Classroom Experience Research Articles

IB 프로그램 적용에 대한 중학교 교사의 실천적 지식과 협업에 대한 인식 탐색

Objectives In the course of applying the IB MYP introduced to public education, the contents of the interview survey on the teacher's classroom experience were analyzed. The purpose of this study was to examine the process of enhancing professionalism through the practical knowledge and cooperation of teachers in the IB MYP school.
 Methods The results of a focus group interview conducted and analyzed through a school visit in November 2021 for teachers of three MYP schools in the 2021 certification and candidate stages in regions that are introducing the IB program in public education are summarized. A schematic was theoretically constructed to explain the teachers' adaptation process to the IB MYP through a grounded theory approach. In addition, two themes were presented, focusing on the teacher-practical knowledge formation process and the teacher collaboration process.
 Results According to the paradigm model of grounded theory proposed by Strass and Corbin(1998), causal conditions, contextual conditions, central phenomena, interventional conditions, action/interaction, and outcome categories were derived. In addition, two analysis results were presented, focusing on teacher collaboration and professional development as central phenomena of the paradigm model. First, it was the formation of practical knowledge of IB MYP school teachers, ‘things you have to do to know’, and ‘learning through trial and error’. Second, it is the rediscovery of collaboration as an experience of teacher collaboration and professional development in the IB MYP school, and the search for confidence through daily and continuous exchange of ideas.
 Conclusions In November 2021, we examined what kind of perception and experience teachers of IB MYP schools introduced to public education had in the process of class design, application, and evaluation. By examining the importance of teacher collaboration and the meaning of the process of forming practical knowledge, we tried to obtain implications for the application of the IB program.

Increasing learning outcomes for citizenship education courses based on google applications at PGSD FIP UMJ in 2022

A good citizen is, of course, greatly influenced by the national ideology of each country. Citizenship Education (CE), whose mission is to make citizens who are smart, good, and democratic citizens through nationalistic, patriotic, professional, and scientific behavior, This study aims to determine the contribution of pedagogic competence and professional competence to learning outcomes. This study uses a classroom action research (PTK) approach. The research population was PGSD FIP UMJ students. Research data were collected using a questionnaire, and the results were analyzed using regression analysis. The results showed that: (1) there is a significant relationship between pedagogic competence and learning outcomes in the effective category; (2) there is a significant and positive relationship between professional competence and learning outcomes. (3) There is a significant and positive relationship between the effectiveness of pedagogical competence and professionalism simultaneously on student civic learning outcomes. The results have provided valuable experience about the benefits of Google technology-based applications such as Meet, Google form, Classroom, Breakout Rooms, Jamboard, recording, Drive, Docs, Gmail, and whiteboarding for students of the PGSD FIP Study Program, University of Muhammadiyah Jakarta in 2022, according to 88% of the students. For obstacles in the jamboard application, the best resolution that is effective and efficient according to existing conditions is to provide repeated socialization, training, and evaluation monitoring to several students who have no experience in sophistication Google application-based Meet, Google form, Classroom, Breakout Rooms, Jamboard, recording, Drive, Docs, Gmail, and whiteboarding.

Developing and Validating an Instrument to Measure Students’ Experiences in a Further Mathematics Classroom

The purpose of this study was to develop an instrument for measuring students’ perception of teaching and learning variables in a Further Mathematics classroom with high psychometric properties of internal-consistency reliability and construct validity. A survey research design was used involving 318 students randomly selected from senior high schools. Enhancing Teaching and Learning Questionnaire (ETLQ) was used to solicit students’ responses on the issues they experienced during lessons for Further Mathematics. Principal component factor analysis with Promax as an oblique rotation and using a factor loading of 0.40 as a cut-off was further conducted on the data to record a more accurate representation of the relationship among the factors to establish the construct validity and the internal reliability of the instrument. The 26 items resulted in a four-factor solution produced based on the parallel analysis. The four factors together accounted for a total of 54.543% of the variance. The Cronbach’s alpha of the reduced 26 items is equal to 0.806. The subscales had acceptable internal consistency, as Cronbach’s alpha ranges from 0.696-0.893. The study reliability coefficient is high. The instrument will be useful for mathematics educators and researchers in Ghana and the world at large for measuring students’ perceptions of teaching and learning variables in a classroom. And the study recommends this instrument for use to measure the experiences of senior high school students in the classrooms. Keywords – Validation, Learning experiences, Teaching, Further Mathematics, Senior High School

Find your PEOPLE: Scholarship of Teaching and Learning (SoTL) community of care

Scholarship of Teaching and Learning (SoTL) is an integral academic practice that provides professional development opportunities for faculty and enhances students’ classroom learning experiences. However, institutions vary significantly in valuing and implementing a culture of SoTL, creating a discrepancy which prohibits educators from fully embracing the identity of a SoTL scholar. Acknowledgment of SoTL work in tenure and promotion guidelines is not as widespread across different institutions, which could deter junior/instructional faculty from entering (and staying in) the SoTL space. Various academic disciplines differ on how SoTL work is valued. Without an intentional institution-based SoTL initiative, many may regard SoTL merely as a side addition to their professional career. However, SoTL is a field that systematically examines processes and practices in teaching and learning. It provides valuable insights and tools for teaching professionals to reflect on their teaching methods, explore evidence-based best practices, and transform student learning experiences. Research demonstrates educational benefits for students both as the primary beneficiary of SoTL and as active student partners in SoTL initiatives. Therefore, considering its nature of enhancing classroom experiences, SoTL is applicable to all teaching professionals, regardless of the respective institutional policies or narratives around it. The future of SoTL programming/initiatives should build on the idea that SoTL is not a one-time project; instead, it should weave in the intersections of teaching and research identities, and in response, create a SoTL community of care that focuses on continuous improvement and mutual support. Dissemination of SoTL should be an open invitation to all teaching bodies so that the SoTL scholar identity is embraced as one of their core professional identities. This article concludes by proposing a PEOPLE framework for the SoTL community of care.

Playing with Words: Using Playful Learning Experiences in the Early Childhood Classroom to Build Vocabulary

AbstractShared book reading is a common and effective way to support vocabulary knowledge. However, it is not the only pedagogy for supporting this learning goal. We propose a “toolbox” of activities that teachers can use to foster vocabulary acquisition in young children. We first discuss the science behind why these activities are effective (they are active, engaging, meaningful, socially interactive, iterative, and joyful), and then give examples of playful learning experiences that have been effectively used in classroom vocabulary interventions. Finally, we offer ways in which these activities can be easily adapted to help educators reach vocabulary‐teaching goals in their own classrooms.

Rasch measurement and strategies of Science Teacher's Technological, Pedagogical, and Content Knowledge in Augmented Reality

The use of Augmented Reality in the Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) framework is one of the systematic approaches to enriching students' experience in a science classroom. A study was conducted to explore teachers’ TPACK in Augmented Reality abilities. This article aims to identify science teachers’ level of TPACK in Augmented Reality using a questionnaire. A group of teachers (n=100) was trained to determine science teachers' TPACK at AR levels. Selected Science teachers then responded to a survey and analyzed using the Rasch Model. Male teachers (1.77 logits) outperformed female teachers (-0.55 logit) in TPACK abilities. In addition, teachers 36-40 years of age with 6-10 years of teaching experience had higher ability in TPACK in AR. Findings also indicated the Pedagogical Knowledge (PK) scoring is at +1.23logit and TPACK +0.29 logit suggesting both PK and TPACK components were of higher difficulty level compared to other components.The findings suggest that the training on TPACK in AR especially in the areas of PK and TPACK is necessary and should be based on the teacher’s demographic profile, teaching experiences, and other components of the TPACK framework.

Experience and perceptions of nigerian undergraduate dental students to virtual learning during the COVID-19 pandemic.

COVID-19 outbreak impacted negatively on teaching globally with traditional face-to-face teaching mostly affected. This study evaluated the experiences and perceptions of Nigerian undergraduate dental students to virtual learning (VL) including perceived institutional challenges during the COVID-19 pandemic. This was a cross-sectional survey of 346 dental students from all 13 Nigerian dental schools. Data collection was done using an open/close-ended online questionnaire. The level of awareness and understanding of dental students to virtual learning was high (93.6%) and good (84.7%), respectively. About two-thirds (62.4%) of the students had a virtual learning classroom experience before the COVID-19 pandemic. Clinical students spent more time on the Internet and reported more confidence in the use of VL platforms than their pre-clinical counterparts during the lockdown (p < 0.05). More male students than their female counterparts felt that VL had less quality than traditional classroom teaching (p < 0.05). Similarly, male students showed more confidence in the use of VL online tools (p < 0.05). Institutional and self-perceived preparedness to VL was ranked low and moderate by the students, respectively. The high cost of data subscriptions, unstable Internet connectivity, and lack of other institutional facilities were perceived as challenges to effective VL by students. None of the identified variables predict effective VL. Experiences of dental students and their preparedness to VL were moderate. The high cost of Internet subscriptions, unstable Internet connectivity, and low institutional facilities were major challenges to students' VL. None of the socio-demographic factors could successfully predict effective VL.

Reflecting on STEM Classroom Experiences: The Power of an Observation Tool with an Integrated STEM/SED Lens

Reflecting on STEM Classroom Experiences: The Power of an Observation Tool with an Integrated STEM/SED Lens

Developing Skill of Using Feedback in Learning-outcome Assessment for Future Teachers

Feedback is an integral part of students’ learning-outcome (LO) assessment. To ensure that students understand what they did well and what needs improvement, teachers must give them clear and detailed feedback on their accomplishments and shortcomings. Therefore, in teacher training, it is essential to help Future Teachers (FTs) have the skill of providing and using feedback (feedback skills) in LO assessment (besides skills in teaching, building assessment tools, organizing learning activities, scientific research, ...). This study aims to identify the factors that affect feedback skills in LO assessment of FTs, thereby providing measures to develop this skill in FTs. This study uses a quantitative research method and a questionnaire design as a data collection tool. Simultaneously, the study uses the impact method to assess the FTs’ changes in the performance of skills before, during, and after the training process. The results show that the main factors affecting the development of FTs’ feedback skills are: classroom experience; feedback culture; pedagogical training; mentorship; confidence. While there are four types of feedback: Feedback about the task; the processing of the task; self-regulation; self as a person. When testing the impact on developing FTs’ feedback skills, the results also show the effectiveness of the feedback skills training process based on experiential learning. The process consists of 4 stages: Concrete experience, reflective observation, abstract conceptualization, active experimentation. This study has theoretical and practical implications for educators of pedagogical universities in training feedback skills in LO assessment for teachers and FTs.

Bullying from the Perspective of Multigrade Classroom Teachers

Multigrade classrooms are classrooms where multiple grades are combined into a single class due to factors such as small numbers of students, teachers, or classrooms, and they are usually taught by one teacher. This study examined the opinions of primary school teachers with experience in multigrade classrooms regarding bullying. The teachers’ opinions were examined within the categories of definitions of bullying behaviors, types and causes, coping strategies, effects, and preventive measures. The qualitative research method of multiple case studies was applied. The teacher group was selected from among a readily accessible sample and semi-structured interview forms were administered. MAXQDA 2020 software was used to analyze the data and organize the findings. These findings showed that bullying behavior is generally exhibited by older and stronger students, and that the presence of different age groups together also contributes to bullying behavior. It was concluded that age differences stood out in the definitions of bullying offered by teachers in multigrade classrooms, and verbal, physical, and social types of bullying were observed. It is recommended that courses on multigrade classrooms and bullying be added to primary teacher education programs, “Teaching in Multigrade Classrooms” be made a mandatory course, and issues related to bullying be included in the contents of that course to ensure the development of teachers in these areas.

How Ready Can You Be? Profiling Indonesian Teacher’s Preparedness for an Online Teacher Professional Development Program

Online teacher professional development has shown benefits in enhancing and improving teacher competences in providing classroom experiences which eventually may improve student academic achievements (de Kramer et. al, 2012). In designing an effective online teacher professional development, a need analysis needs to be conducted to successfully meet the teachers’ needs and design a program that is based on the teachers’ contexts and the complexities of teachers’ teaching practices. The article reports on the results of the need analysis conducted via survey and focus group discussions to 1544 teachers across Indonesia with the aim to design an online teacher professional development delivered via a Massive Online Open Course (MOOC). The results of the need analysis show that the MOOC needs to be designed carefully in terms of the technical requirements, content, and delivery of the MOOC.

Utilizing the push–pull–mooring framework to explore university teachers' intention to switch from traditional classrooms to smart classrooms in China

PurposeThis study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push–pull–mooring (PPM) framework to enrich the theoretical research on the smart classroom and provide a reference for smart classroom promotion.Design/methodology/approachThe proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using a partial least square structural equation model based on 269 valid questionnaires.Findings(1) Perceived inefficiency, inquiry-based learning, future expectation and technical self-efficacy had significant effects on switching intention, while low participation, perceived usefulness and habit had no significant effects on university teachers’ switching intention in the smart classroom. (2) In the process of decision-making, the course category significantly moderates the impact of perceived inefficiency and technical self-efficacy on switching intention, while the user experience of smart classrooms significantly moderates the impact of perceived inefficiency on switching intention.Originality/valueThis study explains university teachers' switching intention from a traditional classroom to the smart classroom, which enriches the application area of the PPM framework.

IMPLEMENTATION OF ACTIVE LEARNING APPROACHES USING THE ROLE PLAYING METHOD AS CHARACTER BUILDING EFFORT

The active learning model is a collection of tactics that seek to involve students in active learning through various activities to maximize student learning. Reality in the field and observations, student behavior outside of school is one of the behaviors that is not taught in character education such as cheating behavior during exams and fights between fellow students, this is the problem or gap. This research approach uses qualitative research that leads to field research (field research). By focusing on the search process for each data in the field, the author can obtain a complete picture of the information needed from the problems created using qualitative descriptive techniques. Because this research is about a phenomenon, the researcher uses a qualitative descriptive research approach. In this study the informants were school residents from SD Negeri 003 Pangkalan Kerinci consisting of 1 school principal, 6 class teachers who had done role playing learning models for students in certain subjects at the school, and student representatives. Research instruments in qualitative research involve researchers as their own research tools (human instruments). Memorable classroom experiences are valuable for several reasons. If something from your school days sticks with you for years to come, it likely reflects an interesting and unique learning experience. As teachers, we want students to not only gain the knowledge they need but also have fun and feel comfortable in the process. This can make some role playing activities require students to prepare in front of the class as individuals or groups.

Wordle as a Teaching Tool

Wordle, a game in which a player has six chances to find a five-letter word, has become quite popular. In this paper, we present four activities that are based on Wordle and are designed to help students advance their knowledge and skill of a particular concept. Some of the activities could be used for beginning students and some activities could be used for more advanced students. The activities are designed to promote mathematical engagement and interest and can be used individually, or collectively, to fit the specific needs of the intended audience. The first two activities enhance students' knowledge of combinatorics and probability when letter words are chosen at random. In another activity, individual and pairs of letter counts from the list of possible Wordle words are presented in graphical format. More advanced students can replicate these graphs using a computer program, while other students can simply use the graphs that are included. In the fourth activity, students have the opportunity to play Wordle and develop strategies to minimize the number of steps required to solve a particular puzzle. Classroom experience is included and student responses to the activities are presented.

The Impact on Two Practising Social Workers Who Taught Social Work Students in a University Setting

Social Work Teaching Partnerships were developed in 2015 by the Department for Education in England to foster stronger links between social work employers and educators to improve the quality of social work graduates leaving universities. The initiative resulted in practising social workers entering universities in greater numbers to teach social work students. This paper focuses on how two practicing social workers – Elizabeth and Alex - were affected by teaching social work students in a university setting. The paper presents the practitioners’ reflections of teaching and its effects through short vignettes before examining these reflections by drawing on critical social theories. Social work teaching partnerships which encourage practitioners to spend time as social work teachers in the University classroom can produce unanticipated, positive effects for these practitioners. If the university classroom is seen as a “field” (Bourdieu, 1988), it can facilitate social workers to become objects of knowledge for social work students andto themselves. Interacting with students created opportunities for Elizabeth and Alex to reflect on their social work values, knowledge base, role, and practice. By asking unexpected questions in the classroom, students problematize (Foucault, 1984) what it means to be and to practice as a social worker. Consequently, classroom interactions with social work students can lead practitioners to think about how they would like to work. Elizabeth’s and Alex’s reflections of their classroom experiences may also help to inform and strengthen workforce retention policies in social work, as their self-efficacy increased and new possibilities for social work practice emerged.

Peer experiences in the preschool classroom: Contribution to children's academic development

The present study examined the relations between two aspects of peer experiences in preschool classrooms and children's math and literacy development during kindergarten transition. Based on the theoretical framework of classroom ecology model, peer experiences were represented by classroom social network and teachers' grouping preferences. The outcomes included standardized math and literacy assessments collected from three time-points, fall of preschool, spring of preschool and fall of kindergarten. The analytical sample included 367 children recruited from 47 preschool classrooms located in two large school districts. Children completed peer-nomination tasks to characterize the classroom social network and teachers completed questionnaires to describe their grouping preferences. We conducted a multilevel longitudinal model to estimate the effects of classroom-level predictors on the trajectories of skill growth. We found that indices of classroom social network – density and centralization – were significantly associated with math and literacy development: more dense classrooms positively predicted math and literacy development whereas more centralized classrooms negatively predicted math and literacy development. Teachers' attention to children's skill levels in creating grouping structure was positively associated with math and literacy development. These findings indicate that young children's peer experiences are potentially important indicators of classroom quality, as they are associated with children's academic development over the course of preschool year into kindergarten transition.

PATHWiSE: An Authoring Tool to Support Teachers to Create Robot-Supported Social Learning Experiences During Homework

Educational technologies can provide students with adaptive feedback and guidance, but these systems lack personal interactions that make social and cultural connections to the student's own classroom and prior experiences. Social or companion robots have a high capacity for these types of interactions, but typically require advanced levels of expertise to program. In this study, we examined teachers use of an authoring tool to enable them to leverage their classroom-based expertise to design robot-assisted homework assignments, and explore how seeing a robot enact their designs influences their work. We found that the tool enabled the teachers to create novel social interactions for homework activities that were similar to their classroom interaction patterns. These interaction designs evolved over time and were shaped by the teacher's emerging mental model of the social robot, their concept of the students' perspective of these interactions, and a shift towards informal classroom-like interaction paradigms, thus transforming their view of what they can achieve with homework. We discuss how these findings demonstrate how the context of the activity can influence initial mental models of social activities and suggest practical guidance on designing authoring tools to best facilitate the creation of computer or robot supported social activities, such as homework.

Incorporating a REIT Module to an Undergraduate Capstone Course: An Experiential Education Approach

This paper describes the pedagogical approach of incorporating a Real Estate Investment Trust (REIT) module in an undergraduate finance major capstone course at Florida Gulf Coast University, a regional comprehensive 4-year university. The module consists of two class periods and requires research of publicly-traded REITs using industry accepted sources of data, empirical and qualitative data analysis, and preparation of written and oral presentations that receive academic and practitioner feedback. The assignment aligns with experiential learning theory and the constructivism learning theory found in research in that it incorporates experiencing, reflecting, thinking, and active learning combined with the participation of guest speakers and judges who serve as external validators enhancing the student classroom experience.

Orthodox Jewish adults with learning disabilities: Inclusive versus special education classroom experiences

The Israeli educational system integrates children with learning disabilities into inclusive classes based on the philosophy that individuals with disabilities are integral to society. Although students with learning disabilities show positive social achievements in inclusive classrooms, their struggle to achieve the academic performance expected of their age group often portrays them as disabled in more than the academic sphere. This phenomenological analysis explores and compares the school experiences of 12 Modern and Ultra-Orthodox Jewish adults (18–30 years old) with learning disabilities who had attended inclusive or special education classrooms. Through the Understand Me and My Surroundings art-based tool created for this study and semistructured interviews, participants discussed their feelings towards their teachers and friends at school. The themes that emerged were (1) teachers generate positive feelings, (2) inclusive education teachers generate negative feelings, with subthemes of humiliation, segregation, and physical abuse, (3) special education students struggle socially, and (4) inclusive education students succeed socially. The social aspect of inclusive education motivated students with learning disabilities to come to school despite feeling humiliated and shamed, and their teachers can help them with their most challenging experiences, whether in the academic or social domain.

An institutional modernization project in chemical engineering education in Brazil: Developing broader competencies for societal challenges

Contemporary societal challenges put in evidence the need to improve the hard and soft skills of chemical engineering students. To promote a more student-centered approach, active-based learning, and improved assessment strategies, the Brazilian government approved the so-called New National Curriculum Guidelines (NCG) for engineering courses. To comply with those guidelines, the Department of Chemical Engineering of the Polytechnic School of the University of São Paulo (USP) is currently developing an educational modernization process sponsored by the Fulbright Commission in Brazil, called Special Program for Modernization of Undergraduate Education (PMG). The project is based on three pillars of modernization: content (what), form (how), and infrastructure (where). This paper describes initiatives in each of those pillars: content and format changes in Chemical Reaction Engineering and Process Safety courses and the creation of new spaces for a student-centered approach (an innovative classroom layout and a makerspace). By gathering two concrete classroom experiences guided by a broader institutional educational policies (the PMG project and the NCG), this paper highlights that slight changes can lead to great improvements in the learning process, leading to more engagement in the development of hard skills while favoring improvements in soft skills, such as communication, team-based work, and critical thinking.