curriculum developers on the potential benefits and implications of integrating game-based learning approaches within the applied social sciences domain. Ultimately, this study aims to promote more engaging and effective pedagogical strategies that foster comprehensive skill development in students, preparing them to excel in the dynamic and complex world of applied social sciences.