Students In Classroom Research Articles

Comparative study of teachers’ attitudes, self-efficacy and job satisfaction when teaching gifted students in Ethiopia and Kenya

ABSTRACT In sub-Saharan Africa, the literature is scarce on teachers’ preparedness to support gifted education in classrooms. Thus, attempts have been made to understand the association between teachers’ attitudes, self-efficacy and job satisfaction when teaching gifted students in classrooms. Ajzen’s theory of planned behaviour was operationalised as a framework to estimate attitudes and self-efficacy’s effects on variance in job satisfaction. Altogether, 308 teachers were recruited from Ethiopia and Kenya. The data were subjected to structural equation modelling, confirmatory factor analysis, path and moderation analyses, and two-way analysis of variance. A strong correlation was found between attitudes and self-efficacy, but both variables did not predict job satisfaction. The study recommends developing teacher training programmes to help improve teachers’ attitudes and self-efficacy.

The Role of AI in Supporting Dyslexic Students in the Language Classroom

The qualitative paper explores the transformative potential of artificial intelligence (AI) in enhancing language learning for students with dyslexia. To do so, the study delves into existing literature to understand the unique challenges faced by dyslexic learners and the upcoming role of AI in addressing these challenges. Then, the paper highlights three innovative ways AI can be integrated into the language classroom to support dyslexic students: 1) AI as a writing helper, utilizing context clues to assist in proofreading and refining student writing; 2) AI as a text-to-speech assistant, providing auditory support for reading and comprehension tasks; and 3) AI as a tool to practice target vocabulary, where AI generates personalized exercises enabling students to master key vocabulary. Each suggestion is scrutinized for its practical implications, benefits, and potential limitations, providing a balanced perspective on the integration of AI in educational settings. The paper aims to contribute to the discourse on technology as a way to achieve a better learning environment for students with dyslexia.

Examining the Impact of Teachers’ Cognitive Load on Student Engagement and Learning Outcomes in Saudi Classrooms

Background Examining the influence of cognitive load on teacher strategies, engagement of students, and the learning experience as a whole is essential in an age of educational reform and rapid technological evolution in instruction to become more effective pedagogues and positively impact student learning outcomes. This study explicates the experience of cognitive load on teachers and their ability to teach and engage students in the Saudi Arabian 21st-century classroom. Methods The study employed a qualitative research design to investigate the experiences of the 35 Saudi teachers through an essential initiative stratum of how they were selected in a randomized stratified process to ensure as much diversity as possible in the teaching community throughout Saudi Arabia. Data was collected through open-ended questionnaires and analyzed using thematic analysis to ascertain primary patterns and themes emerging from the data. Results The analysis found that (1) cognitive load significantly impacted teachers’ choice of instructional strategies. (2) Classroom performance was also impeded due to cognitive load as teachers struggled to engage and manage the learning of the students inside the classroom; (3) systemic and environmental forces devolving curriculum and integration of technology into instruction increased cognitive demand for the teachers, and (4) teachers employed various adaptive practices to manage their cognitive demands. They demonstrated tremendous resilience and adaptability in their practice. Conclusion The study findings have practical implications for educational policy and practice, primarily that educational policy and practice should focus on providing specific assistance and professional learning for teachers managing cognitive load. Finally, based on the findings, the study’s limitations and recommendations for further research are discussed.

Can We Talk? Teacher Booktalks as an Influence on Intermediate Readers’ Choice Reading Selections

This study investigated the impact of booktalks on 5th-grade students’ choice reading selections. The experimental design had 22 students in a treatment classroom where four booktalks across four distinct genres were delivered bi-weekly for an academic year (64 books in total) with opportunity for immediate checkout—three copies of each title were available. The same books in the same quantities were made available to students in the control classroom but no booktalks were provided to the students. Throughout the year, a growing positive climate of reading was observed in the treatment classroom with great excitement over the booktalks being demonstrated by the students who exhibited a strong desire to read the books. Observations and reporting from the control classroom did not yield a similar situation. A two-tailed t test showed a statistically significant difference in the circulation of books featured in booktalks in the treatment classroom over books simply displayed in the control classroom. Surveys indicated that the booktalks were particularly influential in the decisions made by 5th-grade students in the treatment classroom regarding their reading.

Masking is good, but conforming is better: The consequences of masking non-conformity within the college classroom.

In the years following the acute COVID-19 crisis, facemask mandates became increasingly rare, rendering masking a highly visible personal choice. Across three studies conducted in the U.S. in 2022 and 2023 (N = 2,973), the current work provided a novel exploration of the potential impacts of adhering to vs. deviating from group masking norms within college classrooms. Experiments 1 and 2 used causal methods to assess the impact of hypothetical target students' masking behavior on participants' beliefs about that student's classroom fit (e.g., how well they fit in, how much their professor likes them, whether they are invited to study group). Maskers were expected to experience more classroom inclusion relative to non-maskers, but the largest effects were conformity effects: participants expected that students who deviated from a class's dominant mask-wearing behavior would experience massively lower classroom fit. Study 3 used correlational and qualitative methods to establish the real-world impact of mask conformity in a diverse sample of college students. Students reported believing that masking-and mask conformity-impacted others' perceptions of them, and reported avoiding deviating from masking norms. Students reported that their desire for mask-conformity impacted both their willingness to enroll in courses and their actual masking behavior, suggesting both academic and public health impacts. Across all three studies, we asked whether pressures to conform have disproportionate effects on particular groups, by exploring the effects of gender (Studies 1 and 3), immune-status (Studies 2 and 3) and race (Study 3). Our data raise important issues that should be considered when determining whether to e.g., enact mask mandates within college classrooms and beyond, and for understanding the cognitive and social consequences of mask wearing.

Assessing Thermal Comfort and Indoor Air Quality: In an Educational Facility of a Semi-Arid Climate Zone

There are three main approaches to human thermal comfort; a psychological approach, a thermo-physiological approach, and an approach based on human energy balance. According to the ISO 7730 and ASHRAE Standard 55-2023 standards, the psychological approach defines thermal comfort as a mental state in which individuals feel satisfied with their surrounding environment. According to this definition, thermal comfort is very subjective and may vary between individuals, as well as according to the environment and climate. This study aimed to evaluate the thermal comfort levels of students in primary and high school classrooms situated within the semi-arid climatic conditions of Şanlıurfa. For this purpose, 15 Temmuz Şehitleri Secondary School, Kadir Evliyaoğlu College, and TOBB Science High School in Şanlıurfa were chosen as fieldwork locations. Within the scope of the study, the climatic conditions (classroom temperature, air velocity, humidity, radiant temperature, Tw, Tg carbon dioxide) were measured, and how the students felt under the thermal conditions of these classrooms was evaluated. The study encompasses both the heating season (winter) and the non-heating season (summer). Based on the findings obtained from the study, PMV (Predicted Mean Vote) and PPD (Predicted Percentage Dissatisfied) values and whether they are suitable thermal comfort for the people in these places tried to be determined by mathematical modeling and standards such as ASHRAE Standard 55-2023. While PMV values ranged between −0.58 (North) and 2.53 (East+South+West), PPD values were observed between 5% (South and some North facades) and 94% (East+South+West). While the South facade offers values close to the comfort range of 0.01–0.02 in terms of PMV, the East+South+West facade shows serious thermal discomfort with a PMV value of 2.53 and a PPD value of 94%.

Determining the mental-risk-taking of ımmigrant students in mathematics classroom

Determining the mental-risk-taking of ımmigrant students in mathematics classroom

The Impact of the Zuvio Blended Literature Circle on EFL Students' Motivation and Self-Efficacy

This study investigates the integration of Zuvio Blended Literature Circle in English language instruction, focusing on enhancing learning motivation and self-efficacy among lower-intermediate students in large classrooms. The quasi-experimental research involved 105 university students over a semester, using mixed methods. Quantitative findings showed significant improvements in learning motivation (average scores rising from 75.07 to 81.91, p<.001) and self-efficacy (scores increasing from 90.11 to 94.70, p<.001). Qualitative data revealed enhanced classroom dynamics, with students showing greater initiative and supportive peer interactions. The incorporation of both expository and narrative texts enriched linguistic input and prompted discussions on various themes. Results indicate that the Zuvio Blended Literature Circle effectively addresses instructional challenges in large-class settings, significantly boosting students' motivation and self-efficacy in language learning. This study provides valuable insights for improving English education in similar contexts.

Creating Highly Structured Classrooms for Students in Alternative Education Settings

Students are often placed in alternative education schools or settings (AES) for behavioral issues that cannot be effectively supported in a general education setting. A large portion of students educated in AES have a diagnosed emotional and behavioral disorder (EBD). An AES teacher is required to provide students with the most effective behavior intervention while taking into consideration the specific behavioral needs of the students with EBD. The purpose of this article is to provide teachers with steps for creating a highly structured classroom environment. Strategies that can be implemented to improve the behavioral outcomes of students with EBD are discussed.

Analysis Of Teaching Materials For Sixth-Grade Students In Inclusive Classrooms At SDN 2 Bengkala

Inclusive education seeks to accommodate students with diverse needs, including those with hearing or speech impairments, ensuring equitable learning opportunities. This study examines the media and learning materials used in inclusive classrooms at SDN 2 Bengkala, a public elementary school renowned for its commitment to inclusivity. The research aims to identify effective strategies for integrating digital media and materials that cater to the specific needs of students with disabilities while adhering to the Merdeka curriculum. Using a qualitative approach, data were collected through in-depth interviews with teachers and observations of sixth-grade classroom activities. The findings reveal that inclusive classrooms require digital media featuring visually appealing content, such as animated cartoons, vibrant images, and integrated sign language, accompanied by audio elements. Such materials play a crucial role in maintaining student engagement and ensuring comprehension, particularly for students with hearing or speech impairments. Additionally, alignment with the Merdeka curriculum facilitates a structured yet flexible learning experience, addressing both academic goals and individual needs. The study concludes that visually stimulating and interactive digital media significantly enhance the learning experience in inclusive settings. Incorporating sign language into visual content further bridges communication gaps, fostering a more inclusive learning environment. These findings underscore the necessity of tailoring educational resources to the diverse needs of students in inclusive classrooms, advocating for broader implementation of such practices to promote inclusive education nationwide.

The Impact of Motivational Factors on Foreign Language Learning

This study examines how teachers in Albanian high schools employ methods, techniques, and strategies to motivate students in foreign language classrooms. The research highlights the unique cultural and contextual factors influencing motivation within this setting, including students’ adaptation to new academic environments and the interplay between teacher support and socio-cultural expectations. Drawing on interviews and survey data, the study explores both widely recognized and less commonly reported practices—such as localized teaching aids and contextualized storytelling—and clarifies how these strategies resonate with students at different proficiency levels. The findings underscore the importance of a supportive classroom climate, constructive feedback, and real-life connections to the lesson content. Ultimately, this work offers practical recommendations for educators seeking to enhance motivation and improve teaching practices on a global scale.

Концептуальные основы дидактики И.Я. Яковлева и современные технологии самостоятельной работы обучающихся в педагогическом вузе

The article is devoted to the study of the conceptual foundations of I.Ya. Yakovlev's didactics. The work presents an analytical description of the technologies of independent work, self-development, self-education in the pedagogical system of the educator of the Chuvash people. Based on the content of federal state educational standards of higher education, the author proves the relevance of I.Ya. Yakovlev's didactic system in modern conditions of the implementation of the "Core of Higher Pedagogical Education", their innovative nature, the effectiveness of the organization of the educational process in the Simbirsk Chuvash Teachers' School. The work presents the results of the analysis of modern curricula in the direction of training "Psychology and Pedagogy of Preschool Education" for the presentation of a description of technologies and the amount of time for completing assignments for independent work. The study of I.Ya. Yakovlev's didactic system is built taking into account the knowledge, ethnocultural, personological paradigms and on the principles of consistency and competence. The results of the study, obtained on the basis of theoretical analysis of pedagogical literature and normative regulators of education, have a methodological nature, are consonant with the requirements for the results of the formation of universal, general professional and professional competencies. The author presented a substantive analysis of the author's and advanced technologies for the 18th century for organizing the classroom and extracurricular work of students: reading, retelling, taking notes on pedagogical literature, research, project, essay-reasoning, developing logic and critical thinking. The described technologies require reconstruction in new socio-cultural conditions, they can be recommended for use in the educational process of a modern university.

How practising social workers benefit from teaching social work students in university classrooms

ABSTRACT This paper explores the impact on practising social workers who engage in teaching social work students in a university classroom setting. Using a narrative inquiry approach, focus group interviews were conducted with social workers from three London local authorities to understand how teaching opportunities influence their professional development and practice. The findings reveal that classroom interactions, characterized by dialogical engagement and student curiosity, prompt social workers to reflect on and reconsider established social work knowledge and practices. Teaching in a university environment invites practitioners to develop a revised understanding of their professional identity by enhancing self-reflexive opportunities and by freeing up new ways to think about social work. These insights, often cultivated by students asking unanticipated questions, are taken back to the practitioners’ workplace, potentially leading to shifts in their practice with colleagues and service users. The paper concludes that teaching not only benefits students, but also offers practising social workers unique opportunities for continuous professional development, as university classrooms can foster a dynamic, social constructivist approach to learning.

Å tenke med Polanyis kunst- og kunnskapsfilosofi

Taking the Hungarian scientist and philosopher Michael Polanyi’s theoretical framework as a point of departure, this article investigates how the language promoting and developing potential of metaphors may be utilized in classroom teaching. Polanyi sees the metaphorical expressions in poetry and art, and in general the imagination’s ability to synthesize the otherwise ambiguous and chaotic elements of life, as equally valid modes of knowledge as those of science. His most important discovery is the structure of tacit knowing. This structure is described as a “from-to knowing”. By this Polanyi means that what we have in focal awareness, as in a metaphorical expression or an artwork, always bears upon something we are “only” subsidiarily aware of, as for example the tacit understanding of the semiotics, bodily sensations, life-world experiences or historical and theoretical facts. This article investigates three aspects of “from-to knowing” as embodied in art: the functional, the phenomenal and the semantic. The ontological aspect is inferred from these three. Through empirical studies of how teachers and senior college students in upper secondary Nordic classrooms attribute values to metaphors and artworks, the article investigates how the concepts of Polanyi reveal the language learning potential specifically of literature, in “real” teaching and learning contexts. Polanyi´s viewpoints on intentionality, “being in the world” and embodiment intersect with views expressed by other phenomenologists. However, we find that Polanyi´s unique contribution to phenomenology in general, and literature education specifically, is that it gives profound insights into the structure of intentionality that is particularly helpful in making us understand the complexity of levels at work in literature.

Turn-taking to Analyze the Current Situation of English classes in Chinese high school students

English is one of the most widely used languages of communication in the world and is crucial to China's interaction with the rest of the world in the fields of business, education, science and technology, and culture. In China's education system, English, as a core subject, is compulsory from primary school to university. High school is a critical period for students to improve their English skills, which can have a long-term impact on one's academic and career development. However, due to the restrictions of classroom routine, teachers are the masters of discourse, and students have no right to speak. Instead, their right to speak is granted by the teacher or classroom rules, and who, when, and what is said is set in stone. Such classes deprive students of the opportunity to practice rotation skills. Taking turns can motivate students to learn a second language. In a conversation, students need to listen carefully to what others are saying, if they can't understand the conversation, the conversation won't happen. This allows students to absorb a large amount of input language and turn it into absorption, ultimately reaching language proficiency. However, due to the limitations of the classroom discourse wheel, students may miss out on part of the intrinsic motivation for second language acquisition. This study attempts to explore the rotation rules and its pragmatic strategies in the interaction between teachers and students in English classrooms, so as to enable English learners to master the rotation rules and conversational strategies, achieve good communicative effects, stimulate the vitality of classroom teaching and improve the quality of teaching.

Exploring Innovative Approaches to Integrate Child Development Theory in Primary Classrooms

As education reforms prioritize comprehensive skills over traditional knowledge transmission, the limitations of the "one-size-fits-all" teaching approach have become evident. Theoretical frameworks, including Piaget's cognitive development theory, Vygotsky's sociocultural theory, and Gardner's multiple intelligences theory, provide valuable insights for tailoring instructional strategies to individual learning needs. This study explores the integration of child development theories into primary education, addressing the diverse cognitive, emotional, and social needs of students in contemporary classrooms. This research highlights innovative teaching methods grounded in these theories that can enhance student learning outcomes and support teachers' professional development. While the study identifies potential challenges in implementing these theories, particularly in resource-limited environments, it underscores the necessity for adaptable and innovative practices. Future research should focus on empirical studies to evaluate the practical applications of these theories across diverse educational settings, aiming to improve teaching effectiveness and student engagement.

Unveiling Truths Amidst the Transition of Instructional Practices in Public High Schools

The study aimed to determine the root cause of stress of secondary public school teachers in Leyte Division during the transition of instructions from modular distance learning or blended learning to face-to-face learning modality. The study also aimed to determine the coping mechanisms of teachers amidst the stress of transition. The study interviewed ten public school teachers from Leyte Division who were selected through purposive sampling technique. The interviews were conducted using a researcher-made interview guide. The interviews were audio recorded, transcribed, and analyzed using Colaizzi’s method of analysis. The study found three emergent themes on the causes of stress among secondary public school teachers during the transition The themes include: readiness to accept the transition, relearning teaching skills and uplifting of learners condition. For the coping mechanism of the participants, the study found four emergent themes. The themes were quality time with family and friends, support system in the workplace, embracing realities towards positive mindset and alleviating stress through rest and recreation. Further, the participants found three emergent themes for their recommendations to improve the plight of secondary public school teachers. The themes were reduced number of students in classrooms, enhanced administrative support and revisit teachers’ roles.

Teacher-student relationships: the roles of teachers’ emotional competence, social emotional learning beliefs, and burnout

ABSTRACT Using a questionnaire survey methodology, this study examined associations among elementary school teachers’ perceptions of their emotional competence, positive social emotional learning beliefs, burnout perceptions, and the quality of their relationships with students. Participants were 120 teachers (88 females and 32 males) recruited from 15 Greek schools. Results demonstrated that teachers’ perceptions of their emotional competence and personal achievement were both positively associated with their perceptions of their relationships with their students as close. When teachers reported high levels of emotional exhaustion, commitment to social emotional learning was positively related positively to perceptions of teacher-student closeness. In contrast, when teachers reported high levels of teacher depersonalisation and personal achievement, commitment to social emotional learning was negatively associated with their perceptions of teacher-student closeness. Teachers reported less conflict with students when they reported experiencing high levels of personal achievement. Findings indicate that psychological processes linking various dimensions of teachers’ social-emotional competence to relationship-building between teachers and students in Greek classrooms are similar to those that operate in the U.S. Strategies to support the development of effective training in social emotional competence for teachers and school leaders are discussed.

Culturally Responsive Teaching Practices for Students With Emotional and Behavioral Disorders

This article examines the importance of integrating culturally responsive teaching practices in classrooms for students who are culturally and linguistically diverse (CLD) with emotional and behavioral disorders (EBD). It highlights strategies supported by empirical research that amplify student voices through dialogue circles and flexible grouping. Acknowledging the strengths and needs of these students, the inclusive, student-centered approach aims to enhance academic and social success, supporting a sense of belonging and empowerment essential for the growth and well-being of CLD students with EBD.

Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony

Studies have found that flipped classroom teaching (FT) improves learning compared to lecture-based teaching (LT). However, whether the structured teacher–student interaction—the key feature of FT—plays an essential role in enhancing learning remains unclear, as do its neural underpinnings. Here, we compared three teaching conditions: FT with a video lecture and structured interaction, LT with a face-to-face lecture and spontaneous interaction, and control teaching (CT) with a video lecture and spontaneous interaction. The fNIRS-based hyperscanning technique was used to assess the interbrain synchrony (IBS) from teacher-student dyads. Results showed that the learning was significantly improved in FT than in LT and CT, and FT significantly increased teacher–student IBS in left DLPFC. Moreover, the IBS and learning improvements were positively correlated. Therefore, these findings indicate that the structured teacher–student interaction is crucial for enhancing learning in FT, and IBS serves as its neural foundation.