Classroom Culture Research Articles

Cultural semiotic resources in young children’s science drawings

This study aims to explore the meanings communicated by young children with visual cultural semiotic resources available in the science classroom. It is a case study in an Early Childhood Education classroom of 23 children (3–4 years old) and their teacher, all engaged in a long-term science project about snails. We focus on the analysis of two series of drawings of snails made by children a month apart, examined through two complementary lenses: comparative content and social semiotics. The findings show that, during their first year of formal schooling, children acquired a range of semiotic resources to communicate to others, which are part of their classroom culture, rather than explicitly taught. Children used these resources to construct sophisticated meanings through their science drawings, highlighting what they considered important and accounting for different modalities and categories. These results point to the importance of supporting drawing tasks in early years, as well as providing opportunities for discussing and interpreting representations. A methodological contribution of this research regards the combination of two complementary foci in the analysis of children’s drawings that allows for a nuanced examination of their learning and abilities for meaning making.

Black Male Bodies in White Female Spaces: Power, Dominance, and Myth in Social Work Education

ABSTRACT In 2008, the Council for Social Work Education re-envisioned its accreditation framework. The primary intent was to advance more equitable social work educational environments, which required highlighting curriculum content, and the culture of human interchange. Still, little has been provided regarding their intersectional effects on classroom culture, or students’ educational experiences. To respond to this gap, this study explores the realities of 17 African-American male social work students attending predominantly White collegiate institutions. Interpretive phenomenological analysis, social dominance theory, and Foucauldian power were used to explore and contextualize participants’ experiences. Major findings highlight the nuanced ways gender and race intersect with power, curriculum, and pedagogical practices to protect and promote historically normative structures of racial dominance within social work education.

Rethinking Undergraduate Computer Science Education: Using the 4Es Heuristic to Center Students in an Introductory Computer Science Course

Rethinking Undergraduate Computer Science Education: Using the 4Es Heuristic to Center Students in an Introductory Computer Science Course

TEACHER PERCEPTIONS AND IMPLEMENTATION OF A DEMOCRATIC CLASSROOM ATMOSPHERE IN ELEMENTARY SCHOOLS

The implementation of a democratic classroom atmosphere in elementary schools is still very rare because most of them are still authoritarian and focus on the teacher, even though a democratic classroom atmosphere is very important because it can foster students' enthusiasm for learning, increase student participation in learning, teach democratic values, and create a classroom culture that reflects democratic character. Therefore, this research is important to find out the strategies and ways that teachers can create a democratic classroom atmosphere by recognizing the diverse characteristics of their students. Part of the purpose of this research is to find out teachers' understanding of a democratic classroom atmosphere, efforts, forms of implementation, and evaluations made by teachers in implementing a democratic classroom atmosphere in elementary schools. This study used a sample of 30 students from grades V and VI of SD Muhammadiyah 1 Ketelan Surakarta. This research is a type of descriptive qualitative research by describing the data that has been obtained and analyzing the results of the research. Data were collected through classroom observation, interviews, questionnaires, and documentation. Data analysis of research results using transcription and classification. The results in this study show that teachers have successfully implemented a democratic classroom atmosphere. Teacher perceptions are in accordance with the concept of a democratic classroom atmosphere, teacher efforts and implementation are carried out by fostering active participation of students in discussion activities, providing equal access and facilities, appreciation, interpreting diversity, and giving students freedom to express and speak without fear of being punished. Teacher evaluation uses reflection and direct observation during learning.

The Recursive Cycle of Perceived Mindset and Psychological Distress in College

College students are experiencing a significant mental health crisis, with rising rates of psychological distress. To help understand this trend, this study examines recursive relationships in the classroom between perceived mindset beliefs—that is, whether students perceive others in their classroom to view intelligence as malleable or fixed—and psychological distress. Across three time points, 288 undergraduates taking a physics course completed measures of perceived classroom mindset and psychological distress. Random intercept cross-lagged panel analyses, which controlled for demographic factors and students’ own mindset beliefs, revealed that perceiving the classroom culture as more fixed-minded early in the semester was associated with increased psychological distress later. Likewise, increased psychological distress early in the semester was associated with perceiving the classroom culture to be more fixed-minded later. These findings suggest that perceived mindset and distress are mutually reinforcing, highlighting the importance of addressing both in interventions aimed at alleviating student distress.

Playful (music) teaching and learning in Irish primary school classrooms

ABSTRACT The value and importance of play for children’s well-being, learning and development is evidenced by its inclusion within the UN Convention on the Rights of the Child, and its increased policy and research presence on a national and international stage. However, with a need for educators and pupils to navigate a range of implicit tensions in understandings of play and formal learning, enactment of playful pedagogy in primary schools is not without its challenges. This article situates playful teaching and learning in the primary education sphere, drawing from the broader policy and research context, and findings from empirical case study research conducted with Irish primary school teachers (n = 6) exploring playful music pedagogy over a 6-week period in their classrooms in 2019. Results indicated teacher perceptions of a capacity for playful music pedagogy to facilitate deep, holistic learning in tandem with enhanced engagement and motivation for children. Also of note is a blurring of boundaries between play and work with implicit shifts to classroom culture, ownership, and associated movement outside comfort zones for teachers and pupils alike. Recommendations are made pertaining to cultural and policy shifts, and sustained support for educators in navigating tensions, paradoxes and challenges associated with implementing playful pedagogy in the Irish primary education context.

The role of equitable classroom cultures for supporting interest in science

AbstractSupporting student interest in science is critical for broadening participation in the field because interest, even more than achievement, is associated with pursuing future science education and careers. In this study, we explore the conjecture that equitable classroom cultures can support interest in science. Specifically, we examine the idea that science classroom cultures that equitably reflect collective enterprise (where students engage collaboratively in scientific sensemaking) and care (where students believe that they are valued and respected members of the classroom community) support students, particularly those from historically marginalized populations, to develop interest in science. The study is part of a field test of a new middle school science curriculum called OpenSciEd. Data consist of survey responses from 847 students across 34 teachers located in nine states. Our analysis employed mixed‐effects models to accommodate the nested structure of the data. We found that classrooms vary substantially in the degree to which they reflect collective enterprise and care, indicating that classroom culture is a perceptible and consequential feature of the shared classroom environment. Student background did not predict reports of collective enterprise or care, providing evidence that classrooms in our sample were equitable along these dimensions. Critically, collective enterprise and care are both strongly associated with student‐reported interest in science. These findings underscore the importance of attending to classroom culture and the relational aspects of science learning as we seek to expand interest in science, particularly for students from historically marginalized populations.

Identifying Elements of Inclusion: Interviews With Elementary Music Teachers About Their Students With Autism Spectrum Disorder

Each year, increasingly more children with autism spectrum disorder (ASD) are being served in schools. Many children with ASD are included in elementary music classrooms, but little is known about the experiences of these students and their teachers. For this study, we purposefully selected two elementary music teachers from participants in a survey about students with ASD. Semi-structured interviews with these teachers allowed us to identify elements necessary for creating a culture of inclusion and implementing the inclusion of students with ASD. Follow-up, in-class observations with one teacher confirmed interview findings. Overall, results from the teachers’ interviews suggested elements that could impede or facilitate elementary music teachers in their efforts to create a classroom culture of inclusion and implement inclusion using best practices from music education and special education. Findings also provide important implications for music teacher preparation programs and school policies and procedures.

The Impact of Growth Mindset Interventions on Students’ Motivation, Resilience, and Academic Achievement

This study focuses on the impact of growth mindset interventions on students’ motivation, resilience and academic achievement. The specific objectives of the study entail: to assess the impacts of growth mindset interventions on student motivation, resilience, and academic performance in educational settings, to examine the practical strategies employed by educators to implement growth mindset interventions effectively and to identify potential challenges and limitations of growth mindset interventions in fostering a growth mindset culture in schools. The study employed qualitative research approach and used documentary review to collect data of the study. The findings of the study on the impact of growth mindset interventions on students’ motivation, resilience and academic achievement revealed that growth mindset interventions have demonstrated significant positive impacts on students' motivation in educational settings, evidence from various studies demonstrates that growth mindset interventions have a positive impact on students' resilience in educational settings and lastly various recent research studies conducted provide evidence of the positive impact of growth mindset interventions on students' academic achievement, motivation, engagement, resilience, and persistence. The findings of the study on the practical strategies employed by educators to implement growth mindset interventions effectively entail: provision of explicit instruction, fostering a supportive classroom culture, teaching effective learning strategies, provision of feedback that promotes growth mindset, encouragement of reflection and metacognition, modelling a growth mindset and leverage of technology and digital resources: The findings of the study on the potential challenges and limitations of growth mindset interventions in fostering a growth mindset culture in schools include: limited sustainability, individual differences, low teacher training, contextual factors and overgeneralization. The study recommends that Schools and educational institutions should actively incorporate growth mindset interventions into their curriculum and teaching strategies, encouraged to set realistic and achievable goals and regularly reflect on their progress, provide professional development opportunities and training programs for educators to enhance their understanding of growth mindset principles and strategies and should create an environment that promotes positivity, encouragement, and a sense of belonging.

LGBTQ+ faculty, queering health sciences classrooms: student perspectives.

Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) students in undergraduate science, technology, engineering, and math (STEM) majors are more likely to drop out than their cisgender, heterosexual peers despite having equivalent grades and research exposure. It has been demonstrated that a sense of belonging, a very strong predictor of student retention, is low in LGBTQ+-identified STEM undergraduates. It has further been posited that faculty openness and authenticity can enhance a sense of belonging for LGBTQ+ students through the creation of an inclusive classroom culture. The authors of this article, three LGBTQ+-identified faculty in the health sciences department at Boston University, surveyed students enrolled in their courses to elicit student thoughts, feelings, and behaviors regarding the effect of faculty 1) sharing their identity openly in the classroom, and 2) actively working to create open, inclusive dialogue and space in their classrooms. Of 86 student participants across multiple classes, the large majority of students, both LGBTQ+-identified and non-LGBTQ+-identified, described feeling safe, included, and welcomed in the classroom. They described engaging more in peer-to-peer education and felt that instructor authenticity created a safe and inclusive classroom. A minority of LGBTQ+-identified students and non-LGBTQ+-identified students reported feeling unsure of voicing their opinions, for the former related to insecurity about being LGBTQ+ and the latter feeling a liberal bias existed in the classroom. Altogether, these results suggest a positive effect on student sense of belonging when faculty authenticity and intentionality create inclusive classroom environments in the health sciences.NEW & NOTEWORTHY Openness and authenticity of lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+)-identified faculty in the health sciences positively affect students by helping them feel seen, welcomed, and included for both students who identify as LGBTQ+ and those who do not. Moreover, faculty openness fostered student action by encouraging them to have peer-to-peer discussions about inclusive language and engage more openly in classroom discussions. Creating academic job security for LGBTQ+-identified faculty to be open can enhance classroom culture, student engagement, and learning.

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

This study investigated how collaborative learning, as a teaching and learning approach, can be enhanced to promote pre-service teachers' participation in university classrooms in rural areas of South Africa. The study aimed to identify the conducive conditions that support collaborative learning, as well as the threats that may hinder the implementation of collaborative learning in rural classrooms. Asset-based community development served as the theoretical framework for this study. A transformative paradigm was adopted, employing a participatory research design to bring together individuals with relevant experiences and opinions. The study involved fifteen participants, including five lecturers with more than five years of experience, five third-year students, and five fourth-year students from a selected university. Data was collected through focused group discussions and interviews. Thematic analysis was used to analyse the data. The findings of the study revealed that connecting activities to assessment, proper planning, linking content to students' lives, and establishing a positive classroom culture were conducive conditions for collaborative learning. On the other hand, language barriers, unconducive classroom infrastructure, and lack of infrastructure were identified as factors that could hinder the implementation of collaborative learning in this study. The study recommends the creation of favourable conditions, such as aligning activities with assessments and effective planning, to promote collaborative learning among pre-service teachers in rural university classrooms in South Africa.

Striving for Relationality: Teacher Responsiveness to Relational Cues When Eliciting Students’ Science Ideas

Analyses highlighting the epistemic dimension of students’ participation in science have dominated science education literature for the past several years. While most of this literature has focused on how students learn together, the relational nature of these knowledge-building interactions has been under-examined. In response, this paper empirically examines how these epistemic interactions are also relational. Building upon Noddings’ ethic of care and Maheux and Roth’s argument that “being-in-the-know” in mathematics is always “being-in-the-know-with” others, I develop the construct of relationality as a moral and ethical orientation to teaching that is also visible in moment-to-moment interaction. I present a micro-interactional analysis of what enacting relationality can look like in the context of science teaching through two excerpts in which 8th grade students made unexpected bids to shift their participation. I illustrate how these relationally- and epistemically-entangled bids, and the teachers’ attention and responses to them, precipitated role negotiations: explorations and expansions of what it could mean to “be-in-the-know-with” while building science knowledge. This analysis suggests that learning to notice students’ bids for new roles and learning to interpret those bids as simultaneously relational and epistemic moves is an essential aspect of responsive teaching that cultivates trusting relationships as participation in sophisticated disciplinary practices. I conclude with a discussion of how micro-level relational dynamics function as a mechanism by which meso-level classroom cultures and macro-level social narratives are constituted and contested, and the implications of these constitutions and contestations for science, teachers, and science teacher education.

Analysis of the Teacher’s Role in Efforts to Emphasize Pancasila Profile Values in Classroom Culture SMK

Educators must serve as role models for students by highlighting the ideals of the Pancasila student profile through their examples. Teachers who instruct in the classroom can impart this. Instructors serve as role models for moral behavior, modeling moral principles in their interactions and behaviors. Based on the Pancasila profile ideals, students are therefore more likely to emulate and accept the behavior displayed by their teachers. The purpose of this study is to describe two things: 1) how teachers implement Pancasila profile values to help students develop their character and behavior as a class culture; and 2) how they integrate Pancasila student profile values into the cultural context of vocational school classes. This kind of study is qualitative and descriptive. Participants in this study included two teachers one for the basic PPLG skills program and the other for homeroom as well as class X PPLG students. Two participants' in-person interviews, four hours of subject observation, and documentation were employed as the data-gathering methods. The study's findings demonstrate how X PPLG at SMK N Solo uses classroom culture as a platform for character development. Although there is no physical barrier between the teacher and the pupils in this approach, the teacher still serves as the class leader and an example for the students. The instructor highlights the importance of the Pancasila student profile in the learning process. This attempts to mold kids' honorable and moral character.

Understanding the Essence of Class Culture in Building the Pancasila Learner Profile: An Approach to Quality Education

<p><span id="docs-internal-guid-ec0d5663-7fff-3b0a-db36-0c6ad2e1fd70"><span>This study uses a descriptive qualitative approach to explore the essence of classroom culture in shaping the profile of Pancasila learners in class XI PPLG at one of the state vocational schools in Surakarta. Through participatory observation and in-depth interviews, teachers have been shown to play a central role in integrating national values, such as the habit of praying, giving advice, and creating a learning environment that supports learners' social development. Practices such as cooperation activities, group sharing for presentations, and giving learners the freedom to be independent became an integral part of the classroom culture. The results show positive developments in learners' tolerance towards different religions and opinions. The conclusion of the study confirms the importance of a deep understanding of classroom culture as the main key to creating quality education, which not only transfers knowledge but also shapes learners' characters into a generation with intelligence, character, and personality.</span></span></p>

Differentiated Instruction in English Language Teaching: Meeting the Needs of All Students

An approach to teaching English as a second language (ESL) that takes into account the wide range of student backgrounds, talents, and requirements is known as differentiated instruction. This approach modifies lesson plans, course materials, and evaluation tools to accommodate students' unique learning styles. The goal is to make school a welcoming place where all students can thrive and develop to their maximum potential. This study delves into the theory and practice of ELT differentiated instruction, looking at how it might boost student engagement, motivation, and performance. We review some differentiation tactics, like tiered assignments, personalized feedback, and flexible grouping, and show you how to use them in an English language teaching setting. We also discuss potential problems that educators may have and how to fix them so that differentiated teaching can be more widely used. This paper reviews recent research and case studies to show how varied instruction can help ELT become more learner-centered. Differentiated education promotes academic success and an inclusive classroom culture by catering to each student's unique requirements.

Math’s Anxiety: Classroom Culture as a Causing Factor

The aim of this study is to find out the basis of math’s anxiety: classroom culture as a causing factor. A quantitative research strategy based on the positivist paradigm was used. The main objective of this study was to identify the causes of math’s anxiety over the classroom circumstances. A random sample of 190 respondents in the tenth grade—95 boys and 95 girls—was chosen from among the students enrolled in the 19 community schools in the Kathmandu district. A self-made questionnaire with 35 statements and five-point Likert-type response options were used to collect data. Expert feedback was used to confirm the validity of the self-developed questionnaire, and reliability was determined using Cronbach's alpha, which found out to be 0.82 using Delphi methodology. In accordance with the loading components, I had all four components prepared. It was concluded that, overcrowded classroom, attitude towards mathematics, pessimistic past experience and comparative culture are the main causing factors of math’s anxiety.

Pre-Service Students’ Self-efficacy as Future Mathematics Teachers in a Second Language Classroom

This study contributes to the field of research on teacher self-efficacy by investigating a group of multilingual pre-service teachers’ perceptions of self-efficacy in Norwegian mathematics classrooms. In recent years, several quantitative studies exploring teacher self-efficacy have been conducted, but according to Xenofontos and Andrews (2020) there are few qualitative studies addressing conceptualizations of self-efficacy across various contexts. Furthermore, the cultural and language dimensions related to self-efficacy are usually not addressed. Pertaining to this group of multilingual pre-service teachers, all enrolled in the multilingual teacher preparation program at the University of Agder, we found that it was not sufficient for them to focus solely on acquiring mathematical knowledge or developing their mathematics teaching skills. They also needed to navigate a different classroom culture and a language that is not their first language. As a result, this study contributes crucial insights to complement the theory of teacher self-efficacy.

Implementation of Informal Formative Assessment in An Elementary Math Classroom: A Case Study

A large body of research has shown the effectiveness of formative assessment on student learning. Yet research on teachers’ implementation of formative assessment is relatively underdeveloped. In addition, there has been a lack of effective instruments for observing teachers’ formative assessment practices. This study focuses on the ongoing informal formative assessment and explores the nature of one experienced elementary teacher’s formative assessment practices by drawing on a sociocultural perspective and the tool of Formative Assessment Rubrics, Reflection, and Observation Protocol. Primary data sources include classroom observations, interviews, and artifacts. Using inductive and deductive coding approaches, the study found the importance of creating a classroom culture of valuing and foregrounding student ideas when teachers communicate learning targets and elicit students’ thinking. In addition, the study sheds light on the teacher’s questioning practice with variations during informal FA. The study has implications for future research.

Fostering Self-Directed Praxis in Student Teachers: Investigating the Advantages of a Pedagogical Intervention for Augmenting Autonomy

The 21st century requires students to develop information education and thinking skills, including creative and critical thinking and problem-solving skills. However, the current classroom culture does not encourage self-directed learning. A study was conducted with Baccalaureus Educationist (BEd) pre-service teachers from the North-West University in South Africa to investigate the effect of Habits of Mind, Thinking Maps, and Six Thinking Hats on the development of self-directed learning skills. A non-probability sampling method was employed to select a convenient and purposeful sample of 277 students who volunteered and specialised in Business Studies, Economics, Accounting, and History. The participants completed the Self-Rating Scale of Self-Directed Learning (SRSSDL) of Williamson's questionnaire to evaluate participants' self-direction in learning. A quantitative-descriptive survey and qualitative phenomenological research were used to triangulate the data. The study found that the self-directed learning awareness of first- and fourth-year student teachers marginally increased. The proposed model fit the data well; all variables contributed statistically and practically significant correlations. Quantitative analytical tools were employed to determine the reliability of all constructs by calculating the Cronbach Alfa values. The study also found that self-directed learning enhanced academic achievement in first- and fourth-year students. A Confirmatory Factor Analysis (CFA), using Structural Equation Modeling (SEM), was conducted on the pre-test data (n = 277) of this study to assess how well the proposed model fits the data. All the variables contribute statistical significance to the model (p-values of all the regression coefficients < 0.05), and all the correlations between the constructs are practically significant. Improvements in SRSSDL scores were investigated using dependent t-tests. The participants valued teaching strategies that accommodate varied learning requirements and provide flexibility and autonomy. The study highlights the importance of a nurturing learning environment that challenges and fosters individual growth. It also emphasises that self-directed learning does not occur in isolation but thrives in environments that offer coherence and independence. Overall, the study contributes to the understanding of self-directed learning and provides insights for teachers on promoting and supporting this skill among pre-service teachers.

Academic Performance of Grade 9 Students in San Guillermo National High School, San Marcelino Zambales using Teacher Coaching in Modular Learning Approach

This study assessed the level of effectiveness of teacher coaching in the modular learning modality as an approach to improve academic performance of Grade 9 students in San Guillermo National High School, San Marcelino, Division of Zambales during S.Y. 2021-2022. Teacher coaching, unlike any conventional or cognitive models, delivers feedback at the point of instruction. Whether it’s changing classroom culture or improving instructional strategy, we see results in as little as one week. The present study focused on the academic performance of the students prior to, and after implementing Teacher Coaching in the Modular Learning Modality. This study utilized the experimental research design from the sample of fifty (50) Grade 9 student-respondents. Findings revealed that the academic performance of the grade 9 students before the implementation of Teacher Coaching resulted to a descriptive equivalent of Did Not Meet Expectation, while the academic performance of the same group of students after the implementation of Teacher Coaching was Satisfactory. The t-test result found a highly significant difference on the pre-test and post-test performances of the students learning through the use of teacher coaching in the modular learning modality. These results show how the academic performance of the grade 9 students were improved using teacher coaching. The acceptability and usefulness of using teacher coaching in the modular leaning modality were very evident as shown in the results. This study suggested that for better understanding and comprehension, the use of teacher coaching in Filipino is highly encouraged; that the teachers are encouraged to provide more reading activities to students written in Filipino and be provided with dictionaries and meaning for Filipino words beyond comprehension and for better understanding; to conduct an in- service capability program in order to enhance the competence of teachers in using teacher coaching as an intervention program to improve student academic performance.