Classroom Processes Research Articles

Analysis of Digital Leadership in School Management and Accessibility of Animation-Designed Game-Based Learning for Sustainability of Education for Children with Special Needs

With the rapid integration of technology into educational environments during the pandemic period, the teaching processes in classrooms and private education institutions began to be carried out with technology support. Game-based animation learning designs in technology-supported educational environments provide an interesting and motivation-enhancing learning experience in developing students’ education skills. In today’s educational environments, 2D and 3D animation game designs are the unique technology-supported learning environments in teaching many different skills, behaviors, and concepts to individuals with special needs. Visual designs and animations are one of the technologies necessary to prepare individuals with special needs for an independent life. The accessibility of animation designs for teachers and families has gained significant importance during the COVID-19 pandemic period. Technology education supports the visual, listening, reading, writing, social, and communication skills of individuals with special needs, facilitates their independent life skills, and contributes to their development as a guide. This allows individuals to learn the targeted information more easily, permanently, and quickly. In this context, this study provides information on the use and accessibility of animation technology in special education, offers suggestions for the benefit of visual design and animation, which are among the assistive technologies, and gives insights into how school management is ready for digital education.

Code-Switching Practices in Multilingual Classrooms: Exploring Pedagogical Functions

This study explored the pedagogical functions of code-switching toward teaching and learning processes in multilingual classrooms. The pedagogical function is strongly important to be recognized regarding the successfulness and effectiveness of teaching and learning process. This study reports on code-switching practices for multilingual classroom communication in secondary level in Indonesia, which English is the main instruction of teaching. This study employed ethnographic case study design and the data were gathered through observation, interview and recording. The data were analyzed using qualitative descriptive and the obtained data demonstrated that code-switching has three function categories in terms of pedagogical functions, i.e. 1) knowledge construction/curriculum access, 2) classroom management, and 3) interpersonal relationship. If so, teachers and students are allowed to switch their language as long as they fulfill academic functions and expand students’ language repertoire. It can be inferred that the findings suggested that these practices could foster students to become bilingual people and promote the language minority.

A Study Focuses on the Usage of ICT in English Teaching-Learning for Students with Special Educational Needs in an Inclusive Classroom Settings

The current study focuses on using information communication and technology (ICT) in English teaching-learning for students with special educational needs (SwSENs) in an inclusive classroom setting. In ensuring the most effective methods of English Teaching-Learning, it is vital to examine pedagogical approaches. Globalization has led to a more entangled interaction between the digital and physical worlds. Our increased reliance has significantly impacted our daily lives on technological devices. Thus, it stands to reason that SwSEN is becoming constantly excited about using ICT in the teaching-learning process in inclusive classrooms. Every modern culture that can survive relies on ICT. This will impact education and other aspects of one's life. Students of English who don't speak the language natively now have easy access to many resources because of its technology. In the meantime, many higher education institutions cannot function efficiently without the help of ICTs. ICT enhances the teaching-learning process. Use it to expose students to new learning opportunities. Teaching-learning English has been reinvigorated by using ICT in the inclusive classroom. ICT is essential for ensuring that SwSENs access high-quality English language learning opportunities. As an outcome of the study, new strategies for teaching-learning English in inclusive settings may be developed. Today's global society demands that the teaching-learning of English as a second language adapt and evolve. This study highlights the positive benefits of ICT on SwSENs in an inclusive classroom setting to keep up with today's technologically sophisticated society. In this context, the function of ICT in English language teaching-learning will be examined. Teaching English as an additional language is concerted and coordinated to the ever-changing demands of a technologically advanced society. Whether or not ICT can enhance English language teaching and learning has been debated for several centuries. ICT is being actively adopted in today's academic institutions, particularly those offering English language programs for SwSENs in an inclusive classroom setting. ICT is increasingly being used to teach English as a Second Language in academic institutions. Having such environments in place for both teaching-learning must be investigated if we are to determine how ICT is being used for SwSEN in an inclusive classroom setting.

The Effect of Flipped Classroom on English Preparatory Students’ Autonomous Perceptions and Attitudes Towards Learning Grammar

The aim of this study is to investigate the effects of flipped classroom on students’ autonomous learning perceptions and students’ attitudes towards learning English grammar. In this study, an embedded design, one of the mixed research methods, was employed to determine the effect of the flipped classroom on the English learning process. The study group consisted of 24 preparatory students. Quantitative data of the study was obtained through autonomous learning perception scale and attitude scale towards learning English grammar. Qualitative data was collected by an open-ended questionnaire developed by the researcher in order to describe the students’ views on the learning process of the flipped classroom. The quantitative results of the study showed a statistically significant difference between pre- and post-test scores of the experimental group. In addition, quantitative results showed that the opinions of the students mostly focus on the effect of the flipped classroom on efficiency in learning, time management and motivation.

Datafication Meets Platformization: Materializing Data Processes in Teaching and Learning

In this contribution to the Platform Studies in Education symposium, Luci Pangrazio, Amy Stornaiuolo, T. Philip Nichols, Antero Garcia, and Thomas M. Philip explore how digital platforms can be used to build knowledge and understanding of datafication processes among teachers and students. The essay responds to the turn toward data-driven teaching and learning in education and argues that digital data is not only generated through national, state, and classroom-level assessments but also produced through the platform technologies that increasingly support all kinds of school operations. While much has been written about the promise of such technologies for schools, less is known about the role digital platforms play in constituting this data and how the platforms can be critically engaged to build knowledge and understanding of datafication processes in classrooms. This article explores these dynamics through three vignettes that investigate platforms as an interface for teaching and learning about data. In doing so, the essay speaks back to three interrelated properties of datafication—reduction, abstraction, and individualization— in ways that can be made visible for analysis, critique, and resistance in schools.

Characterising a Representation Construction Pedagogy for Integrating Science and Mathematics in the Primary School

Growing research evidence indicates student learning gains from guided representation construction/invention in school science and mathematics. In this inquiry approach, students address challenges around what features of a phenomenon/problem to attend to, what data to collect, how and why, and make collective judgments about multimodal accounts of phenomena. However, researchers to date have tended to focus on student learning rather than on the teacher’s role in guiding various phases of inquiry. In this paper we report on (a) analysis of Grade 1 students’ engagement in interdisciplinary mathematics and science inquiry practices in a classroom sequence in ecology; (b) the teacher’s role in guiding such inquiry; and (c) interpretation of these practices in terms of support of student transduction (connecting and remaking meanings across representations in different modes). Data from our study included video capture of two case study teachers’ guidance of tasks and classroom discussion and student artefacts. We examine the classroom processes through which the teachers used students’ invention and revision of data displays to teach the concepts of living things, diversity, distribution and adaptive features related to habitat in science. Mathematical processes included constructing and interpreting mapping, measurement and data modelling, sampling and using a scale. The analysis offers fresh insights into how teachers support student learning in these two subjects, through discrete stages of orienting, representation challenge, building consensus and applying and extending representational systems.

UNIVERSAL DESIGN FOR LEARNING AND ASSISTIVE TECHNOLOGY FOR QUALITY EDUCATION

Universal Design for Learning (UDL) provides all students equal opportunity to succeed. The UDL principles offers exibility in the teaching learning process. Teachers are facing lot of challenges in planning teaching learning process in inclusive classrooms. Rights of Persons with disabilities RPwD Act ensures every right to receive equal opportunities in inclusive educational set up. Teachers have to ensure that all their students have to get accessibility in and around classroom to succeed in inclusive education. Students are with varied differences and need differentiated instruction. They demonstrate different types of abilities, disabilities, learning styles, learning needs and preferences. A teacher has to cater to the above diversities in a morepossible way. The general curriculum should be adapted to provide opportunities to all students to get access to participate and develop in the teaching learning process. The Rights of Persons with Disabilities Act (2016) also directs to provide accessibility to all students to learn in general curriculum. Thus, an innovative approach has to be framed to design to meet the needs of the diverse learners and here comes the concept of Universal Design for Learning (UDL).

Preservice Science Teachers’ Perspectives on and Practices Related to Self-Regulated Learning after a Brief Learning Opportunity

Teacher education programs are a critical site for preparing teachers’ self-regulated learning (SRL) knowledge and capacity to foster students’ SRL skills. The present study describes preservice science teachers’ (PSTs) perspectives and practices regarding SRL after a brief learning opportunity. The participants were 12 PSTs in a certification program for teaching secondary science. The data came from course assignments, lesson plans, and semi-structured interviews. The findings showed the PSTs appreciated the role of SRL and tried to integrate SRL processes into their science lessons. However, they needed further support to systematically implement SRL processes in classrooms. Findings from this study are relevant for science teacher educators who are interested in improving science teaching because the link between SRL and science teaching is discussed. They may also support teacher educators in making more informed decisions about course design and instruction regarding SRL. Finally, since suggestions for future studies are discussed, this research is relevant for science education researchers who study teachers’ perspectives on and practices related to SRL.

Evaluation of Multimedia Classroom Teaching Effectiveness Based on RS-BP Neural Network

With the popularization of information technology, multimedia teaching has been widely used in universities as a new form of classroom teaching. In this paper, based on the classroom process, 12 evaluation indexes are initially obtained from three dimensions of “courseware, classroom teaching, and classroom effect,” which are reduced to 7 core indexes and evaluated comprehensively by using the rough set theory (RS), and the evaluation results are used as input data for simulation training of the BP neural network. The RS-BP neural evaluation model of multimedia classroom teaching effect (MCTE) is successfully trained, and finally five nonuniversities are selected for empirical research. The empirical study shows that this model has certain applicability when MCTE is such a nonlinear problem and can provide reference for the quality evaluation and improvement of multimedia teaching. The model in this study has certain practical value, but the index system is not comprehensive enough, the training data is insufficient, and the model maturity still needs further improvement.

Analysis of Teaching Effect of English Classroom Mind Map Based on a Logistic Regression Model

In order to improve the effect of English classroom teaching, this paper combines the pulse neural network to identify the teaching process of English classroom and conducts real-time supervision of classroom dynamics in combination with the actual situation. Moreover, this paper constructs an intelligent system, uses the recognition method based on the spiking neural network image to collect the real-time dynamics of classroom teaching, and combines the logistic regression model to evaluate the teaching effect. After constructing the system framework, the system process analysis is carried out. This paper combines experimental research to verify the model of this paper. The experimental research results show that the analysis model of teaching effect of mind map in English classroom based on the logistic regression model proposed in this paper has good results, which also verifies that the mind map teaching can play an important role in English classroom teaching.

An English Teacher’s Reflective Practice in English Foreign Language (EFL) Classroom

The duty of the teacher is not merely transfering knowledge but he/she should be aware to any students’s difficulties by carry on reflective practice during or after learning process. Therefore, This study examine how does the teacher reflect the teaching process in EFL classroom. In this respect, qualitative approach and descriptive qualitative method are used in this study. The study explored 6 participants such as one English teacher as primary source and five students as secondary source. The data were collected via observation, interview and documentation. The documentation is presented in the form of teacher’s diary which is teacher can express about his/her feelings, experiences, difficulties and problems in a diary writing. The findings of the study revealed that the teacher using diary writing as a strategy to reflect the teaching process after learning activity has finished. The teacher always helps students, who are difficult to understand the material repeatedly. Reviewing the material is frequently use to check whether students still remember or forget and giving some questions related to the material to make students focus on learning process. The teacher arranged the technology to be used in learning activity to make students more interest on English subject.

An English Teacher’s Reflective Practice in English Foreign Language (EFL) Classroom

The duty of the teacher is not merely transfering knowledge but he/she should be aware to any students’s difficulties by carry on reflective practice during or after learning process. Therefore, This study examine how does the teacher reflect the teaching process in EFL classroom. In this respect, qualitative approach and descriptive qualitative method are used in this study. The study explored 6 participants such as one English teacher as primary source and five students as secondary source. The data were collected via observation, interview and documentation. The documentation is presented in the form of teacher’s diary which is teacher can express about his/her feelings, experiences, difficulties and problems in a diary writing. The findings of the study revealed that the teacher using diary writing as a strategy to reflect the teaching process after learning activity has finished. The teacher always helps students, who are difficult to understand the material repeatedly. Reviewing the material is frequently use to check whether students still remember or forget and giving some questions related to the material to make students focus on learning process. The teacher arranged the technology to be used in learning activity to make students more interest on English subject.

Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis

As smart classroom learning environments enable teaching and learning processes, scholars have examined how classroom process quality affects student engagement in secondary education. Smart classroom learning environments provide a prominent signpost for how teaching and learning will be transformed to accommodate new technologies. However, a holistic model for smart classroom learning environments seems warranted. This study fills this knowledge gap by emphasizing both instructional quality and the use of technology as critical indicators of classroom process quality. A total of 1825 secondary school students and their 38 teachers participated in the study. By using teacher and student questionnaires, the relationship among teacher beliefs, classroom process quality, and student engagement in smart classroom learning environments was investigated. Three components of classroom process quality were distinguished: cognitive activation, connectedness, and the use of technology. Results from a multilevel regression analysis revealed that students' shared perceptions of connectedness and the use of technology were linked to student engagement. Unexpectedly, it was teacher education level rather than teacher beliefs that were associated with classroom process quality. Classroom process quality could also be influenced by teacher gender and teaching grade. Students' individual perceptions of three domains of classroom process quality were related to their engagement and boys reported significantly higher engagement than girls. Multilevel mediation analysis results showed that the relationships between teacher education level and student engagement were influenced by students' shared perceptions of connectedness and the use of technology. These findings contribute to a better understanding of how to best develop engaging smart classroom learning environments, and suggestions for future research are provided.

THE PRACTICE OF INDEPENDENT LEARNING AND ITS IMPLICATIONS FOR STUDENTS’ LEARNING IN CLASSROOMS AND EDUCATIONAL INSTITUTIONS

This article examines the practice of independent learning and its implications for students, the learning process in classrooms, and educational institutions.The policy of independent learning is the policy of the Minister of Education and Culture, which includes four main programs, namely the replacement of USBN into school exams, the replacement of the national exam with a minimum competency assessment and character survey, the implementation of a 1-sheet lesson plan, and the application of zoning-based new student admissions. The application of independent learning at the Denpasar City Public High School, especially at SMA Negeri 3 and SMA Negeri 8 was held starting from the 2019/2020 academic year. However, in practice there are still some obstacles faced by the school management. The writing of this article uses a qualitative descriptive method, with a cultural studies approach. This research found several things, among others: First,on the psychological aspect of implementing the independent learning policy, especially with regard to the replacement of USBN into a school exam and the National Examination as a minimum competency assessment, at least it can reduce the psychological burden of students in facing these exams. Second, in the didactic aspect, the application of this free learning policy can provide flexibility for teachers in terms of finding and finding various learning strategies and methods to develop PAIKEM learning. Third, in the sociological and juridical aspects, the implementation of this free learning policy can encourage the realization of a sense of justice for the Indonesian people, in terms of obtaining equal opportunities to enjoy quality education.
 Keywords: Freedom of Learning, National Examination, USBN, PPDB based on zoning

Development of Flipped Classroom using Cloud-Based Learning and Board Games Model to Enhance Critical Thinking Skills

This research aims to develop and assess flipped classroom by using cloud-based learning and board games to enhance critical thinking skills. Research results indicate that the model consists of 3 concepts which are flipped classroom activities, cloudbased learning, and board game usage. Regarding the evaluation results of the appropriateness of the model, the specialists comment that overall has the highest appropriateness. The aspect of principle, concept, and theory relating the components of appropriateness index are rated as highest, then followed by flipped classroom process, flipped classroom environment, and learning assessment, respectively.

Professional noticing of coordinated mathematical thinking

AbstractOver the past three decades, research and policy in many geographic regions has promoted a shift from direct, lecture‐oriented mathematics instruction to inquiry‐based, dialogic forms of instruction. While theory and research support dialogic instructional approaches, some have noted that the complexities of dialogic teaching make it difficult for teachers to implement. One mechanism by which teachers can improve their decision‐making practices in dialogic classrooms is learning to notice (i.e. becoming aware of learners’ processes). While research has contributed frameworks for understanding how teachers notice individual learners’ mathematical thinking, there is little conceptualization regarding how teachers notice group processes in mathematics classrooms, which is integral to dialogic instruction. We offer a noticing framework termed professional noticing of coordinated mathematical thinking that describes how teachers notice group activity in mathematics classrooms. Professional noticing of coordinated mathematical thinking is conceptualized as a bi‐dimensional process: noticing groups’ mathematical activity and noticing groups’ coordinated activity. Teachers must become aware of how groups approach the mathematical and collaborative nature of a task, since both of these aspects inform whether learners develop opportunities to learn in groups. The framework describes noticing practices integral to dialogic instruction and promotes inquiry for future research related to teaching moves in dialogic classrooms.

Languaging dynamics of classroom interactivity: a distributed view of the pedagogic recontextualization in L2 tertiary settings

AbstractThe current study investigates classroom interactivity in L2 tertiary literature classrooms in Hong Kong and Taiwan when ESL/EFL students engage with and interpret literary texts in classroom talk as a pedagogic process of text recontextualization. It proposes a more ecological-based approach to language and languaging dynamics that is complementary to current social semiotic approaches to multimodality. It also aims to open up a more embodied analysis of the meaning-making process in tertiary literature classrooms. The multimodal investigation of real-time classroom interactivity based on a multi-scalar approach showcases an embodied coordination of vocalization and gesticulation as integral aspects of the dynamic whole-body sense-making activity that arises in the pedagogic process of text recontextualization. The dynamics vary from students’ solo speech in individual presentation to teacher–student interactions in group discussion and to student–student interactions in role-play. The distributed language view of first-order languaging dynamics demonstrates the embodied and distributed dimensions of the real-time classroom interactivity that couples pedagogic subjects to the affordances of their pedagogic environment. It also provides insights into the impact of pedagogic activities on the multi-scalar dynamics of the meaning-making process with reference to embodied speech–gesture coordination. The paper demonstrates the value of applying an ecologically embodied perspective to multimodal studies in classroom research and stimulates a re-thinking of some of the important aspects of classroom interactivity that have received little attention thus far.

Amazement as a necessary element for a comprehensive formation

We will talk about the systematization of the educational experiences in amazement didactics in the Autonomous University of Queretaro. The objective is to comprehend how a comprehensive formation is achieved on the participants in the classrooms based on amazement didactics. The classes were imparted under the didactic strategies of theater, clown, and magic with the goal of fostering amazement in social encounters. The sessions were registered in a class journal. The systematization process consisted of answering the question: How does amazement contributes to the comprehensive formation of the involved in the educational process of the university classroom. The focus of the systematization was thoughtful, it sought to explain how a happy environment was created in the classes. The systematization process was used in the classes at the end of the school year 2020-1. Amazement uses laughter, looks, silence, and thoughtfulness that wakes up the creativity, foster trust, and create bonds of love, as well as the curiosity to learn in virtual environments in the confinement period brought by the health emergency. This was one of the results found, as well as recognizing that recognition makes us exist and motivates us to be more, humanizes us, achieving a comprehensive education, originating from a participative process that leads to the harmonious development attending all the dimensions of the person, such as the cognitive, affective, community, ethic, cultural for the full humanization of the person, from amazement strategies that lead to think and act from other possibilities.

The Opportunities and Limitations of Blended Learning and the Flipped Classroom for Second Language Teaching

Over the last decade, many educators have been investigating the pedagogical effectiveness of blended learning and flipped classroom models. In the conventional teaching process, instructors have been playing an essential role in the lecturing process. Conversely, students lead the learning process in the flipped classroom because they must complete tasks with extracurricular materials and classroom collaboration. Likewise, blended learning also asks students to dominate classroom learning procedures, but its communication medium is a mixture of face-to-face and online interaction. This essay evaluates blended learning and the flipped classroom model by evidence of both pros and cons. Lastly, the article concluded that the two new models provide significant reference cases in exploring better practice modes to increase the quality of second language teaching.

Effect of Frequent Testing on Students’ Test Anxiety at University Level

This study was designed to find out the effect of frequent Testing on students’ test anxiety scores in research method course at university level. The study was expected to predict the worry and emotional factor scores of test anxiety on frequent testing. A quasi-experimental pre-test post-test control group design was used in this study. Two intact groups were selected from department of science education, University of the Punjab, Lahore. The researcher has adopted the test anxiety Inventory by Spielberger (1980) to find out the students’ test anxiety. The reliability was analyzed through the pilot testing of the instrument. The interventional group was manipulated by frequent testing. The control group was assessed by conventional method. Both groups were compared on test anxiety scores. After analyzing the data, it was observed that both groups experience the same test anxiety in regard to worry and emotional factor. Frequent testing did not effect the test anxiety of students in research method course. Stakeholders and evaluators will benefit from the information gathered on how to lessen test anxiety in order to improve the teaching-learning process in classroom. To strengthen the teaching and learning process in classrooms, it is necessary to increase confidence in prospective teachers.