Classroom Intervention Research Articles

Evaluating a Multi-Component Classroom Intervention to Teach Accessibility in Higher Education: A Case Study With Persona Cards

Evaluating a Multi-Component Classroom Intervention to Teach Accessibility in Higher Education: A Case Study With Persona Cards

The Effect of Classroom Interventions of Reflection and Foreseeing on Mitigating Passive Procrastination in a Hybrid Learning Environment

The Effect of Classroom Interventions of Reflection and Foreseeing on Mitigating Passive Procrastination in a Hybrid Learning Environment

Learning the Parabola Mediated by Problem-Solving, Semiotic Representations, and Applets in GeoGebra

In this article we evaluate the contribution of the problem-solving approach, semiotic representations and the use of applets designed in GeoGebra when first-semester science and engineering students study the mathematical concept and application of the parabola. At the end of the classroom intervention, a significant improvement was noted in the students' performance, especially in their cognitive thinking activities; that is, in the use of algebraic language, in the appropriation of geometric concepts, and in the problem-solving performance.

Improving The Fine Motor Ability of Children With Cerebral Palsy Through Contextual Learning Based on Maze Game Media

The Maze game media helps develop children's fine motor abilities, such as flexing fingers and wrists, and fine motor skills linked with the movement skills of both hands, as well as their capacity to combine eye senses and hand activity. This study aims to determine the increase in fine motor skills of children with cerebral palsy through a contextual learning model based on maze game media at 3 to 8 years old at SDLB Type D Disabled Children Foundation, South Jakarta. This research method uses action research. Action research is cycle-oriented research on various actions or interventions carried out by researchers as classroom teachers. The research took place from the design stage to the evaluation of practical classroom interventions regarding teaching and learning activities to enhance the fine motor skills of cerebral palsy-affected students. In the 2021-2022 school year, researchers studied children's fine motor abilities using maze game media. This research consists of three cycles (pre-cycle, cycle 1, and cycle 2). The results of this study indicate that the improvement of fine motor skills of children with cerebral palsy through media-based contextual models maze games are effectively negative or low inclined. This research implies that one of the creative ways to improve fine motor skills is through activities based on contextual learning models based on maze game media. In addition, using maze media can effective communication between class teachers and CP children so that CP children have better concentration and are independent in carrying out their fine motor movements at school and home

Trauma-Informed Classrooms after Natural Disasters: A Literature Review

Abstract: With the continuing COVID-19 pandemic combined with natural disasters due to climate change, teachers’ ability to identify and address trauma is increasingly important to maximize academic and socioemotional outcomes. Trauma-informed classroom interventions in response to natural disasters are relatively unexamined. The objective of this literature review is to examine the following research questions is examined: 1) What trauma-informed-classroom strategies have been implemented secondary to a natural disaster? and 2) Over time, how has the use of curriculum modification to mitigate student trauma symptoms evolved? This narrative review examined peer-reviewed articles published since 2000 that examined trauma-informed classroom strategies with P-12 students following a natural disaster. Research indicated that trauma-informed classroom strategies fall in one of two categories: curriculum and instructional modifications and teacher-led interventions. The implementation of all strategies indicates improved psychosocial functioning in students. Research indicates that the perspective of teacher-led trauma-informed strategies have evolved in from a questionable practice in the early 2000s to a necessity in the time of COVID-19.

Defending Democracy: What We Can Learn About Civic Identity from Peer Educators Involved in Nonpartisan Political Engagement

Research on college student political engagement remains limited, often focused on classroom interventions, studied quantitatively (Bardwell, 2011; Beaumont et al., 2006; Mann et al., 2018). Students’ lived experience of their political engagement, however, is “situational, emergent, and co-creative” (Hildreth, 2003, p. 8). During the 2020 election season, 15 students participated in a qualitative study, sharing their lived experiences of nonpartisan political engagement through their work as peer educators with the Campus Vote Project (Kappus, 2021). The students educated their peers about voting, provided access to nonpartisan educational materials, and encouraged political discourse through programs such as debate watch parties, discussion groups, and more. The study employed semi-structured interviews, focus groups, and on-going communication to co-construct findings with participants. This article examined the study’s key findings to offer a rich illustration for corresponding components of a healthy civic identity (Schnaubelt et al., 2022). By embracing nonpartisanship, students demonstrated unwavering commitment to integrity as a civic duty. In countering misinformation, confronting voter suppression, and enduring hostility, students exemplified resilient minds, bodies, and spirits. The article centers a promising practice, peer-to-peer political engagement and makes a case for institutionalized support for student-led nonpartisan education, and outreach.

Uppdrag forskningscirkel: Ett ULF-projekt på landsbygden

Sweden has had the national experimental activity known as ULF – development, learning and research – running since 2017 as an investment in practice-oriented research. This study is carried out within the framework of ULF. More specifically, this study is based on experiences from two research circles with lead teachers in a rural area during 2021/2022. Through autoethnography, not only teachers’ experiences of research circles are made visible, but also those of the researchers. Here, the empirical basis also consists of the researchers’ personal stories with the aim of exploring, describing, and analyzing the research circle as a process from an inside perspective. The empirical material has been analyzed from the perspective of mediated discourse analysis (MDA). The result shows how the research circles come to constitute an epistemological development, a change of perspectives among the lead teachers. The result also shows how the research circles generate experience of autonomy. This enables the lead teachers to conduct their own school development projects in the future, such as classroom interventions with their own pupils. We argue that the research circles have an emancipatory function since they theorize the social relationship of learning.

Intensive reading strategies in EFL reading comprehension improvement

This study aims to investigate the efficacy of using intensive reading strategies in improving reading comprehension in the EFL classroom. Because of the children’s poor reading comprehension, classroom exercises are devised. It is a quantitative research method with a quasi-experimental design. A survey is administered to two groups of students to assess their reading comprehension assessments. Following that, both the control and experimental groups complete a pre-test. The experimental group then participated in a classroom intervention that focused on using intensive reading tactics to increase their reading comprehension. The target population is then given a post-test, and the findings were children examined to assess the improvement in students’ reading comprehension before and after treatment. It is determined that intensive reading tactics are beneficial in boosting reading comprehension; thus, they should be used to assist students in their English language learning journey.

Practical clinical guidelines and pharmacological treatment for attention-deficit hyperactivity disorder in Asia.

Attention-deficit hyperactivity disorder (ADHD) is characterized by persistent symptoms of inattention, hyperactivity, and impulsivity. Both, stimulant and nonstimulant medications have been approved for the treatment of this disorder. Several Western guidelines recommend the use of prescribed Food and Drug Administration (FDA)-approved medications for ADHD along with parental training in behavior management and behavioral classroom intervention. In 2022, new Japanese guidelines for ADHD were issued, which recommended school environment management and psychosocial treatment as the first-line treatment, with pharmacological treatment added as the second-line treatment. Although Japanese guidelines, including pharmacological treatments, have been established, the guidelines and utilization of ADHD medications across Asian regions are unclear. Therefore, to appropriately evaluate the strategy of pharmacological treatments for ADHD, we investigated Asian regional guidelines for ADHD medication in children. We also reviewed the guidelines in Malaysia, Singapore, India, and the Republic of Korea and found that these guidelines differ from Western guidelines.

TikTok/Flipgrid for Foreign Language Learning in Higher Education: A Case Study

The interweaving of in-person and online teaching at the university level requires the implementation of new resources that allow the coexistence of these two forms of education. To that end, we addressed the incorporation of TikTok and FlipGrid at the university for speaking practice in the foreign language classroom. We compared the results of this teaching experience in three courses, in two foreign languages, English B2 and Italian A2, in engineering degrees. The methodological design of this research comprised a classroom intervention, an analysis through surveys, and feedback sessions. The results indicate that the use of short videos for speaking practice is motivating and enriching in all the study groups and in both languages, although the participants do not consider the use of TikTok appropriate at university. In FlipGrid, on the other hand, there have been no doubts about its suitability for academic purposes. Besides, the comparison between languages, and therefore levels, indicates that Italian A2 learners view TikTok with a more positive attitude than those of English B2. Our findings bring to the fore the potential of short video recording and the need to link the academic and social contexts for a more well-rounded educational experience.

A Systematic Review of Interventions to Reduce Academic Procrastination and Implications for Instructor-based Classroom Interventions

A Systematic Review of Interventions to Reduce Academic Procrastination and Implications for Instructor-based Classroom Interventions

Exploring Translanguaging Practices in Indonesian Education

The aim of this paper is to elucidate a comprehensive perspective on translanguaging practices in Indonesian education by reviewing empirical literature published in scientific journals. There have been debates on how different languages should be treated in a language learning class especially in EFL classroom context, where students have limited access to target language use and exposure outside the classroom. This study involved 5 ELT teachers and 10 secondary students by collecting data through observations, interviews, and questionnaire. Teachers and students have the benefit of translanguaging practices in EFL classrooms, yet it should be taken into account that L1 should be adopted judiciously. They translanguage using English, Indonesian, and local languages. They have voiced their agreement to the implementation of translanguaging as pedagogy since it positively impacts EFL teaching and learning. However, few teachers have contrasting views about this voice. Future research should focus on investigating translanguaging through experimental research design or pedagogical intervention in EFL classrooms whose students are coming from multiple linguistic backgrounds. The implications of the practice of translanguaging at Indonesian Education are effective and optimal to help students as a new strategy in learning English as foreign language because it can be used to motivate and analyze students' problems in mastering English as a foreign language.

Learner knowledge of English phrasal verbs: Awareness, confidence, and learning experiences

AbstractThis study investigated the knowledge of English phrasal verbs (PVs) among Japanese university students. PVs have been described by learners as ambiguous and difficult, often resulting in their avoidance, and much of the literature has focused on how they can be taught effectively. However, it is relatively unknown as to what knowledge learners typically develop on their own without undergoing classroom interventions that focus specifically on PVs. To investigate this issue, a survey on PVs was distributed to eight different departments at universities across Japan resulting in 221 participants, with six students participating in follow‐up interviews. The data from the PV survey provided qualitative data for analysis, the interviews were transcribed, and axial coding was utilized to formulate a holistic examination of the participants’ knowledge of PVs. The results revealed that the participants had an awareness of PVs but had acquired most of them as chunks of language without much knowledge of their individual parts, which was found to lower their confidence and increase their perceived difficulty. Additionally, directional PVs, particularly with go and come, were the easiest for the participants due to L1–L2 similarities. However, their understanding of idiomatic and aspectual PVs appeared to be superficial and lacking.

Language corpus and data driven learning (DDL) in language classrooms: A systematic review

This systematic review presents a comprehensive analysis of the literature on the use of corpora and data-driven learning (DDL) in language education. Corpus linguistics encompasses the use of electronic text collections for linguistic analysis, while DDL entails using corpora for pedagogical purposes in second/foreign language teaching. DDL allows language educators to move beyond traditional methods to enhance teaching practices and learning skills. An extensive database search identified 89 pertinent studies published between 1997 and 2022 that met the inclusion criteria. The selected studies focused on keywords such as "DDL," "corpus linguistics," and related phrases to identify relevant literature discussing DDL interventions in language classrooms. Only English, peer-reviewed texts with accessible PDFs were considered for inclusion. These studies described DDL implementation in classroom settings and the common pedagogical practices, difficulties, and limitations encountered. The findings suggest that DDL has significant potential as a pedagogical tool, but challenges exist that limit its positive impact on language learning. Tailored tasks, auxiliary guidance, supplemental support, and peer/group learning were identified as effective strategies for facilitating meaningful corpus engagement for lower-proficiency students.

Conceptualising social inclusion and examining its relationship with social competence

Previous research has attempted to examine specific social aspects of the school inclusion of students with vision impairment, such as the development of social relationships with their teachers and peers and their participation in school activities. Based on Bronfenbrenner’s ecological system theory, this article presents a socio-ecological model that aims to embrace the different elements of social inclusion in school. Considering the components of this socio-ecological model, the findings of an empirical study that examined the school engagement of adolescents with vision impairment and its effect on their social competence are presented. Thirty-seven adolescents, with and without vision impairment, aged 12–14 years, participated in this study. Adolescents were divided into three groups: adolescents with severe sight impairment (previously ‘blindness’), adolescents with sight impairment (previously ‘low vision’) and sighted adolescents. Participants completed a questionnaire about their school engagement and disengagement, and their parents completed a quantitative scale about their children’s social competence. There were no significant differences found between the three participant groups in terms of school engagement, disengagement and social competence. Neither school engagement nor disengagement was a significant predictor of social competence. The findings of this empirical study revealed remarkable similarities in school engagement and social competence between adolescents with and without vision impairment. These findings may also suggest that other clinical and social factors, independent of visual functioning, affect the school inclusion and social competence of adolescents with vision impairment. Overall, the socio-ecological model developed for the purposes of this research can lead to the development of evidence-based interventions that will aim to improve the social inclusion of adolescents with vision impairment. Furthermore, the rationale of the empirical study may promote further investigation of the critical role of promoting less-intrusive classroom interventions to facilitate the school inclusion of students with vision impairment.

Influence of Teacher Intervention on College Students’ Metacognition in an Online Collaborative Learning Environment

The rapid development of the Internet, big data, and mobile Internet technology has resulted in the emergence of online collaborative learning as the primary mode of collaborative learning. Although online collaborative learning is flexible and autonomous, the learning performance of learners is not high. One of the main problems that perplexes teachers in online teaching is the high dropout rate but low completion rate. Online education has become increasingly important for improving the quality of students’ learning. Teachers’ rational use of resources, strategies, and other intervention techniques can significantly enhance the quality of online education. Exploring the effect of teacher-led classroom interventions on college students’ metacognition under the collaborative learning mode can further integrate information technology with classrooms and promote the improvement of classroom learning and teaching effectiveness. Two parallel classes, consisting of 80 students each, were selected as research subjects at Harbin University of Science and Technology in Heilongjiang Province, China. The aim of the study was to investigate the impact of teacher intervention on college students’ metacognition (specifically, metacognitive planning, metacognitive monitoring, metacognitive regulation, and metacognitive evaluation) in an online collaborative learning environment. Results show that there is no significant difference in the online collaborative learning experience between the experimental class and the control class (P = 0.3542 > 0.05). Nonetheless, the experimental and control groups differ in their metacognitive planning (t = 3.943, p = 0.000), metacognitive monitoring (t = 2.464, p = 0.016), metacognitive regulation (t = 2.024, p = 0.046), and metacognitive evaluation (t = 3.675, p = 0.000). These findings indicate that teacher intervention promotes metacognition among college students. The findings have significant reference value for the seamless integration of online teaching resources and teachers’ instruction, the customization of students’ individualized learning paths, and the enhancement of online collaborative learning performance.

Reading Circles: Triggers for Increased Engagement of EFL Learners in Extensive Reading

While reading circles have been utilized to promote extensive reading in many educational settings, studies on higher levels of reading engagement in under-researched, English-as-a-foreign-language contexts are still in their infancy. Therefore, the current study examines the factors that increase learners’ levels of engagement in extensive reading tasks. I used learner diaries to collect data from 60 undergraduate students (ages 19–23) learning English as a foreign language in Mali. The findings suggested that cohesive groups with positive norms, behavioral changes during the task (e.g., investing an exceptional effort to achieve a significant learning goal, such as reading an entire story or a novel), and enjoyment after completing a reading task corresponded with these learners’ high engagement levels in extensive reading. Although the findings of this study are specific to one group of language learners, they can still be applied to plan classroom interventions in other EFL contexts to promote learners’ reading engagement.

Collaborative technology in a hybrid learning context: exploring feeling at ease and perceived learning among college students

PurposeThis study explores collaborative technology's effectiveness in facilitating learning in a hybrid (synchronous face-to-face and asynchronous virtual) context. In particular, the study explores the critical role of students' feeling-at-ease, including its drivers and impact on their perception of the technology.Design/methodology/approachThe study included a classroom intervention in which a collaborative technology, i.e. VoiceThread, was implemented in a hybrid learning context. Online surveys, which included quantitative and qualitative components, were administered at the start and end of the semester to capture student perceptions and experiences with the technology.FindingsStudents who felt more at ease assessed the collaborative technology more positively. While extraversion was marginally associated with initial feeling at ease, technology anxiety was not. When using the technology to post content, students who felt more at ease preferred using audio or video over text. Students' perception of the importance of technology in facilitating their learning was a key mediator in the relationship between feeling less at ease and future intention to use the collaborative technology.Originality/valueThe paper investigates the implementation of a collaborative technology in a hybrid learning context, highlighting the critical role of feeling at ease in impacting its acceptance.

Authentic STEM education through modelling: an international Delphi study

BackgroundThe literature asserts that science, technology, engineering, and mathematics (STEM) education needs to be authentic. Although models and modelling provide a basis from which to increase authenticity by bridging the STEM disciplines, the idea of authentic STEM education remains challenging to define. In response, the aim of this study is to identify consensus on significant elements of authentic STEM education through models and modelling. Views were gathered anonymously over three rounds of questions with an expert panel. Responses were subjected to a multimethod analysis that pursued identification, consensus, and stability in the panel’s revealed propositions and themes around authentic STEM education through modelling.ResultsThe panel reached high consensus concerning the potential of STEM education to support learning across traditional subject borders through authentic problem solving. The panel also consented that modelling is indispensable for achieving real-world relevance in STEM education, and that model-based integrated STEM education approaches provide opportunities for authentic problem solving. Furthermore, results showed that integrating individual STEM subjects during teaching, in terms of including disciplinary knowledge and skills, requires specialised competence. Here, technology and engineering subjects tended to implicitly underpin communicated teaching activities aimed at STEM integration.Conclusions and implicationsThe panellists stress that STEM disciplines should be taught collaboratively at the same time as they are not in favour of STEM as a subject of its own but rather as a cooperation that maintains the integrity of each individual subject. Many respondents mentioned integrated STEM projects that included modelling and engineering design, although they were not specifically labelled as engineering projects. Thus, real-world STEM education scenarios are often viewed as being primarily technology and engineering based. The panel responses also implicate a need for multiple definitions of authenticity for different educational levels because a great deal of uncertainty surrounding authenticity seems to originate from the concept implying different meanings for different STEM audiences. These international Delphi findings can potentially inform integrated STEM classroom interventions, teacher education development, educational resource and curriculum design.

B - 05 Intervention Resistant Dyslexia: a Neuropsychological Profile.

Dyslexia is a brain based neurodevelopmental disorder marked by deficits in phonemic awareness and fluency. Brain structures implicated include the left superior temporal gyrus, planum temporal, and frontal regions. Convergent research supports the efficacy of multisensory, systematic, hierarchically organized, phonics-based instruction This study examines a bright, severely dyslexic youngster who, despite seven years of intensive intervention, has made little appreciable progress. Co-morbid neuropsychological weaknesses are implicated in his failure to respond to intervention. The subject is a 13-year-old, 8th grade boy who presented for neuropsychological evaluation subsequent to a history of dyslexia. He attends a specialized school employing evidence-based reading interventions in a small classroom. Despite intellectual functions in the high average range and seven years of consistent intervention, he continues to read at a first to second grade level. Findings from a comprehensive neuropsychological assessment revealed a complex profile characteristic of dyslexia with multiple unexpected deficits in several neurocognitive processes. Data revealed weaknesses in processing speed, verbal working memory, retention, and executive functions. There is little empirical research examining response to intervention in severely dyslexic children. In this case study, the cumulative impact of underlying cognitive weaknesses in speed, working memory, verbal retention, and executive functions are thought to have negatively impacted progress. This youngster is among a small population of individuals with severe dyslexia who do not respond well to intervention. There is a need for awareness of such youngsters and both neuropsychological assessment and research to determine the impact of co-occurring neurocognitive deficits contributing to poor progress.