Classroom Experience Research Articles

Reverse engineering tax education: How tax practice can inform the classroom experience

If the purpose of collegiate tax education is to prepare tax professionals, it should begin with the end in mind. An accurate and up-to-date appreciation of tax practice should inform the formal education that precedes it. Grounded in the theory of situated learning, this paper offers the insights of interviews with junior and senior tax professionals about their work and careers. The results suggest that we need to improve our appreciation for how people learn in their professional careers. Even though there remains value to a generalist appreciation of tax, formal education also needs to help students develop their specialization. Tax education also needs to help students adjust to the technology of tax compliance that they are likely to encounter in practice. Other suggestions are made for the reconsideration of traditional elements of introductory tax courses, based on the reflections of practitioners.

Innovative strategies to strengthen training training of future teachers

This work addresses the importance of the use of innovative strategies to strengthen the formative training of future teachers. For this reason, a documentary research and qualitative methodology has been carried out, ranging from classroom experiences that have allowed externalizing and the respective bibliographic documentation that has served as support in the search.

An exploration of how the disruption of mainstream schooling during the COVID-19 crisis provided opportunities that we can learn from so that we may improve our future relationship with the more-than-human world

The COVID-19 crisis forced educators globally to reassess delivery of their curricula and educational priorities. Already the worsening climate crisis amid human beings’ deleterious relationship with the more-than-human world has caused many educators to demand radical reconsiderations as to the purpose and meaning of education. We ask: how did the disruption of mainstream schooling, during the COVID-19 crisis, provide opportunities that we can learn from so that we may improve our future relationship with the more-than-human world? We examine research that shows children can benefit from outdoor, contemplative pedagogical approaches that differ from their usual indoor classroom experience. Outdoor, contemplative pedagogical approaches involving freedom from “clock-time”, as were experienced by some children during the lockdowns, can allow for ways of knowing and states of being that are often marginalised or excluded from mainstream schools in industrial growth societies. We draw on underpinning theory that argues the status quo in schools conforms to a factory model of schooling that prioritises limited ways of knowing and states of being, thus, lacking the perspectives needed to enable children to cultivate a sustained, healthy relationship with nature. We suggest that outdoor contemplative approaches are required that allow children to dwell pedagogically and experience their relationship with the more-than-human world.

"It is like you are in a golden cage": How autistic students experience special education classrooms in general high schools

BackgroundStudents with autism spectrum disorder (ASD) often grapple with the challenges and demands of a general school environment. To date, studies have focused on inclusion within that environment, not distinguishing the experience of students in ASD special education classrooms within the general school. This study examined the retrospective perceptions of high-functioning autistic high school graduates who had been in ASD special education classrooms in general high schools to understand their experience, learn about their needs, and enhance future educational experiences. MethodUsing interpretative phenomenological analysis (IPA) as a methodological framework, semi-structured interviews were conducted with 12 autistic individuals aged 19–27 that were enrolled in those particularized classrooms during high school. Data were analyzed using Thematic Analysis. ResultsThree overarching themes were identified: (1) the challenge of heterogeneity among students in these classrooms; (2) exclusion and labeling; and (3) identity confusion. ConclusionsThe findings of this paper highlight the need for greater attention to the voices and experiences of individuals with ASD regarding this educational model of ASD special education classrooms in general schools. Participants’ perceptions about their educational experience in ASD special education classrooms need to be addressed at all levels of inclusive policy and practice.

Encountering ideas about teaching and learning mathematics in undergraduate mathematics courses

We study the ideas about teaching and learning mathematics that undergraduate students generate when they encounter tasks designed to embed approximations of teaching practice in mathematics courses taken by a general population of students. These tasks attend to the dual goals of developing an understanding of mathematics content and an understanding of how teachers provide classroom experiences that foster mathematics learning. The study employs a qualitative, multiple-case study methodology, with four cases bounded by the content areas of abstract algebra, single variable calculus, discrete mathematics, and introductory statistics. The data for the study come from undergraduate students’ written work on mathematical tasks, interviews with a subset of students from each course, and interviews with each instructor throughout the term during which they implemented the tasks. Our findings indicate that students identified the broad applicability of teaching skills (discussed by 32 of the 61 interviewed students), recognized the value of examining hypothetical learners’ mathematical work (discussed by 59 of the 61 interviewed students), and reported empathy for hypothetical learners (discussed by 38 of the 61 interviewed students). These findings persisted across the course content and course levels we studied, leading us to conclude that our findings can transfer to additional mathematics courses in secondary mathematics teacher preparation.

Enhancing homebound instruction: current status and potential of telepresence technology

ABSTRACT When a student is homebound from school, they miss out on beneficial classroom experiences. One way to keep homebound students connected is through the use of telepresence technology. However, the existing literature has not been systematically reviewed to address important variables related to successful implementation. The authors conducted a systematic literature review on the use of telepresence technology for homebound K–12 students prior to the Covid-19 pandemic. Twelve articles published between 1990 and 2020 were included. Research on telepresence technology in the classroom is variable regarding outcomes studied and methodologies. Anecdotal data revealed that the use of telepresence technology increased homebound students’ academic, social engagement and comfort. Implications for practitioners include feasibility of implementation of telepresence technology for students unable to physically attend classes and guidance in team structure necessary to successfully utilise telepresence. Increased funding allocated to controlled research and necessary infrastructure is essential for successful school-based implementation of telepresence technology.

Lisa Delpit: Disrupting Cultures of Power to Foster Transformative Pedagogies

Language and literacy education has long been a site of contestation. Lisa Delpit, an African–American language and literacy educator, shook this contested site in the 1980s and 1990s through her ground-breaking book Other People’s Children: Cultural Conflicts in the Classroom, by centring the voices, discontentment and hopes of African–American communities that were emerging from their everyday lived experiences in classrooms saturated by cultures of power and norms of the privileged. In this essay, I explore why her arguments hold such deep currencies in the world we inhabit, contextualising it within her work contexts. Further on, I explore their significance and applications within the diverse contexts in which we work in India, to revisit, rethink and reimagine critical, decolonial and transformative pedagogies for India’s fractured, post-colonial, caste-centred, often patriarchal, culturally, religiously and linguistically diverse but often hegemonic landscapes.

A Systematic Review of Pedagogical Practices in the Education 4.0

Demands of the twenty-first century and industrial’s needs are obviously changing, while many jobs and skills were not needed or, to some certain levels, are irrelevant in the job market, rendering some graduates locally and internationally unemployed, which leads some time to an economic dilemma. The current rising in technological evolution in the business world is known as the Industry 4.0 revolution. Simultaneously, education 4.0 is designed to bridge the gap between graduate job market requirements, the technology landscape changes, and the content of learning in institutions of learning globally. The primary purpose of this study was to perform a literature review to identify and classify the pedagogical practices that were most effectively used in education 4.0 to promote the acquisition of 21st-century skills among graduates. Mainly, a systematic review approach was used to explore past studies on Pedagogical Practices in Education 4.0; from 2018 to 2022 applying the PRISMA method in the review process. The study identified the stimulation of students - instructors' readiness and involvement as crucial elements to facing the challenges of education 4.0. It is a critical factor in obtaining education 4.0 resolution skills and enhancing character education in developing soft skills, curriculum design, learning modules, assessment strategy, and classroom experience. In conclusion, effective integration of education 4.0 into the learning institutions is visible with a paradigm shift by infusing education 4.0 elements into the curriculum, its pedagogical practices and stimulating enthusiasm among students and instructors. Thus, an adequate budget must be allocated to learning institutions with innovative monitoring systems, especially for developing countries, not to lag behind developed nations permanently. The novelty of this study is that it focuses on exciting literature on effective pedagogical practices to encourage graduates to acquire Education 4.0 technological skills using the PRISMA technique. Keywords: pedagogical practices, Education 4.0, 21st-century skills, graduates, Industry 4.0 revolution. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.49

A study on the factors influencing undergraduate students’ sense of learning gain based on learning experience

Undergraduate students, as the core group in higher education teaching activities, the sense of learning gain is an important manifestation of the education work in universities. Based on this, a questionnaire survey was conducted on the learning experience of undergraduate students in a certain university in Beijing from six dimensions: learning engagement, classroom experience, learning methods, teacher influence on students’ learning, school support for students’ learning, and sense of learning gain. And based on survey data, we will focus on exploring the influencing factors that affect students’ sense of learning gain, in order to provide reference for universities to identify the path to improve students’ sense of learning gain, and to achieve high-quality development of higher education.

Neural Phonology A Multisensory, Multicognitive Approach to its Enhancement in Teaching Pronunciation

As a reaction to the pedagogical needs of adult learners in mastering speech sounds and sound phenomena unfamiliar to their L1 phonology, there surfaced a pressing need for a radical change in the overall approach to teaching them. A transition had to be gradually implemented in the form of a multisensory (auditory, visual, tactile-kinesthetic) strategies to be propped up with a set of multicognitive ones (e.g. think, associate, analyze, synthesize, memorize) in lieu of the traditional audiolingual one. During the implementation of such strategies for a few years, a fully-fledged approach emerged and titled as: Multisensory, Multicognitive Approach to Teaching Pronunciation (MMA). Further classroom experience with MMA, led to the reconsideration of the linguistic domain of phonology for theoretical and applied purposes and recognizing it in two sections i.e., linguistic phonologyvs. neural phonology. Below are a few reasons for introducing neural phonology. First, traditional phonology barely refers to the role of the brain in internalizing additional phonological constituents when targeting L2/FL as adults. Second, teaching phonology and the mastery of unfamiliar sound units/features to learners of L2/FL has been conventionally attempted in a unisensory(monosensory) manner, the auditory sense in this case, which tends to be less efficient and effective with many adults. Third, in real classroom situations there seems to be greater need to diversify and refine the sensory and cognitive strategies/techniques in teaching both sections of phonology, especially the neural one. Fourth, emphasizing the two sections further enhances the overall pedagogical and didactic worth of MMA.

The spectator thinks: cinema, education and film reception in the classroom

What are the external repercussions of a representation that is diegetically constructed? How a film can be understood by the audience? What a cinema experience is able to mobilize? By means of a research-action method and from the perspective of Hermeneutics, Cultural Studies and theories of perception, which places the spectator as an active agent in the understanding and communication process, this article seeks to reflect on cinema spectatorship in its educational dimension, taken as object the reception of Through the Olive Trees (1994), by the iranian film-maker, Abbas Kirostami, from the classroom experience, in a postgraduate course at a public university. After an introductory and conceptual discussion on the relation between reality and fiction, and between cinema and education, the students’ interpretations were analyzed, revealing the active, imaginative, educational and formative character of the cinema experience.

Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study

This research aims to understand how prospective teachers develop their knowledge about whole-class discussions during a lesson study. Following a qualitative approach, we focus on the work of three prospective mathematics teachers preparing, leading, and reflecting on whole-class discussions. Data was collected through participant observation with field notes, audio recordings, and document collection. The results show that a detailed analysis of a lesson plan, previously prepared autonomously by a prospective teacher based on a guide, promotes a focused discussion and a collaborative environment. Additionally, being involved in each other’s formative process, through lesson study micro-cycles, created opportunities for prospective teachers to analyze and discuss different classroom situations, which promoted the development of their knowledge. Finally, classroom experiences seemed to be fundamental for the development of prospective teachers’ knowledge. They were able to put into practice the work carried out during the lesson study, which allowed them to link theory and practice, and reflect on their own practice. This research also underlines the importance of the teacher educator’s role in creating fruitful opportunities for the development of prospective teachers’ knowledge.

Motivation and International Posture among College Students in China

This study investigates the relationship between motivation and International Posture among Chinese college students learning English. Examining the Ideal Self, Ought-to Self, Learning Experience, and four aspects of International Posture, the research reveals distinct patterns. Students display stronger motivation when aligned with their ideal language self but are less motivated by external pressures and classroom experience. While showing moderate interest in international activities, they express less enthusiasm for inter-group interactions. Notably, a significant and positive correlation exists between motivation and international posture. These findings emphasize the need to cultivate intrinsic motivation and enhance international engagement within language education, empowering students for effective global communication.

UC San Diego Undergraduates and the Ocean Discovery Institute Collaborate to Form a Pilot Program in Culturally Responsive Mentoring

The geoscience workforce, particularly in ocean sciences, lacks diversity. Implementing culturally responsive teaching and mentoring practices throughout the K–university pipeline is one way to help increase diversity in the field. Here, we describe initial results and lessons learned from a pilot course conducted through a partnership between the University of California San Diego (UCSD) and the Ocean Discovery Institute (ODI), a local nonprofit that provides opportunities for low-income K–12 youths to learn about oceanography. The goals of the pilot course are to educate a racially diverse group of UCSD undergraduates in culturally sensitive mentoring practices and provide opportunities for them to apply their newly acquired skills while working with K–12 students at ODI. The undergraduates prepared and implemented lessons designed to demystify the college experience for their mentees. Through classroom experience and weekly journal reflections, undergraduates developed confidence and improved their ability to mentor youth.

Advancing Global Learning Through a Collaborative Online International Learning (COIL) Module on the United Nations Sustainable Development Goals (UN SDGs)

An increasingly interconnected world presents opportunities for globally relevant curricula in the classroom. Implementing collaborative online international learning (COIL) modules within medium-sized courses can take advantage of this interconnectedness to enhance student learning by integrating global issues and cultures into their curricula. Adoption of COIL in STEM courses is increasing but also encountering challenges related to language, course timing, learner culture, learning platforms, and instructor logistics. We present a successful implementation of a COIL lesson module that addresses these challenges. In this module, students from upper-division classes in the United States and China worked together to study medicinal plants in an eight-week group project anchored in the Unit&shy;&shy;ed Nations Sustainable Development Goals (UN SDGs). Students worked in groups across the classes to analyze a given medicinal plant in terms of its use, biological activities, cross-cultural perceptions, and connection to the UN SDGs. This synthesis was delivered in an electronic poster format to each class after the eight-week period. Students described significant personal gains from the COIL module including a broadened worldview, an inspiration to engage in more cross-cultural experiences, and a desire to learn more disciplinary knowledge about medicinal plants. Challenges encountered by students during the module included scheduling, online platform issues, and occasional language barriers. However, overcoming these challenges reinforced desired learning outcomes from the module and fostered transferable skills applicable to other intercultural experiences. These outcomes were captured by the positive responses to the post-module reflection and showcase the utility of adopting a similar COIL experience in other classrooms. <em>Primary Image:</em> International groups of learners working collaboratively online to understand and advance the UN Sustainable Development Goals through the lens of medicinal plants.

A study on the application of flipped classroom model in universities based on learners' perspective

Since the concept of flipped classroom became a hot topic in 2011, it has been practiced in China for 5 years. At present, China has formed a number of online resources and project resources, such as Super Star Video Teaching Network, which provide a rich resource environment for the teaching practice of flipped classroom [1]. Many colleges and universities gradually carry out the flipped classroom teaching mode. However, many students in colleges and universities are resistant to flipped classroom. In order to investigate the reasons for the negative attitude of college students toward flipped classroom, this study conducted an interview survey with seven students from different colleges and universities, with different majors and more experience in flipped classroom. Through the analysis of the interview scripts, it is found that there are problems such as biased teacher's orientation, generalized micro-class videos and lack of in-depth classroom interaction in the application of flipped classroom mode in colleges and universities, and the corresponding improvement measures for the application of flipped classroom in colleges and universities are proposed in response to the problems.

Exploratory study on the educational experience in flexible classrooms: The standpoint of youths in adult general education

Exploratory study on the educational experience in flexible classrooms: The standpoint of youths in adult general education

El experimento de Michelson y Morley en versión acústica, un trabajo de laboratorio de física universitaria basado en aprendizaje por indagación

This article reports a didactic experience in the university classroom within the framework of inquiry-based learning in the physics laboratory. The students generated new questions and hypotheses based on an already built experimental design: an acoustic ultrasound interferometer.To illustrate, two groups of students posed questions and hypotheses concerning the device and modified its original design. This work aspires to show the theoretical and methodological resources employed to develop an experimental wave physics class, making use of available material as well as training in competencies that are the makeing of future teachers or graduates in physical sciences.

Lessons from Human Experience: Teaching a Humanities Course Made Me a Better Math Teacher

As a professor at a Liberal Arts college, I recently taught a General Education course called Human Experience. Far from my normal experiences in the mathematics classroom, in Human Experience I was tasked with teaching topics from the humanities, including art, philosophy, history, and political science. Teaching this course was challenging, but it was also transformative. Teaching a course so far from my background gave me the opportunity to experiment with different pedagogical techniques and to reflect on how I set up my math classes. I learned many lessons that I have brought back to my math classes—lessons that have impacted how I set up my classroom, the assignments that I design, and the topics and content that I cover.

The Role of Online Whiteboard Tools in Supporting Collaborative Learning, Learning Experience, and Satisfaction in the Online Classroom

The Role of Online Whiteboard Tools in Supporting Collaborative Learning, Learning Experience, and Satisfaction in the Online Classroom