Classroom Level Research Articles

Examination of the Relationship Between Teachers’ Emotional Exhaustion and Students’ Reading Comprehension and Achievement Emotions

ABSTRACT Purpose This study investigated the relationships between elementary school language arts teachers’ emotional exhaustion and students’ reading comprehension abilities and academic emotions. Method The sample included 63 teachers and their 1,319 students (50% males), in fourth and fifth grades (60% in the fourth grade) in the age range of 9–11 years old, from 21 elementary schools in Israel. The primary language of teachers and students was Hebrew. Teachers reported on their emotional exhaustion, and students reported on their academic emotions in their teacher’s classes. Students’ reading comprehension performance was also measured. Results Results of multilevel structural equation modeling (MSEM) showed teachers’ emotional exhaustion was related to lower reading comprehension performance. In addition, classroom-level students’ hopelessness mediated the relations between teachers’ emotional exhaustion and students’ reading comprehension. Finally, anxiety and hopelessness were negatively related to student-level reading comprehension, but hopelessness was also related to it at the classroom level. Interestingly, boredom was positively related to classroom-level reading comprehension. Conclusions These results support previous findings showing negative relations between teachers’ emotional exhaustion and students’ reading comprehension and clarify the mediating role of hopelessness in these relations.

Effects of the dyadic FirstStep2Health intervention on parents’ behaviour and anthropometric outcomes: a secondary analysis of a cluster randomised trial

ObjectivesThis study aimed to examine the preliminary efficacy of the FirstStep2Health versus usual care control on improving parents’ lifestyle behaviours (moderate to vigorous physical activity, screen time, fruit/vegetable and fibre...

Factors Influencing the Implementation of Data-Driven Techniques for Students’ Mental Health

Data-driven methods are being implemented in many schools around the world to improve education. In this study, two schools were studied to investigate how they implemented datadriven methods for the monitoring and improvement of the well-being of their students. These schools were part of a Swedish national program where 15 schools participated to use data on both classroom, school, and system levels for school improvement. We identified five factors that influenced the implementations, namely data collection and analysis, frequency, anonymity, involving students, and organizational changes. We conclude that continuous and frequent data collection provided insights on students´ well-being that cannot be achieved without systematic data collection. Since this kind of data collection can be time-consuming, dedicated digital tools can be used to automate data collection and analysis. These tools can also provide a better basis for decision-making since it is easier to connect and visualize data. We also conclude that the European Union’s (EU) General Data Protection Regulation (GDPR) is important when using student data, and there is a need for national guidelines on how to use data securely and efficiently in schools.

Inclusive Excellence in Practice: Integrating Equitable, Consequential Learning and an Inclusive Climate in Higher Education Classrooms and Institutions

In education, initiatives aimed at improving diversity, equity, inclusivity, and justice (DEIJ) are often conceptualized and implemented separately from those addressing students’ and faculty’s learning — and the reverse is also true. In this theoretical paper with an empirical illustration, we present a holistic framework based on our experience with a comprehensive change initiative. The I2 Framework posits that DEIJ and learning goals need to be addressed simultaneously and at multiple, intersecting organizational levels. Through a systems approach, I2 integrates change activity across two dimensions: one representing goals of reform (DEIJ and improved learning) and another representing levels of organizational change (classroom and department/organization). I2 integrates the work of creating equitable, consequential learning opportunities in the classroom and the work of creating an inclusive climate at the departmental/organizational level, emphasizing their inherent relatedness. We provide an empirical example based on design-based implementation research and related mixed methods analyses of a multi-year change project in an engineering department at a large, public university in the United States. The example highlights a need to shift the nature of this work, how we do this work, and the environment and culture within which we do this work at both the classroom level and the department level. The example also illustrates ways that elements of the change initiative intersected with existing institutional practices, leading some innovations to succeed and others to be resisted. The I2 Framework provides guidance to practitioners, policymakers, and leaders working towards equitable, consequential learning at the classroom level and an inclusive climate at departmental and institutional levels.

A Methodological Review of Stimuli Used for Classroom Speech-in-Noise Tests.

Listening is the gateway to learning in the mainstream classroom; however, classrooms are noisy environments, making listening challenging. Therefore, speech-in-noise tests that realistically incorporate the complexity of the classroom listening environment are needed. The aim of this article was to review the speech stimuli, noise stimuli, presentation mode, and presentation levels of current classroom speech-in-noise tests to determine how representative they are of real-world classroom listening. A comprehensive search of Scopus database following the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews guidelines was conducted to identify classroom speech-in-noise tests used in the research literature. The search term was classroom AND (listening OR (speech AND (perception OR intelligibility OR recognition OR discrimination) AND noise) OR speech-in-noise) AND (test OR task OR measure OR assessment) AND children in the article title, abstract, and key word fields. A total of 97 papers met the criteria to be included in the review. While the speech and noise stimuli were generally presented at realistic speech and noise levels, the speech materials were not representative of real-world classroom listening. Additionally, unrealistic noise and presentation modes were used in several studies. This review will help researchers choose appropriate speech-in-noise test stimuli in future research and also help researchers understand what to consider when creating new speech-in-noise tests for classroom listening. https://doi.org/10.23641/asha.27659619.

THE MEDIATING EFFECT OF SCIENTIFIC EPISTEMOLOGICAL BELIEFS ON THE RELATIONSHIP BETWEEN CLASSROOM SOCIAL ENVIRONMENT AND ADAPTIVE LEARNING ENGAGEMENT OF SCIENCE STUDENTS

This study explored the potential mediating impact of scientific epistemological beliefs on the correlation between the classroom social environment and adaptive learning in the field of science. The researcher used a quantitative non-experimental approach using a correlational technique. The study was conducted in seven selected public schools in Davao City where senior high school students are present. There were two hundred ninety (290) grade 12 student participants in total. The researcher applied the five Likert Scaling Method wherein the respondents will choose between 1 - 5, 4.20 - 5.00 is very high and 1.00 - 1.79 is very low. Also, ethical procedures were observed. The data that were gathered from the Level of Adaptive Learning Engagement of Science Students showed high levels. In addition, The Correlations between Classroom Social Environment and Scientific Epistemological Beliefs of Science Students, The Correlations between Adaptive Learning Engagement and Classroom Social Environment, and The Correlations between Scientific Epistemological Beliefs of Science Students and Adaptive Learning Engagement also showed positive correlations. Meanwhile, the Level of Classroom Social Environment and Level of Epistemological Beliefs was found to be moderate in level. Therefore, there is a significant effect of the Mediating Effect of Scientific Epistemological Beliefs, but student adaptive learning engagement emerges as a concern to address challenges like low achievement, disinterest, alienation, and high dropout rates.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0998/a.php" alt="Hit counter" /></p>

A Study on the Listening Environment in Schools for the Inclusive Education of Students with Hearing Impairments

Purpose: The purpose of this study was to investigate the listening environment for students with hearing impairments in inclusive education, providing fundamental data for establishing performance standards and improving classroom listening environments for these students.Methods: The teacher’s voice signal, classroom noise, and reverberation time were measured and analyzed in general classrooms, special education classrooms, and gymnasiums from 10 elementary schools where students with hearing impairments receive inclusive education.Results: The average equivalent noise level in the general classrooms was 56.8 dBA, and it was 53.4 dBA in the special education classrooms. The signal-to-noise ratio was +12.3 dB in the general classrooms, +15.7 dB in the special education classrooms, and +5.1 dB in the gymnasiums. The reverberation time was 0.4 seconds in the general classrooms, 0.5 seconds in the special education classrooms, and 0.8 seconds in the gymnasiums.Conclusion: Currently, it can be difficult for students with hearing impairments to effectively listen in inclusive educational environments. Therefore, improvements are needed to create better listening conditions.

Peer non-cognitive self-perception and school performance: estimates using the student friendship network at classroom level

This article investigates whether the individual academic performance is affected by peers’ self-perception about own personality and being valued in the classroom. The empirical estimations use a unique educational dataset that comes from a research institute of the Brazilian Ministry of Education (Fundação Joaquim Nabuco – FUNDAJ/ MEC, 2013), which provides crucial information for the proposed identification strategies. These strategies are based on: (i) the architecture of friendships network composed of heterogeneous reference groups within the classroom, (ii) the use of longitudinal evaluation of scholastic achievement, where all the students surveyed are submitted to a math test in the beginning and at the end of scholar year and (iii) the control of the network fixed effects. The results show students perform better when their friends demonstrate a positive self-perception of own personality and do not feel left behind in the classroom. Furthermore, when omitted variable bias is controlled for, the impact of peers’ socio emotional skills on individual achievement is even stronger.

Teachers perspectives on positive and inclusive sex education in Dutch secondary schools

Abstract Sex education in schools can play an important role in improving young people’s sexual health. Dutch youth are often dissatisfied with the sex education they receive at school; they want more attention to discussing pleasure, consent and diversity. While there have been various calls for positive and inclusive sex education over the past decade, still very few schools provide it. This study examined teachers’ perspectives on positive and inclusive sex education and documents the barriers teachers are confronted with in providing this type of sex education. Based on an online questionnaire survey of 508 sex education teachers, we examined the extent to which teachers possess the knowledge, attitudes and skills that facilitate the delivery of positive and inclusive sex education. We also held focus groups with 25 teachers from 10 schools and explored what they consider to be key barriers and best practices in teaching positive and inclusive sex education. Teachers overall have the knowledge, attitudes and skills that are needed to provide positive and inclusive sex education, but there is room for improvement, for example regarding knowledge on intersex individuals and the clitoris. Teachers experienced barriers at three levels: the personal level (e.g. personal discomfort), the classroom level (e.g., safety in the classroom) and the structural level (e.g. sex education not being part of the national curriculum; lack of time). Structural barriers seem to be at the basis of the barriers at the personal and classroom level. It is advised that positive and inclusive sex education gets a permanent place in the national curriculum. By developing concrete core objectives in the area of relationships, sexuality and diversity, for all grades, and by providing more extensive teacher training, teachers and schools will be facilitated to organize sex education in a more sustainable way. Key messages • Sex education teachers in the Netherlands desire better training to provide positive and inclusive sex education in the classroom. • Integrating sex education in the national curriculum would help teachers to address sexuality in a more sustainable way in the classroom.

Classroom indoor air quality and noise level assessment of different educational institutions in a university area in Bangladesh

Introduction: The classroom environment is crucial for fostering effective learning and safeguarding teacher-student health. This study assessed the Indoor Air Quality (IAQ) and noise levels in classrooms across three institutions: a university, a secondary and higher secondary school (called a school and college), and a primary school. Materials and methods: Various IAQ parameters such as Particulate Matters (PM2.5 and PM10), Carbon monoxide (CO), Carbon dioxide (CO2), Total Volatile Organic Compound (TVOC), and temperature, Relative Humidity (RH), light, and noise levels were measured using calibrated instruments from February to March 2024. Results: The air pollutants and noise levels varied among the institutions. The mean values of PM 2.5 (76.6 µg/m3) and PM (116.7 µg/m3) were highest The mean values of PM 2.5 (76.6 µg/m3) and PM (116.7 µg/m3) were highest in the primary school, while CO (0.82 ppm), light (92.9 lux), temperature (27.6 °C), and noise levels (77.6 dB) peaked in the school and college. University classrooms showed the maximum concentrations of CO2 (804.9 ppm), TVOC (32.9 ppb), and RH (58.6%). In all institutions, PM2.5, PM10, and noise levels exceeded WHO-recommended limits, whereas CO, CO2, RH, and temperature remained within their respective standards. Light levels were below Occupational Safety and Health Administration (OSHA) guidelines. Correlation analysis showed significant positive correlations between PM2.5 PM10, and CO. Hazard Quotient (HQ) values for PM 2.5 and PM10 exceeded 1.0, indicating potential health risks. Variations in pollutants and noise levels among institutions may be due to classroom facilities, student density, ventilation systems, and student activities. Conclusion: Long-term exposure to IAQ pollutants and noise levels could impair cognitive function, respiratory health, and overall well-being of the students and educators. Implementing proper ventilation (e.g., HEPA filters) systems, soundproofing acoustic panels, and continuous IAQ monitoring is recommended for a safer classroom environment.

CO2 Levels in Classrooms: What Actions to Take to Improve the Quality of Environments and Spaces

CO2 Levels in Classrooms: What Actions to Take to Improve the Quality of Environments and Spaces

MANAJEMEN PENDIDIKAN KARAKTER BERBASIS KEARIFAN LOKAL: BUDAYA SUKU GAYO

<p>This study aims to analyze character education management based on local wisdom in junior high schools in Ketol Subdistrict, Central Aceh. The approach used is qualitative with observation, interviews, and documentation methods. The research results show that the planning, implementation, organization, and control of character education based on local wisdom have been running well, although there are some supporting and inhibiting factors. Local wisdom-based character education has not been systematically planned as a specific program or curriculum, so it is only integrated into certain subjects such as Arts and Crafts. Challenges include the absence of specialized teachers to teach local wisdom values, lack of specific subjects, and the absence of funding allocation from the local government. Despite these challenges, school principals play a crucial role in coordinating character education programs and ensuring the active involvement of all parties. The internalization of local wisdom values is carried out simultaneously by teachers, most of whom are of Gayo ethnicity. The integration of local wisdom values such as togetherness, responsibility, and honesty into character education is important to shape a generation with identity and high morals. Implementation at the school and classroom levels includes advice, habituation, and exemplary behavior. This local wisdom-based character education is expected to have a positive impact on improving students' character in Ketol Subdistrict.</p>

The management of English as medium of instruction (EMI) policy at an Indonesian technological institution

Due to its internationalization agenda, higher education institutions (HEI) in Indonesia adopted English as medium of instruction (EMI) programs despite the absence of a national policy document to regulate EMI. Studies on EMI policy in HEI focused on the effect policy could have on the dominant group and gave less highlight on EMI policy implementation management. This case study examined the management of EMI as language policy at the meso-(institutional) and micro-(classroom) levels. The data sources include the institutional policy document related to the EMI program, and interviews with seven EMI officers and seven EMI teachers at a Technological Institute in Indonesia. Using Spolsky's language management framework for the "sensitizing concept," the result of the thematic analysis of the data shows three major categories of EMI policy management: EMI classroom management mechanism, language-related mechanism, and incentivization mechanism. The EMI teachers practice EMI differently in the classroom. Three teachers used English only, while four teachers used multilingualism for content comprehension. The most highlighted managerial and teaching problems come from the students’ recruitment. Therefore, reflecting on the constrain due to the management, it is recommended that the Ministry of Education provide more concrete and practical guidance on EMI implementation in Indonesia.

Impacts of the Mindset Teams Programme on Teacher Outcomes and Pupil Educational Attainment: Secondary Data Analysis

We evaluated the impact of a growth mindset intervention on pre-specified teacher outcomes and pupil academic attainment and attendance. Delivered over 12 months, the Mindset Teams intervention provides teachers with formal and self-directed online learning, and an opportunity to implement evidence-based growth mindset practice in the classroom setting. The intervention aims to influence teacher practices to improve pupil resilience for learning and bring about positive impacts on pupil attainment and health outcomes. Impacts on teachers were explored through pre- and post-intervention survey data (570 and 301 respectively). Pupil attainment and attendance data from 1220 schools, 72 of which received the intervention, across years 2017–2021 (minus 2020), were analyzed using weighted mixed effects models, using a Difference-in-differences framework. Bayes factors were calculated as a measure of strength of evidence. Results suggest positive impacts of the intervention on teacher outcomes and indicate a moderate effect (+3% (95%CI +1%, +6%)) of programme delivery on writing attainment, but no evidence of effect for other outcomes. Findings highlight important issues for further research, specifically the need to explore programme impacts using pupil or classroom level data.

Teachers’ Questioning Practices in Chinese Secondary Biology Classrooms

AbstractAcross the curriculum, the questions that teachers ask in class direct learners’ attention to key subject matter, and shape what they learn. This paper examines the types of questions that Chinese school Biology teachers ask, and considers how and why they vary their questioning in the context of scientific practices. Six teachers from four schools in Xi’an City in mainland China took part. Three lessons were observed for each teacher, followed by interviews in which teachers were asked to focus on specific teaching episodes and explain their questioning. Findings reveal that teachers’ questions were mostly closed-ended, but in certain types of lessons their questions were more open and they used questions to manage class discussion. Teacher questioning is affected by personal beliefs, institutional working practices, and external policy shift, and teachers experienced tension in navigating between these factors. The results have important implications for policy and practice; for example, teacher educators need to recognize the complexity of teacher questioning and encourage teachers to discuss the challenges associated with asking more open questions, while policy-makers need to acknowledge the impact their decisions can have at the classroom level.

Advocates for STEM education: Developing advocacy identity in STEM teacher leadership

AbstractScience, technology, engineering, and mathematics (STEM) teacher advocacy is a particular skillset within STEM teacher leadership, but little is known about how STEM teacher leaders develop their identity as advocates for STEM education. To glean a more nuanced and deeper understanding of developing advocate identity among STEM teacher leaders, we conducted a duoethnographic study to critically reflect on our lived experiences as STEM teacher leaders engaged in advocacy. Drawing upon identity theory to frame our study, we co‐developed and individually responded to a set of questions and prompts that critically interrogated our experiences, leading toward identifying as advocates for STEM education. Multiple subsequent critical discussions about our responses led to a recorded dialogic conversation, which acted as our site of research. Emergent themes from duoethnographic analysis revealed having increased awareness of STEM education policies and their impacts, recognizing injustices affecting marginalized communities, and acknowledging systemic barriers preventing community voices in policymaking helped to strengthen our advocacy identities. The dialogue also emphasized the importance of reaching out to communities to understand needs when developing policy recommendations. We conclude the study by making recommendations to support STEM teacher leaders interested in engaging in advocacy at the individual classroom, school, and district levels.

The interplay between autonomy support and structure in the prediction of challenge-seeking, novelty avoidance, and procrastination

Although teachers’ autonomy support and structure are considered essential elements of the classroom environment to promote effective learning strategies, prior research has sometimes provided conflicting results. This inconsistency may stem from how autonomy support and structure relate to some outcomes but not others. Alternatively, this variability might be attributed to nonlinear relations, which have been scarcely tested thus far. In this cross-sectional study, we revisited this issue by examining both the linear and curvilinear relations of autonomy support and structure to challenge-seeking, novelty avoidance, and procrastination. Participants were 3,271 adolescents (M age = 15.91, SD = 0.34 years; 59.8% females) from 116 classrooms. Multilevel polynomial regression analyses revealed that, compared to structure, autonomy support was a more reliable predictor of challenge-seeking, both at the student and the classroom levels. In contrast, structure predicted novelty avoidance and procrastination more reliably at both levels than autonomy support. Response surface analyses indicated that the most desired pattern existed at the line of congruence. Our findings suggest that both autonomy support and structure are needed to enhance students’ learning strategies. However, the degree of necessity may vary for specific outcomes, with one potentially being more crucial than the other.

Teachers’ instructional support and students’ peer relationships in the classroom

ABSTRACT The study aimed to investigate the association between teachers’ instructional support and peer relationships among Norwegian students in grades 5–10 (ages 10–15). The mediating role of student engagement was investigated. Furthermore, we investigated the effect of student behaviour on peer relationships and whether these associations were mediated by instructional support. The quality of instructional support was measured using the Classroom Assessment Scoring System (CLASS) observation protocol and student reports. Peer relationships were measured by self-report in the fall and the spring of an academic year. Student’s mental health problems and reactive aggressiveness were measured in the fall. The analyses were conducted within a Multilevel Structural Equation Models (MSEM) framework. The results indicated that peer relationships were stable from fall to spring at both the classroom and student levels. Observed, but not student-reported, instructional support was associated with peer relationships. Furthermore, when reactive aggressiveness and mental health problems were controlled for, students’ perceived instructional support in the fall was associated with peer relationships in the spring. The results emphasise the importance of teachers’ instructional support for the quality of peer relationships and affective and instructional aspects of teaching do not need to compete.

Negotiating Knowledge Through Mathematical Activities in Classroom Interactions

What students are learning in mathematics classrooms can be analysed from a wide range of perspectives, focusing on the mathematical content, the mathematical processes or the mathematical activities. There is also a social dimension intertwined with this cognitive dimension that focuses on what mathematical activities in particular are established as socio-mathematical norms within a classroom. It is through these norms that students learn what it is to both learn mathematics and what it means to do mathematics. In this article I add a further epistemic dimension to illustrate how these socio-mathematical norms are co-constructed through interactions in a dynamic way. The analysis reported in this paper draws on video data of 65 lesson segments where students made their thinking explicit, taken from an original sample of 133 naturally occurring mathematics lessons with 81 teachers identified as including cognitively demanding mathematics. Using ethnomethodological conversation analysis and the epistemic dimensions of interaction initially outlined by Heritage and colleagues, a fine-grained sequential analysis of the interactions including students’ detailed contributions around cognitively demanding activities within these lessons illustrates how epistemic access, primacy and responsibilities are continually negotiated in interaction. Students’ rights to make knowledge claims or obligations to demonstrate their knowledge are negotiated in ways that influence students’ and teachers’ epistemic authority and stance. The analysis shows how the cognitive and social dimensions are intertwined both at an individual level but also at the classroom level that establish and reinforce the norms around the access and primacy of ideas and knowledge in interaction. These epistemic negotiations have consequences on the nature of mathematical activities that students experience and participate in, and subsequently their opportunities to learn mathematics.

How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators

AbstractStrategies that promote student voice have long been championed as effective ways to enhance student engagement and learning; however, little quantitative research has studied the relationship between student voice practices (SVPs) and student outcomes at the classroom level. Drawing on survey data with 1,751 middle and high school students from one urban district, this study examined how the SVP of seeking students’ input and feedback related to their academic engagement, agency, attendance, and grades. Findings revealed strong associations between this SVP and student engagement. Additionally, results showed that having just one teacher who uses the SVP is associated with significantly greater agency, better math grades, higher grade point averages, and lower absent rates than having no teachers who do so. In models testing interaction effects with choice, responsiveness, and receptivity to student voice, teachers’ receptivity was strongly associated with all outcomes. Few interaction effects were found. This study contributes compelling evidence of the impact of classroom SVPs and teacher receptivity to student voice on desired student outcomes.